Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

2020 ◽  
Vol 20 ◽  
pp. 135-153 ◽  
Author(s):  
Edgar Lucero-Babativa
Keyword(s):  
Language Learning ◽  
English Language ◽  
Review Paper ◽  
Language Teaching ◽  
Classroom Interaction ◽  
English Language Teaching ◽  
Relationship Of ◽  
Global And Local ◽  
The Relationship ◽  
Local Perspectives

This theoretical-review paper presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities from social studies and in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into de study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

scholarly journals EXAMINING THE ROLE OF LINGUISTICS IN ENGLISH LANGUAGE TEACHING AS EFL AT HIGHER INSTITUTION: THE CASE OF METTU UNIVERSITY

2020 ◽  
Vol 2 (6) ◽  
pp. 144-151
Author(s):  
Miressa Amenu T
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Mental Phenomenon ◽  
Teaching Role ◽  
Language And Literature ◽  
Higher Institution ◽  
The Subject ◽  
Mixed Approach

This paper was aimed at examining the role of linguistics in English language teaching as a EFL at higher education. The participants of the study were summer students of English Language and literature department of Mettu University. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and interview. Quantitative and qualitative data were obtained and analyzed quantitatively and qualitatively. Thus, this study employed a mixed approach. The findings of the study revealed that all participants have reached on mutual understanding and well noted that linguistics and language teaching have the same subject matter to deal with the role of linguistics to play in the process of language teaching. Therefore it can be said that language is the fundamental unit of the branch of linguistics. Without languages the subject of linguistics cannot be there. In other words languages pave the way for the growth of the field of linguistics. A language is a mental phenomenon and a way of expression of thought by means of articulate sounds. On the other hand linguistics is a branch of study that deals with languages. Finally, the findings have significant implications for adoption of linguistics in teaching language. This is the reason why the role of linguistics in English language teaching is needed for language learners.Keywords: Linguistics, Language, Language Teaching, Teaching, Role Of Linguistics

scholarly journals A Showcase Study on ELF-oriented Classroom Practices in a General English Course

2021 ◽  
Vol 9 (5) ◽  
pp. p61
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Complexity Theory ◽  
Subject Matter ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Global Dimension ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Raising Awareness ◽  
The Relationship

The lingua franca status of English in transcultural settings questions the orthodox pedagogical principles and mainstream approaches of English language teaching. To mirror the relationship between English as a subject matter and English as a globalised sociolinguistic phenomenon, some scholars call for revisiting the conventional approaches of pedagogy. Still, the response to the call for a transition from the monocentric methods of English language teaching is slow. Teachers have multiple concerns about how to incorporate a global dimension into a general English language course for undergraduates. The present study aims to address this gap by offering a practical example of how to address English as a lingua franca phenomenon in a general English language course. The study showcases classroom practices for raising awareness of today’s complexity of English use as a worldwide lingua franca. Ten Saudi undergraduates at a Saudi university participated in the study. The study shares the participants’ critical reflections on what they have learned from the course. Analysis of the participants’ reflections reveal that approaches based on complexity theory increased their familiarity with English linguistic diversities, developed their transcultural awareness and improved their ability to cope with English functional and contextual diversities. It is hoped that this showcase study can provide some guidance for the further implementation of a global dimension in other contexts.

scholarly journals Poetry Appreciation and Paraphrasing Skills of Grade 9 Students

2020 ◽  
Vol 3 (2) ◽  
pp. 79-80
Author(s):  
Jane Catherine A. Tobis ◽  
Chona G. Mascuñana
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Poetry ◽  
Points Of View ◽  
The Relationship

Among all the literary pieces used in English language teaching, poetry has always been regarded as an interesting and challenging literature genre used in English language teaching. Researchers that explored the appreciation of poetry and the factors that affect its approach had different points of view; however, they certainly agreed on the universal concern of research on the difficulty and lack of enthusiasm in dealing with poetry. Accordingly, recent neuroscientific research commenced using poetry in paraphrasing since both complement one another in language teaching. As a literary product, poetry requires a high analysis skill for adequate comprehension, while paraphrasing involves extensively analyzing ideas and forming new borrowed personal interpretation. Hence, this study aimed to see the relationship between students' degree of poetry appreciation and paraphrasing skills.

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

scholarly journals Dealing with Homework in English Language Teaching: A Case of Dadeldhura District

2013 ◽  
Vol 17 (1-2) ◽  
pp. 50-60 ◽  
Author(s):  
Jagadish Paudel
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
School Level ◽  
Completion Rates ◽  
Knowledge And Skills ◽  
Survey Questions ◽  
Homework Completion ◽  
The Subject

Homework is a good means of reactivation; it helps students to practice language items and consolidates learnt knowledge and skills at their home. It is an indispensible tool for students to step forward in the subject. But if we glance at homework dealing situation at school level education in Nepal, the role of homework is hardly talked about in the majority of the schools, especially at government aided school. Similarly, if we look at researches and papers that are talked about on homework dealing situation at school level education, we will rarely find. For this reason, I have strived to explore homework dealing situation of English langauge teaching at grade eight in Dadeldhura District through survey questions to the students and the teachers, such as when do students feel difficult to do homework, why do they do homework, how much time do they spend to do homework, who does help them to do homework at home, how do they like their homework to be corrected, how do the teachers correct homework, and the like. It also suggests some strategies for increasing homework completion rates and making homework meaningful for the students. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 50-60 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8092

The Effects of Two EFL (English as a Foreign Language) Teaching Approaches Studied by the Cotwin Control Method: A Comparative Study of the Communicative and the Grammatical Approaches

1992 ◽  
Vol 41 (4) ◽  
pp. 335-352 ◽  
Author(s):  
J. Ando
Keyword(s):  
English Language ◽  
Control Method ◽  
Language Teaching ◽  
Major Effect ◽  
English Language Teaching ◽  
Environment Interaction ◽  
Teaching Approaches ◽  
Interactional Pattern ◽  
Genotype Environment Interaction ◽  
The Relationship

AbstractThe present study compared two different types of English-language teaching approaches, the grammatical approach (GA) and the communicative approach (CA), by the cotwin control method. This study has two purposes: to study the effects of teaching approaches and to estimate genetic influences upon learning aptitudes. Seven pairs of identical twins (MZ) and 4 pairs of fraternal twins (DZ) participated in the experiment along with 68 other nontwin fifth graders. Each cotwin was assigned to the GA and CA respectively and received 20 hours of lessons over a 10-day period. The behavioral similarities between MZ cotwins were statistically and descriptively depicted. No major effect of either teaching approach was noted, but the genetic influence upon individual differences of learning achievement was obvious. Furthermore, an interesting interaction between the teaching approaches and intelligence was found, that is, that the GA capitalises on and CA compensates for intelligence. This interactional pattern could be interpreted as an example of genotype-environment interaction. The relationship between genetic factors and learning aptitudes is discussed.

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