Utilization of the network and multimedia resources to conduct interactive oral English teaching of the graduate students

2009 ◽  
Author(s):  
Fan Xiying ◽  
Wu Gang
Keyword(s):  
Graduate Students ◽  
English Teaching ◽  
Multimedia Resources

scholarly journals Designing and Implementing an ESP Course: Revisiting an Experience

2017 ◽  
Vol 17 (28) ◽  
pp. 197
Author(s):  
Elvia Ureña Salazar
Keyword(s):  
International Students ◽  
Costa Rica ◽  
Graduate Students ◽  
English For Specific Purposes ◽  
Target Language ◽  
International Programs ◽  
Effective Strategy ◽  
Work Context ◽  
English Teaching ◽  
Speakers Of Other Languages

This essay pretends to deep on how the process of making decisions in designing an ESP (English for Specific Purposes) course registered by three TESOL graduate students, structured by the author along with participants, a requirement of the Master of English Teaching for Speakers of Other Languages at University of Costa Rica (UCR).During the course the designers should help a group of UCR workers to communicate in English effectively with international students who want to study at UCR or those who were already participating in international programs. This study introduces data about the apprentices who benefit from this academic activity, tasks designed and taught, aswell as the evaluation and assessment used. Finally, it suggests some recommendations for those who may consider the option of designing an ESP course as an effective strategy to promote the use of the target language in a work context.

scholarly journals The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

2017 ◽  
Vol 10 (7) ◽  
pp. 96 ◽  
Author(s):  
Wannakarn Likitrattanaporn
Keyword(s):  
Graduate Students ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learning By Doing ◽  
Teaching Skill ◽  
Teaching English ◽  
Teaching Materials ◽  
English Teaching

The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.

scholarly journals Gender-Based Study of Interactive and Interactional Metadiscourse Markers in Conclusion Sections of English Master Theses

2015 ◽  
Vol 47 ◽  
pp. 195-208
Author(s):  
Zahra Rezaei Zadeh ◽  
Roya Baharlooei ◽  
Shahla Simin
Keyword(s):  
Graduate Students ◽  
English Translation ◽  
English Literature ◽  
Descriptive Analysis ◽  
Teaching English ◽  
Male And Female ◽  
English Teaching ◽  
Female Writers ◽  
Gender Based ◽  
Interpersonal Model

The aim of this study is to seek two types of interpersonal model of Hyland (2005) used in conclusion sections of 30 Master Theses of English Teaching, English Literature, and English Translation written by male and female graduate students. These conclusion sections were categorized into two groups of male and female writers: 15 conclusion sections belonged to male writers and other 15 conclusion sections belonged to female writers. The interactive and interactional metadiscourse markers were counted and analyzed to find if male or female writers utilize these metadiscourse markers differently or similarly in conclusion sections of English disciplines (Translation, Teaching, and Literature). These metadiscourse markers were analyzed descriptively and referentially. The descriptive analysis show that both male and female writers in Translation, Teaching and Literature applied more interactional markers than interactive ones. In Translation and Teaching, female writers used more interactional resources comparing to male writers. But, in Literature, male writers employed more interactional markers than female writers. The referential statistics indicate that in English Translation and English Literature, there are significant differences between male and female writers concerning use of Interactive and Interactional metadiscourse Markers, while in English Teaching, there are not any significant differences between male and female writers regarding use of these metadiscourse Markers.

scholarly journals INTERVIEW WITH DEVON WOODS / Entrevista com Devon Woods

2021 ◽  
pp. 10-25
Author(s):  
Devon Woods ◽  
Gysele Da Silva Colombo Gomes ◽  
Ana Maria Ferreira Barcelos
Keyword(s):  
Decision Making ◽  
Graduate Students ◽  
Language Teaching ◽  
Doctoral Dissertation ◽  
Teacher Cognition ◽  
Decision Making Process ◽  
English Teaching ◽  
Language Studies ◽  
Language Classrooms ◽  
The Relationship

On May 27th, 2021, we met virtually with Devon Woods. We asked him about his studies on beliefs and the relationship between beliefs and emotions and identity. We approached the decision-making process and its relationship to BAK (Beliefs, Assumptions and Knowledge). We also, discussed its relevance to English teaching communities, particularly here in Brazil. Devon Woods has always demonstrated to be amazed by the unseen and often unnoticed processes of interpretation that are involved in both personal and pedagogical types of communication. In the 1970s, he engaged in studies of learners’ and teachers’ cognition – their beliefs, interpretations and actions – and the interactions between them in language classrooms. As a product of his 1992 doctoral dissertation, we find his remarkable book “Teacher Cognition in Language Teaching” (1996), several articles, and the focus of the work of a number of graduate students published in the Carleton Papers in Applied Language Studies. The results of this conversation are what we present here in the form of an interview.

scholarly journals A Study on Motivation Orientations of English Learners in Management Major

2021 ◽  
Vol 7 (2) ◽  
pp. 59-66
Author(s):  
Wei Xu ◽  
◽  
Yi Zhang
Keyword(s):  
Graduate Students ◽  
English Learners ◽  
Motivational Orientations ◽  
University Policy ◽  
English Teaching ◽  
Future Career ◽  
Social Expectation ◽  
Systematic Structure ◽  
Management Students

Based on the motivation theory, this study aims to investigate the motivational orientations of the English learners from Management majors. 32 graduate students participated in the questionnaire and accomplished the interview in this research. Based on the statistics processed by SPSS, it is found that (1) instrumental orientation is significantly stronger than the integrative type; (2) among all the motivation items, the most three significant motivations are preparing for a future career, desiring to be a knowledgeable person and passing exams. Besides, based on the analysis of interview, a model of major-oriented, international and nested systems of instrumental motivation was constructed, indicating the interrelationship between motivational factors: globalization, social expectation, university policy, major needs and learner factors. It is expected that this study can provide some implications to English teaching to management students with the investigation of the systematic structure of their motivations.

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