scholarly journals Consciousness raising tasks for the learning of grammar in high school English language classrooms

2018 ◽  
Vol 18 (3) ◽  
Author(s):  
Jean Pool Salazar Miranda ◽  
Estefany Quesada Fallas ◽  
Massiel Rojas Blanco ◽  
Dayana Barrantes Salas ◽  
Luis Diego Madrigal Alfaro ◽  
...  
Keyword(s):  
High School ◽  
Costa Rica ◽  
English Language ◽  
Consciousness Raising ◽  
High School English ◽  
Language Classrooms ◽  
English Language Classrooms

Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente. 

scholarly journals The Effective use of Authentic Materials in the English Language Classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 1-8
Author(s):  
Parupalli Srinivas Rao
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Profession ◽  
Modern World ◽  
Authentic Materials ◽  
English Classrooms ◽  
Language Classrooms ◽  
Effective Use ◽  
English Language Classrooms

Due to the technological innovations, the twenty-first century has witnessed tremendous changes in all walks of life. The new technology abetted the extant educational system and it gifted the contemporary educational system with a newfangled drift. As a result, there have been several innovations in the field of education and English has no exception. The concept of teaching English has drastically changed and the present generation of teachers as well as the learners depend more on the latest technology that brings a greater change in teaching and learning. In the modern world, the teachers of English have been using a variety of teaching materials in order to satisfy the needs and interests of the learners. In this process, they also go for the authentic materials in addition to the prescribed textbooks with an aim to improve the standards of the learners and to develop their learners’ language skills enormously in the regular English classrooms. According to Peacock (1997), “Authentic materials are more motivating for students, even lower level students, than artificial materials”. Furthermore, Briton (1991 cited in Qura, 2001) states, “Authentic materials relate more closely to learners’ need, for they build a connection between the language classroom and the outside world. The teachers have to use all the available authentic materials such as newspapers, magazines, story books, movies, radio, TV ads, songs, label products, bus or train timetables, realia like phones and dolls so that the learners show more interest towards their leaning. As authentic materials play a vital role in promoting the learners’ learning and creates interests among learners to learn the English language in a natural way with proper motivation, the teachers of English should use these authentic materials in their day-to-day teaching profession. The present paper brings to light to the effective use of authentic materials by the teachers in the English language classrooms. For this purpose, this paper initially discusses the advantages of authentic materials in the field of education. Then this paper brings out the importance of the authentic materials that are used in the English language classrooms. Later, this paper emphasizes primarily on the effective use of the authentic materials and how they assist the teachers in their teaching and also how they help the learners to learn English in a better and easier way. Finally, this paper gives some expedient hints both to the teachers and the learners of English to how improve their teaching and learning skills colossally using the authentic materials in the English classrooms.

Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory

RELC Journal ◽  
2018 ◽  
Vol 49 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Seran Dogancay-Aktuna ◽  
Joel Hardman
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Good Theory ◽  
Teaching English ◽  
Lingua Franca ◽  
International Language ◽  
Pedagogical Decisions ◽  
The World ◽  
Language Classrooms ◽  
English Language Classrooms

Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.

A Within-Asia Comparison of Anxiety in English Language Classrooms

2021 ◽  
Author(s):  
Hiromi Oda ◽  
Jatrifia Sinatrya ◽  
Uyun Nishar ◽  
Andrew Foong ◽  
Naoko Ichii
Keyword(s):  
English Language ◽  
Language Classrooms ◽  
English Language Classrooms
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