New Directions in Korean Language Teaching Methodology.

2008 ◽  
Vol 19 (1) ◽  
pp. 195-230
Author(s):  
이동재
Keyword(s):  
Language Teaching ◽  
Teaching Methodology ◽  
Korean Language ◽  
New Directions

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

scholarly journals Making a Case for New Directions in English Language Teaching Research at an Omani University: A Critical Qualitative Content Analysis Report

2015 ◽  
Author(s):  
Ali Al-Issa
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Qualitative Content Analysis ◽  
Critical Dimension ◽  
English Language Teaching ◽  
Sultanate Of Oman ◽  
Teaching English ◽  
Sultan Qaboos University ◽  
New Directions ◽  
Master Of Education

Sultan Qaboos University (SQU) has been the sole English Language Teaching (ELT) research enterprise in the Sultanate of Oman through the Master of Education (M.Ed.) in Curriculum and Methods of Teaching English degree program it launched in the early 1990s. Eighty-two theses have been completed so far about topics pertinent to ELT in the Sultanate of Oman. However, a review of those theses has shown that the discussion of these topics lacks a critical dimension that can advance Omani ELT at the micro and macro levels. This critical qualitative study, therefore, sets out to make a case for new directions in ELT research at the M.Ed. in ELT program at SQU. The discussion should lead to better understanding of the multiple ELT problems in the Sultanate of Oman and have implications for other similar contexts.

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