Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching

2020 ◽  
Author(s):  
Meenakshi Sharma Yadav
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Generative Grammar ◽  
English Language Teaching ◽  
Learning Theories

scholarly journals Scholastic Grammar in College English Teaching

2017 ◽  
Vol 7 (4) ◽  
pp. 191
Author(s):  
Yanghua Peng
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
College English ◽  
English Teaching ◽  
Vital Part ◽  
Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

scholarly journals THE REALIZATION OF MORPHOSYNTAX, PRAGMATICS, PHONOLOGY, AND LEXICON IN VIVIAN’S CONTEXT OF ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Imam Munandar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Cognitive Theory ◽  
English Language Teaching ◽  
Learning Theories ◽  
Visual Aids ◽  
Classroom Activities ◽  
Semantic Fields ◽  
Learning Language

This research has found that he language and language learning theories in Vivian’s classroom follow the communicative and cognitive/ interactionism approach. Vocabulary, pronunciation, morpho-syntax and pragmatics were learnt interactively in the classroom. Cognitive theory crucially considers learning language as a process, and interactionism views language as acquired when learners are involved in interaction. These approaches are finely exemplified in the classroom activities. Interactionist centralizes the role of input, interaction and output. Input and interaction are modified to make it comprehensible for the students. Noticing is central to input to be uptake. In Vivian’s classroom, opportunity for output is provided for the students to exercise their emergent language. Furthermore, feedback is given to indicate learners’ incorrect forms of the language, leading them to notice the form of language they need to work on. Knowing a word involves the identification of form, meaning, and use. In lexicon learning, it is important for teachers to the build semantic fields of the words. Attaining this, as Vivian showed, it is helpful to provide input with visual aids to enhance learners’ conceptualization of a particular word.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

English Language Teaching

2017 ◽  
Author(s):  
Dawn D’Arcy Nell
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Market Strategy ◽  
Successful Series ◽  
The Press ◽  
The World ◽  
Good Access

The chapter assesses the role of the English Language Teaching Department—its structure, management, profitability, and publications—and its impact on the Press as a whole. The extraordinary growth of Oxford’s ELT programme resulted in part from a global shift towards English-language learning in old markets and a rapid growth of new markets around the world to which OUP had good access through its branches and established international trade. New ELT courses were developed or adapted for use in Africa, Central and East Asia, the Middle East, Latin America, and, most successfully, in Europe. Successful series titles included Crescent English Course, Access to English, Streamline, and Headway. Despite intense competition and some unprofitable partnerships, OUP became the world’s leading ELT publisher through developing reliable titles for children and adults and placing a strong emphasis on market strategy.

scholarly journals Role of Mobile Phone for English Language Teaching

2019 ◽  
Vol 6 (1) ◽  
pp. 45-57
Author(s):  
Sri Yuliani
Keyword(s):  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Structure Interview ◽  
English Language Teaching ◽  
Semi Structure Interview

Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. These research findings were contributed the next research for more deeply dig for language learning.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

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