11. The Role of Explicit Rule Presentation in Teaching English Articles to Polish Learners

2008 ◽  
pp. 177-186 ◽  
Author(s):  
Agnieszka Król-Markefka
Keyword(s):  
Teaching English ◽  
English Articles ◽  
Rule Presentation ◽  
Explicit Rule

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

scholarly journals Teaching English in Non-English Departments: Empowering Teacher Towards Improvement

2017 ◽  
Vol 4 (1) ◽  
pp. 49-62
Author(s):  
Ninuk Sholikhah Akhiroh
Keyword(s):  
Social Sciences ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
English Language Teaching ◽  
Teaching English ◽  
English Departments ◽  
English Majors ◽  
Relevant Field

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching.   ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini  merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341  

scholarly journals Penerapan General English dan English For Specific Purposes di Perguruan Tinggi Khususnya pada Pendidikan Vokasi

2020 ◽  
Vol 1 (2) ◽  
pp. 14-20
Author(s):  
Rena Juliana ◽  
Reni Juliani
Keyword(s):  
Vocational Education ◽  
English Language ◽  
English For Specific Purposes ◽  
Learning Material ◽  
English Learning ◽  
General Knowledge ◽  
Teaching English ◽  
Literature Study ◽  
The Subject

Abstract The increasing role of English in this era of globalization seems to force us to recognize that English has a great impact on all aspects of life, so learning the English language is a must. Previously, studying English at Indonesian universities was limited to General English or English General Purposes, which became general subjects. However, over time, learning English has been developed specifically for English for Specific Purposes. This study is intended to show how the use of English learning at universities, especially in vocational education, works. In this study, the literature study was chosen as the research method. The literature study shows that the use of General English and English for Specific Purposes in higher education is very different. Where there is no special learning material for teaching General English. The learning material usually contains general knowledge of English. Unlike English for Specific Purposes, where teaching English for Specific Purposes requires special materials that are tailored to the needs of students depending on the subject. Keywords: Use, General English, English for Specific Purposes, University, Vocational Education. __________________________ Abstrak Meningkatnya peran bahasa Inggris di era globalisasi ini seolah memaksa kita untuk mengakui bahwa bahasa Inggris mempunyai pengaruh besar di segala aspek kehidupan sehingga mempelajari bahasa Inggris merupakan hal yang wajib. Sebelumnya di Indonesia, pembelajaran bahasa Inggris di perguruan tinggi hanya sebatas General English atau English for General Purposes yang menjadi mata kuliah umum, namun seiring berjalannya waktu pembelajaran bahasa Inggris dikembangkan lagi secara khusus dalam mata kuliah English for Specific Purposes. Studi ini memiliki tujuan untuk melihat bagaimana penerapan kedua pembelajaran bahasa Inggris tersebut di perguruan tinggi khususnya pada pendidikan vokasi. Studi pustaka dipilih sebagai metode penelitian dalam studi ini. Dari studi kepustakaan tersebut diperoleh hasil bahwa penerapan General English dan English for Specific Purposes di perguruan tinggi sangatlah berbeda antara keduanya. Dimana tidak ada materi pembelajaran khusus terhadap pengajaran General English. Materi pembelajaran biasanya berisikan pengetahuan umum tentang bahasa Inggris. Beda halnya dengan English for Specific Purposes, dimana dalam pengajaran English for Specific Purpose, dibutuhkan materi khusus yang disesuaikan dengan kebutuhan dari mahasiswa sesuai dengan bidang yang mereka ambil. Kata Kunci: Penerapan, General English, English for Specific Purposes, Perguruan Tinggi, Pendidikan Vokasi. __________________________

scholarly journals Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments

2020 ◽  
Vol 9 (7) ◽  
pp. 289
Author(s):  
Mariia L. Pysanko ◽  
Iryna V. Zaytseva ◽  
Olena A. Lysenko ◽  
Iryna A. Liahina ◽  
Maryna A. Zvereva
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Skills Training ◽  
First Year ◽  
Teaching English ◽  
First Year Students ◽  
Communicative Skills ◽  
Initial Stage ◽  
High Motivation

The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners’ experience on discussion skills training. The survey determined motives of Ukrainian university students for participation in discussions and the obstacles that may arise. The article identifies the attitude of students of Philology Departments towards the problems and issues to be discussed, and the most urgent, interesting and challenging topics for the discussion. The discussion is characterised by the role of communication, motivation, cotextuality, spontaneity, emotional colouring, and the topic of discussion. Age peculiarities of the first-year students have an impact on the learning process and may complicate it. As a social group, students are characterised by confidence in their future profession, a stable attitude towards the chosen profession, while the level of the students’ perceptions of their profession directly correlates with the level of their attitude towards the studies. The results of the survey prove the students’ high motivation, their readiness to communicate and participate in discussions organised by the teachers in class. The topics and problems suggested included personally, professionally, socially and socio-culturally related issues that can be discussed. The most part of the students chose ‘youth problems’ (57%) as the most urgent. The survey gives the opportunity to determine four groups of difficulties/obstacles that most of the students come across when participating in English discussion: psycholinguistic (caused by the nature of the dialogical speech); linguistic (caused by the language); psychological (caused by students); methodological (caused by teaching methods). The findings can be taken into account while conducting the further research on the problem of developing curricula, syllabus, teaching materials and manuals for teaching English as the major in the universities.

The Role of Transfer in the Use of English Articles by Moroccan Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Naima Trimasse
Keyword(s):  
University Students ◽  
First Year ◽  
Grammaticality Judgment ◽  
Proficiency Level ◽  
Class 1 ◽  
The Difference ◽  
Article Usage ◽  
English Articles ◽  
Made In

<p class="1"><span lang="EN-US">This study investigates the acquisition of the English article system by Moroccan EFL learners. More specifically, the focus is on transfer and the extent to which it accounts for errors in the use of these articles by Moroccan university students.  The study purports to investigate: 1- the effect of proficiency level on transfer errors by Moroccan learners in the use of articles, 2- the difference between transfer errors made in comprehension and in production in using articles and 3- the difference in transfer errors according to the three English articles. In order to answer the aforementioned questions, data was collected from university students (40 in first year and 40 in third year) through their performance on a grammaticality judgment test and an essay. The findings of the study show that: 1- proficiency level has an effect on transfer errors made in article usage. This effect is clear in comprehension but not in production, 2- subjects made more transfer errors in comprehension than in production, 3- the effect of transfer differs according to the three English articles. The findings of the study have some important implications for the methodology of teaching articles.</span></p>

Sign in / Sign up

Export Citation Format

Share Document