scholarly journals English Language Teaching: Problems and Solutions

2020 ◽  
Vol 8 (9) ◽  
pp. 1-9
Author(s):  
Dr. Jai Vardhan Kumar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
International Language ◽  
The World ◽  
Problems And Solutions

English is one of the most influential and important language of the world. It is an international language. We cannot ignore the importance of English language because most of the learning and research are available in English medium. If we have to establish communication with the world, we must have to learn English. As English is a foreign language to us, there are lots of problems in teaching of English. Therefore, in this paper we will examine the problems of teaching of English as well as see if there is any solution to these problems.

scholarly journals Cognitive strategies to enhance English language teaching in Ukraine

2016 ◽  
Vol 14 ◽  
pp. 318-326
Author(s):  
Марина Валеріївна Цегельська
Keyword(s):  
Foreign Language ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Cognitive Strategies ◽  
English Language Teaching ◽  
Educational Technologies ◽  
International Language ◽  
English Speaking ◽  
English Speaking World

The use of English has become increasingly dynamic with the creation and expansion of new international networks of communication and the ubiquity of new technologies in and beyond the English-speaking world. This paper highlights the deficiencies of traditional Communicative Approach to foreign language teaching in Ukraine, and emphasizes the necessity to employ new educational technologies which are more efficient for teaching English as an international language, particularly in the academic sphere.

scholarly journals FROM EFL TO ELF: THE NEW KID ON THE BLOCK

2017 ◽  
pp. 257-275
Author(s):  
Elma Dedović-Atilla ◽  
Vildana Dubravac
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
English Language Teaching ◽  
World Language ◽  
Lingua Franca ◽  
Short Overview ◽  
The World ◽  
Globalized World

Today we witness that English has already virtually taken one of the crucial roles on the global stage. Therefore, this paper´s goal is to explore the change that the English Language use has undergone in today´s globalized world that has led to the birth of a new construct in the field of English Language conceptualization, namely English as a Lingua Franca (ELF). In order to achieve this, the paper is organized in several sections covering the following topics: the spread of English throughout the world; a short overview of divergent stances and conceptions of English as a world language; introduction of ELF concept and pinpointing the line of distinction between the concepts of English as a Foreign Language (EFL) and English as a Lingua Franca (ELF). The paper accentuates the need for the reconstruction of the places and roles that EFL and ELF assume in present-day linguistic reality, together with the need to raise the awareness about the differences between the two and their implications in English Language Teaching (ELT).

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

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.

scholarly journals An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English

2020 ◽  
Vol 1 (2) ◽  
pp. 180-209
Author(s):  
Eva Ogiermann ◽  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Explanation ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Strong Preference ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Language Groups

Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.

The world of English language teaching: Creating equity or inequity?

2018 ◽  
Vol 24 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Denise E. Murray
Keyword(s):  
Social Practice ◽  
English Language ◽  
Teacher Educators ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Education Programs ◽  
Global Competition ◽  
Population Mobility ◽  
Political Values ◽  
The World

English language teaching takes place in a variety of different contexts around the globe, contexts that are affected by the megatrends of global competition, population mobility, and technological interconnectedness. These trends have resulted in increased demand for English as a tool for advancement individually and nationally. However, because language is a social practice, the introduction of English within existing linguistic, sociocultural, and political values and practices can create tensions. Learners investment in learning English depends on the extent to which they and their communities envisage any benefits from English or are positioned by societal forces. Additionally, local educational practices or quality may militate against the learning of English. English may therefore be rejected by communities or may maintain current societal inequities. Teachers, teacher educators, and teacher education programs need to be aware therefore that English teaching is not neutral, but a complex educational change.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

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