scholarly journals Pedagogical Perspectives on Teaching Materials of Translation in English Language Teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 56-67
Author(s):  
Masitowarni Siregar
Keyword(s):  
Quantitative Data ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Vocational School ◽  
Teaching Material ◽  
View Point ◽  
Teaching Materials ◽  
The Subject

Background: This research paper attempts to analyze the vocational English instructors’ view point on the cultivation of teaching material of Pedagogical Translation in the Subject of Translation in English Language Teaching (ELT). Methodology: The qualitative design was used to collect the data. Utilizing the questionnaire with Likert Scale, the quantitative data were gained from 30 vocational English teachers in Sumatera Utara Province. Findings: Data obtained revealed that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT have covered the teaching materials in Vocational school. Conclusion: It was concluded, within nine areas questioned to the vocational English teachers, most of them (92%) agree with the statements. Furthermore, all the respondents 100% are in the opinion that there should be English for vocational school materials included within the translation materials studied in the Subject on Translation in ELT.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 3 (2) ◽  
pp. 662-674
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Materials ◽  
School Teaching ◽  
Designed Materials ◽  
Critical Reflections

AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers. 

scholarly journals An Evaluation of English Learning Materials for Information and Technology Students Department at Politeknik Negeri Padang

2019 ◽  
Vol 1 (1) ◽  
pp. 18-29
Author(s):  
Indri Astuti
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Evaluation Research ◽  
English Language Teaching ◽  
Teaching Material ◽  
Teaching Materials ◽  
Technology Students ◽  
Materials Used ◽  
Information And Technology ◽  
Speaking Skills

This study aimed to get the criteria for English language teaching materials needed by Padang State Polytechnic Information and Technology students and evaluate English teaching materials that were used to determine the level of compatibility of teaching materials used with criteria obtained in terms of language, content, and methodology. This research was an evaluation research. Questionnaires, interviews, and analysis formats were used to obtain data. The results of data analysis showed that: (1) criteria for English language teaching materials were needed by students majoring in Information and Technology in terms of language indicated that the teaching material used was in accordance with the needs of students, majors, and their level of English; in terms of the content of teaching material used had an emphasis on speaking and listening skills and teaching materials used for writing and reading were still lack; in terms of the methodology of teaching materials used were equipped with activities that train speaking skills so that training and assignments were focused on practicing speaking skills. (2) The level of compatibility of teaching material in terms of language was 58%. (3) The level of compatibility of teaching material in terms of contents, namely 42%. (4) The level of compatibility of teaching materials used in terms of methodology was 42%. Based on the results of the study, it could be concluded that students majoring in Information and Technology needed material that could improve their listening and speaking skills, then the material used in writing and reading was further reproduced.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

Patterns, local grammars, and the design of English teaching materials1

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 73-82
Author(s):  
Hang Su
Keyword(s):  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Close Association ◽  
English Language Teaching ◽  
Teaching Materials ◽  
English Teaching ◽  
Local Grammar

Abstract This paper explores the applications of pattern grammar and local grammar in English language teaching, focusing specifically on the design of teaching materials. It shows that grammar patterns can be systematically analysed from a local grammar perspective, and further argues that the practice of local grammar analyses helps to raise language learners’ awareness of the patterned nature of language in use and the close association between patterns and meanings. These in turn offer insights into materials writing. A sample coursebook unit is then offered to exemplify how pattern grammar and local grammar can be applied to derive pedagogical materials for English language teaching.

scholarly journals Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

Sign in / Sign up

Export Citation Format

Share Document