A Study on the Attitudes of Teachers Towards Teaching English Grammar as Second Language (L2) and their Effects on Instructional Practices in West Bengal

2017 ◽  
Vol 7 (2) ◽  
pp. 39
Author(s):  
Samanta Sugata ◽  
Keyword(s):  
Second Language ◽  
Instructional Practices ◽  
West Bengal ◽  
Teaching English ◽  
English Grammar

scholarly journals A Comparative Study Of The Use Of Infinitive In English And Albanian Language. Teaching English Grammar To Albanian Learners Based On A Comparison.

2011 ◽  
Vol 3 ◽  
Author(s):  
Artemisa Dralo
Keyword(s):  
Second Language ◽  
Comparative Study ◽  
English Language ◽  
Language Teachers ◽  
Teaching English ◽  
English Grammar ◽  
Correct Usage ◽  
Second Language Teachers ◽  
Similarities And Differences ◽  
Incorrect Usage

Today, interest in developing courses that provide interdisciplinary perspectives is increasing. In this way, we could obviously illustrate and give exact comparisons for our learners of English as a second language, in order to avoid their misconception and later incorrect usage of exact grammatical patterns. Thus a detailed study particularly upon the key patterns of each language, especially the correct usage of verbs, is necessary not even for the learner, but also for the teacher and especially for a linguist. The aim of this study is the correct usage and explanation of non-finite verbs for the learner of English as a second language. Teachers of all levels of English language have usually been confronted with this problem, while explaining grammar and trying to adjust the similarities and differences of English non-finites with the Albanian forms. This article focuses as well on the morphological and syntactical aspect and the structure of non-finite verbs within sentences in English and Albanian language, the problem of whether verbs are followed by the gerund or infinitive, especially in English but in a comparison to Albanian language and their equivalence. 

scholarly journals Bridging the Grammar Gap: teaching English grammar to the iPhone generation

English Today ◽  
2012 ◽  
Vol 28 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Bas Aarts ◽  
Dan Clayton ◽  
Sean Wallis
Keyword(s):  
Second Language ◽  
United Kingdom ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
The United Kingdom ◽  
Explicit Teaching

For second language learners, the value of the explicit teaching of English grammar has never been questioned. However, in recent times there has been dissent about whether or not to teach English grammar to native speakers. From the late 1960s onwards English grammar teaching in the United Kingdom largely disappeared from the curriculum, and was replaced by teachers focusing on students learning to express themselves. This was in the main not a bad thing, because it made students active participants in their own learning, and they were expected to think critically and express themselves well. The teaching of grammar, with its emphasis on rules, drilling and learning by rote, was seen as conformist, dull and unnecessary, and this view seemed to be confirmed by research into the effectiveness of grammar teaching.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822098266
Author(s):  
Tsung-han Weng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Critical Literacy ◽  
Classroom Environment ◽  
Theory And Practice ◽  
Teaching English ◽  
Speakers Of Other Languages ◽  
Literacy Implementation ◽  
Critical Literacy Pedagogy ◽  
Literacy Research

Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

Collected Papers in Teaching English as a Second Language and Bilingual Education: Themes, Practices, Viewpoints

1980 ◽  
Vol 64 (2) ◽  
pp. 283
Author(s):  
J. Donald Bowen ◽  
Richard L. Light ◽  
Alice H. Osman
Keyword(s):  
Second Language ◽  
Bilingual Education ◽  
Teaching English

scholarly journals Professional Characteristics and Concerns of Instructors Teaching English as Second Language to Adults in Non-Credit Programs in Ontario

1997 ◽  
Vol 14 (2) ◽  
pp. 32 ◽  
Author(s):  
Razika Sanaoui
Keyword(s):  
Second Language ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teaching English ◽  
English As Second Language ◽  
Educational Backgrounds ◽  
Adult Esl ◽  
Employment Conditions ◽  
Professional Characteristics ◽  
Credit Programs

A survey was conducted to describe professional characteristics of instructors teaching English as a Second Language (ESL) to adults in non-credit programs in Ontario. This province-wide survey was the first data-gathering phase in a three-phase project leading to the establishment of a protocol and uniform standards for the certification of instructors teaching non-credit Adult ESL in Ontario. The study was initiated by the Teachers of ESL Association of Ontario (TESL Ontario) and conducted in collaboration with the Ontario Ministry of Education and Training. Findings provided detailed descriptions of professional characteristics of1,196 respondents, including their age and gender, educational backgrounds and professional qualifications, teaching experience, employment, conditions of employments, and opportunities for professional development. Professional issues of concern to the instructors and their recommendations for addressing these issues were also summarized.

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