scholarly journals Genre repertoire for professional communication in the Oxford for Careers course books: English for Nursing 1 and 2

2019 ◽  
Author(s):  
Wioletta Bruzd-Olszewska ◽  
Anita Frankowiak ◽  
Joanna Wojtkiewicz
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Group Communication ◽  
English Language Teaching ◽  
Professional Communication ◽  
Classroom Setting ◽  
Learning And Teaching

Introduction: The author strongly supports the notion that exposure to various genres and sub-genres in the process of learning and teaching a foreign language, particularly English for Medical Purposes in its nursing variety, can enhance the quality of communication at either every-day, professional or academic levels of students whose major is nursing. Aim: The paper aims at providing the characteristics of various genre types which are present in Oxford for Careers course books: English for Nursing 1 and 2 and which are particularly useful for teaching and learning communication skills. Material and methods: The textbook is seen as an element that is integrated into the process of education, and it is identified as a genre that functions communicatively as a source of instruction and information about how people do things in society. Results and discussion: The analyzed course books were found to constitute a valuable source of written and visual genres and sub-genres with various communicative purposes including: handling in-group and out-group communication as well as managing academic, professional and every-day communication. Conclusions: The notion of a genre-based approach to English language teaching consists in recognizing and understanding various types of genres to which students are exposed in a classroom setting.

scholarly journals “Lá vem a aula que eu não aprendo nada”: insucesso na aprendizagem de língua inglesa como segunda língua

2020 ◽  
Vol 6 (2) ◽  
pp. 298-306
Author(s):  
Ueverson Mendes Oliveira
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
English Learning ◽  
Learning And Teaching ◽  
The Public

This article deals with the reasons that may influence the English language teaching and learning failure in the public school context. This research aimed to understand the factors that can influence the malfunction in the interaction between teacher and student in the classroom. Theoretical contributions to the teaching of English as a foreign language were used to understand the ways that the teaching has been understood. The data presented were obtained through a search in the available academic material concerning English language teaching in public schools. Three factors were found and highlighted as meaningful and which are directly hooked to the English learning and teaching failure.

scholarly journals Integrating Online Services into English Language Teaching and Learning: The Case of Voki

2015 ◽  
Vol 10 (3) ◽  
pp. 66 ◽  
Author(s):  
Tatiana Yurievna Aikina ◽  
Olga Mikhailovna Zubkova
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Online Application ◽  
Internet Technologies ◽  
Classroom Activities

The article deals with teaching English as a foreign language with the use of modern Internet technologies. The emphasis is upon the online application Voki and beneficial ways to implement it in the classroom. The article also presents an overview of classroom activities using Voki aimed at developing students’ communication skills.

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.

scholarly journals An analysis of lexicon in Omani English language teaching: challenges from teaching and learning perspectives

2016 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Rahma Al-Mahrooqi ◽  
Faisal Al-Maamari ◽  
Christopher Denman
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Consistency Ratio ◽  
Word Lists ◽  
English Textbooks ◽  
The Ideal

Textbooks are indispensable in most formal education settings. However, many teachers believe weaknesses in textbooks can result in ineffective learning and teaching. This research uses a corpus-based approach to identify issues related to vocabulary with a particular focus on English textbooks in use in Omani schools. WordSmith Tools and RANGE concordance software are used to analyze these textbooks. Findings indicate that there are irregularities in vocabulary loading and that the types, tokens, density and consistency ratio show inconsistencies. Moreover, in terms of the coverage of GSL and AWL word lists, the textbooks fall short of the ideal range of 95% to 98% coverage suggested by Nation (1990, 2001). In fact, vocabulary from large percentages of the texts are not found in any of the essential word lists. The paper suggests recommendations for consistent analysis and guidance in analyzing textbooks in order to improve their quality in terms of vocabulary introduction and loading. 

scholarly journals Kahoot Apps in ELT Context: An alternative Learning Strategy

2019 ◽  
Vol 1 (1) ◽  
pp. 11-15
Author(s):  
Nunung Susilo
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
English Language Teaching ◽  
Online Application ◽  
Know How ◽  
English Classrooms ◽  
Quality Of Teaching

This research was designed in descriptive qualitative research to ensure there are triangulations data regarding Kahoot apps in English Language Teaching (ELT) context. The data was collected from several related literature on the application of Kahoot online application in English classrooms including online forum. The analysis of the study sees teaching English using media such as Kahoot is one effective strategy that makes students enjoy the teaching and learning process around the globe. Many studies have proven the effectiveness of using video as a learning medium for students, especially in EFL classes. Kahoot seems not only gives students pleasure to learn but also can make students more active and comfortable in the learning process. Therefore, taking a cue from many studies around the world underline the significant findings the teacher as a model must know how to deliver good material using Information system i.e., Kahoot online application. This study also would like to suggest before using this online application as a medium for teaching, teachers must have a step by step plan of what the teacher must do during teaching and learning to ensure the quality of teaching.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals Creating pathways to developing a “Teacher Self” through metaphor analysis

2019 ◽  
Vol 106 (1) ◽  
pp. 41-58
Author(s):  
Chin-Wen Chien
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Teaching ◽  
Professional Identities ◽  
Positive Attitudes ◽  
Writing Analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals Improving the Quality of English Language Teaching And Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Sugiono Sugiono
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Learning Needs ◽  
Literature Study ◽  
Language Teaching And Learning

This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being inline with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being in line with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand, but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.

scholarly journals Educational Equality

2019 ◽  
pp. 13-24
Author(s):  
Laura Matson
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Educational Equality ◽  
Affective Factors ◽  
Self Confidence ◽  
Systemic Level ◽  
The Impact

This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level. 

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