scholarly journals Teaching and Testing English in the Algerian Educational System

2020 ◽  
Author(s):  
Othmane Meriem ◽  
Naima BOUYAKOUB
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
New Approaches ◽  
System P ◽  
Efl Teachers ◽  
The Status ◽  
Multimodality Approach ◽  
Oral Presentations ◽  
The Relationship ◽  
Quantitative And Qualitative Methods

The relationship between teaching and assessment seems to be direct since they both complete each other. This current paper is an attempt to provide a systematic description of instruction and evaluation in the Algerian educational context within the License- Master- Doctorate reform (LMD reform). The present study has significant benefits in terms of researching the adequacy of applying new approaches in the classroom -as a new envision- for assessing the learners’ competences. Using a multiplicity of modes enables the teacher to evaluate his learners’ capabilities elaborately and consequently fulfill their needs. This paper is an attempt to answer the question, how can EFL teachers assess their learners’ competences with the implementation of new approaches that foster their communication skills. First, it tackles the status of English in the globalization era and the effect of this latter on evaluation. Second, it sheds light on the LMD reform with its main changes that affects teaching and testing, finishing up with speaking about English Language Teaching (ELT) in Algeria and, more precisely in Biskra , to provide data about the implemented methodology of measurement. In the present study, we employed classroom action research to assess the learners’ communicative competence using a range of multimodal speaking tasks (videos, games, songs, role- plays, oral presentations, and discussion tasks). We opt for the use of both quantitative and qualitative methods for two chief reasons; first, to investigate the effectiveness of using the multimodality approach while assessing learners’ competences and performances, second to explore the area under study. The findings revealed that EFL Teachers might evaluate their learners' abilities using a multiplicity of modes (visual such as videos, auditory such as songs, kinesthetic such as role-plays). Consequently, teachers are highly recommended to use innovative approaches to assess their learners’ competences.

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 ENGLISH LANGUAGE PROFICIENCY AS A GLOBAL EMPLOYMENT SKILL: THE VIEWPOINT OF PAKISTANI ACADEMIA

2021 ◽  
Vol 9 (3) ◽  
pp. 1071-1077
Author(s):  
Furrakh Abbas ◽  
Abdul Majid Khan Rana ◽  
Irfan Bashir ◽  
Azhar Munir Bhatti
Keyword(s):  
Empirical Evidence ◽  
Language Proficiency ◽  
Mixed Method ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
Mixed Method Research ◽  
Occupational Groups ◽  
Employment Skills ◽  
The Status

Purpose of the Study: The current research aims at exploring the need of effective English skill as a global employment skill and its various reasons, as there are various Pakistani institutes which are dedicated to The English language teaching and reinforce its relationship with employability. The importance of the study being conducted in Pakistan becomes more evident as English enjoys the status of the second language in the country. Methodology: Current study uses a mixed-method research design and employs both questionnaires and interviews as research instruments. The questionnaire was administrated on a sample of 392 university students while a sample of 13 informants from university faculty participated in an interview for data collection. Main Findings: The study concludes that the importance of English was associated with increased connectivity due to globalization. The study also concludes that the importance of English for finding jobs and making a career was well-established. To conclude, it can be said that English language proficiency is amongst the top global employment skills in the viewpoint of Pakistani academia. Application of this Study: The study implicates that the importance of English for employment across the globe and a successful career will further lead to the formulation of English Specific courses for different professional and occupational groups in Pakistan. The originality of the Study: There is a scarcity of empirical evidence in terms of the importance of English as an employment skill though English is considered very important as an elite language and a status symbol. The study proposes to fill in the gap by providing empirical evidence, therefore, the research is being conducted to assess the status of English and its importance for global employment skills.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

English Language Teaching and Intercultural Communication Competence

2015 ◽  
Vol 3 (7) ◽  
pp. 55-59
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Communication Competence ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Intercultural Communication Competence ◽  
The Relationship

This article discusses about the relationship between linguistic competence and intercultural communication competence, and then about the functions of English language teaching in improving students’ intercultural communication competence. Finally, it explores how to develop English language learners’ intercultural communication competence in English language teaching and gives some useful suggestions, so as to really realize the final objective of English language teaching.

scholarly journals Exploring the Nature of Continuing Professional Development (CPD) Programs in a Language Institute

2016 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Hussain Ahmad ◽  
Sayyed Rashid Shah ◽  
Emad A. Alghamdi ◽  
Sayyed Rashid Shah
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuing Professional Development ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Online Questionnaire ◽  
Professional Literature ◽  
Efl Teachers ◽  
Reading Professional ◽  
English Language Institute

<p>When it is an undeniable reality that learning is at the centre of teaching profession, we assume that the continuing professional development would be a priority for all teachers. EFL teachers like the teachers of other subjects update their skills and knowledge base in order to keep abreast of the new developments and challenges in the field of English language teaching. The present study seeks to explore how EFL teachers in an English language institute at a Saudi Arabian university perceive the effectiveness of Continuing Professional Development in their context as well as the ways in which different modes of CPD can promote and enhance the teachers' learning. This study was conducted at an English language institute of a Saudi university. The study adopted a quantitative approach using online questionnaire. The quantitative data was collected from 50 EFL teachers who were qualified and experienced in the field of TESOL. The findings from the study showed that the teachers viewed external CPD such as courses, seminars, workshops and conferences, and self-directed endeavors like informal discussions, reading professional literature, and self-reflection more beneficial to their development than the internal CPD like classroom observations and other in-house training sessions. This paper concludes that the institution should improve its internal professional development scheme by expanding the professional development unit's role, enhancing the quality of its mentoring program, and establishing communities of practice wherein teachers engage in highly professional practices.</p>

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

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