TRANSFORMATION OF THE CONTENT AND METHODS OF ENGLISH LANGUAGE TEACHING OF THE FUTURE NON-PHILOLOGICAL SPECIALTIES’ TEACHERS IN 1940s-1950s OF THE XX CENTURY

2019 ◽  
Vol 40 (2) ◽  
pp. 195-203
Author(s):  
Liliya Ovcharenko ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Future

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

Chief Editor’s Epilogue: Toward a More Creative Education

2019 ◽  
Vol 1 (2) ◽  
pp. 100
Author(s):  
Ikhsanudin Ikhsanudin
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
Learning Society ◽  
New Horizons ◽  
Creative Education ◽  
The Future ◽  
Creative Studies

Changes in society need creative changes in education, including in English language teaching and learning. Society 5.0 needs more creative educators and researchers to help learners getting prepared for the future. This journal’s first volume (issues 1 and 2) reports fourteen creative studies and a review. In the next issues, more creative and innovative studies need to be done to open new horizons of language creative uses, innovations in language teaching, and innovations in teaching materials.

scholarly journals Learning about Sustainable Development Goals through English Language Teaching

2020 ◽  
Vol 5 (3) ◽  
pp. 78-94
Author(s):  
Edita Bekteshi ◽  
Brikena Xhaferi
Keyword(s):  
Sustainable Development ◽  
English Language ◽  
Sustainable Development Goals ◽  
Social Issues ◽  
Language Teaching ◽  
English Language Teaching ◽  
Future Teachers ◽  
The Future ◽  
Development Goals ◽  
Faculty Of Education

The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind. Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.

scholarly journals Winds of Change and Clouds of Ideas: What is the Future of ELT?

2019 ◽  
Author(s):  
Meenalochana Inguva ◽  
Jane Jayashree
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Sultan Qaboos University ◽  
Digital Era ◽  
The Future

Teaching is challenging at a time when changes are rapidly taking place in education along with the interface of technology.Positions of language teaching institutions and teachers are changing and so are perceptions of what constitutes learning. There is a need to take these changes into consideration while designing teaching for the future. This paper is premised on two contexts – FP courses at the Centre for Preparatory Studies, Sultan Qaboos University and FP courses at the Sohar University, Oman. This paper examines teaching and learning in the digital era. Then,a discussion of the 21st century students, society and the global demands, which arealso influenced by technology will be investigated. Finally, the expected challenges of teachers’ preparedness in using technology, along with adoptingpotential approaches for teaching will be discussed. Keywords: changing perceptions, 21st century needs, General Foundation Programs, future of English language teaching

scholarly journals ‘Are you going to go?’ Putting a pedagogical grammar rule under the corpus spotlight

2021 ◽  
Vol 48 (1) ◽  
pp. 7-26
Author(s):  
GRAHAM BURTON
Keyword(s):  
Empirical Evidence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Grammar Rule ◽  
The Future ◽  
Grammar Rules ◽  
Pedagogical Grammar

A rule stating that we tend to avoid using go and come after the future marker going to appears again and again in many coursebooks and grammars used in English Language Teaching, and has done for decades. This article attempts to show, using empirical evidence from corpora, why the rule is inaccurate, and different ways that this might be established. As the rule under consideration is typically framed as a tendency (like many other pedagogical grammar rules), an additional aim of the work is to outline the kinds of corpus analyses researchers and materials designers can potentially use in order to investigate the question of (claimed) linguistic tendencies. The article concludes by discussing why a rule that is apparently inaccurate nevertheless appears again and again in print, arguing that the existence of a well-established and widely-accepted ‘canon’ of ELT grammar means that such inaccuracies in descriptions of grammar can be easily perpetuated

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