scholarly journals MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH

2021 ◽  
pp. 162-169
Author(s):  
Alona Solodchuk
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Approaches To Learning ◽  
Educational Process ◽  
Teaching English ◽  
Physical Response ◽  
Learning English

The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment. Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.

scholarly journals A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE

2021 ◽  
Vol 58 (3) ◽  
pp. 2996-3002
Author(s):  
Muhammad Imran Saeed, Et. al.
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Learning ◽  
Teaching English ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Learning English

The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.

scholarly journals Types of interactive methods of teaching english for technical students

2018 ◽  
Author(s):  
Tetiana Kravchyna
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Interactive Learning ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Activity ◽  
Teaching English ◽  
Interactive Teaching ◽  
Active Interaction

Social, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.

scholarly journals Teachergrams: A New Trend of Teaching and Learning English

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Herman Resyadi
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
English Language Learning ◽  
Learning Tool ◽  
Digital Platform ◽  
The People ◽  
Learning English

This paper focused on exploring the teachergrams phenomenon and English language learning. Thus, this paper outlined two main points including the the teachergrams existence in Instagram and their roles in English language learning. The result discussed showed that teachergrams have ability to turn instagram into interactive learning tool in English language learning. The discussion concludes that the existence of teachergrams have become a useful tool to spread English materials and contents for the followers/English learners in Instagram. Additionally, the content written in this paper is expected to be valuable resources for the people who teach and learn English in digital platform especially Instagram.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher&rsquo;s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students&rsquo; engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT

2021 ◽  
pp. 220-225
Author(s):  
Iryna Navrotska ◽  
Alla Pavliuk ◽  
Iryna Kalynovska ◽  
Iryna Kuzhel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Needs ◽  
Distant Learning ◽  
National University ◽  
Learning Platforms

The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2018 ◽  
Vol 8 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Language Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Interactive Learning ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 20 (2) ◽  
pp. 67-79
Author(s):  
Cicih Nuraeni
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around  5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

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