scholarly journals Situational Language Teaching Approach to Oral The English Teaching in Primary Schools

2018 ◽  
Vol 6 (9) ◽  
pp. 84-90
Author(s):  
Junying Zhang
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Teaching Approach ◽  
English Learning ◽  
English Teaching ◽  
Teaching Efficiency

This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

Application of Task-Based Language Teaching in Web-Based College English Teaching in China’s Context

2011 ◽  
Vol 271-273 ◽  
pp. 1682-1687
Author(s):  
Hua Gao ◽  
Qin Ma
Keyword(s):  
Language Teaching ◽  
English Learning ◽  
Web Based ◽  
College English ◽  
English Teaching ◽  
Teaching Reform

In this paper I posit that the application of task-based language teaching (TBLT) in web-based college English teaching (WBCET) is a possible solution to the problems arose from the on-going web-based college English teaching reform in China. A study is designed to verify the enhancement of students’ comprehensive ability in English learning through the combination of TBLT and WBCET.

scholarly journals Integrating Moodle-Based Of Communicative Language Teaching In Higher Education

2021 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Rizky Eka Prasetya
Keyword(s):  
Research Design ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Research Subjects ◽  
Structured Interviews ◽  
Pedagogical Approach ◽  
English Teaching ◽  
Study Results ◽  
Learning Productivity

Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.

scholarly journals Assessment-for-Learning Teaching Mode Based on Interactive Teaching Approach in College English

2020 ◽  
Vol 15 (21) ◽  
pp. 24
Author(s):  
Rui Sun ◽  
Huihui Zhang ◽  
Jing Li ◽  
Jing Zhao ◽  
Peipei Dong
Keyword(s):  
Assessment For Learning ◽  
Test System ◽  
Teaching Approach ◽  
Learning Performance ◽  
English Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
The World

English teaching plays an extremely important role in college education. It can not just improve students’ English level, but also help students adapt to the increasingly open and complex society. Besides, it is an important foundation for students to further go to the world and integrate in the world development trend. Although English teaching has received attention of various colleges and universities, there are still many problems in college English teaching, and the teaching effect is not obvious. To make teaching conform to the rapid development of the new education environment and make teaching practice more fitted with the standard of modern education, teaching mode reform for college English is imperative. Based on the teaching idea of “assessment for learning”, the teaching management system was designed in this study, including three steps: teaching intelligence system, assessment and test system, and information feedback system. Meanwhile, interactive teaching approach was combined to plan the interactive teaching process of college English course, including the process of proposing and solving questions, independent thinking and cooperative learning module, and leaning achievement exchange activity. In the end, assessment-for-learning teaching mode was used to collect the data of four dimensions (degree of learning engagement, completion degree of English learning content, degree of English learning interaction, and English learning effect) and the learning performance evaluation system supported by big data was established. The experimental results show that the teaching mode in this study could effectively improve students’ learning performance and enhance their actual English application ability.

scholarly journals INTEGRATION OF ISLAMIC VALUES IN ENGLISH LEARNING AT MADRASAH IBTIDAIYAH TEACHER TRAINING PROGRAM (PGMI) UIN NORTH SUMATERA

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Riris Nur Kholidah Rambe ◽  
Salminawati Salminawati
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
English Language ◽  
Language Teaching ◽  
English Learning ◽  
Teaching Materials ◽  
Study Program ◽  
English Teaching ◽  
Teacher Training Program ◽  
Islamic Values

This study aimed to find out: (1) HowEnglish Language Teaching Materials were; (2) How  the Concept of Islamic Values in English Language Teaching Materials was; and (3) How to integrate Islamic values in English teaching materials at the Madrasah Ibtidaiyah Teacher Training program (PGMI) at UIN North Sumatra. This research was library research which is one type of qualitative research. The fundamental characteristic in this study was that the data studied was written literature in the form of documents namely books or literature. This study analyzed the English material taught in PGMI Study Program, then integrated with Islamic values on some material in English courses. The research findings were 1) English teaching materials which were used in PGMI discussed five basic abilities, namely reading, vocabulary, writing, grammar, and speaking; 2) the concept of Islamic values which wasintegrated into English learning was contained in an integrated syllabus;3) in integrating Islamic values in English language lectures, there were several aspects that needed to be combined, including approach, curriculum, teaching material, and lecture methods.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Mobile English Teaching System Based on Adaptive Algorithm

2018 ◽  
Vol 13 (08) ◽  
pp. 64 ◽  
Author(s):  
Xing Zhao
Keyword(s):  
Adaptive Algorithm ◽  
Learning System ◽  
Learning Ability ◽  
English Learning ◽  
Learning Space ◽  
Teaching System ◽  
English Teaching ◽  
Three Layer Architecture ◽  
Hypermedia Model ◽  
Feedback Module

To improve the students’ individualized and autonomous learning ability in English teaching, a mobile English learning system is designed on the basis of adaptive algorithm. The students’ need for the adaptive mobile English teaching system is analyzed through researches on students and questionnaires. According to the needs analysis, the main functional modules of the adaptive mobile English learning system are designed, including the creation module, personalized learning module, evaluation and feedback module, and management module. Then, the improved XAHM (XML adaptive hypermedia model) is applied to the mobile English learning system. The three-layer architecture of the English mobile learning system is revised into four layers of composition layer, data layer, business logic layer and presentation layer. At the same time, more attention is diverted to the terminal and the situation. Finally, the system is tested. The test results showed that the mobile English learning system realized the self-adaptive and intelligent navigation of learning space in the course of teaching. It is concluded that the new adaptive algorithm had a good performance for college English learning.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

2016 ◽  
Vol 16 (4) ◽  
pp. 595-622
Author(s):  
Vanderlei J. Zacchi
Keyword(s):  
English Language ◽  
Meaning Making ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teaching ◽  
Digital Era ◽  
Mass Migration ◽  
Important Means ◽  
English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

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