INTRODUCTION OF DIGITAL TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING METHODOLOGY

2021 ◽  
pp. 35-45
Author(s):  
Lesia Serman ◽  
Oksana Nych
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Digital Technologies ◽  
Academic Discourse ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
English Channel ◽  
Definition Of

The definition of the method in academic discourse is considered; an indicative algorithm for using YouTube as an educational platform is developed and the main features of the Woodward English channel are analysed, the main advantages of its use and possible disadvantages are pointed out.

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals Teaching Listening Practice by Using Aplication LingQ

2019 ◽  
Author(s):  
winda alifia
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Listening Skills

REFERENCESDoff, A and Becket, C. (1991) Listening 1 , Cambridge: Cambridge UniversityPress.Harmer, J. (1991) The Practice of English Language Teaching, London:Longman.Lewis, M. and Hill, J. (1990) Practical Techniques for Language Teaching ,England: Language Teaching Publication.Mathews, A. Listening skills , in At the Chalkface , ed. Mathews, A. et al, (1991)Thomas Nelson and Sons Ltd.Nunan, D. (1995) Language Teaching Methodology , Hertfordshire: Phoenix ELTUnderwood, M. (1990) Teaching Listening , London: Longman.Ur, Penny. (2006) A Course in Language Teaching , Cambridge: CambridgeUniversity Press. Wardiman, A, et al. (2008) English in Focus for Grade VII. Jakarta: PusatPerbukuan Nasional.Wardiman, A, et al. 2008. English in Focus for Grade IX. Pusat PerbukuanNasional.

scholarly journals From Context to Curriculum: A Case Study of Communicative Language Teaching in China

2002 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Guangyong Sun ◽  
Liying Cheng
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Teaching Program ◽  
Preliminary Stage

This article discusses the implementation of communicative language teaching methodology in the EFL context in one institution in China. The context and curriculum development of the English teaching program at Private Pui Ching Commercial College is used here as a case study. The article suggests that a preliminary stage of context-based communicative curriculum development is necessary. Such a preliminary stage aims to investigate first the context of an English language teaching program, and then the process of adapting the program to its context for implementation. A framework for such a context investigation is proposed. Three key questions regarding the integration of the context study into curriculum design are also discussed.

scholarly journals Disinventing Native Speakerism in English Language Teaching

2021 ◽  
Vol 14 (11) ◽  
pp. 97
Author(s):  
Junshuan Liu
Keyword(s):  
Adverse Effects ◽  
English Language ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
English Language Teachers ◽  
And Task

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

scholarly journals Language teaching methodology and teacher education: Trends and issues—An interview with Alan Waters

2013 ◽  
Vol 37 (1) ◽  
pp. 21
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Teacher Education ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
Extensive Experience ◽  
Wide Range ◽  
The World

Adopting appropriate teaching methods and designing suitable teaching materials are among the major concerns of language teachers around the world. Although many teachers are eager to find the ‘best’ or most effective ways of teaching, there are no easy answers, given the wide range of sociopolitical contexts in which teaching takes place. In this interview, Alan Waters, a leading expert in English language teaching (ELT) from Lancaster University, talks about the trends and issues surrounding language teaching methodology, materials design, as well as teacher education in ELT. With extensive experience in the field, Alan has taught English as a foreign language and taken part in teacher training projects in various parts of the world, and has published several books and numerous journal articles. He is interested in all the main aspects of the theory and practice of ELT.

scholarly journals The Two-way Model of Creativity

2021 ◽  
Vol 3 (2) ◽  
pp. 56-65
Author(s):  
Zsófia Széll
Keyword(s):  
English Language ◽  
Divergent Thinking ◽  
Language Teaching ◽  
English Language Teaching ◽  
Suitable Model ◽  
Clear Definition ◽  
New Model ◽  
Definition Of ◽  
Reactive Effect ◽  
Key Terms

Creativity is a term that has proven difficult to define. The field of English language teaching (ELT) especially struggles with this concept, often treating it as an axiom that eludes clear definition or a notion that everyone has an implicit understanding of. In other pieces of research, creativity is equated with divergent thinking as evidenced and measured by performance on different standardized creativity tests. In contrast to these views, this paper argues that sound research begins with a clear definition of key terms; as such, there is a need to establish a suitable model of creativity specifically for the field of ELT. After a review of notable existing views and definitions, a new model for creativity in ELT is outlined. The two-way model of creativity proposes that certain conditions enable creativity through specific tasks that allow for creativity to emerge. This will produce creative results that eventually have a reactive effect on the conditions.

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