The relationship between an applied discipline and its ‘parent disciplines’ in English teaching in Norway

2011 ◽  
Vol 33 (1) ◽  
pp. 39-52
Author(s):  
Aud Marit Simensen
Keyword(s):  
English Teaching ◽  
The Relationship

The Relationship Between School Teacher’s English Teaching Style And Optimism Perception In Birjand

2019 ◽  
pp. 73
Author(s):  
صديقة سادات مقدارى ◽  
خديجة عليبور مقدم
Keyword(s):  
Teaching Style ◽  
English Teaching ◽  
The Relationship

scholarly journals Assessing the relationship between Vocabulary Level Test (VLT) and reading comprehension

2017 ◽  
Vol 4 (2) ◽  
pp. 157
Author(s):  
Alpino Susanto
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Teaching Process ◽  
English Teaching ◽  
Word Level ◽  
Reading Activities ◽  
The Relationship

It has been considered crucial about how vocabulary knowledge in relation with reading comprehension. This research was conducted to explore the link of Indonesian students Vocabulary Level Test (VLT) performance and their reading textbook on reading subject. Through this pilot research, it can describe the implications profile in English teaching process especially in reading. Furthermore it can give more information in how to measure the reading textbook reference for reading subject or other similar subject that involve reading activities. There were 30 undergraduate students in Universitas Putera Batam that participated in the VLT. Their English textbook (Mosaic 1) was profiled to measure the lexical vocabulary level. The results indicated that only 1% of the participants had mastered the 2000-word level which means the vocabulary textbook-level is still far from students vocabulary knowledge. From the level of comparison theoretically they would have difficulties to comprehend the reading textbook, and some additional activities would be recommended, before, during and after the reading subject. 

scholarly journals CULTURA E ENSINO CRÍTICO DE LÍNGUA INGLESA COMO LÍNGUA INTERNACIONAL | CULTURE AND ENGLISH AS AN INTERNATIONAL LANGUAGE CRITICAL TEACHING

2016 ◽  
pp. 182
Author(s):  
Tainá Almeida Alves Martins
Keyword(s):  
United States ◽  
English Language ◽  
The United States ◽  
Cultural Influence ◽  
Pedagogical Approach ◽  
English Teaching ◽  
Language And Culture ◽  
International Language ◽  
Critical Teaching ◽  
The Relationship

<p>Este artigo tem por objetivo esclarecer a relação entre língua e cultura e sua importância para o ensino crítico da língua internacional (SIQUEIRA, 2008) da atualidade: a língua inglesa (LI). Inicialmente, as transformações pelas quais passou o conceito de cultura (STREET, 1993; LIMA, 2008; BAUMAN, 2013) são evidenciadas a fim de demarcar qual compreensão do termo é a mais adequada para o ensino crítico de línguas aqui defendido. Os perigos da influência cultural indiscriminada dos países de LI, principalmente Inglaterra e Estados Unidos, são tematizados na parte dois deste artigo e relacionados ao fenômeno de afinamento de fronteiras e trânsito cultural chamado de globalização. Por fim, defende-se a interculturalidade (KRAMSCH, 2001; ALMEIDA FILHO, 2002; OLIVEIRA, 2007), como melhor abordagem pedagógica para um ensino de LI que se pretenda crítico e reflexivo.</p><p><strong>Abstract:</strong><em> </em><em>This article aims to clarify the relationship between language and culture and its importance to the critical teaching of today's international language (Siqueira, 2008): the English language (EL). Initially, the transformations undergone by the concept of culture (Street, 1993; Lima, 2008; Bauman, 2013) are highlighted in order to demarcate which understanding of the term is most appropriate for critical language teaching here defended. The dangers of indiscriminate cultural influence of EL countries, mainly Britain and the United States, are thematized in part two of this article and related to the weakening borders and cultural traffic phenomenon called globalization. Finally, the interculturality (Kramsch, 2001; Almeida Filho, 2002; Oliveira, 2007) is presented as best pedagogical approach to EL teaching that intends to be critical and reflective</em>.</p><p>Keywords: <em>Culture; Globalization; Interculturality; Critical English teaching.</em></p>

scholarly journals Strategic Analysis of English Teaching Reform in Universities and Colleges under the Background of the“Belt and Road”Strategy

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Shaojie Wu
Keyword(s):  
English Education ◽  
Strategic Development ◽  
Universities And Colleges ◽  
English Teaching ◽  
Belt And Road ◽  
New Type ◽  
Economic Development Model ◽  
The Relationship ◽  
Teaching Ideas ◽  
The Belt And Road

In recent years, the "Belt and Road" as a newly proposed economic strategy has not only created a new type of economic development model, but also brought some reforms to the current English education in Universities and Colleges. Based on the analysis of the relationship between the "Belt and Road" and the English teaching in universities and colleges, the author makes suggestions for the innovation of teaching ideas, aiming to cultivate more outstanding talents for the strategic development of the "Belt and Road".

Iranian English Teaching Applicants' Request and Apology Speech Acts: Special Focus on Language Proficiency

2016 ◽  
Vol 7 (3) ◽  
pp. 534
Author(s):  
Sepideh Khorshidi ◽  
Fariba Mobini ◽  
Mahdi Nasiri
Keyword(s):  
Language Proficiency ◽  
Speech Acts ◽  
Speech Act ◽  
Special Focus ◽  
English Teaching ◽  
Proficiency Level ◽  
Written Form ◽  
Influential Variable ◽  
Proficiency Scores ◽  
The Relationship

Considering speech act formulas as one tenet of pragmatics has been one primary aspect of research domain in the recent years. The current study probes whether proficiency level plays any part in implementing request and apology speech acts, with special focus on Iranian English Teaching Applicants (ETA). To calculate participants' pragmatics performance, two Discourse Completion Tests (DCT) were administered, i.e. a multiple choice (MDCT) and a written form (WDCT), each of which was comprised of 10 request and 10 apology situations. MDCT was adopted from Birjandi and Rezaee (2010), and WDCT was adopted from Jianda (2006), and Olshtain and Cohen (1990). Participants of the study were 157 (81 males and 76 females) English teaching applicants studying in several language centers in Iran. After homogenizing the participants, Pearson product moment correlation was run to detect the relationship between two proficiency level groups' (i.e., high-score and low-score) proficiency scores and their request and apology realization. The resulting data revealed that different proficiency level did not produce any significant differences in request and apology speech act production. Accordingly, proficiency level may not be an influential variable in request and apology realization. The results of this study can inform English instructors and practitioners.]

scholarly journals On Enhancing Students’ Discourse Competence in Reading

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Hui Pan
Keyword(s):  
Discourse Analysis ◽  
Linguistic Competence ◽  
English Teaching ◽  
Important Index ◽  
Written Texts ◽  
Discourse Competence ◽  
The Relationship

Discourse competence, as important index in discourse analysis, plays an important role in developing learners’ receptive and productive skills in English. With good discourse competence, learners can understand spoken or written texts better, both at the local and global levels. Besides, they can produce more cohesive discourse to promote their speaking and writing abilities. However, English teaching classroom often focuses heavily on linguistic competence, weighing too much on vocabulary, and grammar. This paper aims to explore the relationship between cohesion and coherence and how to develop students’ discourse competence in reading.

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