scholarly journals THE ANALYSIS OF THE ENGLISH LANGUAGE TEACHING PROGRAM OF SCIENCE AND ART CENTERS

2021 ◽  
Vol 12 (44) ◽  
pp. 278-292
Author(s):  
Hayriye Torunoğlu
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Program ◽  
Science And Art

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 An Inventory of Purpose-Built Learning Actions to Build Text-Based and Topic- Based Knowledge

2017 ◽  
pp. 193-225
Author(s):  
Argemiro José Amaya Buelvas
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Program ◽  
First Semester ◽  
Esl Reading ◽  
Reading Activity

This research is based on ESL reading comprehension. Its purpose is to identify which purpose-built learning actions for constructing text-based and topic-based knowledge first-semester students from the English Language Teaching Program at Universidad de Córdoba applied more often while reading. Data was gathered through a reading platform called knockWhy?, along with a reading activity in which students brought up purpose-built learning actions. After using the platform, the students answered a questionnaire in order to evaluate their experience and opinion about the platform’s design. Results showed that students brought a significant amount of purpose-built learning actions, which mainly concerned textual-based knowledge, rather than topic-based. Results also revealed that students’ experience with the platform and its design was significant when bringing up purpose-built learning actions.

A comparison with the competencies of English language teaching program

2018 ◽  
Vol 5 (5) ◽  
pp. 72-77
Author(s):  
Saadet Cinar ◽  
Mustafa Cem Babadogan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Bologna Process ◽  
Document Analysis ◽  
English Language Teaching ◽  
Analysis Method ◽  
Teaching Program ◽  
Teaching Programme ◽  
Common Framework ◽  
Concepts Of Knowledge

In this study, the competencies of the Undergraduate English Language Teaching Programmes belonging to the universities selected as samples from seven regions of our country were examined by using the document analysis method. It has been understood that the concepts of ‘knowledge’, ‘skill’ and ‘competence’ which are the components of the ‘competency’ concept as well as differences in the expression are not fully distinguishable. It was also observed that while the competencies were being written, universities did not adopt the same grammatical rules. In this study, arrangements were made with the focus was on providing a common framework both conceptually and formally, and suggestions were tried to be developed. It is thought that this work will be useful for programmes that have difficulty in expressing their competencies correctly.Keywords: Bologna process, English language teaching programme, competency.

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