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.

scholarly journals Students’ Understanding on Spoken Discourse in The Context of English Language Teaching (ELT) at University

2021 ◽  
Vol 5 (1) ◽  
pp. 265
Author(s):  
Dias Andris Susanto ◽  
Masitoh Oktavia ◽  
Lina Tri Astuty Beru Sembiring
Keyword(s):  
Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Research Approach ◽  
English Language Education ◽  
Study Program ◽  
Spoken Discourse ◽  
Key Terms

Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT

The Significance of Listening Comprehension in English Language Teaching

2016 ◽  
Vol 6 (8) ◽  
pp. 1670 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Skill ◽  
Listening Skill ◽  
Comprehension Process ◽  
Definition Of

Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers’ roles in listening comprehension, and discuss strategies, techniques, and goals of listening. The review of literature indicated that learners can improve their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

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.

scholarly journals Teacher Development through Podcast Engagement

2021 ◽  
Vol 2020 (1) ◽  
pp. 53
Author(s):  
Matthew Turner ◽  
Matthew Schaeffer ◽  
Robert Lowe
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Teacher Development ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Theoretical Knowledge ◽  
Reflective Inquiry ◽  
Teaching Community ◽  
Definition Of

Professional development and community engagement are important parts of maintaining commitment in language teaching. Podcasting is emerging as a form of professional development and engagement with the English language teaching community, both through the production of podcasts themselves, and through participation as listeners. Drawing upon our experiences of creating a podcast, together with an examination of other podcasts in the field, this practically oriented paper will document and identify a range of innovative ways through which engagement with podcasts, by both producers and listeners, can contribute to teacher development. This paper will highlight how podcasts can instigate opportunities for reflective inquiry, aid communities of practice, and support efforts to negotiate practical and theoretical knowledge. After providing a definition of podcasts as a media format and describing their status in the language teaching field, the paper considers professional development opportunities which may be afforded by engagement with podcasts. 言語教育におけるコミットメントを維持するには、専門的な能力開発とコミュニティへの関わりが重要な役割を果たす。ポッドキャスティングは、ポッドキャストの制作自体とリスナーとしての参加の両方を通じて、非公式で専門的な能力開発と英語教育コミュニティとの関わりの一形態として台頭してきた。本論は、過去の経験から、制作者とリスナーの両者がポッドキャストに関わることにより、教師の能力開発に貢献できるさまざまな革新的方法を記録し、明らかにする。また、ポッドキャストがいかにして内省的な探究の機会を促し、実践のコミュニティをサポートし、実践的で理論的な知識について議論や交渉する取り組みを支援できるかという点に光を当てる。メディアの一形態としてのポッドキャストの定義を示し、言語教育分野におけるポッドキャストの位置づけを説明した後、ポッドキャストに関わることで得られる可能性のある専門的な能力開発の機会について考察する。

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

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