scholarly journals A Christmas Carol by Charles Dickens: An Authentic Didactic Source for English Language Acquisition and Moral Value Teaching

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Ralph OBANDJA BOYO ◽  
Keyword(s):  
Language Acquisition ◽  
Charles Dickens ◽  
Learning Process ◽  
English Language ◽  
Language Skills ◽  
English Language Teaching ◽  
Teaching Tool ◽  
Moral Value ◽  
English Language Acquisition ◽  
Teaching Learning

In the language acquisition and teaching-learning process, the use of good and authentic didactic sources in the classroom is a prerequisite to help students develop language skills efficiently. The choice of these materials may be made based on engaging, interesting, and motivating themes aiming at developing students’ awareness. In the same vein, this project has been designed to suggest Charles Dickens’s A Christmas Carol as a teaching tool that can help students not only improve their linguistic competences, but also build their character. In other words, English Language Teaching and morality are inseparable and should be taught in the classroom.

scholarly journals PROMOTING GRAMMATICAL AWARENESS IN ENGLISH LANGUAGE TEACHING: ESP CONTEXT

Prosodi ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 85-90
Author(s):  
Milawati Milawati
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Grammatical Awareness ◽  
Teaching Learning

Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will not only help the teacher to lead the students more effectively and properly in using the grammar, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce activities that will actually motivate the students to learn. Keywords: Grammatical Awareness, ESP, English Language Teaching

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals IMPACT OF AUDIO-VISUAL AIDS ON TEACHING LEARNING PROCESS OF ENGLISH LANGUAGE AT PRIMARY LEVEL

2020 ◽  
Vol 01 (01) ◽  
pp. 71-77
Author(s):  
Irfan Ullah Khan ◽  
Muhammad Saqib Khan ◽  
Haroon Rehan
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
English Language ◽  
English Language Teaching ◽  
Visual Aids ◽  
Head Teachers ◽  
Primary Level ◽  
International Language ◽  
Study Population ◽  
Teaching Learning

English is an international language and plays a pivotal role in our education system that is why different methods are used for English language teaching learning process at primary level to improve learning teaching process, that is why the present study was conducted to highlight the audio-visual aids’ role in process of teaching learning at the level of primary education. All the teachers and head teachers of Southern Districts Primary schools in Khyber Pakhtunkhwa were study population. The study sample consisted of 100 head-teachers (50 female and 50 male) and 300 teachers (150 males & 150 females). By nature, the study was survey, researcher developed personally instrument to collect data from respondents and thus analyzed, tabulated, and construed the data in the light of study objectives. The statistical tools like mean and SD were used for data analysis. The present study highlighted that audio visual aids make the learners able learn English language easily and in an interested way.

scholarly journals MOVIES AND SERIES: AN AID FOR SECONDARY LANGUAGE ACQUISITION

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Dhanya A P, Et. al.
Keyword(s):  
Language Acquisition ◽  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Age Group ◽  
English Language Acquisition ◽  
Sample Group ◽  
Cultural Roots ◽  
The World

English, though an adopted language in colonized countries like India, has deep cultural roots there.  Not only has English enriched the languages of these nations but has also lend itself to the medium of creative expression in these countries. It has become part and parcel of intelligence as well as emotional makeup of the educated people there. It is the language required by the world for greater understanding. Today, the compulsions of learning English are no longer nearly political but scientific and technological. Watching videos is always entertaining. Apart from entertainment, video watching is thoroughly a teaching and learning process. Therefore English language acquisition can be made easy with videos as an aid. The research seeks to prove how far videos help in language acquisition and the quantitative research analyses a sample group of children belonging to the age group of 8-10 years

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

scholarly journals Practices on Technology Integration in ELT: A Review on Existing Researches

2020 ◽  
Vol 5 (2) ◽  
pp. 292
Author(s):  
Gina Selvira Yanti ◽  
Rafika Nurhidayah
Keyword(s):  
Technology Integration ◽  
Learning Process ◽  
English Language ◽  
English Language Teaching ◽  
Decision Makers ◽  
Research Articles ◽  
Technology In Teaching ◽  
Integrate Technology ◽  
Teaching Learning ◽  
Day By Day

The education 4.0 phenomenon is getting stronger day by day which makes the technology integration in ELT stands in a spotlight. For this reason, this paper aims to show and to describe some techniques or teaching procedures taken from the documented research articles; and to offer some suggestions for educators in Indonesia to integrate technology in their classrooms. This paper is done as a response to the increase need to integrate technology in teaching learning process, specifically, in English language teaching. This is a qualitative research in nature through searching, taking, reading, analyzing and concluding the results from the documented researches regarding to the topic. An empirical-based research was a focus for this research; thus, there are 11 researches in total within the year 2016-2020. This paper is hoped to be able to present, to describe, and to inspire scholars, researchers, teachers, and even decision-makers to apply more teaching learning process which tends to the education 4.0 atmospheres.

English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches

2017 ◽  
Vol 7 (11) ◽  
pp. 965
Author(s):  
Jessenia A. Matamoros-González ◽  
María Asunción Rojas ◽  
Johanna Pizarro Romero ◽  
Sara Vera-Quiñonez ◽  
Sandy T. Soto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
Visual Representation ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Learning

This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization of the information. The results show that the characteristics of each approach were determined for the epoch in which they were proposed and promoted. Some characteristics such as the use of books overlapped all approaches compared in this work; others were unique to certain approaches, supporting theories, for instance; and, others were common in two or three approaches, as in the case of the use of conversations and the role of learners as active learners, to cite some examples.

O Uso da Webquest Como Recurso Para a Compreensão Verbal em Língua Inglesa

2018 ◽  
Vol 18 (4) ◽  
pp. 347
Author(s):  
Cíntia Pereira dos Santos ◽  
Luciana Idalgo ◽  
Alessandra Dutra
Keyword(s):  
High School ◽  
Learning Process ◽  
English Language ◽  
English Language Teaching ◽  
Technological Resource ◽  
Language Classes ◽  
De Se ◽  
Content Provision ◽  
Teaching Learning ◽  
Positive Results

A utilização de recursos e de ferramentas tecnológicas no ensino de Língua Inglesa tem contribuído para uma prática pedagógica mais próxima à realidade dos estudantes. No entanto, nem todos os professores encontram possibilidades ou têm condições de utilizar ferramentas midiáticas para o preparo de suas aulas e isso decorre de diversos fatores, por exemplo, falta de formação para o uso das TIC, falta de recursos nas escolas, entre outros. Esta pesquisa tem por objetivos discutir a aplicação da ferramenta webquest em turmas do Ensino Médio de duas escolas particulares, situadas no Norte do Paraná, bem como apontar as percepções dos alunos sobre o uso dessa ferramenta na disciplina de Língua Inglesa e verificar se a realização da atividade contribuiu para a melhoria na formação dos alunos. Para isso, utilizou-se a pesquisa descritiva bibliográfica, de campo e analítica. Como resultados, constatou-se que houve apreensão do conteúdo disposto por meio da webquest, bem como a percepção de que esse recurso se mostrou eficaz no processo de ensino e aprendizagem de Língua Inglesa. O fato de se propor um novo método para ensinar um conteúdo resultou em mudanças na rotina da sala de aula, mas proporcionou novas experiências aos alunos, fazendo com que tivessem mais autonomia e estivessem no foco de sua aprendizagem, ou seja, trazer recursos tecnológicos para a sala de aula, para ensinar Língua Inglesa, trouxe resultados positivos, tanto para os alunos quanto para o professor.Palavras-chave: Webquest. Língua Inglesa. Ensino Médio. Redes Sociais.AbstractThe usage of technological resources and tools in English Language teaching has been contributing to pedagogical practical which is closer to the students´ reality. However, it is not the majority of teachers who are able to use media tools to prepare classes and this probably occurs due to a variety of reasons, such as a lack in ICT usage study, poor resources in schools, and others. This research aims to discuss the application of webquest tool in high school classes from two private schools, located in Northern Parana, and to identify the perception from these students about using webquest in English Language classes and verify if making activities through this tool contributed to a better students’ graduation. For this, a descriptive bibliography, field and analytic research were used. As results, it was found that there was apprehension of content provision through the webquest, as well as, the perception that this technological resource showed itself efficient in teaching-learning process of English Language. The fact in proposing a new method to teach a specific subject resulted in changes in the classroom routine, but it provides new experiences to the students, which they could have autonomy and focus on their learning process. That is, using technological resources in the classroom, to teach English Language, showed positive results, not only to the students but also to the teacher.Keywords: Webquest. English Language. High School. Social Network.

scholarly journals Teachers and Technology: Trends in English Language Teaching in Saudi Arabia

2018 ◽  
Vol 8 (5) ◽  
pp. 10 ◽  
Author(s):  
Muhammad Farooq ◽  
Abdul Soormro
Keyword(s):  
English Language Learners ◽  
Classroom Management ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Teaching Learning

Technology has impacted the learning approaches and vice-versa with an aim to improve the standards of language teaching/learning process. The present study focuses on teachers’ preferences and use of technology in their language classrooms. A survey was conducted to seek opinion of EFL teachers both male and female at the English language center on technology-related competencies. The survey comprised four domains: planning and preparation, classroom management, instruction, and professional responsibilities (Danielson, 2007).The questionnaire was distributed to 100 English language teachers (50 males and 50 females) at Taif University English Language Centre. The responses revealed that most of the teachers thought aware of the technology and its uses in education don’t integrate technology in their teaching at planning and preparation stage. They use the available technological gadget in the classroom to exploit some of the activities. They must use the university LMS for uploading certain activities and assessment otherwise they hesitate to design technology-based activities for English language learners. They and the students need training in integrating technology with teaching and learning process.

scholarly journals ANALYZING ENGLISH LANGUAGE TEACHING METHODS

2018 ◽  
pp. 102-109
Author(s):  
Jagdish Joshi ◽  
Tapan Shah
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Abilities ◽  
English Classes ◽  
Teaching Learning ◽  
Language Teaching Methods

In the field of English Language Teaching there have been contentions and counter contentions about the role of various methods, approaches and techniques in learning the language. Throughout the hundreds of years, these strategies and methodologies have been fundamentally all through support in educational programs. Methodology is one of the significant components to actualize the objective of education in showing in teaching learning process especially in English classes. To give the data about wonderful strategies is the primary reason for this logical composition. Since English has been instructed till these days, in this manner, this paper is to improve the information of educational specialists particularly in technique for teaching English. The strategies are explained plainly as far as the standards are concerned. The standards are normal for showing learning process, nature of guidance, taking care of the students' sentiments and feelings, the job of local language of students, the language abilities that are accentuated, and the method for instructor's reaction to students' mistakes.

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