The Current Status of Research on English Language Teaching for Deaf Students - A Visual Analysis Based on CiteSpace Software

This article is in line with the initiatives of “supporting the disadvantaged” and “developing the cause of persons with disabilities” proposed by UNESCO. With using “deaf students” and “English teaching” as the key research terms, efforts are put into searching research in the Web of Science (WOS) core collection database from the year 2000 to 2020. The index results are sorted by publication years, authors, institutions, sources and keywords. Then these statistics are visualized by CiteSpace software in five aspects, including authors, institutions, journal sources and keywords. In total, there include 4866 articles abroad in this study. The number of articles published at home and abroad show an increasing trend. These collected researches focus on the teaching method, teaching strategy, cognitive condition, sign language teaching, and cochlear implant in English teaching for deaf students. The foreign ones emphasize on ability of deaf students themselves and influence force of auxiliary tool. The overall research on English language teaching for deaf students is on the rise, and the research contents and hot topics international literature are somewhat overlapped while somewhat different. The team cooperation and international exchange should be strengthened while complementing each other, in order to promote the overall development of this field.

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Mind Map Construction for English Grammar Teaching Based on Knowledge Map

Scientific Programming ◽

10.1155/2021/4921825 ◽

2021 ◽

Vol 2021 ◽

pp. 1-10

Author(s):

Qijun Fu ◽

Shouzhong Kuang

Keyword(s):

Curriculum Reform ◽

Domain Knowledge ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

English Language Teaching ◽

Knowledge Map ◽

Multiple Sources ◽

English Teaching ◽

English Grammar

The analysis of the frontier issues of the English language teaching method in China is of great guidance for English language teaching. Based on the ontology model of English teaching domain, the knowledge map of English teaching in colleges and universities is constructed by fusing heterogeneous English subject data from multiple sources. Firstly, we obtain domain knowledge from relevant websites and existing documents through web crawlers and other techniques and clean the data based on BERT model; then, we use Word2Vec to judge the similarity between the research directions of characters and solve the entity alignment problem; based on the scientific knowledge map theory, we count the frequency of keywords in each year and analyze them to describe the association and union between keywords. It can explain the current situation and trend, rise and fall, disciplinary growth points, and breakthroughs of ELT. Through keyword analysis, the hot issues mainly revolve around ELT, English teaching, college English, grammar-translation method, curriculum reform, and so forth, to realize the quick query and resource statistics of ELT basic data, in order to promote the subsequent English discipline assessment work to be completed more efficiently.

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MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

Revista Brasileira de Linguística Aplicada ◽

10.1590/1984-639820169877 ◽

2016 ◽

Vol 16 (4) ◽

pp. 595-622

Author(s):

Vanderlei J. Zacchi

Keyword(s):

English Language ◽

Meaning Making ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

English Teaching ◽

Digital Era ◽

Mass Migration ◽

Important Means ◽

English Language Teachers

Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.

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Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

International Journal of Learning and Teaching ◽

10.18844/ijlt.v13i3.5273 ◽

2021 ◽

Vol 13 (3) ◽

pp. 106-124

Author(s):

Yoones Tavoosy

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Fifth Grade ◽

International Exchange ◽

Intensive English ◽

Teaching Programme ◽

Universal Language ◽

Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum. Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

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A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

Sustainable Multilingualism ◽

10.2478/sm-2019-0004 ◽

2019 ◽

Vol 14 (1) ◽

pp. 84-106

Author(s):

Alicia Chabert

Keyword(s):

Primary School ◽

Language Learning ◽

English Language ◽

Mother Tongue ◽

Language Teaching ◽

English Language Teaching ◽

English Teaching ◽

Ecological Understanding ◽

Attitude And Motivation ◽

Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

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Patterns, local grammars, and the design of English teaching materials1

ELT Journal ◽

10.1093/elt/ccz046 ◽

2019 ◽

Vol 74 (1) ◽

pp. 73-82

Author(s):

Hang Su

Keyword(s):

Language Learners ◽

English Language ◽

Language Teaching ◽

Close Association ◽

English Language Teaching ◽

Teaching Materials ◽

English Teaching ◽

Local Grammar

Abstract This paper explores the applications of pattern grammar and local grammar in English language teaching, focusing specifically on the design of teaching materials. It shows that grammar patterns can be systematically analysed from a local grammar perspective, and further argues that the practice of local grammar analyses helps to raise language learners’ awareness of the patterned nature of language in use and the close association between patterns and meanings. These in turn offer insights into materials writing. A sample coursebook unit is then offered to exemplify how pattern grammar and local grammar can be applied to derive pedagogical materials for English language teaching.

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Scholastic Grammar in College English Teaching

International Journal of English Linguistics ◽

10.5539/ijel.v7n4p191 ◽

2017 ◽

Vol 7 (4) ◽

pp. 191

Author(s):

Yanghua Peng

Keyword(s):

Language Learning ◽

Second Language Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

College English ◽

English Teaching ◽

Vital Part ◽

Long Time

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

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REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE

Estudos Linguísticos e Literários ◽

10.9771/ell.v0i57.24738 ◽

2017 ◽

pp. 59

Author(s):

Diogo Oliveira do Espírito Santo ◽

Robson Ribeiro da Silva

Keyword(s):

English Language Learners ◽

Bilingual Education ◽

Language Learners ◽

English Language ◽

Language Teaching ◽

World Englishes ◽

English Language Teaching ◽

Current Status ◽

Cultural Relations ◽

Lingua Franca

Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao status do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues. Abstract: This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings. <pre> </pre>Keywords: English; Translanguaging; Bilingual Education. Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.

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Internet for English Teaching

,,INTERCULTURAL DIALOGUES“ TRANSACTIONS ◽

10.52340/idw.2021.538 ◽

2021 ◽

Author(s):

Mariami Gogilashvili

Keyword(s):

Teaching And Learning ◽

Internet Use ◽

English Language ◽

Reading Skills ◽

Language Teaching ◽

Writing Skills ◽

English Language Teaching ◽

The Internet ◽

Motivation To Learn ◽

English Teaching

The advance of technology has made the emergence of the Internet become more and more important in language teaching and learning. For this reason, this paper addresses its discussion on the importance of the Internet use in English language teaching. this current study aims at describing how Lessons in English online can solve a number of didactic tasks: develop reading skills and abilities, using global networking materials; Improve students’ writing skills; Complete students' vocabulary; Develop students' motivation to learn English.

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Current Teaching Methods Used for English Language Teaching in Upper Elementary School and the Preferred Ones for the Lower Grades

Education and Linguistics Research ◽

10.5296/elr.v7i1.18489 ◽

2021 ◽

Vol 7 (1) ◽

pp. 35

Author(s):

Shereen Alhindi ◽

Maha Halabi

Keyword(s):

Public Schools ◽

Teaching Methods ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

Upper Elementary ◽

Elementary Grades ◽

English Language Teachers

There is no doubt that the teaching method has a significant effect on the student`s outcome and the responsibility for choosing the right method falls on the teacher. With experience, the teacher will be able to decide which method will fit the student’s needs. This research examines the most popular teaching methods and materials for teaching the English language in Saudi public schools, particularly in the upper elementary grades. It also aims to explore the perceptions of English language teachers of the methods and materials they consider to be the most effective in the teaching of lower elementary grades in Saudi public schools, who will be exposed to the English language for the first time. The sample of the study comprised 44 English teachers in Saudi public schools. The findings show that the majority of the English language teachers use Communicative Language Teaching (CLT) either alone or with other teaching methods. Moreover, most of them are willing to use it with the low grades of elementary. The findings also show that the most used materials in the classroom are videos, pictures, audiovisuals and the least used are written texts. These were the same materials that the teachers would like to use (with the same order of preference) for teaching the lower elementary grades. The findings have implications for current English language teachers who are willing to change their way of teaching and future teachers who would benefit from being aware of the effective methods of teaching the elementary grades in particular.

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A Study on Improving ESP English Reading Ability for Students Major in Mechanical Design and Manufacturing

E3S Web of Conferences ◽

10.1051/e3sconf/202127104017 ◽

2021 ◽

Vol 271 ◽

pp. 04017

Author(s):

Juan Du

Keyword(s):

Reading Ability ◽

English Language ◽

Teaching Method ◽

Mechanical Design ◽

English Language Teaching ◽

English Teaching ◽

English Reading ◽

Design And Manufacturing ◽

Innovative Thinking ◽

Reading Teaching

ESP Teaching method is an approach that is significantly different from the conventional English Language Teaching method. ESP teaching is a market-driven, communicative English teaching model which is based on the overall principle of significantly improving learners' professional English social skills, learnercentered, and meets the needs of society and individuals. In this study, researcher’s attempt is to integrate ESP reading model into the design and manufacturing English teaching. The study aims to explores the effect of ESP reading in mechanical design and manufacturing English teaching from the following three points, preclass reading task detection, while-reading teaching and post-reading teaching. And the author finds that ESP reading model not only make students have a strong interest in English learning and reading, improve their English reading ability and application ability of professional knowledge, but also enhance their innovative thinking ability.

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