scholarly journals The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

2017 ◽  
Vol 10 (7) ◽  
pp. 96 ◽  
Author(s):  
Wannakarn Likitrattanaporn
Keyword(s):  
Graduate Students ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learning By Doing ◽  
Teaching Skill ◽  
Teaching English ◽  
Teaching Materials ◽  
English Teaching

The purposes of this investigation were 1) to examine the findings of effectiveness of the process of learning by doing conducted with 5 linguistic graduate students at Srinakharinwirot University, Bangkok, Thailand 2) to develop the linguistic graduate students skill of designing English teaching materials and teaching English language and 3) to find out the efficient format of learning by doing used for training the student teachers skill of teaching English. The subjects of the study were 5 graduate students majoring in Linguistics at Srinakharinwirot University. This investigation is a qualitative research. The research instrument was a questionnaire designed to ask the students’ opinions towards learning by doing of constructing English teaching materials and teaching English language of their own and their friends. The qualitative data from brainstorming in a group discussion were taken into account. The results showed that the students get the benefits from the process of learning by doing. It can assist them to discover the knowledge of designing English teaching materials and English teaching skill by themselves. It is also found out that the efficient format for training teaching skill of the student teachers should integrate with the activity of brainstorming in a group discussion in every teaching-learning step i.e. from the preparation step when the principles and teching techniques of language teaching input of Audio Lingual Method, Cognitive Code Learning Theory and Communicative Language Teahing Approach were presented, during the step of adaping teaching materials and experimenting the practical teaching in school as well as after the students completed their self reflection and peer reflection.

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

ELT Journal ◽  
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.

scholarly journals Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage

2020 ◽  
Vol 3 (2) ◽  
pp. 662-674
Author(s):  
Senem Sahin
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Materials ◽  
School Teaching ◽  
Designed Materials ◽  
Critical Reflections

AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers. 

scholarly journals EFL FRAMEWORKS FOR CULTURE TEACHING AND CULTURAL RELATIVISM

2019 ◽  
Vol 31 (2) ◽  
pp. 567-570
Author(s):  
Agim Poshka
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Relativism ◽  
Teaching English ◽  
Teaching Materials ◽  
Culture Teaching ◽  
Global Language ◽  
The Impact

This study analyses how culture is covered in English as a Foreign Language classes but also in the teaching materials. There is also a continuous parallelism regarding the aspects of cultural relativism in English language teaching. The study analyses cases from the publisher of English language teaching materials (EFL) and reflects on how this concept is this perceived among scholars in England, Japan and North Macedonia.A list of precautions are suggested which aim to serve as an example of the need that native cultures have to protect themselves from global (or sometimes the popular) culture. It is realistic to expect that globalization can and will impact even the most isolated culture, but it also becomes the responsibility of the popular or global culture (in this case, the English Language) and the designers of the Teaching Materials(TM) in the Foreign Language to take into consideration local/native cultural specifics. This alertness would not only protect the native or L1 language, but it would add more value to the teaching materials since it is not as superficial as are present materials. The incorporation of many national and even local elements increases the effectiveness of the teaching materials and, through the methodological approaches, bridges the gaps between L1 (Native culture) and L2 (Target Culture).In order to conceptualize the impact that global/popular culture has on a native language, researchers have offered a number of frameworks. These frameworks analyse the root that the Foreign language uses to impact the native language. In one of the studies from prof. Michel Byram in his research on Culture studies in foreign language education (1989) elevates the phenomena to a different level by speaking about the “hidden” curriculum in second and foreign language teaching. In this context he indicates that language teaching can rarely be purposeful without implicitly teaching the culture of its speaker. There are a number of frameworks that have been offered as analyses of Culture teaching in teaching English as a Foreign Language. One of the frameworks, which was conducted through analyses of the Japanese market in English as a foreign language (EFL) publications, is offered by Ito Horumi in his article “A New Framework of Culture Teaching for Teaching English as a Global Language.” He depicts the impact that Globalization and English as a global language have to the Japanese Culture. The impact is evident in the (as he calls them) “Changes in Cultural Orientation of English Textbooks”.The study also suggests educational frameworks that could be implemented in a local context and use English as common ground but also neutral territory for students of different ethnic or cultural groups.

scholarly journals INTEGRATION OF ISLAMIC VALUES IN ENGLISH LEARNING AT MADRASAH IBTIDAIYAH TEACHER TRAINING PROGRAM (PGMI) UIN NORTH SUMATERA

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Riris Nur Kholidah Rambe ◽  
Salminawati Salminawati
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
English Language ◽  
Language Teaching ◽  
English Learning ◽  
Teaching Materials ◽  
Study Program ◽  
English Teaching ◽  
Teacher Training Program ◽  
Islamic Values

This study aimed to find out: (1) HowEnglish Language Teaching Materials were; (2) How  the Concept of Islamic Values in English Language Teaching Materials was; and (3) How to integrate Islamic values in English teaching materials at the Madrasah Ibtidaiyah Teacher Training program (PGMI) at UIN North Sumatra. This research was library research which is one type of qualitative research. The fundamental characteristic in this study was that the data studied was written literature in the form of documents namely books or literature. This study analyzed the English material taught in PGMI Study Program, then integrated with Islamic values on some material in English courses. The research findings were 1) English teaching materials which were used in PGMI discussed five basic abilities, namely reading, vocabulary, writing, grammar, and speaking; 2) the concept of Islamic values which wasintegrated into English learning was contained in an integrated syllabus;3) in integrating Islamic values in English language lectures, there were several aspects that needed to be combined, including approach, curriculum, teaching material, and lecture methods.

scholarly journals MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

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.

scholarly journals Teaching English in Non-English Departments: Empowering Teacher Towards Improvement

2017 ◽  
Vol 4 (1) ◽  
pp. 49-62
Author(s):  
Ninuk Sholikhah Akhiroh
Keyword(s):  
Social Sciences ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
English Language Teaching ◽  
Teaching English ◽  
English Departments ◽  
English Majors ◽  
Relevant Field

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching.   ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini  merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341  

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

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

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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