How to teach intonation to EFL students: A focus on communicative teaching methods

Based on the current contradiction between the grammar-translation method and the communicative teaching method in English teaching, this paper, starting with clarifying the task of comprehensive English as well as the definition of the two teaching methods, objectively analyzes their advantages and disadvantages and proposes establishing a new method by fusing them with an elaboration on the reasonability of combining them in the practical teaching of comprehensive English with their complementary advantages.

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Involving children with visual impairment in the learning process of an EFL inclusive class

Language and Text ◽

10.17759/langt.2017040312 ◽

2017 ◽

Vol 4 (3) ◽

pp. 116-128

Author(s):

A.E. Mikhailova ◽

Yu.S. Shilova

Keyword(s):

Learning Process ◽

Teaching Methods ◽

English Language ◽

Universal Access ◽

English Language Teaching ◽

Internet Resources ◽

Blind Children ◽

Communicative Teaching ◽

Integrated Study ◽

Children With Visual Impairments

In this article, we consider the most relevant and accessible educational resources, as well as the methods and forms of establishing an integrated study space for effective English language teaching of sighted and blind children. We discuss several important aspects of an inclusive class teaching and present a model of group involving teaching approach based on audio-lingual and communicative teaching methods with some examples of classroom and home tasks to set for the work of children with visual impairments. In addition, the article has a list of a handy Internet resources that might be adopted for in and out of class learning practice of English skills by means of the universal access computer systems and various applications that will help children with eyesight problems.

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EFL STUDENT’S PROBLEMS WITH PARAGRAPH WRITING AT TAY DO UNIVERSITY, VIETNAM

European Journal of English Language Teaching ◽

10.46827/ejel.v6i4.3778 ◽

2021 ◽

Vol 6 (4) ◽

Author(s):

Thi Tra My Ly ◽

Thi Thuy Hang Nguyen ◽

Thi Minh Uyen Phan ◽

Thi Thuy Ha Dinh ◽

Thuy Vi Huynh

Keyword(s):

Social Sciences ◽

Teaching Methods ◽

Quantitative Methods ◽

First Year ◽

First Year Students ◽

Research Results ◽

Qualitative And Quantitative ◽

Qualitative And Quantitative Methods ◽

Efl Students ◽

Grammatical Structures

This paper studied problems in EFL students’ paragraph writing. The research participants were first-year students of English in Tay Do University (TDU). To achieve the desired aims of the current study, the researcher combined both qualitative and quantitative methods, using questionnaires, interviews, and observations as the main instruments. The researcher used the package of social sciences (SPSS) for analysis. Research results showed that the freshmen at TDU often encountered problems in writing paragraphs. These accounted for grammatical structures, vocabulary, and coherence. Basing on the research results, students could recognize their difficulties when writing and find some new ways to overcome them. It is suggested that teachers should find and update some new teaching methods so as to develop students’ paragraph writing skills. Article visualizations:<img src="/-counters-/edu_01/0920/a.php" alt="Hit counter" />

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A Five-Feature Language Teaching Proposal

Lenguaje ◽

10.25100/lenguaje.v41i1.4968 ◽

2013 ◽

Vol 41 (1) ◽

pp. 263-281

Author(s):

Leonardo Herrera Mosquera

Keyword(s):

Teaching Methods ◽

Language Teaching ◽

Communicative Language Teaching ◽

Sheltered Instruction ◽

Teaching Methodology ◽

Teaching Model ◽

Communication Practice ◽

Teachers And Students ◽

Observation Protocol ◽

Communicative Teaching

Which language teaching methodology brings the most benefits to learners in terms of communicative and linguistic competences? This is a question linguists, educational researchers, and teachers continuously ask without reaching a concrete consensus. Perhaps the Communicative Language Teaching (CLT) Approach is the preferred response of educators and practitioners. However, do our communicative teaching methods really foster communication practice in the classroom? Is it important to label our teaching approach with a specific name? In this article, I intend to move beyond this label and suggest instead five methodological elements that can be easily implemented in diverse socio-educational contexts. These teaching features correspond to five of the thirty components of the Sheltered Instruction and Observation Protocol (SIOP) Model, which has been adopted in many schools around the world. Because a thirty-component teaching model may become quite overwhelming for teachers and students, a five-feature teaching proposal is herein suggested.

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Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Theory and Practice in Language Studies ◽

10.17507/tpls.0903.11 ◽

2019 ◽

Vol 9 (3) ◽

pp. 325

Author(s):

Sami Ali Nasr Al-wossabi

Keyword(s):

Teaching Methods ◽

Corrective Feedback ◽

Writing Classes ◽

Efl Writing ◽

Effective Learning ◽

Efl Context ◽

Perceptions And Attitudes ◽

Efl Students ◽

Students Attitudes ◽

New Perspective

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

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Pronunciation and Conversation Challenges among Saudi EFL Students

JEES (Journal of English Educators Society) ◽

10.21070/jees.v3i1.1228 ◽

2018 ◽

Vol 3 (1) ◽

pp. 85

Author(s):

Issa Mohammad Muflih Naser ◽

Mohd Hilmi Bin Hamzah

Keyword(s):

Saudi Arabia ◽

Teaching Methods ◽

Mother Tongue ◽

Classroom Observations ◽

Efl Learners ◽

Proficiency Levels ◽

English Pronunciation ◽

Efl Students ◽

Preparatory Year ◽

Attitude And Motivation

This study aims to identify the difficulties of pronunciation and conversation faced by EFL learners who undertook a Preparatory Year Program (PYP) in Saudi Arabia, It highlights the main issues in pronunciation and conversations (e.g., textbooks, teaching methods, and students' attitude and motivation) and techniques to address these problems. The instruments used in the study were classroom observations and teachers' discussions. The results revealed that firstly, students did not have a sound knowledge of grammar. Secondly, students' outside environment was influenced by their mother tongue. Thirdly, the teaching methods did not suit their proficiency levels. Finally, they were demotivated and thought that they have an impossible mission to improve their English pronunciation and conversation.

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USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS

Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris ◽

10.34001/edulingua.v7i2.1325 ◽

2020 ◽

Vol 7 (2) ◽

pp. 1-12

Author(s):

Bambang Irawan ◽

Muhammad Ahsan Tampubolon

Keyword(s):

Action Research ◽

Teaching Methods ◽

Phonetic Transcription ◽

Efl Students ◽

Field Notes ◽

Classroom Action Research ◽

Learning English

For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation.

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Matching The Students’ Learning Preferences With Teacher’s Teaching Methods: The Case Of International EFL Students In Malaysia

Journal of Education in Black Sea Region ◽

10.31578/jebs.v5i2.198 ◽

2020 ◽

Vol 5 (2) ◽

pp. 42-50

Author(s):

Bilal Al-Khaza’leh ◽

Imam-edin Awad Mohammed

Keyword(s):

Learning Process ◽

Teaching Methods ◽

English Language ◽

Classroom Observation ◽

Learning Preferences ◽

Structured Interviews ◽

Self Confidence ◽

National University ◽

Efl Students ◽

Style Preferences

Due to the paramount significance of English as a lingua franca, TESOL has attracted the attention of researchers globally which necessitates the suitable usage of the best methods for achieving the learners’ goals. This study examined the students’ learning preferences and their teachers’ methods and strategies used in specific classrooms. The sample of the study was 20 international EFL male and female learners and one English professor from the National University of Malaysia. The data were elicited from the samples using three instruments: an adapted from Oxford (1990) questionnaire, classroom observation and semi-structured interviews. The findings revealed that the teacher’s techniques to some extent support the students’ tendencies and styles toward learning the English language. It was shown that students are strongly motivated and have the ability to use all the possible strategies during their learning process. Moreover, the teacher confirmed that she supports the students’ self-confidence despite the existence of some barriers between the students and their teacher. It is recommended that teachers pay more attention to their students’ style preferences during the learning process.

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Where Translation Studies lost the plot

Translation and Translanguaging in Multilingual Contexts ◽

10.1075/ttmc.00010.pym ◽

2018 ◽

Vol 4 (2) ◽

pp. 203-222 ◽

Cited By ~ 3

Author(s):

Anthony Pym

Keyword(s):

Language Learning ◽

Teaching Methods ◽

Language Education ◽

Translation Studies ◽

Education Community ◽

History Of ◽

Special Knowledge ◽

Pedagogical Models ◽

Communicative Teaching

Abstract Recent interest in the role of translation in language teaching calls for dialogue between the disciplines of Translation Studies and Language Education. In framing this dialogue, translation scholars would do well to avoid assuming superiority or special knowledge; they would instead do well to reflect on the history of their own discipline, particularly the opposition to language departments that can be found in some countries in the 1980s and 1990s. In politically turning away from language learning, translation scholars left the education field open for unopposed implantation of immersion and communicative teaching methods that ideologically shunned translation. Further, in framing their major internal debates in terms of binary categories, usually involving a good translation method opposed to a bad one, translation scholars themselves all but abandoned the non-binary pedagogical models that once included many types of translation solutions. Those non-binary models should now be investigated anew in order to rebrand translation for the language-education community. In so doing, however, translation scholars may need to break the unspoken pact that they have developed with the translation professions. They should instead adopt a view where everyone can translate, not just professionals, and everyone can be trained to translate better.

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