scholarly journals Problems Related to the Teaching of English Pronunciation in Pre-service Institutions: A Study at the Wesley College of Education, Kumasi, Ghana

2018 ◽  
Vol 7 (6) ◽  
pp. 37
Author(s):  
Davida Aba Mensima Asante-Nimako
Keyword(s):  
Student Teachers ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Dark Cycle ◽  
English Pronunciation ◽  
Service Training ◽  
Teaching Learning

The purpose of the study was to find out the problems related to the teaching of English pronunciation in the pre-service training institutions. Wesley College of Education, Kumasi, Ghana, was used as a case study. Out of the problems, deductions were made to make recommendations. Three tutors of English and twenty students were purposively sampled for the study. Through the use of interviews, three key findings, realized from the research include the following: First, the mode of correcting students’ mispronunciation. The manner in which some tutors correct students’ mispronunciation was found to be very discouraging to the students; second, the less attention given to English ‘pronunciation’ as one of the aspects of English language teaching/learning was a concern; In any case, though pronunciation was not conspicuously part of the English course outline, it did not imply that there was no form of pronunciation teaching. Thus, during the teaching learning process pronunciation teaching go on directly or indirectly. In terms, of other subject areas other than English language, pronunciation teaching hardly happens. More importantly, another vital problem found was the poor foundation at the basic level of education. The student teachers should in-turn have a better grounding in English pronunciation to teach the pupils in the basic schools in Ghana. Unfortunately, the ill tradition of unintelligible pronunciation goes on, which the researcher terms it the ‘dark cycle’. The views of students and tutors were gathered through recording and transcription of interviews. The research generally reveals the need for language teachers and curriculum planners to factor in pronunciation as a vital aspect of building up students; especially, student- teachers who will complete soon and go and teach younger ones, ensuring the avoidance of ‘dark cycle’ as the researcher’s term, explained in the ‘key words’.

scholarly journals How the Teaching of English Pronunciation can be improved in Pre-service Training Institutions; A study at Wesley College of Education, Kumasi, Ghana

2019 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Davida Aba Mensima Asante-Nimako
Keyword(s):  
Student Teachers ◽  
College Of Education ◽  
Language Teachers ◽  
Colleges Of Education ◽  
Language Laboratory ◽  
English Pronunciation ◽  
Service Training ◽  
Training Institutions ◽  
Teaching Pronunciation ◽  
Basic Level

The focus of this research was to discover how the teaching of English pronunciation in the pre-service training institutions in Ghana could be improved. It was a study at Wesley College of Education, Kumasi, Ghana. The purposive sampling method was employed to select three tutors of English and twenty students for the study. Interviews and observations were done to gather information. As part of the findings; Pronunciation teaching must be included in course outlines of the colleges of Education. The Transforming Teacher Education and Learning (T-TEL) programme should factor in pronunciation when suggesting the review of the course outlines of the Colleges of Education (which are being transformed into University Colleges as of the preparation time of this paper). This will contribute to improving pronunciation teaching. Also, Pronunciation must be well taught at the basic level as the pupils grow with the knowledge and in-turn pass it on to other pupils/students in Ghana. This is because students of the Colleges of Education, complete their course only to go and teach the pupils in basic schools. It is obvious that when pronunciation is not well taught at the basic level, it goes a long way to affect individuals even unto adulthood. In addition, better methods of teaching pronunciation, if employed, will help improve it. Again, a campus FM should be established and utilized appropriately to educate and improve pronunciation. Teaching pronunciation through the media can be helpful if only it is carefully planned. In addition, the language laboratory stereotyped for only the French students, should be upgraded to a standard language laboratory where all other language teachers and student-teachers will benefit from. In sum, if all who may need to contribute to ensure the improvement of pronunciation teaching play their role well, its improvement will become a reality.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

Facilitating ELT through Moodle and Google Classroom

2019 ◽  
Vol 118 (10) ◽  
pp. 506-518
Author(s):  
Binoy Barman ◽  
J. Karthikeyan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Technological Tools ◽  
Teachers And Students ◽  
Virtual Interaction ◽  
English Language Teachers ◽  
Teaching Learning

Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

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 Using English to teach English: Classroom English competence of English language teachers in Vietnam

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Vu Hai Ha
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
English Competence ◽  
English Classroom ◽  
Language Teaching Methods

The National Foreign Language Project 2020 (Project 2020) has been laying its emphasis on the development of general English language proficiency and English language teaching methods of English language teachers in Vietnamese schools. This article argues that these focuses might overlook an area which is essential for these teachers to use English efficiently in the classrooms: the development of classroom English proficiency. This argument is corroborated by a case study with qualitative data collected from videotaping 113 teachers in their microteaching sessions. It reveals certain limitations in their classroom English competence, especially linguistic and strategic competence. The article concludes by putting forward certain suggestions for Project 2020 as well as future studies to explore other facets of this competence.

scholarly journals A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Sanju Choudhary
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Learning

<p>Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.</p>

scholarly journals Students’ Perceptions on a Good Tertiary Foreign Language Teacher

2013 ◽  
Vol 6 (2) ◽  
pp. 17-52
Author(s):  
Siti Tarwiyah
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Language Teachers ◽  
The Subject ◽  
Teaching Learning ◽  
Almost All

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence;  English Language;  Teaching/Learning

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