better culture and higher intelligence. In present times‚ English is the most preferred language. An understanding of and a command over English language is the most important determinant of access to higher education‚ employment possibilities and social opportunities. Acquiring adequate knowledge in English for learners is inevitable in the present scenario. In India‚ English is taught as the second language in educational institutions. So‚ students find themselves unable to express in English.
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METAPHOR AND DIALECTICS AS LITERARY DEVICES AND COMMUNICATIVE TOOLS By Odum‚ ikechukwu A. B.a‚ m.a‚ PGD (sc/antr)‚ Mnipr Metaphor as a Literary Device The classical Greek philosopher‚ Aristotle declared metaphor one of the highest achievements of poetic style. According to him‚ “it is the mark of genius – for to make good metaphors implies an eye for resemblances …” (Dukore 50). Our literary world especially‚ the African literary world is pervaded with metaphors. Metaphor has become an indispensable
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Longman Handbooks for Language Teachers The Practice of English Language Teaching New Edition - Jeremy Harmer An Introduction to English Language Teaching - John Haycraft Teaching Oral English New Edition - Donn Byrne Communication in the Classroom - edited by Keith Johnson and Keith Morrow Teaching English Through English - Jane Willis Teaching English with Video - Margaret Allan Using Computers in the Language Classroom - Christopher Jones and Sue Fortescue Teaching English Pronunciation
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Licentiate Diploma in Teaching English to Speakers of Other Languages (LTCL Diploma TESOL) Course Summary and Bibliography A summary of course content‚ key information and bibliography for course members from April 2005 This qualification is accredited by the Qualifications and Curriculum Authority at Level 7 of the UK National Qualifications Framework Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E tesol@trinitycollege.co.uk www
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after language‚ writing‚ and print. Furthermore‚ incorporating both spoken and written communication features‚ Beauvois (1998) labels it as ‘conversation in slow motion’‚ while Crystal (2001) calls it ‘netspeak’. Correspondingly‚ it is also considered as the hybrid (Kost‚ 2008) and bridge (Handley‚ 2010) of the two traditional modes of communication: speaking and writing. This nature of CMC is then the starting point of the idea to bring CMC at the foreground of ELT (English Language Teaching)‚ particularly
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An Action Research Report on “Teaching stories without telling them” Ask “Am I using my mental ability to make history or Am I using it merely to record history made by others?” Anonymous Menu Abstract Introduction Background Classroom activity The result References Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way “Teaching Stories without Telling Them”. The purpose of this research
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Learning English as a foreign language has a lot of difficulties. We‚ Ethiopian students‚ learn this language with out getting the chance of involving with the speech community i.e with out much environmental support. I do have some serious difficulties of learning English particularly in the listening and speaking skills. Next to this I will try to point out my problems of learning English and their possible solutions to solve those problems. One of the most important language skills is listening. My
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chapter aims at presenting the rationale for the field-study‚ its aims and scope‚ the research questions‚ significance‚ methods‚ and design of the field-study. 1.1 Introduction It is a common assertion that materials in general play a crucial part in language learning (Robinson‚ 1991; Nunan‚ 1991). This accounts for the fact that discussions of the roles of materials appear in almost all books on course design. Materials not only provide learners with a wide range of useful and fascinating information
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Using Authentic Material for Adult Greek Learners 6th SEMESTER COURSE: ENGLISH LANGUAGE TEACHING METHODOLOGY Introduction 1. Adult education Adult education‚ also known as continuing education‚ is a broad term for the practice of teaching and educating adults and holds a significant role in the lifelong learning process. Most of the advancements in adult education appeared in the nineteenth century‚ during the period of industrialization‚ mainly because of the acceleration of scientifical
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for Specific Purposes (ESP)‚ a wide-ranging field which has now been established as an integral part of English Language Testing‚ and perceived as an independent activity within the ESP process. The first chapter provides a short general overview of the nature of ESP testing field‚ bringing into focus that ESP testing has been concerned with measuring specific uses of English language among identified groups of test takers. Next‚ some defining characteristics and principles common to all ESP tests
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