complex ones. This paper has been organized and divided into four parts. By reviewing the literature in the field‚ the first one deals with the presentation of the nonlinear approach applied to language teaching. In the second section I present the methodology utilized to build and work on the corpus. Then I discuss some of the content regarding the issue found and detected from the responses to the questionnaire; I finally take the opportunity in the fourth section to put forward desirable changes in
Premium Language education Second language acquisition Foreign language
culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been a subject of rapid change throughout language teaching history. In the course of time‚ the pendulum of ELT practitioners’ opinion has swung against or for teaching culture in context of language teaching. For example‚ during the first decades of the 20th century researchers discussed the importance and possibilities of including cultural components into
Premium Linguistics Teaching English as a foreign language The Culture
CHALLENGES IN TEACHING AND LEARNING OF ENGLISH AT SECONDRY LEVEL INTRODUCTION: The modern world is a global village and communities of the world are getting closer to each other. Through language different people and communities share their ideas and concepts. As Lyytinen (1985) pointed out‚ “man uses language to express feelings and attitude
Premium English language Teaching English as a foreign language Second language
to know at least the basic of English. This influence ensures the use of English in order to do business. This situation means that all people are involved in either teaching or learning English. Both natives and non-natives are today involved in ELT. This special position undergirds the recent models of English labeled by different terminologies such as World Englishes (WE) (Kachru‚ 1992; Rajagopalan‚ 2004; Widdowson‚ 1994) and English as an International Language (EIL) (McKay‚ 2004; Nakamura
Premium English language English language
FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION 2013 CHAPTER 1 INTRODUCTION This chapter outlines the background of this research‚ research questions‚ aims of the research‚ significance of the research‚ research methodology‚ clarification of terms‚ and organization of the paper. 1.1 Background There are four basic skills in mastering English; listening‚ speaking‚ reading‚ and writing. From those four basic skills‚ writing is assumed as the most difficult basic to
Premium Scientific method
Some misconceptions about communicative language teaching Geoff Thompson ELT Journal Volume 50/1 January 1996‚ pp. 9 - 15 Although communicative language teaching is accepted by many applied linguists and teachers as the most effective approach among those in general use‚ there are still a number of misconceptions about what it involves. This article sets out four of the main misconceptions‚ discusses why they have arisen‚ and why they can be so described. In doing this‚ the article attempts to
Premium Language education Language acquisition
References: Allwright‚ R. (1981) “What do we want teaching materials for?” ELT Journal 36/1:5-18. Arnold‚ Jane (1998) “Towards more humanistic English teaching.” ELT Journal 52/3: 235-242 Babatunde‚ S.T‚ (2001) “The Context of Teaching the Use of English Courses in Tertiary Institutions in Nigeria: The Unilorin Example” Journal 45/4:305-312 Brown‚ (1998) “Language
Premium Teaching English as a foreign language Learning Language education
READERS RESPOND Plagiarism and overseas students: stereotypes again? Phan Le Ha This article is a response to Sowden’s (2005ab) and Liu’s (2005) articles on overseas students and plagiarism‚ published in ELT Journal 59/3. I appreciate Sowden’s efforts in exploring plagiarism in relation to culture‚ and his arguing against stereotypical views of overseas students studying in English-speaking countries. Although I agree with Sowden that culture plays a significant role in students’ learning
Premium Academia University Postgraduate education
teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation ‚ I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called
Premium English language Feedback
specific purposes is a term that refers to teaching or studying English for a particular career (like law‚ medicine) or for business in general” (International Teacher Training Organization‚ 2005). Pauline C. Robinson (1989) describes ESP as a type of ELT (English Language Teaching) and defines it as “goal-oriented language learning” which means that students have to attain a specific goal in the process of learning. According to the same author‚ “Students study ESP not because they are interested in
Premium English language Teaching English as a foreign language Second language