Academic literature on the topic 'ELT / TEFL (Teaching of English as a foreign language)'
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Journal articles on the topic "ELT / TEFL (Teaching of English as a foreign language)"
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Massoum, Yassaman Hosseini, and Elham Yazdanmehr. "A Genre-analysis of the Discussion Section of Iranian and English ELT Theses: A Comparative Study." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1611. http://dx.doi.org/10.17507/tpls.0912.19.
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The present research aimed to conduct a genre analysis of native (English) and non-native (Iranian) English speakers’ M.A theses of Teaching English as a Foreign Language (TEFL) students to find any significant differences in their Discussion section structures according to the constitutive moves and steps. It also aimed to explore and compare the distribution of obligatory, conventional and optional moves and steps in the two corpuses. To this aim, 20 theses were randomly selected from well-known English Speaking Universities (Portland State University, University of Toledo, Ohio State University and University of Birmingham) to compare with 20 theses from Iran. The move analysis model by Yang and Allison (2003) was employed, which was specifically used in Applied Linguistics. Chi-squared test was run to make the comparison. The results revealed statistically significant differences between the genre followed in the Discussion sections of Iranian and non-Iranian TEFL M.A. theses. The most significant divergence was found in summarizing the study. English-speaking TEFL thesis writers tended to summarize the study in Discussion section significantly more than Iranian writers. Statistically significant differences were also found in the distribution of obligatory, conventional and optional moves. English-speaking writers indicated limitations in the Discussion section significantly more than Iranian writers. This shows Iranian TEFL M.A. writers are more reserved to discuss limitations. These results can be used effectively in M.A. courses of TEFL to raise students’ awareness and prevent them from overstating or understating certain constituent parts of the Discussion section in theses.
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Biria, Reza, and Abbas Mehrabi Boshrabadi. "Towards developing a multi-aspectual framework for systematic evaluation of locally prepared ELT materials." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 164–86. http://dx.doi.org/10.1108/etpc-03-2015-0022.
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Purpose – This paper aims to develop a multi-aspectual framework for evaluating locally prepared English language teaching (ELT) materials used for Iranian senior high school students. Many practitioners of the field assert that the inappropriate development of ELT materials would leave an adverse effect on the potential value of the realistic ways which translate the educational beliefs on language learning into operational goals defined by local educational systems. Design/Methodology/Approach – Using a stratified sampling method, 120 high school students along with 60 ex-students attending Isfahan (Khorasgan) University as well as 30 English as a Foreign Language (EFL) teachers teaching English courses at high schools were selected. To measure the participants’ attitudes toward the pedagogical effectiveness of English textbooks (i.e. Right Path to English series), a 30-item questionnaire developed based on the comprehensive guidelines suggested by Nation and Macalister (2010) about materials development was used. To improve the credibility and dependability of respondents’ perceptions, a focused-group interview was further utilized as a source of triangulation. Findings – The findings revealed that the multi-aspectual framework is a comprehensive and valid model utilized for post-use materials evaluation. The results also depicted that the target textbooks published by the Iranian Ministry of Education did not satisfy the actual needs of students. Practical implications – The findings may offer certain benefits to teaching English as a foreign language (TEFL) teachers, policy makers and materials developers engaged in locally ELT material design. Originality/value – The present study used a comprehensive list of criteria dominating not only the curriculum development but also the principles governing the EFL classroom practices. Considering the principles as a litmus test for evaluation, the study used a principle-driven approach to evaluate the Iranian English textbooks used in senior high school level.
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Keqiang, Wang. "Teaching English as a Foreign Language in China." TESL Canada Journal 3 (August 26, 1986): 153. http://dx.doi.org/10.18806/tesl.v3i0.1001.
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The purpose of this paper is to share with international colleagues the history and status of TEFL in China, as well as methods or approaches to teaching English in Chinese middle schools, colleges and universities. Finally, the author discusses problems, solutions and overall objectives of TEFL in China today.
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Iordăchescu, Grigore-Dan. "Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 169–71. http://dx.doi.org/10.29302/jolie.2019.12.1.13.
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The book titled Curriculum Development, Materials Design and Methodologies: Trends and Issues, brings together contributions that offer an insight into innovative strategies, noteworthy ideas and stimulating methods of teaching English used by teachers in their ESL Classrooms. The main objective of this book is to provoke the reader to bring in his or her own expertise and expand the learning possibilities in language teaching methods. It invites to self-reflection, and ultimately to self-improvement and development in order to achieve successful teaching and learning. It is structured into six major sections, dealing with various topics, as follows: I. Innovative teaching strategies (Chapters 1-5), II. Teaching strategies and language learning issues (Chapters 6-9), III. A review of past language teaching methodology – principles and practices (Chapters 10-15), IV. Using multimedia in English language teaching (Chapters 16-18), V. Curriculum design in the ELT/EFL context (Chapters 19-25) and VI. Teachers’ involvement in the creation, adaptation and selection of teaching materials (Chapters 26-29). Sarjit Kaur and Malini Ganapathy’s contribution, Innovative Ideas to Promote Creative Literacy Practices, tackles the concept of multiliteracy and its association with ICT’s and multimedia that underpin culturally-specific forms of literacy in pluralistic societies. Shobha Shinde, in Innovative Strategies in English Teaching – Learning in the Rural Context deals with strategies that teachers can adopt in a rural learning environment, where students are little exposed to authentic English language. The Use of Adapted Movies from Novels (The Kite Runner and The Namesake) as a Way to Stimulate Reading for Malaysian Students by Saabdev Kumar Sabapathy and Swagata Sinha Roy investigates the benefits of classroom reading practice, through watching a movie. Siti Rafizah Fatimah Osman and Mohamad Jafre Zainol Abidin’s contribution, Role-Play: Taking the Line of Least Resistance presents the way in which experiential learning, through role-play, contributes to the development of learner autonomy. The fifth chapter, A New Horizon in Writing Classes: Increasing Learners’ Autonomy, by Leily Ziglary and Rouzbeh Khalili explores the importance of collocations in language teaching. Language Learning Strategies: Current Issues, by Nafiseh Salehi and Rahim Kaviani examines learning strategies that are conducive to learner autonomy and empowerment. Mariah Ibrahim and Mohamad Jafre Zainol Abidin discuss in their chapter, Pedagogy of the Heart: Understanding Resistance in the English Language Classroom, the way in which students’ skills, behaviours, attitudes and interests are affected by what students actually bring from outside the classroom. The eighth chapter, Students’ and Teachers’ Preferences of ESL Classroom Activities, by Punitha Vayaravasamy and Anna Christina Abdullah brings forth the results of research into how teachers’ teaching is being received by Malaysian rural secondary school students. Innovative Ways of Teaching English and Foreign Languages by Peggy Tan Pek Tao looks into how drama and games improve students’ confidence and communicative skills. Collin Jerome’s contribution, titled What Do They Really Need? Developing Reading Activities to Explore the Elements in Literary Texts investigates the attitudes and opinions of undergraduate TESL and ESL students currently taking a specialised literature course. Chapter 11, The Teaching of Writing: Looking at the Real Classroom Scenes, by Mohd. Saat Abbas, Suzihana Shaharan and Yahya Che Lah discusses the efficiency of teaching methods for the development of writing skills in the case of rural secondary school students. Feedback in Process Genre-Based Approach to Teaching Technical Writing, by Shahrina Md Nordin, Norhisham Mohammad and Ena Bhattacharyya examines the role feedback plays in boosting students’ motivation for further study. Sohel Ahmed Chowdhury’s chapter, Lesson Plan and Its Importance in English Language Classroom, analyses the importance of planning, especially in schools with limited resources and teaching aids. Chapter 14, Unteaching Strategies: An Approach Based on Error Analysis, Learners’ Learning Strategies and Task-Based Instruction, by Ma’ssoumeh Bemani Naeini and Ambigapathy Pandian Su-Hie Ting and Mahanita Mahadhir’s contribution, Letting Communicative Purpose Direct Teaching of Grammar: Using the Text-Based Approach, introduces the idea of using the mother tongue in order to achieve the success of their tasks. Annotations in Multimedia On-Screen Text in Comparison to the Printed Text in Enhancing Learners’ of Process-Based Expository Text in Malaysia, by Saraswathy Thurairaj assesses whether the annotations identified in a multimedia on-screen text enable and enhance learners’ comprehension ability. Chapter 17, by Sarjit Kaur and Wong Chiew Lee, titled Transforming ESL Teaching by Embedding Information and Web Literacies into the Classroom, aims at identifying a what a computer-literate student’s skills are and how computer literacy should be integrated within the ESL classroom. Inranee R. Liew’s text, Scary Spiders and Beautiful Butterflies: A Creative Multimedia Approach to Develop Information Literacy Skills in the Integrated Science and English Classroom reinforces the importance of developing and using information literacy skills for lifelong learning. Chapter 19, The ESL Curriculum as an Additional Resource for Making Meaning, by Amy B.M. Tsui provides methodological guidelines as to teaching through story-writing. Mohamed Abu Bakar discusses the importance of teaching presentation skills in his chapter titled Speaking in the Language Curriculum: The Challenges of Presenting. In Chapter 21, GOLDEN RICE: Using Simulations in EAP Classes, Shashi Naidu tackles the issue of adapting simulations for Malaysian EAP classrooms at tertiary level. Are the Teaching Practices of Preschool Teachers in Accordance with the Principles and Learning Components of the National Preschool Curriculum? by Lily Law presents the result of a study aiming at assessing activities meant to meet the requirements of the National Preschool Curriculum. Mohammad Alshehab discusses in his chapter, The Contribution of Language Planning on Military Terminology provides practical suggestions as to the development of military students’ specialised lexicon. Chapter 24, The EFL Constructivist Classroom, by Hosna Hosseini, provides useful information for syllabus designers in organizing the curriculum based on “constructivist epistemology”. Zhang Xiaohong’s contribution, The Role of EFL Teachers’ Knowledge in Current EFL Curriculum Reform: An Understanding from a Reconstructionist Perspective tackles the importance of reconstructionist philosophy for teacher continuous education. Chapter 26, Using Materials Development to Bridge the Gap Between Theory and Practice, by Brian Tomlinson advocates the process of materials development in boosting teacher’s confidence and students’ involvement. Ting Su Hie and Diana Carol discuss in Teething Problems in Materials Development for Teaching Social Interaction Skills in English an experience of adopting a genre-based approach to creating a set of materials aimed at both students and teachers for the teaching of social interaction skills in English. In the chapter Principles to Follow When Adopting and Adapting Textbooks and Materials Earl D. Wyman brings forth a matrix for selecting, adopting or adapting teaching materials. Norhisham Mohamed and Alauyah Johari investigate in Politeness Strategies as an Incorporated Component in Material Development politeness strategies considered as such in a Malay academic setting. All in all, the book is an interesting source of information about the Malaysian educational settings.
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Sekhar, G. Raja, and Sujata Chakravorty. "TESL/TEFL: Teaching english as a second or foreign language." ACADEMICIA: An International Multidisciplinary Research Journal 7, no. 4 (2017): 154. http://dx.doi.org/10.5958/2249-7137.2017.00044.1.
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Anwar, Choiril, and Wa Ode Runi Kusumawarni. "A Descriptive Analysis of Young Learners’ Behaviours toward TEFL." Register Journal 11, no. 1 (June 21, 2018): 79. http://dx.doi.org/10.18326/rgt.v11i1.79-100.
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This research was surely aimed at investigating young learners’ behaviors toward the teaching English as a foreign language (TEFL). This qualitative research used descriptive method. It was conducted in SD Islam Sultan Agung 4 Semarang. The population of this research was the students of grade 5 and students of grade 6 in the academic year of 2017/2018 with the total sample was 70 students, consisting of 32 students of Grade VA and 38 students of Grade VI. In this research, the researchers used convenience sampling to determine the sample of the research. The variables of this study were teaching English as a foreign language which is as independent variable and young learners’ behavior functions as dependent variable. The data collection techniques of this research were through 1) observation and 2) close-ended questionnaire. The results of the research then indicated that young learners showed positive behaviors toward the teaching English as a foreign language such as paid attention to the teacher’s explanation, wrote down and read the material, actively and bravely in asking questions to the teacher, and made the vocabularies list to be memorized.Keywords: Teaching English as a Foreign Language; Behavior; Young Learners
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Jun, Wang. "The Problems to be Tackled with in the Normalization of the Computer-Assisted English Learning in the Chinese Mainland Context." Advanced Materials Research 886 (January 2014): 711–20. http://dx.doi.org/10.4028/www.scientific.net/amr.886.711.
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Teaching English as a foreign language (TEFL) has always been paid great attention to ever since English was officially recognised as the first foreign language in China in 1964. The evident advantages of applying computer science and information technology in TEFL have been recognized by the government leaders, educational researchers, teachers and the students. Numerous researches and efforts have been made to integrate modern technology into TEFL and some progress has been achieved. However, the overall results fall short of expectations. To a certain degree, the computer aided language learning (CALL) in English in Chinese mainland is still at its infant stage and great potential of computer science and information technology in facilitating TEFL has not been fully realized. After exploring the current situation of the CALL in TEFL in Chinese mainland, this article categorizes the problems from personal, administrative, technical, economic and conceptual aspects. Based on the exploration of the current state and the problems existing, several suggestions are put forward for the normalization of CALL in TEFL in the Chinese mainland.
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Muhassin, Mohammad. "Teachers’ Communicative Activities in Teaching English as A Foreign Language (Tefl): A Study at Sman 9 Bandar Lampung." Humaniora 7, no. 4 (October 30, 2016): 485. http://dx.doi.org/10.21512/humaniora.v7i4.3601.
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The research aimed to find out the kinds of communicative activities implemented by English teachers in TEFL at SMAN 9 Bandar Lampung and the dominant communicative activity of each English skill implemented by the teachers. This was a kind of descriptive quantitative research. The technique in collecting data was the direct observation of the English teachers in TEFL at the first, second and third years of SMAN 9 Bandar Lampung. There were three teachers as the sample of the research chosen by using purposive sampling technique. The researcher used the checklist by putting tallies to certain columns. There were 42 items in the checklist of communicative activities implemented by the teachers. The result of the research shows that there are 24 communicative activities implemented by the English teachers at SMAN 9 Bandar Lampung. The research also reveals that the dominant communicative activity of each English skill implemented in TEFL at SMAN 9 Bandar Lampung is teachers’ asking the question in speaking, note-taking in listening, pre-question in reading, and making sentences in writing.
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Akhmadaliyeva Gulmira, Gulmira. "Teaching reading strategies in ELT." Общество и инновации 2, no. 5/S (June 23, 2021): 166–70. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp166-170.
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The term “strategy” can be applied to the behavior of a learner in a foreign language environment, which directly affects his learning – what the student does to control or transform the information received in a foreign language and regulate his learning. Strategies for learning a foreign language are special actions or techniques that are always problem-oriented, that is, students use them when the need arises, for example, to read and understand a foreign language text. Reading includes the skills and abilities associated with the possession of linguistic material (reading comprehension, guessing), as well as the ability to understand (extract) the information contained in the text for meaningful reading. This article discusses reading strategies in teaching English.
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Adnan, Zifirdaus. "Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia." Jurnal Humaniora 30, no. 2 (June 8, 2018): 158. http://dx.doi.org/10.22146/jh.34844.
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Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.
Dissertations / Theses on the topic "ELT / TEFL (Teaching of English as a foreign language)"
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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.
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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Huang, Dongqiu. "Indigenous languages and TEFL in a senior school in Taiwan." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250502.
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Ashour, Ashour Kassim. "Language support for Bahraini TEFL teachers and pupils in the primary cycle." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278533.
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Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.
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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 students and twenty-four teachers from twelve secondary schools participated in a survey designed to understand challenges encountered in the teaching and learning of English. With a similar purpose, thirty-four English lessons involving 320 students and ten teachers were observed. Interviews concerning the aspects underpinning effective English teaching were conducted with five principals, three English resource personnel and three retired teachers. In the main study, sixty-two teachers from thirty-five secondary schools were surveyed and twenty interviewed to identify factors which affected the teaching efficacy of English teachers. Participating schools were categorized vis-à-vis their students’ performance: low-performing and high-performing. Findings support English teachers’ views concerning their teaching efficacy. Teacher perception revealed associations between the lack of teaching efficacy of English teachers in low and high-performing schools, and teacher background/parental duties/self-development, classroom problems and inadequate educational resources. No explicit evidence was found that students’ poor English attainment in low-performing schools was due to their teachers’ lack of teaching effectiveness. Observations showed that students were deprived of external resources which assisted students in high-performing schools to become proficient in English. New insights about Jaffna teachers’ efficacy indicate the need for a more context-specific English language curriculum in Sri Lanka, informed by teachers’ knowledge of their students’ English learning needs at a local level if teaching efficacy and English attainment are to be enhanced.
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Ameer, Sundus. "ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogy." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/21053/.
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In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and Lancashire county using semi-structured interviews with eight participants of Pakistani and Indian origin who were studying ESOL for citizenship courses, and questionnaires from seventy-four learners who had already gained nationality. Thirty-two questionnaires were also distributed among ESOL for citizenship teachers to investigate the effects on classroom pedagogy. A thematic analysis was then conducted on the data. The findings showed that the course does not ensure social integration of immigrants as it depends on various social factors: language use, length of stay in the UK, type of neighbourhood, extended family in the UK, and decisions made by the family. The course does not help in changing the identity of the immigrants as the participants still wanted to identify themselves with their native country and only considered British nationality as a status. The political purpose this provision is serving has negatively affected ESOL teachers and their classroom pedagogy. The limitations of this study are that it was unable to observe the migrants getting involved in the community as well as to conduct interviews with the teachers. Future studies with learners of other nationalities can be conducted using ethnographically informed methods. This study refuted the claims made by the UK government related to immigrants’ social integration thus the need is to separate this provision from immigration and to provide support to teachers and learners.
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Meyer, Jumé. "A critical review of TEFL (Teaching English as a Foreign Language) as an effective method of teaching English in a multi-lingual environment." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/18.
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Thesis (M. Tech.) - Central University of Technology, Free State, 2010English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.
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Aylward, Louise. "Imperialist subtexts? : cultural assumptions and linguistic imperialism in Hong Kong ELT textbooks /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20272686.
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Cataldo, Lisa. "Teaching English to Young Swedes; when and why?" Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29927.
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As the English language holds the status of a Lingua Franca, being able to master it has become necessary in our globalised society. In Sweden, the English subject has been assigned a place along with Swedish and Mathematics as a core subject. However, of these three subjects, only English does not have specified knowledge requirements at the end of third grade. This has led to the start of English instruction varying around the nation. This thesis investigates the factors involved in the decision-making processes regarding the start of English instruction and what attitudes lower primary school teachers have regarding the age at which the English instruction should start. An empirical study was carried out by interviewing a few stakeholders in the context of schools and sending out questionnaires to lower primary school teachers. The results indicate that a large majority of the participants were in favour for early English instruction, as according to many of them, an early start results almost exclusively in advantages for the young children. However, the results also imply that the English subject, in some cases, might be less prioritised, due to the lack of specified knowledge requirements. Based on these results, further research on how different schools interpret these non-specified knowledge requirements is suggested.Engelska
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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.
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The English language occupied a specially
important status in the increasing development of science,
technology, culture and international relations in Vietnam,
which has resulted in a growing demand for English Language
Teaching (ELT) all over the country. The Hanoi Foreign
Languages Teachers' Training College in general and its
Department of English in particular plays a very important
role in this by producing as many teachers of English as
possible for high schools as well as for other Colleges and
Universities in Vietnam as a whole. Unfortunately, ELT in
Vietnam is still far from satisfactory. There exists a common
problem of communicative competence in Vietnamese students,
even in Vietnamese teachers of English. ELT at HFLTTC is
taken to illustrate the fact that even after five years'
training, graduates remain deficient in the ability of
language use as well as understanding its use in normal
communication. This being the case, how can they carry out
effectively the teaching of English to high school pupils or
students at other institutions?
In this situation, we need to take a serious look
at ELT in the Department of English at the HFLTTC so as to
suggest suitable materials and methods which will enable the
Institution to function more effectively.
This project makes an exploratory study of the
problem. To provide a context for the study, the background
to ELT in the Department of English is reviewed. This is
followed by a detailed description of different approaches
used in ELT with the reference to the actual activities of
teaching and learning in the Department of English. A special
emphasis is placed on the difference between conventional
approaches and the currently influential one - The Functional-
Notional-Approach to language teaching and learning. The
basic notions of this approach will be covered and also
different categories of functions and categories of
situations which the students of English often encounter in
using English. Different techniques of teaching functional
spoken English will be suggested with an aim to improving the
teaching of spoken English in the above-mentioned setting.
It is hoped that this project may become a
contribution to solving some of the existing problems of
inadequate communicative competence of Vietnamese students of
English and to teaching and learning English with effective
communication skills in the Department of English at the
HFLTTC.
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Urmston, Alan. "Learning to teach English in Hong Kong : effects of the changeover in sovereignty." Thesis, University of Bedfordshire, 2003. http://hdl.handle.net/10547/314147.
Full textAbstract:
Teachers undergo changes in their beliefs, knowledge and practices on an individual level as they learn how to teach. If society undergoes significant change, as Hong Kong did during the transition from British to Chinese rule in 1997, then social groups within society such as teachers are likely to react to change in different and complex ways. The purpose of this investigation is to exam.ine the changes experienced by teachers of English in Hong Kong, with a focus on teachers who received their teacher preparation at one Hong Kong institution during the final years leading up to the transition. The educational, linguistic, social and political context of Hong Kong is first described through a study of the research literature and a number of theories and models of change are presented through which the findings of the investigation are analysed. The main sources of data for the investigation consist of questionnaire responses, interview transcriptions and lesson observation reports of trainee English teachers during and after graduation from a BA course in TESL at a Hong Kong university. The main conclusions of the investigation are: (i) Educational issues and particularly those affecting ELT became more high-profile and politicised in the lead up to and after the changeover. (ii) English teachers in Hong Kong experience conflict between their desired approaches and the realities and constraints of the Hong Kong teaching context. These constraints provide a common justification for lack of innovative behaviour and make it possible for teachers to put off being innovative in the classroom indefinitely. (iii) At the same time, English teachers in Hong Kong are becoming more empowered within the educational system in reaction to challenges to their competency and as they have realised that they can affect educational policy through individual and collective action. The findings suggest that colonial discourses as documented by Pennycook (1998) of English language teaching still persist in Hong Kong, as they have been shown to do in other post-colonial societies, and Hong Kong is undergoing a post-handover period of change as it struggles to synthesise the educational legacies of the colonial period with new initiatives adopted to address Hong Kong's changing educational and social needs. The results of the research are developed into an original model of the factors impacting English language education in Hong Kong. The generic model is then elaborated in two versions, one of which applies before the changeover and the other after it.
Books on the topic "ELT / TEFL (Teaching of English as a foreign language)"
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H, Jones, Thornton B, and Wheeler R, eds. A training course for TEFL. Oxford: Oxford University Press, 1991.
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Bowman, Brenda. TEFL/TESL, teaching English as a foreign or second language. Washington, DC (1990 K Street, NW - 8th floor, Washington 20526): Peace Corps, Information Collection and Exchange, 1989.
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Hughes, John. Lessons in your rucksack: The complete TEFL survival guide. London: Modern English Publishing, 2005.
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Stainton, H., ed. TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0000.
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Hu, Jumin. From TESL in Canada to TEFL in China: A focus on methodology. London, Ont: Faculty of Graduate Studies, University of Western Ontario, 1993.
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Hrehovčík, Teodor. English Language teaching methodology: An Undergraduate Course for ELT Trainees. Rzeszów: Wydawn. Uniwersytetu Rzeszowskiego, 2003.
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Innovation and creativity in ELT methodology. Hauppauge, N.Y: Nova Science Publishers, 2011.
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Orlova, Natalia, and Haase Christoph. ELT: Converging approaches and challenges. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.
Find full textBook chapters on the topic "ELT / TEFL (Teaching of English as a foreign language)"
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Stainton, H. "The global TEFL tourism industry." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 9–30. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0009.
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Stainton, H. "The sustainability of TEFL tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 103–25. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0103.
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Stainton, H. "The TEFL tourist - who, what and why?" In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 127–40. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0127.
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Stainton, H. "TEFL tourism as a form of niche tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 33–56. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0033.
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Stainton, H. "The commodification of TEFL in the context of tourism." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 59–79. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0059.
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Stainton, H. "Introduction." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 3–7. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0003.
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Stainton, H. "The education paradox." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 81–100. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0081.
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Stainton, H. "The future of the industry." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 143–51. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0143.
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"Teaching English as a Foreign Language (TEFL)." In Linguistics Encyclopedia, 644–48. Routledge, 2003. http://dx.doi.org/10.4324/9780203432860-79.
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Orsini-Jones, Marina, Billy Brick, and Laura Pibworth. "Practising Language Interaction via Social Networking Sites." In Computer-Assisted Foreign Language Teaching and Learning, 40–53. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch003.
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This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language learning, this study also focuses on some troublesome aspects that occur when learners engage with Web 2.0 tools. It discusses how initial motivation towards these tools can turn into frustration, mirroring the results of a previous autoethnographic study carried out on SNSs. It also illustrates how these global ubiquitous platforms pose a dilemma for language practitioners who work within institutional teaching settings. Teachers recognize the language learning potential of these tools, but are also worried by the ethical threat they can pose, which can normally be avoided, or at least moderated, within institutional proprietary and “less exciting” platforms.