Log in

Relevant bibliographies by topics / English Language Teaching (ELT) / Journal articles

To see the other types of publications on this topic, follow the link: English Language Teaching (ELT).

Journal articles on the topic 'English Language Teaching (ELT)'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'English Language Teaching (ELT).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Tira Nur Fitria. "Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT)." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 1, no. 1 (March 30, 2022): 36–43. http://dx.doi.org/10.55123/sosmaniora.v1i1.199.

Full text

Abstract:

The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the students are familiar with the language and content. In listening, TED talks are delivered by native English speakers from all over the world which allows the students to see some TED chats about a subject that concerns them, by merely listening to a native English speaker. They can help develop their understanding, vocabulary, and pronunciation skills. In writing, available TED Talks’ transcripts allow the students to read along with the spoken word. This can develop their skills in grammar and vocabulary to hear what is being said quickly. It is important to point out that there are lots of websites or digital channels where the students and teacher can find TED Talks English video which provides speeches or presentations from world inspirational figures from various fields with various interesting topics. These video-based language learning make the students understand the influential TED Talks concepts and explore them more. Teaching English with TED Talks supports every English language program with easy-to-use classroom tools. TED talks are also great resources for teachers like approach to teaching ESL. English Language Teaching by using TED Talks is one of the authentic supplemental resources for English teachers to manage in English language learning programs.

APA, Harvard, Vancouver, ISO, and other styles

2

McIver, N. "Teaching Unplugged: Dogme in English Language Teaching." ELT Journal 63, no. 4 (September 14, 2009): 419–21. http://dx.doi.org/10.1093/elt/ccp072.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Vettorel, Paola. "Decolonizing Primary English Language Teaching." ELT Journal 72, no. 2 (February 23, 2018): 217–19. http://dx.doi.org/10.1093/elt/ccx065.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Harmer, J. "Exploring English Language Teaching: Language in Action." ELT Journal 66, no. 3 (June 21, 2012): 394–96. http://dx.doi.org/10.1093/elt/ccs023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ghimire, Nani Babu. "Five Facets for Effective English Language Teaching." Journal of NELTA Gandaki 2 (December 8, 2019): 65–73. http://dx.doi.org/10.3126/jong.v2i0.26604.

Full text

Abstract:

Effective English language teaching (ELT) is strongly related to dynamic teachers and creative learners as it enhances students’ long lasting learning process. Students learn the taught matters successfully if the classroom is handled effectively focusing on child centered pedagogy with the use of modern information communication technology (ICT). The objective of this paper is to look at the different facets for effective ELT and to give some pedagogical suggestions for English language teachers to increase the effectiveness in ELT. The articles/papers, researches and books written on effective ELT found in electronic sources are studied/overviewed the study. It shows that an effective ELT includes qualified, dynamic and devoted teachers with socio-affective skills, pedagogical and subject matter knowledge, active and creative students, use of sufficient and practical teaching learning materials, proper use of modern equipment and technology, and multiliteracy pedagogy focusing on the cultural diversity of the learners for better ELT.

APA, Harvard, Vancouver, ISO, and other styles

6

Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

Full text

Abstract:

While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

APA, Harvard, Vancouver, ISO, and other styles

7

Liu, Junshuan. "Disinventing Native Speakerism in English Language Teaching." English Language Teaching 14, no. 11 (October 27, 2021): 97. http://dx.doi.org/10.5539/elt.v14n11p97.

Full text

Abstract:

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

APA, Harvard, Vancouver, ISO, and other styles

8

Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks." English Today 30, no. 1 (February 5, 2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

Full text

Abstract:

Due to its rise as a global means of communication, the English language has been increasingly used by and between non-native speakers (henceforth NNSs), leading to a growing interest in what has come to be known as English as a Lingua Franca (ELF) in English language teaching (ELT). As noted by Jenkins (2006: 159), ‘many of those who start out thinking they are learning English as a foreign language end up using it as a lingua franca’. This suggests that ELT materials need to be developed in ways that correspond with the emerging needs of such language learners. However, ‘the prevailing orientation in […] ELT materials still remains undoubtedly towards ENL [English as a Native Language]’ (Jenkins, 2012: 487). It is not yet clear how well ELF perspectives have been integrated into teaching materials to date.

APA, Harvard, Vancouver, ISO, and other styles

9

Abbott, G. "Development, education, and English language teaching." ELT Journal 46, no. 2 (April 1, 1992): 172–79. http://dx.doi.org/10.1093/elt/46.2.172.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hedge, T. "The Practice of English Language Teaching." ELT Journal 57, no. 4 (October 1, 2003): 401–5. http://dx.doi.org/10.1093/elt/57.4.401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Day, R. R. "Extensive Reading in English Language Teaching." ELT Journal 65, no. 1 (December 11, 2010): 99–101. http://dx.doi.org/10.1093/elt/ccq076.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Florent, J. "Teaching Spelling to English Language Learners." ELT Journal 66, no. 2 (March 13, 2012): 268–71. http://dx.doi.org/10.1093/elt/ccs011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Williams, T. A. "Teaching English: Task-Supported Language Learning." ELT Journal 67, no. 1 (December 13, 2012): 158–60. http://dx.doi.org/10.1093/elt/ccs077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Maley, A. "A Course in English Language Teaching." ELT Journal 68, no. 1 (November 9, 2013): 100–102. http://dx.doi.org/10.1093/elt/cct065.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Bose, Priyanka, and Xuesong Gao. "Cultural Representations in Indian English Language Teaching Textbooks." SAGE Open 12, no. 1 (January 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082102.

Full text

Abstract:

Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.

APA, Harvard, Vancouver, ISO, and other styles

16

McKinley, Jim, and Heath Rose. "English language teaching and English-medium instruction." Journal of English-Medium Instruction 1, no. 1 (January 21, 2022): 85–104. http://dx.doi.org/10.1075/jemi.21026.mck.

Full text

Abstract:

Abstract The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to successful implementation of EMI. Such research highlights the fundamental roles that English for Academic Purposes (EAP) and English for Specific Purposes have in the provision of targeted language support for EMI students. Based on this review, we set a future research agenda, calling for explorations into the efficacy of English language programs for supporting EMI students to reach educational outcomes. We also call for explorations of greater collaboration between English language practitioners and content lecturers to ensure the right type of language support is being provided to students. The paper ends with a discussion for the need to reposition EAP as English for Specific Academic Purposes to ensure students’ specific academic needs are met. Essentially, universities offering EMI will need to account for their unique institutional characteristics to ensure ELT provision is central in organizational and curricular structures; otherwise, they may be setting their own students up to fail.

APA, Harvard, Vancouver, ISO, and other styles

17

Morve, Roshan K., and Suresh Chandra Maurya. "Multilingualism and Teaching Methods: A Study with the Reference of Indian English Language Teaching Classrooms." Journal of Practical Studies in Education 3, no. 2 (February 12, 2022): 7–11. http://dx.doi.org/10.46809/jpse.v3i2.43.

Full text

Abstract:

This paper analyses the issues and challenges of linguistically diverse English Language Teaching (ELT) classrooms in India. In India, the English language is not the first language; the majority of them speak Hindi or their state languages. Due to this concern, numerous questions are arising for teachers, such as (a) How many languages and which specific language should be used as a mode of classroom communication to convey the message/instruction effectively? (b) What should be the number of students in a particular class? and (c) Does the teacher have competency in the native language? Most of the local schools in Tribal areas do not teach in native or “Adivasi” language in ELT classrooms. Indian speaking now many languages, they are multilingual but for communicating, we have to speak in a single language. So, the question is arising for how to tackle with this multilingual classroom to teach the English language? This is a challenge for India in the twenty-first century. Thus, we need to have some ways to accept the challenge and to increase the level of students in India. This paper suggests some solutions to those challenges and seeks the answer to such problems to enhance the quality of multilingual in ELT classrooms.

APA, Harvard, Vancouver, ISO, and other styles

18

Bhatt, Smita B. "The Impact of Remedial Treatment in English Language Teaching (ELT)." International Journal of Scientific Research 2, no. 6 (June 1, 2012): 279–80. http://dx.doi.org/10.15373/22778179/june2013/89.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Nero, Shondel. "Languages Without Borders: TESOL in a Transient World." TESL Canada Journal 29, no. 2 (August 23, 2012): 143. http://dx.doi.org/10.18806/tesl.v29i2.1106.

Full text

Abstract:

In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.

APA, Harvard, Vancouver, ISO, and other styles

20

Chicherina, Natalia Vasilievna, and Svetlana Yurievna Strelkova. "Translanguaging in English Language Teaching: Perceptions of Teachers and Students." Education Sciences 13, no. 1 (January 13, 2023): 86. http://dx.doi.org/10.3390/educsci13010086.

Full text

Abstract:

The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English.

APA, Harvard, Vancouver, ISO, and other styles

21

Nguyen Nhat, Quang, and Hung Bui Phi. "Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era." Journal of Language and Education 6, no. 3 (September 30, 2020): 173–84. http://dx.doi.org/10.17323/jle.2020.10563.

Full text

Abstract:

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

APA, Harvard, Vancouver, ISO, and other styles

22

Nur, Sahril, Mustakim Mustakim, Muh Safar Nur, Asia Masita Haidir, and Asbar Asbar. "English Language Teaching Textbook in Makassar University." Edumaspul: Jurnal Pendidikan 6, no. 1 (March 1, 2022): 1069–78. http://dx.doi.org/10.33487/edumaspul.v6i1.2984.

Full text

Abstract:

The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made.

APA, Harvard, Vancouver, ISO, and other styles

23

Budhathoki, Mahendra Kumar. "Teaching Learning English through Hasya Rasa." Education and Development 30, no. 1 (December 31, 2020): 57–68. http://dx.doi.org/10.3126/ed.v30i1.49510.

Full text

Abstract:

Language classes should be interesting and enjoyable to learn language effortlessly; learners should learn language without stress and burden in learning process. This article aims to describe rasa theory as a teaching method in language classroom. The research has occupied qualitative descriptive textual method; it is a library research. Language learning should be fun and stress free. The selected humorous poems and jokes make memorization of vocabulary items and their usages easy. The short-situational plot and dialogues make learning and memorization natural. Jokes and humorous poems help to learn language stress-freely. It becomes more effective for the learners of about six to twelve years and the beginners. This article describes only ‘hasya rasa’ among other ‘rasas’ in rasa theory. Teaching-learning English through (hasya) rasa theory is a unique and interesting method in ELT. This article provides ELT practitioners with the insight to explore more about the implication of rasa theory into ELT.

APA, Harvard, Vancouver, ISO, and other styles

24

Britto, M. John. "The Role of Counselling in English Language Teaching." Journal of English Language and Literature 1, no. 2 (April 28, 2014): 48–55. http://dx.doi.org/10.17722/jell.v1i2.15.

Full text

Abstract:

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

APA, Harvard, Vancouver, ISO, and other styles

25

Fitria, Tira Nur. "Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT)." JET ADI BUANA 5, no. 01 (April 30, 2020): 55–66. http://dx.doi.org/10.36456/jet.v5.n01.2020.2276.

Full text

Abstract:

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.

APA, Harvard, Vancouver, ISO, and other styles

26

Rai, Vishnu S. "Ecological Approach to the Second Language (L2) Teaching and Nepali English Teachers." Studies in ELT and Applied Linguistics 1, no. 1 (October 31, 2021): 71–78. http://dx.doi.org/10.3126/seltal.v1i1.40608.

Full text

Abstract:

Ecological approach to L2 teaching is based on the concept of language ecology. In this ever changing world nothing is static. After so many approaches, methods, views, and ideas, ecological approach has made its appearance on the ELT stage. The approach is new to many Nepali English teachers who equate it with teaching ecology through the English language. The present paper explores the origin of the approach, shows differences between ecological approach to L2 (English) from teaching ecology through English, presents situation of language ecology, and ELT in Nepal, and suggests what could be possibly the best ways to teach English in Nepal.

APA, Harvard, Vancouver, ISO, and other styles

27

Siregar, Masitowarni. "Pedagogical Perspectives on Teaching Materials of Translation in English Language Teaching." Script Journal: Journal of Linguistics and English Teaching 6, no. 1 (April 29, 2021): 56–67. http://dx.doi.org/10.24903/sj.v6i1.684.

Full text

Abstract:

Background: This research paper attempts to analyze the vocational English instructors’ view point on the cultivation of teaching material of Pedagogical Translation in the Subject of Translation in English Language Teaching (ELT). Methodology: The qualitative design was used to collect the data. Utilizing the questionnaire with Likert Scale, the quantitative data were gained from 30 vocational English teachers in Sumatera Utara Province. Findings: Data obtained revealed that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT have covered the teaching materials in Vocational school. Conclusion: It was concluded, within nine areas questioned to the vocational English teachers, most of them (92%) agree with the statements. Furthermore, all the respondents 100% are in the opinion that there should be English for vocational school materials included within the translation materials studied in the Subject on Translation in ELT.

APA, Harvard, Vancouver, ISO, and other styles

28

Harmer, Jeremy. "The Routledge Handbook of English Language Teaching." ELT Journal 73, no. 3 (June 6, 2019): 363–65. http://dx.doi.org/10.1093/elt/ccz017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Scarbrough, D. "Survey review: Software for English language teaching." ELT Journal 42, no. 4 (October 1, 1988): 301–14. http://dx.doi.org/10.1093/elt/42.4.301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Lotherington, H. "Review: Teaching English as an International Language." ELT Journal 58, no. 1 (January 1, 2004): 78–80. http://dx.doi.org/10.1093/elt/58.1.78.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Whitney, N. "Review: Defining Issues in English Language Teaching." ELT Journal 59, no. 1 (January 1, 2005): 69–72. http://dx.doi.org/10.1093/elt/cci010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Poole, B. "Corpus-Based Approaches to English Language Teaching." ELT Journal 65, no. 1 (December 11, 2010): 92–93. http://dx.doi.org/10.1093/elt/ccq080.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

McGrath, I. "English Language Teaching Materials: Theory and Practice." ELT Journal 67, no. 1 (December 13, 2012): 141–43. http://dx.doi.org/10.1093/elt/ccs071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Goh, C. C. M. "Pragmatics and Prosody in English Language Teaching." ELT Journal 68, no. 2 (February 25, 2014): 202–5. http://dx.doi.org/10.1093/elt/ccu001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Thornbury, S. "English Language Teaching Textbooks: Content, Consumption, Production." ELT Journal 69, no. 1 (November 28, 2014): 100–102. http://dx.doi.org/10.1093/elt/ccu066.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Sharma, Madhu, and Laxman Jnawali. "Teachers Perception Towards Pre and Post- Teaching Activities in English Language Teaching." Rupandehi Campus Journal 3, no. 1 (October 31, 2022): 23–32. http://dx.doi.org/10.3126/rcj.v3i1.51544.

Full text

Abstract:

The present study aims to find out the “Teachers’ Perception Towards Pre and Post-Teaching Activities in English Language Teaching”. The main focus of the study was directed on perception of higher level English teacher towards pre and post-teaching activities in English Language Teaching. The study, being an attitudinal study, is believed to be relevant in offering a realistic picture of the effectiveness of pre and post- teaching activities in ELT. The study was carried out using both primary and secondary sources of data. For primary data, firstly higher-level English teachers have been selected through random sampling procedure. The study was confined with in Rupandehi district to find out the effectiveness of pre and post- teaching activities in ELT. It was found that the higher-level teachers are highly positive towards the teachers’ pre and post-teaching activities in ELT.

APA, Harvard, Vancouver, ISO, and other styles

37

Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.

Full text

Abstract:

This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction

APA, Harvard, Vancouver, ISO, and other styles

38

Poole, Brian. "World Englishes in English Language TeachingGlobal Englishes for Language Teaching." ELT Journal 74, no. 3 (June 2, 2020): 351–55. http://dx.doi.org/10.1093/elt/ccaa025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL." Estudos Linguísticos e Literários 1, no. 65 (April 24, 2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.

Full text

Abstract:

<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>

APA, Harvard, Vancouver, ISO, and other styles

40

Jumanto, Jumanto. "THE LANGUAGE OF INFORMALITY WITHIN ELT CONTEXT." JURNAL BASIS 8, no. 1 (April 20, 2021): 51. http://dx.doi.org/10.33884/basisupb.v8i1.2798.

Full text

Abstract:

This research paper explores aspects of informality in the English language, the target hearers referred to by the aspects, and the functions the aspects convey in verbal interactions or communication, and its contribution to English Language Teaching (ELT) in the world. The research data are retrieved, obtained, and verified from informal-English-affiliated URLs or Websites, i.e. Web-Data as sources of informal English. As the findings, informal English involves the notorious, casual, heteregeneous, inconsistent, irregular, unorganized, incomplete, shorter, cut-down, reversed-up, and speaker-dependent aspects, and has the direct and literal nature. Informal English with its relatively any topics, personal and private, is used for close people to confirm their in-group solidarity or membership of a social group within relaxed situations and unofficial contexts. Knowledge and practices of informal English are necessary for teachers as well as learners. ELT teachers should include informal English in their teaching-syllabus material with particularly-set circumstances. Learning the knowledge and practices of informal English through ELT classrooms should prevent English learners from uncontrolled learning exposures to various informal morally-dangerous settings. This way will expectedly encourage English learners to be alert and careful in using informal English, hence encouraging them to maintain interpersonal and social harmony to some broader extent.

APA, Harvard, Vancouver, ISO, and other styles

41

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

42

Griffiths, C. "Narrative Identity in English Language Teaching * Narratives of Learning and Teaching." ELT Journal 65, no. 2 (March 15, 2011): 209–13. http://dx.doi.org/10.1093/elt/ccr003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Swan, Michael. "The Practice of English Language Teaching, 5th edition." ELT Journal 72, no. 1 (December 19, 2017): 105–8. http://dx.doi.org/10.1093/elt/ccx060.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Summers, Della. "English Language Teaching dictionaries: past, present, and future." English Today 4, no. 2 (April 1988): 10–16. http://dx.doi.org/10.1017/s0266078400013274.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Umar, Umar. "THE IMPORTANT ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)." Journal of English Language and Literature (JELL) 6, no. 1 (March 7, 2021): 69–80. http://dx.doi.org/10.37110/jell.v6i1.117.

Full text

Abstract:

the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of work with the English skills needed by your place of work. To acquire good communication skills or to excel in communication skills, one has to acquire expertise in all the four skills. They are Listening, Speaking, Reading and Writing. Before students are able to master these 4 skills, students have to develop interest towards the subject or language. This is where the important role of the teacher will appear.

APA, Harvard, Vancouver, ISO, and other styles

46

V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum." Arab World English Journal 13, no. 3 (September 24, 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.

Full text

Abstract:

This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles

APA, Harvard, Vancouver, ISO, and other styles

47

Fang, Fan (Gabriel). "‘Mind your Local Accent’ Does accent training resonate to college students’ English use?" Englishes in Practice 3, no. 1 (January 1, 2016): 1–28. http://dx.doi.org/10.1515/eip-2016-0001.

Full text

Abstract:

AbstractThe recent development of English as a lingua franca (ELF) has encouraged language policy makers and educators to view the English language and ELT from an alternative but critical perspective that challenges some language ideologies, such as standard language and linguistic imperialism. Current ELT practices seem to neglect the trend towards the development of the global status of English. In addition, ELT is still largely native-oriented and less ELF-oriented. A Chinese university is the context of this case study. From an ELF perspective, this paper addresses some ELT issues, particularly with regard to teaching pronunciation, through the analysis of two documents and a discussion of the student participants’ interview comments. It is argued that current pronunciation teaching is still native-oriented and based on the English as a foreign language (EFL) perspective. The ELF concept is emergent and has not been fully recognised. This paper proposes a teaching approach called Teaching of Pronunciation for Intercultural Communication (ToPIC), which suggests ELF-informed pronunciation teaching strategies for intercultural communication in relation to students’ wider language-use goals in the conclusion.

APA, Harvard, Vancouver, ISO, and other styles

48

Ordem, Eser, and Ömer Gökhan Ulum. "Gender Issues in English Language Teaching: Views from Turkey." Acta Educationis Generalis 10, no. 1 (April 1, 2020): 25–39. http://dx.doi.org/10.2478/atd-2020-0002.

Full text

Abstract:

AbstractIntroduction: Research into gender diversity and equality of gender in humanities has been mounting since 1960s, when post-modernism and post-structuralism emerged as a reaction to metanarratives of modernization. Methods and approaches in ELT also arose in the same years. However, queer and LGBT identities were intentionally ignored in ELT discipline and departments, although English as a lingua franca was already hailed in the inner circle. This study aimed to unearth the views of young adult learners of English regarding LGBT. Two data collection instruments were administered. A standard scale composed of 21 items that measure homosexuality attitudes was given to the participants (N= 113). In addition, a semi-structured interview was prepared to elicit the participants’ views (N=12). The results of the study show that most of the participants showed a positive attitude towards LGBT. However, they reported that this topic was never addressed in ELT settings.Methods: The study was qualitatively designed to elicit the views of young adult learners regarding homosexuality. A standard scale developed by Kite and Deaux (1986) and which was psychometrically sound and reliable to identify the attitudes towards homosexuality and a descriptive phenomenographic research method were used to learn the ideas of the participants. Phenomenographic research method aims to elicit lived experiences of individuals by using experiential description. Although there were 600 young adult learners of English, only 113 of them volunteered to participate in the study. The participants studied English as a foreign language at a public university in Turkey. The average age of the participants was 18. A semi-structured interview was conducted with 12 of the participants.Results: The findings of the study represent that most of the participants ascribed positive attitudes towards homosexuality. Further, a big number of the informants put forward the significance of such concepts as freedom and respect for personal preferences. Besides, an average number of respondents attributed homosexuality as a hormonal disorder encountered in society. The majority of the respondents put an emphasis on the taboo of religion. They revealed that homosexuality is a taboo which is strictly forbidden in Islam and such issues should not be voiced explicitly in our daily life.Discussion: This study dealt with the issue of LGBT and homosexuality in foreign language settings by taking the views of young adult learners of English into consideration. The results show that homosexuality representation is insufficient in ELT textbooks, curriculum and materials. Although most of the participants showed a positive attitude towards the representation of homosexuality, they noted that LGBT was never addressed in classroom settings. Similarly, Gray (2013) also emphasizes that LGBT identity was not represented in ELT, though considerable progress has been legally made in the UK. Nelson (2002) strongly recommends that queering ESL through discourses may help ESL develop a more diverse attitude towards LGBG identity.Limitations: This study was limited to only young adult learners in English language teaching. In addition, only two collection data tools, a standard homosexuality scale and a semi-structured interview form, were used. Besides, convenience sampling was used. The sampling was confined to 113 participants for the scale and 12 learners for the semi-structured interview form.Conclusions: The results show that most of the participants have positive attitudes towards acceptance of homosexual identities. Although ELT textbooks and materials tend to discard LGBT identity, teachers and students can queer ELT, EFL and ESL classrooms by using the tenets of progressive education and critical pedagogy. The use of participatory approach can be reinforced and expanded in ELT world encompassing not only inner circle but also outer and expanding circles. Materials, tasks and activities need to be updated in ELT curriculum. The first discussions of equality of gender in post-modernist and post-structuralist theories can be perceptibly seen in ELT by endorsing and developing critical pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

49

Chabert, Alicia. "A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 84–106. http://dx.doi.org/10.2478/sm-2019-0004.

Full text

Abstract:

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

APA, Harvard, Vancouver, ISO, and other styles

50

Anrasiyana, Anrasiyana, Sulistyaningsih Sulistyaningsih, and Abdul Syakur. "Creating Vlog as Media in English Language Teaching (ELT):Teaching Speaking." Jurnal Basicedu 6, no. 2 (March 5, 2022): 3055–64. http://dx.doi.org/10.31004/basicedu.v6i2.2575.

Full text

Abstract:

In modern era, everything can be accessed by technology. One of the famous ones for young generation is YouTube or video blog (vlog) where someone can take a video for specific purposes. Google noted that there are 60% of people all over the world uploaded their activity in vlog and publish it in YouTube. Teaching speaking for students is not easy it needs huge extra to improve their speaking moreover in this global era where everything is measured by the achievement of the studentsThis research used to know the implementation of creating vlog in English Language Teaching (ELT). This research used qualitative descriptive in ilustrating the result. The subject of this research is the students of VI SDN Batang-Batang Daya 1. The instrument of this research are observation sheet, field note, in depth interview with the teacher and questionnaire for students. To analyze the data the researcher used descriptive qualitative. The result of this research described abot the implementation of creating video blogging (vlog) in English langage teaching (ELT) in teaching speaking.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!