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Literatura académica sobre el tema "ELT Teaching"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de febrero de 2022

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Artículos de revistas sobre el tema "ELT Teaching"

1

Crouch, C. "Peformance teaching in ELT." ELT Journal 43, no. 2 (1989): 105–10. http://dx.doi.org/10.1093/elt/43.2.105.

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James, M. A. "Teaching for transfer in ELT." ELT Journal 60, no. 2 (2006): 151–59. http://dx.doi.org/10.1093/elt/cci102.

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Akhmadaliyeva Gulmira, Gulmira. "Teaching reading strategies in ELT." Общество и инновации 2, no. 5/S (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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Takahashi, Reiko. "An analysis of ELF-oriented features in ELT coursebooks." English Today 30, no. 1 (2014): 28–34. http://dx.doi.org/10.1017/s0266078413000539.

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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.

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

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Vk, Pushpa, and Seyed Yousef Savaedi. "Teaching Poetry in Autonomous ELT Classes." Procedia - Social and Behavioral Sciences 98 (May 2014): 1919–25. http://dx.doi.org/10.1016/j.sbspro.2014.03.623.

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Kim, Yong. "Current Trends in ELT." JET (Journal of English Teaching) 1, no. 1 (2011): 1. http://dx.doi.org/10.33541/jet.v1i1.48.

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Owing to the use of English as a global lingua franca, the trends in English teaching could probably be well perceived by considering the language’s inseparability from globalization. First of all, since globalization has affected almost the whole aspects of life in the world, English, which is used as the main means of communication in those sectors, is also closely connected to them. Consequently, any consideration of the teaching of English should be linked to them. Secondly, its multiple forms or uses in some specific locations has emerged the phenomena of Englishes and been challenged as the only type to be learned. Finally, the massive use of ICT has also contributed to the many new possibilities of using technology for teaching English.

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Tosuncuoglu, Irfan. "Importance of Assessment in ELT." Journal of Education and Training Studies 6, no. 9 (2018): 163. http://dx.doi.org/10.11114/jets.v6i9.3443.

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Assessment has an important role in education and it has a critical role in the teaching process. Through appropriate assessment, teachers can classify and grade their students, give feedback and structure their teaching accordingly. Recently, educators and scientists have been becoming more interested in the requirements of assessment procedures in the scope of foreign language teaching and the learning process, as forms of assessment have been changing. The assessment procedures relate to authenticity, practicality, reliability, validity and wash back, and are considered the basic principles of assessment in foreign language teaching and learning. The main value of these aforementioned principles is to distinguish the effects of assessment and review any classroom based issues between the teacher and the student. As the assessment process affects both teachers and students, significance and consideration should be given to assessment procedures in foreign language teaching.

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Macalister, J. "Today's teaching, tomorrow's text: exploring the teaching of reading." ELT Journal 65, no. 2 (2010): 161–69. http://dx.doi.org/10.1093/elt/ccq023.

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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.

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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.

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Tesis sobre el tema "ELT Teaching"

1

Nasr, Atef Ali Mohamed. "A reading improvement programme for engineering trainees in Egypt." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274435.

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Yip, Pui Lin Christina. "A content analysis of English language teaching (ELT) textbook blurbs : implications for the ELT community in Hong Kong." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/352.

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Swe, Saw Thanda. "The use of materials for the teaching of culture in ELT." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17589/.

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The aim of this study is to access the experiences of teachers of English (i.e. English as a foreign language teachers) when teaching cultural elements through coursebooks which are assigned by their schools/universities, and the materials which they use to deliver these lessons plus the activities that they normally select for their classes. Moreover, teachers’ opinions concerning the learning and teaching of cultural elements are studied in this research. Teachers, both native and non-native speakers of English, participated in this research and have EFL teaching experience from 2 years to 30 years. An open-ended questionnaire (85) followed by semi-structured interviews (28) were conducted to learn more of teachers’ experiences and to obtain further details of their opinions on teaching and learning cultures through coursebooks. All data from questionnaires were coded manually and Nvivo 9 and 10 were also utilised while processing and analysing the findings (i.e. to store interview transcripts and extracting participants’ words and coding them appropriately. The details can be found in the Data Analysis section). The study has clearly shown that EFL teachers use the internet, youtube and other kinds of websites through electrical devices such as computers and smart boards and other sorts of authentic materials (e.g. current newspapers or magazines). Youtube is used for authentic material, and the BBC and some other news channels are also accessed for listening tasks. Written materials are less applied in classrooms since teachers think that electronic media materials are more visual for students, thus helping them to understand more easily , encouraging motivation and gaining more attention in lessons. Teachers recommend that learning cultures through coursebooks would benefit students, as language and culture are interlinked, and it would make students not only become fluent speakers of English but also help them to become interculturally competent persons.

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Hagos, Tewelde Ghebreyohannes. "Teachers' responses to an innovation in ELT methodology in Eritrea." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324029.

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Nordqvist, Jasmine. "Using Interactive White Boards in Language Teaching : Back to Teacher Centeredness or a Step Forward?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45986.

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This essay examines the use of interactive white boards (IWBs) in English language teaching. The aim of the essay is to find out whether IWBs encourage a teacher-centred, transmission-based form of teaching. The project was carried out as a quantitative study of classroom observations, with the aim of counting teacher-initiated interactions in the classroom as a measure of teacher-centredness. Sinclair and Couldhard’s (1975) model of discourse analysis was used as a reference tool for counting the interaction in the classroom with the structure of Initiation, Response, Feedback (IRF). If IWBs encourage a transmission form of teaching, the number of IRF exchanges should be higher. The results of the study showed only a slightly higher average number of IRF exchanges during lessons where the IWB was use. The results also show several activities for which the IWB is used which involve a reduction in the number of IRF exchanges, and therefore providing the basis for the rejection of the hypothesis that IWBs encourage a transmission form of teaching. The essay comes to the conclusion that IWBs is a tool that can be used in a way that is suitable for today’s approaches to pedagogy

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O'Sullivan, Margo. "The development of effective INSET strategies for unqualified and underqualified primary teachers in Namibia : an action research approach." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297943.

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Ainscough, Valerie J. "The interaction between teacher and student expectations : a case study of a Japanese college in Britain." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342152.

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Kasim, Varli A. "A study into English language teaching in Turkey : assessing competencies in speaking and writing." Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/95ebbfd5-cc06-4f8f-9062-1f1f3a032543.

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Hague, Elizabeth. "The role of gesture in British ELT in a university setting." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314024.

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Bilgin, Sezen S. "Code switching in ELT teaching practice in Turkey : teacher practices, beliefs and identity." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/67873/.

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Code switching involves the interplay of two languages and as well as serving linguistic functions, it has social and psychological implications. In the context of English language teaching, these psychological implications reveal themselves as teachers’ thought processes. While the nature of code switching in language classrooms has been widely studies, as yet little if any attention has been paid to the relationship between such switching and the beliefs of the teachers involved. This study is designed to respond this gap in current research. In the study, I worked with five student teachers undertaking their teaching practicum at a private school in Turkey, aiming to investigate their thinking in relation to code switching in their classrooms by using the analysis of classroom interactions, individual interviews and stimulated recall interviews. The first step of the research involved video recording lessons taught by the five student teachers within the framework of their university Teaching Practice course. This was followed by individual interviews with the student teachers focusing on their views of code switching during their teaching experience and their general views about language teaching. The last stage involved stimulated recall interviews with the student teachers based on selected extracts from their lessons chosen after an analysis of spoken interaction in their classes. The data were then analysed using thematic analysis. The findings revealed that code switching is more than merely a linguistic matter; it is also indicative of a number of other dimensions including how teachers define themselves professionally, teacher beliefs, teacher identity, affective factors influencing teachers, and their relationships with supervisors. This study suggests that code switching could usefully be included as a topic in teacher education programmes and in supervisor/mentor training.

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Libros sobre el tema "ELT Teaching"

1

1945-, Roberts Jon, ed. Evaluation in ELT. Blackwell, 1994.

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Lopriore, Lucilla. Buzzwords in ELT: Unveiling English. Anicia, 2012.

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Innovation and creativity in ELT methodology. Nova Science Publishers, 2011.

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4

Orlova, Natalia, and Haase Christoph. ELT: Converging approaches and challenges. Cambridge Scholars Pub., 2011.

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5

National Seminar on English Language Teaching (2004 Putrajaya, Malaysia). English language teaching: Transition in ELT : challenges and prospects. Faculty of Education, Universiti Kebangsaan Malaysia, 2004.

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Burns, Anne, and Joseph Siegel, eds. International Perspectives on Teaching the Four Skills in ELT. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63444-9.

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National, Seminar on English Language Teaching (2004 Putrajaya Malaysia). English language teaching: Transition in ELT : challenges and prospects. Faculty of Education, Universiti Kebangsaan Malaysia, 2004.

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Hrehovčík, Teodor. English Language teaching methodology: An Undergraduate Course for ELT Trainees. Wydawn. Uniwersytetu Rzeszowskiego, 2003.

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9

Berman, Michael. A multiple intelligences road to an ELT classroom. Crown House, 1998.

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A multiple intelligences road to an ELT classroom. Crown House Pub., 2002.

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Capítulos de libros sobre el tema "ELT Teaching"

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Pinter, Annamaria. "Secondary ELT." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-31.

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Gray, John. "ELT materials." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-10.

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Enever, Janet. "Primary ELT." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-30.

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Hall, Graham. "ELT in the world." In Exploring English Language Teaching. Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-12.

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Frankenberg-Garcia, Ana. "Corpora in ELT." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-33.

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Illés, Éva. "Towards an ELF-Informed Approach to ELT." In Understanding Context in Language Use and Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9780429274589-7.

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Jacobs, George M., and Willy A. Renandya. "Student-Centred Learning in ELT." In English Language Teaching Today. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_2.

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Illés, Éva. "Implementation of an ELF-Informed Approach to ELT." In Understanding Context in Language Use and Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9780429274589-8.

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Hall, Geoff. "Using literature in ELT." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-38.

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Crookes, Graham. "Educational perspectives on ELT." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-7.

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Actas de conferencias sobre el tema "ELT Teaching"

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Cibo, Zhou. "Negotiation of Teaching Methods in ELT Classroom." In 2011 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2011. http://dx.doi.org/10.1109/iciii.2011.244.

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Vula, Elsa. "Cognitive linguistics approach from ELT (English Language Teaching)." In The 3rd Virtual Multidisciplinary Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/quaesti.2015.3.1.214.

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Galazka, Alicja. "ATTACHMENT- BASED TEACHING THROUGH DRAMA IN THE ELT CLASSROOM." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1680.

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Mairi, Salam. "Task-Based Language Teaching: A Lesson Plan Proposal For Indonesian ELT Context (A Consideration Before Integrating ICT in ELT)." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.28.

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Asmiyah, Siti, Fitriah, and Fajar Kresno Alwiyono. "Are We Catering Our Students? Teacher Feedback and Student Preference in ELT." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.024.

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Ningsih, Kurnia. "The Function of Culture and Literary Works in ELT." In Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoelt-18.2019.13.

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Nair, Ramesh. "Keeping Up with The Rainbow of Faces: Representation In ELT Resources." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.03.

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Yusniawati, Ni Luh Putu Indah, and Yuni Budi Lestari. "The Potential of Local Culture in English Language Teaching (ELT): A Response Paper to Domination of English Material in ELT." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.098.

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Cheng, Lim Kok, Fatimah Puteh, Ali Selamat, and Farhan Bin Mohamed. "A review of recent usability measures in English Language Teaching (ELT) technologies." In 2015 9th Malaysian Software Engineering Conference (MySEC). IEEE, 2015. http://dx.doi.org/10.1109/mysec.2015.7475233.

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Sumarsono, Puji. "Authentic Assessment Applied in Authentic English Language Teaching (ELT) Textbook of Vocational School." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.83.

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Informes sobre el tema "ELT Teaching"

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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.

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Wright, Kirsten. Collecting Plant Phenology Data In Imperiled Oregon White Oak Ecosystems: Analysis and Recommendations for Metro. Portland State University, 2020. http://dx.doi.org/10.15760/mem.64.

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Highly imperiled Oregon white oak ecosystems are a regional conservation priority of numerous organizations, including Oregon Metro, a regional government serving over one million people in the Portland area. Previously dominant systems in the Pacific Northwest, upland prairie and oak woodlands are now experiencing significant threat, with only 2% remaining in the Willamette Valley in small fragments (Hulse et al. 2002). These fragments are of high conservation value because of the rich biodiversity they support, including rare and endemic species, such as Delphinium leucophaeum (Oregon Department of Agriculture, 2020). Since 2010, Metro scientists and volunteers have collected phenology data on approximately 140 species of forbs and graminoids in regional oak prairie and woodlands. Phenology is the study of life-stage events in plants and animals, such as budbreak and senescence in flowering plants, and widely acknowledged as a sensitive indicator of environmental change (Parmesan 2007). Indeed, shifts in plant phenology have been observed over the last few decades as a result of climate change (Parmesan 2006). In oak systems, these changes have profound implications for plant community composition and diversity, as well as trophic interactions and general ecosystem function (Willis 2008). While the original intent of Metro’s phenology data-collection was to track long-term phenology trends, limitations in data collection methods have made such analysis difficult. Rather, these data are currently used to inform seasonal management decisions on Metro properties, such as when to collect seed for propagation and when to spray herbicide to control invasive species. Metro is now interested in fine-tuning their data-collection methods to better capture long-term phenology trends to guide future conservation strategies. Addressing the regional and global conservation issues of our time will require unprecedented collaboration. Phenology data collected on Metro properties is not only an important asset for Metro’s conservation plan, but holds potential to support broader research on a larger scale. As a leader in urban conservation, Metro is poised to make a meaningful scientific contribution by sharing phenology data with regional and national organizations. Data-sharing will benefit the common goal of conservation and create avenues for collaboration with other scientists and conservation practitioners (Rosemartin 2013). In order to support Metro’s ongoing conservation efforts in Oregon white oak systems, I have implemented a three-part master’s project. Part one of the project examines Metro’s previously collected phenology data, providing descriptive statistics and assessing the strengths and weaknesses of the methods by which the data were collected. Part two makes recommendations for improving future phenology data-collection methods, and includes recommendations for datasharing with regional and national organizations. Part three is a collection of scientific vouchers documenting key plant species in varying phases of phenology for Metro’s teaching herbarium. The purpose of these vouchers is to provide a visual tool for Metro staff and volunteers who rely on plant identification to carry out aspects of their job in plant conservation. Each component of this project addresses specific aspects of Metro’s conservation program, from day-to-day management concerns to long-term scientific inquiry.

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