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Artículos de revistas sobre el tema "ELT Teaching"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 10 de febrero de 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Millrood, R. "Teaching heterogeneous classes." ELT Journal 56, no. 2 (2002): 128–36. http://dx.doi.org/10.1093/elt/56.2.128.

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12

Leshem, S., and R. Bar-Hama. "Evaluating teaching practice." ELT Journal 62, no. 3 (2007): 257–65. http://dx.doi.org/10.1093/elt/ccm020.

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13

Gerngross, G., H. Puchta, and S. Thornbury. "Teaching Grammar Creatively." ELT Journal 62, no. 4 (2007): 424–27. http://dx.doi.org/10.1093/elt/ccn046.

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14

Senior, R. "Class-centred teaching." ELT Journal 63, no. 4 (2009): 393–96. http://dx.doi.org/10.1093/elt/ccp034.

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15

Burwood, S. "Teaching with Bear." ELT Journal 64, no. 4 (2010): 481–83. http://dx.doi.org/10.1093/elt/ccq053.

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16

Ismail, N. "Teaching Languages Online." ELT Journal 65, no. 2 (2011): 215–17. http://dx.doi.org/10.1093/elt/ccr005.

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17

Spiro, Jane. "Teaching English Worldwide." ELT Journal 70, no. 3 (2016): 360–62. http://dx.doi.org/10.1093/elt/ccw038.

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18

Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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19

Reynolds, Brett. "Against teaching collocations." ELT Journal 73, no. 2 (2019): 223–25. http://dx.doi.org/10.1093/elt/ccz001.

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20

Cots, J. M. "Teaching 'with an attitude': Critical Discourse Analysis in EFL teaching." ELT Journal 60, no. 4 (2006): 336–45. http://dx.doi.org/10.1093/elt/ccl024.

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21

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

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22

Papageorgiou, Ifigenia, Fiona Copland, Vander Viana, David Bowker, and Edward Moran. "Teaching practice in UK ELT Master’s programmes." ELT Journal 73, no. 2 (2018): 154–65. http://dx.doi.org/10.1093/elt/ccy050.

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23

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

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24

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

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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.

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25

Thompson, S. "Teaching intonation on questions." ELT Journal 49, no. 3 (1995): 235–43. http://dx.doi.org/10.1093/elt/49.3.235.

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26

Nunan, David. "Teaching grammar in context." ELT Journal 52, no. 2 (1998): 101–9. http://dx.doi.org/10.1093/elt/52.2.101.

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27

Hill, D. A. "Success in English Teaching." ELT Journal 56, no. 4 (2002): 424–25. http://dx.doi.org/10.1093/elt/56.4.424.

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28

Kirkness, A. "Teaching and Researching Lexicography." ELT Journal 56, no. 4 (2002): 435–37. http://dx.doi.org/10.1093/elt/56.4.435.

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29

Grisolia, V. L. "Teaching and Researching Translation." ELT Journal 57, no. 1 (2003): 77–79. http://dx.doi.org/10.1093/elt/57.1.77.

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30

Paran, A. "Literacy and Language Teaching." ELT Journal 57, no. 1 (2003): 79–82. http://dx.doi.org/10.1093/elt/57.1.79.

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31

Grundy, P. "Teaching and Researching Writing." ELT Journal 57, no. 1 (2003): 85–88. http://dx.doi.org/10.1093/elt/57.1.85.

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32

Field, J. "Teaching and Researching Listening." ELT Journal 57, no. 2 (2003): 198–202. http://dx.doi.org/10.1093/elt/57.2.198.

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33

Walter, C. "Teaching and Researching Reading." ELT Journal 57, no. 3 (2003): 314–17. http://dx.doi.org/10.1093/elt/57.3.314.

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34

Block, D. "Globalization and language teaching." ELT Journal 58, no. 1 (2004): 75–77. http://dx.doi.org/10.1093/elt/58.1.75.

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35

Rimmer, Wayne, and Alan Floyd. "Teaching associations and professionalism." ELT Journal 74, no. 2 (2020): 126–35. http://dx.doi.org/10.1093/elt/ccaa003.

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Abstract Although teaching associations (TAs) have been aligned to professionalism, there is little evidence to support their actual role in developing EFL teachers’ sense of being a professional. This study explores this purported relationship through content analysis of interviews with ten members of TAs and nine non-members. Three themes emerged: status, how TAs contribute to teachers’ sense of self-worth; continuing professional development (CPD), how TAs allow teachers to acquire competencies relevant to professionalism; and impact, the influence of TAs on the professionalism of EFL as a field. Regarding status, non-members rejected members’ commitment to TA membership as confirmation of professionalism. However, all teachers agreed TAs made a considerable contribution to professionalism through CPD. Concerning impact, the only consensus was that too few teachers are aware of TAs for them to be significant. The findings suggest that TAs can play a role in professionalism provided they remain relevant to teachers’ changing contexts and consider non-members’ interests.

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36

Feeney, A. "Task-Based Language Teaching." ELT Journal 60, no. 2 (2006): 199–201. http://dx.doi.org/10.1093/elt/cci108.

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37

Hudson, T. "Teaching Second Language Reading." ELT Journal 63, no. 1 (2008): 89–91. http://dx.doi.org/10.1093/elt/ccn061.

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38

Cross, J. "Teaching Second Language Listening." ELT Journal 65, no. 1 (2010): 85–87. http://dx.doi.org/10.1093/elt/ccq077.

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39

Grundy, P. "Teaching and Learning Pragmatics." ELT Journal 66, no. 1 (2011): 120–22. http://dx.doi.org/10.1093/elt/ccr070.

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40

Ur, P. "Language-teaching method revisited." ELT Journal 67, no. 4 (2013): 468–74. http://dx.doi.org/10.1093/elt/cct041.

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41

AS SABIQ, AGUS HUSEIN. "PROPHETIC LEARNING IN ELT." Tarling : Journal of Language Education 1, no. 2 (2018): 69–96. http://dx.doi.org/10.24090/tarling.v1i2.1786.

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Affective teaching is substantive in the process of learning. It aims at developing excellent moral output. For Muslims, the Prophet Muhammad becomes the trendsetter in all aspects of their life. By examining some hadiths, the Prophet Muhammad did not only provide a form of that was only cognitive or afective, but in several conditions the prophet also gave an example of how to learn and teach. Therefore prophetic learning is necessarily integrated into all instructional contents so students can fully develop their attitude accordingly. English is a necessary subject, but on the other hand, it also teaches the idea of secularity which exist in English culture. Integrating prophetic learning in English language teaching can be done through: (1) teacher as a model; (2) stimulus response/questioning; (3) story telling; (4) analogy/logical order; (5) direct practice; (6) applied materials; (7) giving advice; (8) closing statement.

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42

Hill, D. "Review. Teaching English Worldwide: A New Practical Guide to Teaching English. P Lindsay." ELT Journal 55, no. 4 (2001): 408–9. http://dx.doi.org/10.1093/elt/55.4.408.

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43

Budianto, Langgeng. "WEBQUEST: THE TRANSFORMATION AND INNOVATION IN ELT." JETLe (Journal of English Language Teaching and Learning) 2, no. 1 (2020): 31–36. http://dx.doi.org/10.18860/jetle.v2i1.10356.

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This paper aims at describing the use of modern technology for language teaching.The idea of webquest in language teaching has had colossal changes in recent decades. Advancements in technology, the prominence of the internet and its simple accessibility in numerous parts of the world has made a suitable device for teacher improvement. Web based media place new requests with respect to language which can advance varieties in language utilized (Halliday, 1990). The core issue of this paper will surely encourage the language teachers to find out the interesting and beneficial method of teaching and learning in the academic English classroom. Thus, the use of webquest in language teaching is one effective tool to promote variations in language teaching. The five main components of Webquest, namelythe introduction, task, process, resources, evaluation, and conclusion are significatlyinnovative teaching and learning strategies in EFL context.

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44

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 (2020): 173–84. http://dx.doi.org/10.17323/jle.2020.10563.

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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.

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45

Rixon, S. "Survey review: Language teaching games." ELT Journal 40, no. 1 (1986): 62–67. http://dx.doi.org/10.1093/elt/40.1.62.

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46

Krasnick, Harry. "A note on teaching persuation." ELT Journal 40, no. 4 (1986): 322–23. http://dx.doi.org/10.1093/elt/40.4.322.

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47

Sheerin, S. "Listening comprehension: teaching or testing?" ELT Journal 41, no. 2 (1987): 126–31. http://dx.doi.org/10.1093/elt/41.2.126.

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48

Coleman, H. "Teaching spectacles and learning festivals." ELT Journal 41, no. 2 (1987): 97–103. http://dx.doi.org/10.1093/elt/41.2.97.

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49

Heltai, P. "Teaching vocabulary by oral translation." ELT Journal 43, no. 4 (1989): 288–93. http://dx.doi.org/10.1093/elt/43.4.288.

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50

Jones, R. H. "Teaching pronunciation through voice quality." ELT Journal 49, no. 3 (1995): 244–51. http://dx.doi.org/10.1093/elt/49.3.244.

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