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An analysis of CALL and implications for IndonesiaHananto,, n/a January 1992 (has links)
Computers have begun to be exploited for English
teaching purposes by some Indonesian teachers.
Unfortunately, the potential of the computer is not fully
realized. There is also a danger that the computer is
misused. For example, the computer use is limited to
delivering exclusively dri11-and-practice exercises. It
is, therefore, very essential for Indonesian EFL teachers
to explore avenues for improving the computer use.
The aim of this study is explore how CALL (Computer
Assisted Language Learning) is used in the ACT in order
to encourage and improve the use of CALL in relation to
English teaching in Indonesia.
In this study, the different theories of CALL are
reviewed. This is followed by a description of how CALL
is utilized in the ACT. This CALL survey is offered as a
model for comparison. Since CALL is still considered a
controversial issue, students' and teachers' attitudes
toward CALL are also investigated. Finally, implications
and suggestions are put forward for Indonesian EFL
teachers and educational authorities. Important insights
from the survey are emphasized. Necessary information
which was not found in the survey, such as the latest
developments in CALL, is included.
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Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College studentsPham, Khai Hoan, n/a January 1985 (has links)
With the increasing contact between Vietnam
and English speaking countries and the growing demand
for foreign language professionals in the last decades,
the teaching of foreign languages, especially English,
has gained considerable prominence in Vietnamese
education. However, English has been taught in Vietnam
for a relatively short time, there are significant
deficiencies in this area. If these deficiencies are
to be addressed then methodology is a crucial variable
worthy of examination.
Many of the EFL teaching (Teaching English
as a Foreign Language) methods developed in the last
twenty years are unfamiliar to a great number of the
Vietnamese teachers, although they may be introduced
to Vietnam in the near future. In this study a historical
overview of language teaching development is provided.
Since language teaching methods are products of
Western experience, a scrutiny of their relevance
to the Vietnamese teaching situation is necessary. In
particular it is important to focus on the psychological
and cultural appropriateness of different methods to
the Vietnamese settings. A number of most crucial
psychological issues such as the learner's motivation,
aptitude, personality and learning style are discussed
together with some social and cultural influences
which may affect the learner's psychological attributes,
The study also provides a specific investigation of
the psychological attributes of Vietnamese students
and a number of cultural problems faced by this type
of learners in their English learning process. Finally
some practical, though tentative, suggestions are made
in the hops that more and more Vietnamese teachers of
English will respond to the problem of teaching
methodology and search for ways to bring about
effective learning.
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An analysis of problem areas in advanced Chinese EFL composition writing : with recommendations for teachingLi, Zhang, n/a January 1984 (has links)
The major concern of the Field Study is the teaching
of composition, with particular reference to Chinese foreign language institutes.
Robert B. Kaplan (1966), having analyzed the rhetorical
behaviours of several linguistic groups, claims that different
cultures develop different rhetorical conventions, which
influence the non-English native speaker's way of writing in
English. Recent years have witnessed many developments in
language teaching as a result of research done in sociolinguistics,
yet the implication of Kaplan's finding for EFL
teaching is still unexplored. This paper thus intends to
examine this issue of "cultural differences in the nature of
rhetoric" by comparing the Chinese linguistic system with the
English linguistic system in terms of rhetorical organization
in exposition. The following aspects are to be discussed.
In the first place, an introduction delineates the need
for this Study, its aims, scope and sources of data.
After the Introduction, there is a brief review of the
EFL composition teaching in China and the influence of overseas
composition teaching in foreign language institutes in China
today.
An attempt is then made to study Kaplan's theory by
exploring both Chinese and English rhetorical patterns; and
devices. The emphasis of this chapter is on a comparison and
contrast of expository modes and strategies in the two
rhetorics.
Having studied rhetorical principles in a broad
sense, the report narrows its focus to the differences in
their use of English rhetorical devices between Australian
English native speakers and foreign language learners from
China; the material studied is a selection of compositions
produced by Chinese students and rewritten by Australian
students.
The final section contributes practical suggestions
for EFL composition teaching in foreign language institutes
in China.
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Developing Chinese EFL students' social and communicative competence : two teaching strategiesLi-Cheng, Gu, n/a January 1984 (has links)
This Field Study Report aims to advocate that the
target culture should also be taught while teaching the
English language to Chinese students. Chinese students
are learning English to communicate and socialize with the
English speaking people. But learning only the English
language is not enough for this purpose. They have to
learn the way the English speaking people express
themselves, their value judgements, and their customs.
In the review of literature, many linguists like Chastain
and Rivers share this same opinion.
English teaching in China started more than one
hundred years ago. The traditional teaching method still
has some influence. The present curriculum appears a
little unbalanced. Some of the teaching materials are
found to be inadequate to teach the target culture.
To illustrate some cross-cultural interferences, a
survey questionnaire was conducted among some Chinese
students and some Australian students. The data obtained
from the survey indicated some selected problem areas for
the Chinese students in talking with the native speakers
of English.
Two teaching aids were designed. One is a fifteenminute
video tape, the other is three simulation exercises.
They demonstrate several cultural conflicts between the
English speakers and Chinese English learners. Both the
video tape and the simulation were trialled among the
Chinese students. They proved to be relatively effective
in teaching the target culture.
The trialling convinced this writer that it was
possible for a teacher of English to prepare teaching aids
such as video and simulation exercises. However, this
may be very time consuming. But the result of the trialling
proved that it was worth the time and effort.
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Assessing the spoken English of Vietnamese EFL teacher-traineesLoc, Ton That Tung, n/a January 1989 (has links)
This study examines the problems of constructing and
administering a test of spoken English for Vietnamese EFL teacher-trainees. In
an attempt to standardize the assessment, a planned oral interview was pilottested
with a group of ten Vietnamese EFL teachers currently enrolled in a
Graduate Diploma Course in TESOL at the Canberra College of Advanced
Education, Australia. Results of the study indicate that the validity and reliability
of such measurement can be achieved if certain carefully outlined procedures in
planning the test and training the testers are carefully followed.
Given the close relationship between testing and teaching, it is
suggested in this study that there could be an improvement in the teaching of
spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time
allocated to testing oral proficiency in the curriculum was increased, (ii)
Vietnamese EFL teachers were provided with formal training in language test
construction, and (iii) research on EFL oral testing was encouraged. Further,
this study recommends co-operation between TEFL institutions in Vietnam to
develop standard instruments for the assessment of spoken English of EFL
teacher-trainees on a national level.
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Teaching English as a foreign language for communication in ChinaRongji, Lu, n/a January 1983 (has links)
China urgently needs a large number of interpreters, guides
and teachers who are competent communicators in the English
Language. One of the foreign language institutes that is
attempting to satisfy this need is the Beijing Second Foreign Language Institute (or Erwai).
It is argued that Erwai fails to produce competent
communicators in English, a failure that is seen to be due
to three interdependent factors: 1) the lack of teacher
training, especially in the area of teaching methodology;
2) the resultant inability to select and effectively
exploit teaching materials; and 3) the inappropriateness
of currently-used teaching approaches to the perceived
goals of the Institute.
It is the third of these factors that receives particular
attention in this paper. A survey is made of the merits
and shortcomings of the three teaching approaches that
have been used at Erwai, namely the 'grammar-translation,'
'audio-lingual' and 'cognitive' approaches. This serves as
back-ground to the proposal that a 'communicative approach'
to teaching be introduced at Erwai.
It is claimed that the communicative approach is the most
appropriate to the goals of Erwai students, the majority
of whom will need to be communicatively competent in their
future professions. The communicative approach is applied
to the four basic skills of language and it is suggested
that these skill areas be integrated in the classroom,
rather than be taught in separate courses, as is presently
the case at Erwai.
Finally, the adoption of a communicative approach is seen
to involve changes not only in classroom activities and
materials, but also in the role of the student and the role
of the teacher.
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Comprehension difficulties for Vietnamese EFL students in reading English newspapers : an investigation into styles of reporting international news in English and in Vietnamese, reading problems and implications for teaching news reading to Vietnamese EFL studentsTam, Nguyen Thi Bao, n/a January 1990 (has links)
Foreign language teaching in recent years is very much concerned
with the concepts of authenticity and relevance to students' needs
and interests. Using newspapers in foreign language classes is one
way of working towards the development of an authentic
environment and promoting the language learning process.
For EFL students in the Institute of International Relations (IIR)
newspapers are not simply an important source of learning
material, but an important source of information.
Vietnamese EFL students who learn to read English newspapers,
however, constantly encounter difficulties in comprehension.
This study report attempts to identify the common areas of
comprehension difficulty for Vietnamese learners, when confronted
with newspapers.
To achieve this aim, the study first reviews schema theory in order
to establish the factors which affect the reading process. It also
examines studies on news reporting style in English.
Attempts have also been made in the contrastive study of the
differences in reporting styles of international news in English and
Vietnamese to investigate what might cause difficulties for
Vietnamese readers.
Accordingly, the study considers implications for teaching
newspaper reading to Vietnamese EFL students at intermediate
level, who have not practised this before.
Finally, the study also suggests further areas of research in using
newspapers in a foreign language class.
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Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges? /Ng, Jacob N. K. January 1900 (has links)
Thesis (Ed. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 101-107). Also available on the World Wide Web.
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English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and LearningDogan, Emre January 2013 (has links)
This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.
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Volunteer English Teaching Experiences in a Foreign Country: A Case StudyRomero, Gloria 24 August 2012 (has links)
Each year a group of university students from English speaking countries go to Chile and work as volunteers under the National Volunteer Centre Program. The purpose of this case study is to examine how a group of novice volunteer teachers describe their experiences in a foreign country and how these experiences shape their understanding of teaching. Participants went through the process of open-ended questionnaires and one-on-one interviews of their experience. This study was sustained in the literature by the domains of volunteerism, English Language Teaching, and volunteerism and ELT, and a socio constructivist and experiential lens was adopted. Even though volunteer teaching abroad is an increasing worldwide trend, there are few studies that combine these areas, showing that the existing blend of volunteerism and English language teaching needs to be further examined. The analysis of the data showed that novice volunteer teachers experience five types of experiences when teaching English: language teaching experiences, language learning experiences, challenges, general experiences, and volunteering experiences. Novice teachers recalled their expectations before teaching and those were maintained, modified, or unfulfilled. Volunteers stated what teaching means to them after working in public schools, they were able to describe diverse language teaching experiences, and make recommendations to future volunteers.
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