Spelling suggestions: "subject:"a.teaching english as a foreign language"" "subject:"a.teaching 3nglish as a foreign language""
1 |
The handbook of funding opportunities in the field of TESOL /Stoynoff, Stephen. January 1900 (has links)
The world of sponsored professional--Directory of funded opportunities--Grant proposals. / Includes bibliographical references.
|
2 |
Research ethics in TESOLCorrigan, Paul Clinton January 2002 (has links)
No description available.
|
3 |
Indigenous languages and TEFL in a senior school in TaiwanHuang, Dongqiu January 2002 (has links)
No description available.
|
4 |
A critical analysis of TEFL with special reference to the universities of Iran : The teaching problemToossi, B. January 1981 (has links)
No description available.
|
5 |
ESOL for citizenship courses in the UK : social integration, identity and the role of classroom pedagogyAmeer, Sundus January 2017 (has links)
In the 21st century, the UK government, through its immigration policy, has linked the English language proficiency of immigrants with their social integration thus, following an assimilative framework (Blackledge, 2005; Blommaert & Verschueren, 1998). This seven months mixed methods study investigates whether the goal of social integration of immigrants can be achieved through the ESOL for citizenship course and the ways in which this course can affect their identity. It also investigates the effects of the government’s policy on classroom pedagogy. The data was collected in Manchester and Lancashire county using semi-structured interviews with eight participants of Pakistani and Indian origin who were studying ESOL for citizenship courses, and questionnaires from seventy-four learners who had already gained nationality. Thirty-two questionnaires were also distributed among ESOL for citizenship teachers to investigate the effects on classroom pedagogy. A thematic analysis was then conducted on the data. The findings showed that the course does not ensure social integration of immigrants as it depends on various social factors: language use, length of stay in the UK, type of neighbourhood, extended family in the UK, and decisions made by the family. The course does not help in changing the identity of the immigrants as the participants still wanted to identify themselves with their native country and only considered British nationality as a status. The political purpose this provision is serving has negatively affected ESOL teachers and their classroom pedagogy. The limitations of this study are that it was unable to observe the migrants getting involved in the community as well as to conduct interviews with the teachers. Future studies with learners of other nationalities can be conducted using ethnographically informed methods. This study refuted the claims made by the UK government related to immigrants’ social integration thus the need is to separate this provision from immigration and to provide support to teachers and learners.
|
6 |
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.
|
7 |
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.
|
8 |
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.
|
9 |
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.
|
10 |
Problems of English teaching in Sri Lanka : how they affect teaching efficacyAloysius, Mahan January 2015 (has links)
Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 students and twenty-four teachers from twelve secondary schools participated in a survey designed to understand challenges encountered in the teaching and learning of English. With a similar purpose, thirty-four English lessons involving 320 students and ten teachers were observed. Interviews concerning the aspects underpinning effective English teaching were conducted with five principals, three English resource personnel and three retired teachers. In the main study, sixty-two teachers from thirty-five secondary schools were surveyed and twenty interviewed to identify factors which affected the teaching efficacy of English teachers. Participating schools were categorized vis-à-vis their students’ performance: low-performing and high-performing. Findings support English teachers’ views concerning their teaching efficacy. Teacher perception revealed associations between the lack of teaching efficacy of English teachers in low and high-performing schools, and teacher background/parental duties/self-development, classroom problems and inadequate educational resources. No explicit evidence was found that students’ poor English attainment in low-performing schools was due to their teachers’ lack of teaching effectiveness. Observations showed that students were deprived of external resources which assisted students in high-performing schools to become proficient in English. New insights about Jaffna teachers’ efficacy indicate the need for a more context-specific English language curriculum in Sri Lanka, informed by teachers’ knowledge of their students’ English learning needs at a local level if teaching efficacy and English attainment are to be enhanced.
|
Page generated in 0.0924 seconds