stated that, at the beginning of twenty-first century English language learning and English language teaching have become the center of attention in comparison to the twentieth century. As Crystal (1997) indicated "English language today has a special status in at least 70 or so countries and is most widely taught foreign language in over 100 other countries" (p.109). According to Selcuk (2009) these days, owing to the fact that English language includes various disciplines ranging from technology
goals：becoming an international Chinese language teacher, studying abroad and travelling all around the world. Majoring in English supports me with a stubborn base to successfully achieve them all. English majors tend to be top-priority among competitors who want to be international Chinese language teachers. An international Chinese language teacher could go abroad spreading Chinese culture to the world. According to Confucius Institute Headquarters, international Chinese language teachers need to know Chinese
FOR SECOND-YEAR STUDENTS MAJORING IN ENGLISH AT HUE UNIVERSITY – COLLEGE OF FOREIGN LANGUAGES I. INTRODUCTION 1. Rationale Recently, English has become more and more popular around the world. It is the official language in a great number of countries as it is estimated that the number of people using English to communicate on a regular basis is two billion (The English Language Centre Eastbourne, 2013). English is also considered as the dominant business language and it has become almost a necessity
Background English, as a global language, has continuously fortified its pre-eminent role in the Vietnam education system since the 1986s. Nowadays, it is not only one of the main foreign languages in Vietnam, but also a compulsory subject in the official education program. Then, the need for study abroad, jobs, or even travel has fostered the use of communicative skills in real-life contexts. Therefore, the awareness of intensifying the use of communicative skills in teaching and learning English has been
Technology and Second Language Learning Li Li Lin Alliant International University May 15, 2009 E-mail: lilylin1524@hotmail.com 2 Introduction Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students’ language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing evolution of
finding, most of them reported that they know their pronunciation problems. However, not many of the students stated that it is difficult for people to understand their pronunciation. This might be due to the fact that students are aware of their foreign accent and they might sometimes have problem to express themselves well. Next, most of the participants reported that they are not good at intonation and stress, at producing sounds that are absent in their
Vocabulary plays a vital role in foreign language learning. Nation claims that “words are the building blocks of a language since they label objects, actions, ideas without which people cannot convey the intended meaning.” (Zahedi and Abdi, 2012, p.2273). Geluso and Yamaguchi (2014, p. 227) argued that DDL is “firmly grounded in cognitive linguistic theory as learners analyze masses of input in a quest to become more familiar with structural regularities via inductive means.” Using this method, learners
computers into the foreign language curriculum. A point of criticism, which could easily be refuted, was the claim that students tended to be isolated from their classmates when working in a computer lab. It was soon discovered that using computers in language lab could promote synergy among students and if planned well, could also encourage them to use the target language to communicate in front of the computers, thus increasing the time they spent practicing their oral skills. But today with the
Effectiveness of using video in teaching listening skills Teaching English with video have advantages that other teaching methods do not have bacause videos have sound effects, vivid scenes and dialogues between character backed up by visual aids. Video can provide teachers with more choices in classroom activities and avoid the boredom and monotony of traditional English teaching materials. As a result, students will be able to improve their efficiency of language learning trmendously and teachers
CHAPTER 3 METHODOLOGY In chapter 2, the key theoretical and empirical perspectives on the benefits and obstacles of using drama in teaching English and kinds of drama have been reviewed. Investigating students’ and teachers’ attitudes towards using drama on English learning at TDC, the study is mainly based on the questionnaire and open-ended questions given to the school’s full-time sophomores and TDC teacher interviews . This chapter describes the methodology employed in the research project.