in team teaching. The objectives of the research were; (1) to explore the NESTs and non-NESTs’ beliefs about lesson plan in team teaching at two different Junior High School in Ponorogo, (2) to explore the implementation of NESTs and non-NESTs’ beliefs about lesson plan in team teaching (3) to explore discrepancies between teachers’ beliefs and practice, (4) factors are responsible for shaping those beliefs and its implementation. The informants of the research were two pairs of English team teachers
soft skills and communication competence. Most of the Engineering students have good knowledge of the subject but they are not good at English especially in developing countries. Though they have English medium education from school level onwards, most of them are unable to speak general English and not competent in technical writing. They know the importance of English but they fail to realize the gateway to express their core knowledge is communication skills only. Corporate world need people not just
Background Teaching English as a foreign Language to Arab students, specifically, to the Sudanese ones requires from EFL teachers to devote a considerable amount of time and effort in different areas of the learning process. Improving students' performance and competence in the four basic skills of English (receptive and productive) has for a long time, been the main concern of the teachers in classrooms. In addition to the grammatical rules which represent the main focus of the learning process. Moreover
1. Introduction The role of the English language in the Greek state schools in general is considered to be secondary although it is generally agreed that the English language is important being an international language. The current attitude towards learning English in State schools is depressing as most of the learners learn the language in private language institutes in a more organised and exam- oriented way (Manolopoulou-Sergi, 2001). However, the subject imposed by the Ministry of education
Designing English Classroom Method Based on Students’ Learning Style Eka Indah Nuraini ekaindahnuraini@gmail.com ABSTRACT Students have different preferences in the way they take in and process information - which is to say they have different learning styles. Their learning style include visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from audio), and kinesthetic (K; learning from movement). Since individuals differ in their ways of learning, teachers
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
There are multiple methods of English language teaching. Ever since the invention of what some may argue to be the pioneering method in the field, the Grammar Translation Method (GTM), various other methods have been devised, in order to try and overcome the limitations of their predecessors. It is well known that each method has its strengths and limitations. The degree to which the strengths catalyse, and the limitations impeding the learning process of the student, depends mostly on the student
correctly and meaningfully. Grammar is important because the good language knowledge is sine qua none when we want to talk about language. It is the grammar who gave us names of word types and word groups and who enables us to form sentences not only in English but also in any other languages. Based on Aleksandra Milcic (2014), grammatical mistakes in a text can easily draw readers’ attention away from the content of the writing forcing them to think about grammar in a sentence. He also adds that proper
The phenomenon of globalization, which occurred after changes and developments within the historical process, has changed the relationship between the nation and the globalized world towards very different extents. Along with this new emerging processes, language phenomenon which possesses universal values, has become an important need for the communication of people. Scientific and technological developments which occurred with Industrial Revolution were clinched and became more powerful with developments
students who are teaching English as a second language can utilize in twenty-first-century classrooms. Teaching Technologies for ESL Teachers and Students Learning a Foreign Language The lives and futures of students across the world can be determined by excellent technological skills or a lack of skills altogether. There is little doubt that companies are increasingly dependent on technology, so it is imperative that