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 after Second World War. This rapid development in science and technology was also attributed to English language in academic platforms moreover the situation was thought as economic
thousand five hundred million people worldwide speak English, of whom three hundred seventy five million are native speakers (McKay 2016). Therefore, English language is now considered as an international language, and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL), in simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures
which is a language. Human uses language to express their thought and culture. Human language systems formed by rules and structures. Among those rules and structures, morphology is the study of word structure and word-formation. Without of system of morphology
Teaching English as a foreign language (EFL) requires instructors to apply different kinds of methodologies or approaches in order to let students learn the target language. Unfortunately, the majority of EFL teachers do not take into account their pupils’ needs in order to communicate appropriately in class by using English as a foreign language. To illustrate, some educators base their classes on memorization that does not provide any meaningful learning for their students since the only objective
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
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 with the knowledge but with the expression of knowledge and it is just with language that one can be able
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
CHAPTER ONE INTRODUCTION 1.0 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
there has emerged a need for an international language to be spoken and used as a means for international communication. People of the world nowadays consider English language learning as an important asset to raise their knowledge in different branches of science and technology. Hence, a desire to learn English and communicate through this language is a pervasive phenomenon. Moreover, since English is the most dominant second/foreign language in non-English speaking countries, developing modern supporting
efforts are being made by the government administration to ensure that in the “not too distant” future society, it will become a multilingual society. At present, the members of this society have to be competent not only in their native language but also in other languages