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
status of English as today?s most widely-used language has regularly been a topic of wonderment and alarm to observers. Although the global dominance of English carries with it great possibilities, development, and increased knowledge, there are also prominent concerns about the negative impacts such a powerful language has on local cultures. For English Language Teaching practitioners, much of the discussion about linguistic and cultural imperialism spins around the issue of whether language teaching
investigated how teaching grammar in the foreign classroom that divided into four main characteristic elements which are, writing, reading, speaking and listening. In order to get the best result of learning grammar in the class environment we should consider all of the elements and assimilate the information according to the priority that we give to each process. Then, we will analyze in linguistic point of view and try to find the best way to explain the concept of grammar in English. In fact , there
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
Teaching English have evolved taking into consideration relevant aspects such as proficiency, needs and interests of students. Some studies have reported that children´s literature is an effective and significant way not only to teach English, but also to help learners to grasp the language. It is pertinent to know how children’s literature have been implemented into classroom and its pedagogical benefits. This paper expose some studies that show how teachers in development have used stories
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
field of Foreign Language Teaching (FLT), my study will benefit from previous research results. Much of these results has influenced my study. The teaching of English academic listening in foreign language classrooms has been reported in some research to have obstacles which are the results of inaccurate teaching procedures and/or inappropriate use of strategies by the students. In some research in different instructional settings, researchers have reported that listening is the language domain which
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
The use of first language or second language (L1/L2) is still used in teaching English classroom as a Foreign Language. Actually, the term of using L1/L2 in EFL classes is ongoing debates in some occasion by looking some consideration between pro and contra of using L1/L2 in EFL classes. In any cases, the term of first language is the first language that the students got from their mother and they may continue to use it in the rest of their life and second language is a language that the students
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