International Journal of English Language Teaching最新文献_第5页

How to Incorporate Language Form, Function, and Structure in the SIOP Model Lessons 如何将语言形式、功能和结构融入SIOP模型课

International Journal of English Language Teaching Pub Date : 2022-07-18 DOI: 10.5430/ijelt.v9n2p8

Leila Lomashvili

{"title":"How to Incorporate Language Form, Function, and Structure in the SIOP Model Lessons","authors":"Leila Lomashvili","doi":"10.5430/ijelt.v9n2p8","DOIUrl":"https://doi.org/10.5430/ijelt.v9n2p8","url":null,"abstract":"The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124087790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms 喀麦隆EFL/ESL中学课堂的跨语言教学法

International Journal of English Language Teaching Pub Date : 2022-07-15 DOI: 10.37745/ijelt.13/vol10n73149

Yepdia Leundjeu Walter

{"title":"Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms","authors":"Yepdia Leundjeu Walter","doi":"10.37745/ijelt.13/vol10n73149","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n73149","url":null,"abstract":"First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in English. A population of 40 teachers was elicited through questionnaires and data analysis procedures adopted Ehrman, Leaver & Oxford (2003)’s theoretical framework. Findings revealed that a great deal of teachers reluctantly translanguaged when they taught English to French-speaking secondary students. They were more tolerant when students used French in class to meet their needs more than when they expressed themselves in Fulfulde. The challenge encountered by many teachers in the implementation of translanguaging pedagogy in classroom settings was mainly linguistic competence. Acknowledging EFL teachers’ shyness towards the use of learners’ L1 in the learning of second language, the researcher recommends a shift of paradigm in EFL teaching in Cameroon classrooms where the use of native languages by students should not be seen by their teachers as dramatic, odd, unproductive and shameful.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131112340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Difference in the Speaking Proficiency in English between the Students of the English Medium Schools in Mohammadpur Area (New Dhaka) and in Postogola-Sutrapur Area (Old Dhaka): A study 新达卡Mohammadpur地区与旧达卡Postogola-Sutrapur地区英语中等学校学生英语口语水平差异的研究

International Journal of English Language Teaching Pub Date : 2022-07-15 DOI: 10.37745/ijelt.13/vol10n72330

Monswita Bulbuli

{"title":"The Difference in the Speaking Proficiency in English between the Students of the English Medium Schools in Mohammadpur Area (New Dhaka) and in Postogola-Sutrapur Area (Old Dhaka): A study","authors":"Monswita Bulbuli","doi":"10.37745/ijelt.13/vol10n72330","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n72330","url":null,"abstract":"We expect that the students of English medium schools are good and fluent in English than the students of Bengali medium schools in Bangladesh, and usually we find them as per our expectation. But in some cases we do not find it true. The students of the English medium schools of Mohammadpur area in Dhaka are fluent enough in English but the students of the English medium schools in Postogola-Sutrapur area of Old Dhaka are not. In this study, I have explored the fact that there is a big difference in the speaking proficiency in English between the students of the two areas. Not only this, the research work has found out that the socio-economic factors of the two areas are mainly responsible for this condition. We see in the study that the educational and the social-cultural and economic backgrounds of the parents and teachers of the two areas are different. We also see how these factors affect achieving the speaking proficiency in English. The study suggested the measures to improve the speaking proficiency of the students of Postogola-Sutrapur area staying in the existing socio-cultural and economical frame, as it is not possible to change the social and economic scenario of the area within a short time.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125521293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technical Words Instruction by ESP Teachers: Types and Strategies ESP教师的专业词汇教学:类型与策略

International Journal of English Language Teaching Pub Date : 2022-07-15 DOI: 10.37745/ijelt.13/vol10n7110

Abdullah Alghamdi

{"title":"Technical Words Instruction by ESP Teachers: Types and Strategies","authors":"Abdullah Alghamdi","doi":"10.37745/ijelt.13/vol10n7110","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n7110","url":null,"abstract":"This work examines the beliefs and practices of the ESP Teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to discover the specific vocabulary teaching strategies VTS they use to achieve their instructional goals. The study is qualitative in nature under the case study tradition. Six ESP Teachers (ESPTs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that ESPTs stated that they directly and frequently use the following strategies: definitions, exemplifications and recycling. These three strategies, according to all the ESPTs interviewed, are used jointly most of the time to directly present the meaning of novel ETV items. Some strategies were also reported to be used instead of some other techniques due to different reasons. The study suggested some educational implications and recommended experts in the area of L2 vocabulary instruction to carry out future scrutiny to understand this topic from different dimensions.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121828015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cleft Sentences and Counterfactual Conditionals: Students’ Common Ground Enhancing Presuppositional Interpretation 断句与反事实条件句:学生加强预设解释的共同点

International Journal of English Language Teaching Pub Date : 2022-07-15 DOI: 10.37745/ijelt.13/vol10n71122

A. Hussien, H. Mohammed

引用次数: 0

Nursing Students’ Medical Terminology Learning Strategies 护生医学术语学习策略

International Journal of English Language Teaching Pub Date : 2022-07-15 DOI: 10.37745/ijelt.13/vol10n75062

R. Ahmed

引用次数: 1

Issues with Medical Teaching Staff’s EFL Pronunciation and Fluency 医学教学人员英语发音和流利性的问题

International Journal of English Language Teaching Pub Date : 2022-06-15 DOI: 10.37745/ijelt.13/vol10n63144

E. Albaaly

引用次数: 0

Impact of Collaborative Learning in Developing Reading Skills of Tertiary Level English as a Second Language (ESL) Learners 合作学习对高等教育英语学习者阅读技能培养的影响

International Journal of English Language Teaching Pub Date : 2022-06-15 DOI: 10.37745/ijelt.13/vol10n617

K. Galappaththy, Purnima Karunarathne

{"title":"Impact of Collaborative Learning in Developing Reading Skills of Tertiary Level English as a Second Language (ESL) Learners","authors":"K. Galappaththy, Purnima Karunarathne","doi":"10.37745/ijelt.13/vol10n617","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n617","url":null,"abstract":"Collaborative learning approach (CLA) or small group discussions is identified as an effective means of language learning. In the process of collaborative learning, learners work together to achieve a common goal thus, each member tries to contribute and holds responsibility in achieving that goal (Colbeck, Campbell & Bjorklund, 2000).In the process of language learning, Reading is measured as a vital skill as it is the only means of access to written documents in a language (Alderson, 2000). Learners with sufficient reading skills tend to achieve their academic goals faster than those who lack them (Floris &Divina, 2015). This study was carried out in order to investigate the impact of Collaborative learning in developing reading skills of tertiary level learners. In order to investigate the effectiveness of Collaborative Learning on reading, Collaborative Strategic Reading Approach (CSR) which is a learner cantered reading approach closely related to cooperative learning theory (Klingner and Vaughn,1996; 1998; 2000) was identified and employed with a group of 67lower intermediate tertiary level participants. Data was collected through the mixed method approach. The qualitative data of the experiment verified that collaborative work during the reading activities lead the learners to learn and think significantly more and better. However, the statistical analysis did not prove this method as a better method than the traditional teaching method. Thus, pedagogical implications for English instruction at university level in Sri Lanka and suggestions for future research based on the findings to further validate the impact and effectiveness of collaborative learning are proposed.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feedback Strategies Used by University Instructors in the Classroom Setting 大学教师在课堂环境中的反馈策略

International Journal of English Language Teaching Pub Date : 2022-06-15 DOI: 10.37745/ijelt.13/vol10n61930

S. Aldabbus

引用次数: 0

Effectiveness of Digital Games in Students’ Vocabulary 数字游戏对学生词汇的影响

International Journal of English Language Teaching Pub Date : 2022-03-15 DOI: 10.37745/ijelt.13/vol10no2pp.8-14

{"title":"Effectiveness of Digital Games in Students’ Vocabulary","authors":"","doi":"10.37745/ijelt.13/vol10no2pp.8-14","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10no2pp.8-14","url":null,"abstract":"Vocabulary is a crucial element in language learning. It has a vital role in building communication. Learning vocabulary is challenging. However, some strategies would help, like digital games. This study aimed to investigate the effectiveness of Digital vocabulary games in developing vocabulary level and attitude among 30 grade 8 learners of Dagatkidavao Integrated School. The vocabulary level of the respondents was identified using a 50-item test, while learners' attitude towards vocabulary learning was determined through a 20- item Likert scale questionnaire adapted from Gimolatan (2016). Descriptive statistics such as mean and mean percentage was used to determine learners' vocabulary level, attitude towards vocabulary learning, experts' assessment, and learners' perception after using Digital vocabulary games. On the other hand, paired sample t-test was used to determine the significant difference in the vocabulary level and attitude of the learners before and after the intervention. Moreover, an Independent t-test was utilized to identify the significant difference in learners' post-tests when grouped according to their attitude. Results showed that the participants improved their vocabulary level and attitude towards vocabulary learning after the intervention. Moreover, the increase in vocabulary level, attitude, and difference in the post-test scores when grouped according to their attitude was statistically significant. Thus, Digital vocabulary games effectively improved the learners' vocabulary level and enhanced their attitude towards vocabulary learning. Furthermore, the experts and learners find the material ready to be utilized and develop learners' vocabulary level. Hence, educators and school administrators are encouraged to incorporate digital games in the teaching and learning process, explicitly enhancing learners' vocabulary levels. Keywords: digital vocabulary game, attitude, vocabulary level.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"338 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123338934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1