tinged with communicative competence objectives. Using poetry in the classroom may undoubtedly add to a broad spectrum of classroom activities that communicative approach offers. Poetry being a part of literature offers tremendous potential for ESL/EFL linguistically‚ culturally and aesthetically particularly in light of the current emphasis on teaching ”communicatively” and the need for a deeper diversion to language learning as put by Stern. For hundreds of years‚ the role of literature in
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Tutorial 2 Find a report of an experimental study in applied linguistics and give your comments. Report: “The effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers” by Jamal Hamed Jahin (2012) I. Introduction The framework of the study is quite clear in term of organization. The researcher went through all the necessary steps of an experimental research in turn including literature review‚ statement of purpose of the study‚ method of the study
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Company- stress on the first syllable; [ˈkʌmpənɪ] Anticipated problems with pronunciation: Stress on the wrong syllable; Pronounce first syllable with “o” sound. Solution(s): Drill the word in the form 2-2-1 Form (Part(s) of speech‚ collocation‚ (ir)regularity): Part of speech – Noun. Anticipated problems with form: Ss might think that the word should be written like “compane”; “compani” Solution(s): Write down on the board the word and show that last letter is “y”‚ not “e” or “I”
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Coursebook Evaluation Form This form is designed for evaluating EFL course books from beginning to upper intermediate level. Basic Information Name of Evaluator(s): Title of course book(s): Current level of learners: Publisher(s): Cost of Course-book package: Date of Publication: Is book now available (Yes/ No): Reasons for Textbook Evaluation: i. Since the 1970’s there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as resources
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of m a variety of perspectives or approaches (Young‚ 1992). For this reason‚ some research in this rs‚ this study is a further step to investigate the factors that cause language anxiety for EFL learners from three different perspectives of EFL learners‚ EFL‚ practitioners‚ and EFL teachers. Thus‚ this study intends to be more comprehensive in nature as it looks at the issue from this variety of perspectives in an attempt to identify the sources of language anxiety; focusing on the
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Awareness in Reading: EFL Students’ Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment Lawrence Jun Zhang National Institute of Education‚ Nanyang Technological University‚ Singapore Although studies on L2 learning strategies are a major strand of second-language research‚ recent research interest has focussed on language learners’ metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational
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SEMANTICS What is semantics? According to Fromkin et al. (2007)‚ semantics refers to "the study of the linguistic meaning of morphemes‚ words‚ phrases‚ and sentences." Timyam (2010) further describes the term as "the study of meaning [or the analysis of meaning]; it is mainly concerned with the meanings of words and sentences‚ the meaning relationships‚ and the conceptual system underlying meaning. Subfields of semantics include lexical semantics‚ which involves the meanings at lexical level and
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HARMER‚ J. (2007) How to teach English. p99-111. Pearson Longman JACKSON‚ H & AMVELA‚ E.Z MOTAQUE‚ S & SALEHI‚ S. 2010. The effect of Intensive Reading on ESAP Reading Comprehension‚ Vocabulary Acquisition: A case study of Law Students in Iranian EFL Context. Research paper NAGY‚ W.E NATION‚ I.S.P. (2008) Teaching Vocabulary- Strategies and Techniques. Chapter 4‚5‚7. Engage Learning NATION‚ I.S.P (2009) NATION‚ P. & COADY‚ J. (1988). Vocabulary and Reading. In Carter‚ R. & McCarthy‚ M. (eds.): Vocabulary
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and Connectionism: The Emergence of Second Language Structure‚ in: Doughty‚ C. & Long‚ M. H. (eds.) The Handbook of Second Language Acquisition. Oxford: Blackwell Publishers Hargreaves‚ P Hill‚ J. & Lewis‚ M. (1997) LTP Dictionary of Selected Collocations. London: Language Teaching Publications. Hoey‚ M Meara‚ P. (1980) Vocabulary acquisition: a neglected aspect of language learning. Language Teaching and Linguistics‚ 13‚ 4‚ 221-1-246 Miller‚ G Nation‚ I. S. P. (1990) Teaching and Learning Vocabulary
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7. Lexical Cohesion (TL) Lexical cohesion (LC) embraces two distinct though related aspects which we refer to as reiteration and collocation. Reiteration is a form of lexical cohesion which involves the repetition of a lexical item‚ or the occurrence of a synonym of some kind‚ in the context of reference; i.e. where the two occurrences have the same referent. A reiterated item may be a repetition‚ a synonym or near-synonym‚ a superordinate or a general word; and in most cases it is accompanied by
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