DESCRIPTORS IDENTIFIERS ABSTRACT Cheung‚ Yun Kul The Importance of Teaching Listening in the EFL Classroom 2010-08-28 24p. Guides – Classroom – Teacher English (Foreign Language); Listening Comprehension; Listening Skills; Second Language Instruction; Teaching Methods Teaching Listening Skills This paper discusses the importance of listening comprehension in learning English as a foreign language (EFL) and argues that more emphasis should be given to listening comprehension. It cites significant
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problems encountered by language teachers within the area of teaching English through literature( i.e. lack of preparation in the area of literature teaching in TSL/TEFL‚ programs‚ absence of clear-cut objectives‚ defining the role of literature in ESL/EFL‚ language teacher’s not having the background and training in literature‚ lack of pedagogically-designed appropriate materials that can be used by language teachers in a classroom context) are taken into account. 1. Introduction In recent years
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Azad University - Takestan Branch English Language Department Master ’s Research Proposal Entitled: The effect of Task-based Instruction and Content-based Instruction On the comprehension and Production of Existential Constructions by Iranian EFL Learners February 2012 Introduction The acquisition and appropriate use of grammatical constructions have always been one of the significant dimensions of foreign language teaching. They have always been at the center of attention in any approach
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SLOT 1. Solve the ordinary linear differential equation d2T/dx2 +1000 x2 = 0 ‚ 0 ≤x≤1 subject to boundary conditions T(0)=0 ‚ T(1) = 0 .Obtain the approximate solution using the following methods. Consider two parameter solution (i) Collocation Method ‚ collocation points x=1/3 ‚ & x= 2/3 . (ii) Sub domain Method ‚ Sub domain : 0-1/2 & 1/2 - 1 . Check the approximate values with exact values @ x=1/4 & 3/4 2. Consider the differential equation d2T/dx2 + 100 = 0 ‚ 0≤x≤10 subjected to the boundary
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Bibliography: Atkinson‚ D. (1993). Teaching monolingual classes. London: Longman. Auerbach. (1993). Re-examining English only in the EFL classroom TESOL quarterly 27 (1) 9-32 Chapman‚ L Harmer‚ J. (1983). The practice of English language teaching. Essex: Longman. Hummel‚ K.M.(January 2010) Translation and short-term L2 vocabulary retention: Hindrance or help? Language teaching research
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Contents 摘 要.................................................................................................................... I Abstract................................................................................................................... II Contents................................................................................................................. III 1 Introduction.......................................................................................
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the characteristics of under-exploited project work‚ outline the features that maximize the potential benefits of project work‚ and present a case study of project-based learning. We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call “project work” into their classrooms‚ even though the lessons
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This is how to get the best result. You let the berries dry in the sun till all moisture has gone of them. Then you gather them and chop them very fine. (Halliday and Hasan‚ 1976: 17) In this example‚ the demonstrative pronoun “this” is used to refer to the whole next two sentences. It should be noted that cataphoric reference does not always contribute to cohesion as the anaphoric does. The second type of cohesive devices suggested by Halliday and Hasan is substitution. A substitution is used
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04-0219 ETF_16_21a 6/23/04 11:21 AM Page 16 Melinda Edwards and Kata Csizér H U N G A R Y Developing Pragmatic Competence in the Classroom EFL R ESEARCH INTO PRAGMATIC COMPETENCE HAS REPEATEDLY PROVEN THAT EVEN proficient speakers of English often lack necessary pragmatic competence; that is‚ they are not aware of the social‚ cultural‚ and discourse conventions that have to be followed in various situations (Bardovi-Harlig 1999). Research has also been
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Once upon a time‚ there was a city called ELT. The people of ELT led a comfortable‚ if not extravagant‚ life‚ pursuing the noble goals of literature and grammar. There were differences‚ of course: some people preferred to call themselves EFL people‚ while others belonged to a group known as ESL. But the two groups lived in easy tolerance of each other‚ more united than disunited. Now it happened that the city was surrounded by high mountains and legend had it that the land beyond the mountains was
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