Teaching Grammar Goals and Techniques for Teaching Grammar The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications: * Students need overt instruction that connects grammar points with larger communication contexts. * Students do not need to master every aspect of each grammar point‚ only those that are relevant to the immediate communication task. * Error correction is not always the instructor ’s first responsibility
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English as Medium of Instruction (EMI)‚ Department of Education‚ University of Oxford www.britishcouncil.org/education/ihe Going Global 2014 1 Introduction There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science‚ mathematics‚ geography and medicine. EMI is increasingly being used in universities‚ secondary schools and even primary schools. This phenomenon has very important
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bilingual dictionary entries." International Journal of Lexicography 13.1 (2000): 12-28 5. Mangeot‚ Mathieu‚ and Antoine Chalvin. "Dictionary Building with the Jibiki Platform: the GDEF case." Proc. of LREC 2006. 2006. 6. Smadja Frank. “Translating collocations for bilingual lexicons: a statistical approach.” Journal Computational Linguistics Volume 22 Issue 1‚ March 1996. 1-38 Internet sources: 1. Available from: http://en.wikipedia.org/wiki/Lexical_item [Accessed June 3‚ 2013 ] 2. Available from:
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Bibliography: * Celce-Murcia‚ M. & Larsen-Freeman‚ D. (1999). The grammar book: An ESL/EFL teacher’s course (second edition). * Quirk‚ R.‚ Greenbaum‚ S.‚ Leech‚ G‚ & Svartvik‚ J. (1989). A comprehensive grammar of the English language. * John Seely‚ 2006; Grammar for teachers : the essential guide * Ronald Carter‚ Michael McCarthy
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shown a little in advertisings; especially medical advertising which related to ESP. As the previous research shown the same concern about teaching EFL in ESP area‚ this study will provide some understanding in move analysis and word choices in Dental equipment advertisings in Premium Practice Dentistry Magazine as a resource and sample in teaching EFL in English for Advertising which relate to medical area. This study aims to identify moves and steps and to investigate word choices found in dental
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Ira Rasikawati UKRIDA DEPARTMENT OF ENGLISH Language Training Center Unit 7: Disappearing Languages Agenda 1. More about EAP 2. Basic Reading Skills‚ 3. Unit 7:Core Vocabulary‚ Collocations 4. Unit 7: The Rise and Fall of Languages 1. MORE ABOUT EAP STANDARD COMPETENCY Students are able to argue for and against an idea in writing and orally in response to an academic text BASIC COMPETENCIES 1. Locate topics‚ main ideas‚ and supporting details of academic texts 2. Predict the meaning of an
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Chapter 1: Basic concepts and terms This chapter answers the following questions: What is a dictionary? What are the different types of dictionaries? How can we describe a dictionary? What are the elements of a dictionary? What are the different kinds of information dictionaries provide? What is a dictionary? This is the first question one encounters when learning about dictionary skills or reading any book on lexicography (the art of compiling dictionaries). Defining the term "dictionary" is
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English / I-Shou University‚ Taiwan Received: August 31‚ 2011 Accepted: October 2‚ 2011 Published: November 28‚ 2011 Doi:10.5296/ijld.v1i1.1118 URL: http://dx.doi.org/10.5296/ijld.v1i1.1118 Abstract The ever increasing numbers of EFL learners adds greater urgency to the need to prioritize the most effective means by which language proficiency can be enhanced; developing language skills through games being one such method. This study examines the overall effects of using games on
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teaching graduate-level structure courses and not being able to find an appropriate grammar text for the pre- and in-service teachers enrolled in these classes. The students in these courses have represented a variety of teaching backgrounds: ESL and EFL teachers‚ native and non-native speakers of English‚ and mainstream content-area teachers with ESL students in their classes‚ to name a few. Some of these students have had a strong knowledge of English grammar‚ but often have difficulties in applying
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Jasser Abdulrahman Al-Jasser‚ Ph.D ABSTRACT This study seeks to determine the relevance of the behavioristic and cognitive approaches for Saudi learners’ acquisition of English as a foreign language (EFL). A special attention is given to learners in EFL programs at the University level. It also assesses the effectiveness of these approaches on student in translation program as well. One contention is that while behaviorist-inspired structuralist methodologies are best applicable
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