instruction. McHenry‚ IL: Delta System. Davies‚ S. (2003). Content-based instruction in EFL contexts. The Internet TESL Journal‚ 9(2). Eli Hinkel‚ E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly‚ 40(1)‚ 109-131. Ellis‚ R. (2006). The Methodology of Task-Based Teaching. Asian EFL Journal 8 (3). Nunan‚ D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal 8(3) Tsiplakides Iakovos‚ Fragoulis Iosif‚ & Keramida Areti. (June 2011). Content-based
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AN INVESTIGATION ON THE APPLICATION OF MULTIPLE INTELLIGENCE-BASED TEACHING IN THE PROCESS OF TEACHING READING TO EFL STUDENTS Journal of Education‚ 1(2):5-20‚2012 ISSN:2298-0245 An Invetsigation on the Application of Multiple Intelligence-Based Teaching in the Process of Teaching Reading to EFL Students Suleyman ÇELIK* Abstract The article presents the results of experimental research in teaching reading which was held in Ishik University‚ Iraq with 95 students of prep school aged 17-19 during
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express the same three distances as Japanese deitic elements by combining the[Spk] contrast between "here"‚"there" with the [Awa] contrast in "to come"‚"to go". We have seen several extensions of these contrasts‚ and have discovered that a word’s collocations ‚ what it can be combined semantically with‚ can provide strong indications of its meaning. Alone‚ however‚ they are not proof and should not be accepted uncritically. The simelarities in semantic elements suggest the idea that human beings might
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Handbook of Language Teaching. London: Prentice Hall 2 3. Huyen‚ Nguyen Thi Thanh and Khuat Thi Thu Nga. 2003. Learning Vocabulary Through Games. Asian EFL Journal 4 5. Martin‚ D. 2000. How to be an Effective EFL Teacher. Okegawa City: EFL Press. www.eflpress.com/how_to_be_an_effective_efl.html 6 7. Mei‚ Yin Yong and Yu Jin Jang. 2000. Using Games in an EFL Class for Children. Daejin University. ELT Research Paper. Fall 2000 8 9. Xanthos‚ Nicholas. 2006. Wittgenstein ’s Language Games. Université du Québec
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communication. There might be many serious problems‚ which can be the reasons of this failure but we can very unwillingly assert that the main problem could be the most disregarded one‚ which is the lack of motivation results in aimlessness. In many Turkish EFL classrooms the lack of motivation and goal are in the core of the trouble. In another saying‚ the sequence of the problem is the same of Tomlinson’s
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1. CURRICULAR FRAMING. The present didactic question is framed in the methodological guidelines of our current curriculum and contemplates activities as units of planning in the third level of curricular concretion. Literary aspects of L2 are very much related to the culture and civilization of a nation and therefore they are an important knowledge to be achieved by students in order to be proficiency in the L2 they are learning. According to CEFR‚ national and regional literatures make a major
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Nature Disaster Management (How and Why Should Companies Prepare Themselves for a Disaster) By: Finti (1401136872) Frans Ken Abstract Government needs companies to exist in the country for economic stability. However‚ disasters sometimes come and dissolve the organization. Disaster comes from nature and it is unexpected to guess. In case‚ just a few companies prepared their company from disasters. Disaster management plan could help the organization to defend the company before and after
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I/ Introduction Learning vocabulary is a very important part of learning a language. The more words you know‚ the more you will be able to understand what you hear and read; and the better you will be able to say what you want to when speaking or writing. Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening‚ speaking‚ reading‚ and writing. Listening vocabulary refers to the words we need to know to understand
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The juxtaposition between fairy-tale jargon and scientific colloquial language emphasizes to the reader how the relationship paradigm has shifting overtime and ultimately changed within society. Her metaphorical comparisons and collocations to the ideas of love and drugs further exemplifies to the reader how love has shifted throughout
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Unit 8 Teaching Vocabulary I) Understanding Vocabulary & vocabulary learning The acquisition of vocabulary at first sight seems straightforward; we all know you need a large number of words to speak a language. That is to say‚ the role of vocabulary seems to have received people’s consistent understanding in foreign language learning. However‚ people are still uncertain about which vocabulary items should be taught and learned‚ in what order and how they can be taught and learned most effectively
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