Major English THEORETICAL GRAMMAR 1. The Noun. Number and Case. 2. The Verb. Tense‚ Aspect‚ Correlation. 3. Word – Combinations. Various Theories. Types of Word – Combinations. 4. The Sentence. Principles of Sentence Modeling. 5. The sentence. Types of sentences HISTORY OF THE ENGLISH LANGUAGE 1. Mutation in OE and Its Later Results. 2. The Great Vowel Shift. 3. The Formation of the National Literary Language. 4. The System of Declension and
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Approach in TEFL to Young Learners Anyone involved in language teaching will know that “pleasure for its own sake” (Richards‚ 1969) has been an important element of language learning no matter of the level of language proficiency. In this paper we will focus our attention to young learners of English as a foreign language at the pre-school and early primary school level. Our main concern will be directed towards such qualities of teaching materials which bring enjoyment into the classroom through
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after language‚ writing‚ and print. Furthermore‚ incorporating both spoken and written communication features‚ Beauvois (1998) labels it as ‘conversation in slow motion’‚ while Crystal (2001) calls it ‘netspeak’. Correspondingly‚ it is also considered as the hybrid (Kost‚ 2008) and bridge (Handley‚ 2010) of the two traditional modes of communication: speaking and writing. This nature of CMC is then the starting point of the idea to bring CMC at the foreground of ELT (English Language Teaching)‚ particularly
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Why CLIL? 1.1. Language policy From the onset of the European Union in 1992‚ language teaching has figured prominently in Community recommendations regarding education. The promotion of linguistic diversity in education and training has always been an important consideration in planning the successful construction of Europe. Back in 1995‚ the European Council Resolution for development and promotion of language learning (March 31‚ 1995) stated clearly that linguistic policy in Europe should
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A PAPER OF APPLIED LINGUISTICS Teaching writing through audio visual in ‘EAR’ LEARNERS AND ‘EYE’ LEARNERS classroom (Suitable With Topic 13: English for Academic Purpose) By: Yeasy Agustina Sari (1304095) GRADUATE PROGRAM OF ENGLISH EDUCATION STATE UNIVERSITY OF PADANG 2014 CHAPTER I INTRODUCTION A. Background Writing is a skill that must be acquired by the learners as one of the proficiency in English. In order to be proficiency in writing‚ it involves all skills
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The Place of Culture in EFL Classes As an undeniable fact‚ language and culture have an interdependent relationship and this relation is described with different terms in some studies such as linguaculture (Friedrich‚1989) and languaculture(Risager‚2005). Given the fact that the culture exerts considerable influence on language patterns and pragmatic use of it in a certain community‚ it is of great importance for a language learner to make great effort to develop his/her cultural awareness
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On May 28th‚ 2011‚ some twelve teachers of English and more than forty students gathered in GOETHE HAUS MEKNES – Centre of languages – for the fourth conference held in the school year 2010/2011. The conference was organised by Mr Hicham Sadiki‚ a teacher of English at the above mentioned centre. It revolved around the theme: “Innovative Techniques to Teach English as a Foreign Language”. It was a gathering of teachers and students who took full advantage of this opportunity to discuss different
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mastery of English and business knowledge. This has heightened the needs for Business English study in the institutions of higher education and other educational institutions. How to cultivate qualified business language talents is what we should keep studying‚ and the curriculums are the most important. As we know‚ curriculums are the basic part of the English teaching. Whether the Foreign language curriculums design are scientific or not relates directly to the quality of the foreign language teaching
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and some attitudes regarding the teaching of ‘skills’ and ‘strategies’. A second article will deal with more pedagogical aspects of the approach‚ especially the idea of a ‘semantic syllabus’ and the question of ‘authenticity’ in materials and methodology. In both articles‚ it is argued that there is serious confusion in the communicative view of these matters. In particular‚ the Communicative Approach fails to take account of the knowledge and skills which language students bring with them from their
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VNU University of Languages and International Studies Postgraduate Faculty ((( Final assignment Course title: English Language Teaching Reality of using task-based and content-based instructions in teaching English in Xuan Hoa – Phuc Yen – Vinh Phuc |Lecturer: |Dr. Lê Văn Canh | |Student: |Nguyễn Thị Hà |
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