ENLIGHTENED‚ ECLECTIC APPROACH IN ENGLISH LANGUAGE TEACHING By: Christina I.T. Panggabean (Universitas PGRI Ronggolawe Tuban) Abstract English language teachers need to explore what works and what does not work in a certain ELT context‚ applying what Brown (2001) names an enlightened‚ eclectic approach or a principled approach. They are suggested to explore all language teaching approaches or methods since no single approach or method is best suited for all teaching contexts. This paper also shows
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USING ECLECTIC APPOACH FOR FUTURE TEACHING Nowadays‚ English has become the Global language. It is the language of science‚ technology‚ economic‚ etc. As a result‚ learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language‚ teachers find ways to make language teaching effective. In this fashion‚ considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exception
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article shows how criteria can be developed for evaluating English language textbooks. It presents a scheme for evaluation which can be used to draw up a checklist of items relevant to second (or foreign) language teaching. Instructions for using the checklist are given as a way of suggesting how teachers can evolve their own criteria for different situations. In situations where there is a shortage of trained teachers‚ language teaching is very closely tied to the textbook. This does not mean
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Research proposal Outline: CAN THO UNIVERSITY ENGLISH MAJOR SOPHOMORES’ PROBLEMS IN LISTENING TO ENGLISH 1. Rationale English is an international language. It is necessary for students‚ especially English major students to be able to use and communicate in English efficiently. For that reason‚ listening is very important for those who are learning English because we cannot communicate with each other without listening to and understanding what the speakers said. However‚ it is also considered
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Gulnara Chingiz Hajiyeva is a teacher at the Azerbaijan University of Languages. She is interested in the interactive teaching methods of EFL. She has written 2 articles on the topic “Authentic Materials In The Teaching Process”.Current interests are learning more about interactive teaching methods of EFL and how to apply them in the teaching process in a more effective way. She enjoys working with students and sharing teaching experiences with colleages. E-mail: gulu_13 @yahoo.com Menu Introduction
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ESLM 587 February 6‚ 2002 The Audio-Lingual method of teaching English as a second language had its origins during World War II when It became known as the Army method. It was developed as a reaction to the grammar-translation method of teaching foreign languages. Grammar-translation had been used to teach for thousands of years‚ but the method was perceived as taking too long for learners to be able to speak in the target language. The Audio-Lingual method set out to achieve quick communicative
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I. Background Information of Greek Mythology Greek mythology is the body of myths and legends belonging to the ancient Greeks‚ concerning their gods and heroes‚ the nature of the world‚ and the origins and significance of their own cult and ritual practices. They were a part of religion in ancient Greece. Modern scholars refer to‚ and study‚ the myths‚ in an attempt to throw light on the religious and political institutions of Ancient Greece‚ its civilization‚ and to gain understanding of the
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to use a variety of teaching methods and styles. Within the same lesson I have witnessed teachers organising their students so that they worked alone‚ in pairs‚ in pods‚ and in teams. The students were encouraged to move around the classroom‚ doing exercises pinned to the wall‚ and to write on the whiteboard. This kept the energy high and engaged students who like to learn by doing. I have witnessed how important visual aids are in a classroom‚ in order to clarify language and how clear board
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use of tape and visual materials in the classroom Language learning is a complex process: in this process‚ language teachers can’t be far away from the technology. It is a well-known fact that audio-visual materials are a great help in stimulating and facilitating the learning of a foreign language. They have positive contributions to language learning as long as they are used at the right time‚ in the right place. In language learning and teaching process‚ learner use his eyes as well as his ears;
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at least two years of a foreign language on the high school level before graduation. Directions: Think about the advantages and disadvantages of taking two years of a foreign language in high school. Prompt: Write an essay to convince a university or college whether or not two years of a foreign language be a requirement for high school. Many colleges now require that students have taken at least two years of the foreign language in order to be admitted. Language is the key component of
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