Teaching English for Specific Purposes The advancement of business and communication technology in the course of past twenty years has revolutionized the field of English language teaching and has radically served the attention of course designers from teaching English for Academic purposes to teaching for more specialized purposes‚ English for Specific Purposes (ESP). The teaching of English for Academic Purposes (EAP) falls within the framework of what is generally called English for Specific
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DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING By Arnis Silvia (arnis.silvia@gmail.com) I. Introduction: What is Grammar Teaching and Why? In traditional setting‚ grammar teaching is seen as the presentation and practice of discrete grammatical structures. More comprehensively‚ Ellis1 (2006) defines grammar teaching as: Grammar teaching involves any instructional technique that draws learners ’ attention to some specific grammatical form in such a way that it helps them either to understand it
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The study of individual differences in second language acquisition has achieved considerable efforts over the last years. Those researches had focused on four areas of individual differences: learning style‚ motivation‚ anxiety and learning strategies. Nevertheless‚ the aptitude factor had less attention. Second language aptitude was the subject of no much research during the 1950s and has been the subject of a discontinuous research during the last 30 years. Precisely what is meant by “aptitude”
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This essay aims to discuss whether L1 (mother tongue) should be used in an EFL/ESL (English as a Foreign or Second Language) classroom. To do so‚ the term ESL must be defined as “the use or study of English by speakers with different native languages” according to Wikipedia. Another aspect that should be pointed out is where this debate comes from. The response will lead to the unresolved debate in terms of being beneficial or disadvantageous the use of L1 in ESL classrooms. Spahiu outlines the contrasting
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Practical Home Schooling. 59‚ 36-38. 10. Stewart‚ J. (1999). Introduction to Interpersonal Communication. In Stewart‚ J. (Ed.) Bridges not Walls (10 th Ed. 11. Widdowson‚ H.G. (1981) . The Use of Literature‚ in M. Hines and W. Rutherford (eds.)‚ On TESOL 81.
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Ho Chi Minh City Open University Faculty of Postgraduate Studies 97 Vo Van Tan‚ Dist.3‚ HCMC‚ Vietnam ASSIGNMENT COVER SHEET AND REPORT Diploma in TESOL 11 Name of candidate: TRAN THI MY Student No: DIP11A - 018 Email address: my_tran313@yahoo.com Name of coursework subject: ACADEMIC WRITING Title of this assignment: Research Paper: How to improve high school
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Second Language Teaching and Learning Negative Transfer of Pronunciation and the Polish Second Language Learner MA Applied Linguistics and TESOL Karolina Ciecwierz Table of Contents Negative Transfer of Pronunciation and the Polish Second Language learner 1. Introduction 3 2. Definition of Terms 3 ❑ Language acquisition ❑ Interlanguage ❑ Interference ❑ Fossilization 3
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Complutense de Madrid. Bachman‚ L. (1998) Interfaces Between Second Language Acquisition and Language Testing Research. Cambrige University Press: Cambridge DICKINS‚ P Ellis‚ R. (2006). Current issues in the teaching of grammar: An SLA perspective. Tesol Quarterly‚ 40(1)‚ 83-107. Ford‚ S. (2014) 1. Interlanguage 1a. Introduction to Interlanguage 1b. Interlanguage Research 1c. What is Interlanguage? 1d. Fossilization‚ retrived from http://www2.hawaii.edu/~sford/examples/esl100LC_reading_packet.pdf Garner
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ENGLISH AS A LANGUAGE OF POWER English is the only global language and others cannot compete with it‚ meaning many languages would die out as a result. Is this global hegemony a good or bad thing? This question may be a very common and forthright one however it is something that hasn’t been bare boned. To be able to answer the question we must first dig into the background of English and its usage‚ then moving onto the positives and negatives of this global hegemony before jumping onto a conclusion
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for your actions! You MAY NOT do anything that will get you or anyone else into trouble (ex. Disrupts a class‚ breaks a law‚ frightens anyone‚ doing something harmful‚ obscene‚ prejudiced‚ or negative). Have fun though‚ remember what we learned in TESOL 1 about discourse practices‚ and write
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