speaker fallacy: Non-linguistic roots‚ non-pedagogical results Canagarajah‚ A. S. (1999b). Resisting linguistic imperialism in English teaching. Hong Kong: Oxford University Press. Cook‚ V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly‚ 33(2)‚ 185-209. Crystal‚ D. (2000). The future of Englishes. In A. Burns‚ & C. Coffin (Eds.)‚ Analysing English in a global context: A reader (pp Crystal‚ D. (2001). Global Understanding for global English. Moscow State University Bulletin
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MARTHA NYIKOS Department o Language Education f School o Education f Indiana University Bloomington‚ IN 47405-1 006 E-mail: nyikos@ucs.indiana.edu and REBECCA OXFORD Department o Curriculum &? Instruction f College o Education f University o Alabama f Tuscaloosa‚ A L 35487-0231 E-mail: roxford@ccmail.bamanet.ua.edu I N THE LAST FEW YEARS RESEARCH literature on learning strategies has experienced tremendous growth. In 1990 alone‚ at least three books on this subject appeared (9; 26; 28).
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Available online at www.sciencedirect.com System 37 (2009) 652–663 www.elsevier.com/locate/system Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories Anna C.-S. Chang Applied English Department‚ Hsing-Wu College‚ Taipei‚ Taiwan Received 13 August 2008; received in revised form 30 November 2008; accepted 6 May 2009 Abstract This study builds on the concept that aural–written verification helps L2 learners develop auditory discrimination
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communicative language teaching? TESOL Quarterly‚ 31: 141-152. Chellapan‚ K.(1982). Translanguage‚ Translation and Second Language Acquisition. In F Eppert (Ed.)‚ Papers on translation: Aspects‚ Concepts‚ Implications (pp Chomsky‚ N. (1965). Aspects of the theory of syntax. Cambridge. MA. Cunningham‚ C. (2000). Translation in the classroom-: A useful tool for second language Acquisition. Ellis‚ R. (2006). Current issues in the teaching of grammar: an SLA perspective. TESOL Quarterly‚ 40 (1): 83-107. Harmer
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COURSEWORK COVER SHEET (TURNITIN) Module Code______INF314______ Assessment Word Count ________3976__________ Coursework submitted after the maximum period will receive zero marks. Your assignment has a word count limit. A deduction of 3 marks will be applied for coursework that is 5% or more above or below the word count as specified above or that does not state the word count. These deduction procedures are detailed in the Students ’ Handbook. Registration Numbers (s) | Student Individual
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TEACHING LISTENING AS AN ENGLISH LANGUAGE Introduction: English as a foreign language has the greatest motion in Bangladesh. Status of English as the "library language" and the increased "international inter-dependence" are the two reasons of this which led to a greater focus on face-to-face language usage crossing the margin of pen and paper exercise. As the decline of Grammar-Translation method in 1960s proved that language learning might not be limited to "reading and writing" or ’literacy’‚
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What is ESP and how does it differ from teaching general English course What is ESP? ESP is English for Specific Purpose and can also be referred to as Business English. A great deal about the origins of ESP could be written. Notably‚ there are three reasons common to the emergence of all ESP: the demands of a Brave New World‚ a revolution in linguistics‚ and focus on the learner (Hutchinson & Waters‚ 1987). ESP arose as a term in the 1960’s as it became increasingly aware that general English
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name of a teacher varies and forms the basis of a variety of roles and responsibilities. * Educator/Teacher * Confident * Disciplinarian * Observer * Leader * Facilitator * Mentor The responsibilities as a practising TESOL teacher within this role are not a totally separate policy‚ but more about how the teacher carries out their many different functions. For example‚ the ability to maintain an updated continuous professional development logs. The continuous professional
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References: Bell‚ David (2003). Method and Postmethod : Are They Really So Incompatible?. TESOL Quarterly 37 (2) : 315-328. doi : 10.2307/3588507. Brown‚ H. (2011). Teaching by Principles : An Interactive Approach to Language Pedagogy (2nd Ed.) White Plains‚ NY : Longman. ISBN 978-0-13-028283-5. Diller‚ Karl Conrad (1978). The Language Teaching
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Teaching Readers of English “A book of this kind is long overdue. . . . It is a giant contribution to the field. With its emphasis on a socioliterate approach to reading and literacy‚ it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers‚ in particular‚ will benefit immensely.” Alan Hirvela‚ The Ohio State University
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