Grade Point Average of technical college students. Unpublished MA thesis‚ University of Wisconsin-Stout. Weigle‚ S. C.‚ Boldt‚ H. and Valsecchi‚ M.I. (2003). Effects of task and rater background on the evaluation of ESL studet writing: a pilot study. TESOL Quarterly. 37(2) 345-54. Zhenhui‚ R. (2001). Matching teaching styles with learning styles in East Asian contexts. The Internet TESL Journal‚ 2 (7)‚ n.p. The researcher is assistant professor‚ her area of interest being writing and the related issues
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A. (2000). Teach English: A training course for teachers (14th ed.). Cambridge: Cambridge University Press. Eisenstein‚ M. (1987). Grammatical explanations in ESL: Teach the student‚ Not the method. In M. Long & J. Richards (Eds.)‚ Methodology in TESOL (pp. 282292). New Jersey: Heinle & Heinle Publishers. Ellis‚ R. (Speech Notes). Options in grammar teaching. Retrieved November 30‚ 2005 from http://www.tki.org.nz/r/esol/esolonline/teachers/prof_read/Rod_ellis_e.php. Ellis‚ R. (2002). Grammar teaching-practice
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Some misconceptions about communicative language teaching Geoff Thompson ELT Journal Volume 50/1 January 1996‚ pp. 9 - 15 Although communicative language teaching is accepted by many applied linguists and teachers as the most effective approach among those in general use‚ there are still a number of misconceptions about what it involves. This article sets out four of the main misconceptions‚ discusses why they have arisen‚ and why they can be so described. In doing this‚ the article attempts to
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College Students By Bassem Abusharkh Supervised by Professor Ahmad Atawneh Professor of Applied Linguistics This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Arts in Applied Linguistics and TESOL‚ College of Graduate Studies & Academic Research‚ Hebron University. 2012 I II Abstract The purpose of this study is to examine the problems and difficulties of cohesion and coherence encountered by Palestinian junior college students
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AUTONOMY IN THE TRANSITION FROM FOREIGN LANGUAGE LEARNING TO FOREIGN LANGUAGE TEACHING Phan Vu Binh Minh - Dip12A27 Ho Chi Minh City Open University Abstract The below critique gives some comments on the journal of Benson & Huang (2008): “autonomy in the transition from foreign language learning and foreign language teaching”. Three major phases in the journal‚ teacher roles in autonomous learning project‚ teacher autonomy as a professional attribute and teacher autonomy
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An evaluation of junior high school English textbooks in Taiwan. Link to this page 1. Introduction 1.1. Background In order to keep up with the trend of globalization‚ the Ministry of Education (MOE) in Taiwan had to outline some proposals for educational reform‚ including several proposals for the area of English language instruction. Educational reform in the country started in 1997 and is still an ongoing project at present. According to the Nine-Year Integrated Curriculum Guidelines
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Abstract Schema theory‚ since firstly proposed in 1932‚ initially originated in cognitive psychology. It lays foundation for human beings to apprehend the outside world. In the past two decades‚ many researches have been done in the L2 learning from the perspective of schema theory. Inspired by the previous studies‚ this author decided to penetrate into the topic of the application of schema theory in consecutive interpretation. The findings of this thesis demonstrate the importance of abundant
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Longman. Grossi Vittoria (2009). Teaching pragmatic competence: compliments and compliment responses in the ESL classroom. Macquarie University‚ 24‚ 53-62 Heidari‚ M Holmes‚ J.‚ & Brown‚ D. (1987). Teachers and students learning about compliments. TESOL Quarterly‚ 21(3)‚ 523–546. Holmes‚J.(1992). An introduction to Sociolinguistics. New York‚ NY: Longman. Holmes‚ J (1998). Paying compliments: A sex-preferential politeness strategy. Journal of Pragmatics‚ 12‚ 445-465. Ockenden‚ M‚ Jones‚ T (1982).
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ESP World‚ Issue 1 (27)‚ Volume 9‚ 2010‚ http://www.esp-world.info 1 Teaching Oral Communication Skills: A Task-based Approach M. Mojibur Rahman Assistant Professor Department of Humanities and Social Sciences Indian School of Mines University‚ Dhanbad Abstract Oral communication fulfills a number of general and discipline-specific pedagogical functions. Learning to speak is an important goal in itself‚ for it equips students with a set of skills they can use for the rest of their
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Introduction The success of any programme depends on an appropriate preplan and its accurate implementation. Curriculum is the name of such a preplan encompassing the entire activities in the domain of education. A curriculum of a specific education programme is laid to accommodate desires‚ tendencies‚ abilities‚ experiences and demands of learners in the backdrop of a society or a country. A curriculum contains answers to questions such as to who‚ why‚ what‚ how‚ with whose help‚ by what‚ where
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