Archives for November 2015

Volume 5 – Issue 6

  1. Materials to Develop Microskills and Macroskills: Are There Any Principles?
    Author/s: Mohammad Reza Mozayan
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  2. Role of Sub-skill approach to Enhance Listening: A study in the University of Jaffna, Sri Lanka ESL Classrooms
    Author/s: Dr M Saravanapava Iyer
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  3. The Analysis of Impoliteness in Family Discourse: Verbal Interactions between Irreconcilable Iranian Couples
    Author/s: Mohsen Jannejad, Anahita Bordbar, Ali Bardidieh & Reza Banari
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‘Materials to Develop Microskills and Macroskills: Are There Any Principles?’ by Mohammad Reza Mozayan

Abstract

This paper introduces the concepts of microskills and macroskills mostly used in materials development and language teaching, the former being a set of subskills or enabling skills or part skills delineating skills at the sentence level and the latter designating skills at the discourse level comprising listening, speaking, reading and writing. The paper holds that this formulation is actually essential to determine in details the kind of things our learners need to learn and perform. However, pointing out that these skills cannot be pigeon-holed in a clear-cut atomistic way, it later attempts to address the principles mostly inspired from SLA as well as teaching and learning theories which are needed to be taken into consideration while developing materials. It, moreover, asserts that in the case of deficiencies in the curriculum, it is also the competent and qualified teachers who can often compensate for the materials they utilize in their teaching.

Index Terms: microskills, macroskills, principles, SLA theory.

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‘University Undergraduates’ Functional Language Learning for Sustainable Development: A Shift to English for Specific Purposes’ by Umera-Okeke, Nneka P.

Abstract

The current issue of language teaching is for functional literacy. One of the effects of the growing importance of global English in professional contexts has been the rise of ESP teaching at all levels. Gueye (1990) argues that in developing countries all over the world, ESP teaching through English for development purposes should encourage students to understand their roles in the educational and social development of their nations, so the need for a more specialized foreign language teaching has expanded. What is therefore hypothesized in this paper is that the amount of contribution university graduates may make to local and global educational, social and economic development through their scientific knowledge and academic development will be limited unless radical changes are made in their foreign language training programme. This is because every field of study has its own terminology and requires cognitive skills peculiar to it. This can be achieved through English for specific purposes (ESP) as a modern trend in English Language Teaching. This paper therefore examined the relationship between language and sustainable development, and the concept of ESP. This paper postulated that the goal of English for Specific Purposes is not primarily the teaching of a subject in English as a foreign language, but rather to teach English with a specific content which is normally mixed with general topics. To reach that goal, it was suggested that ways should be paved and trainings organized for English as a Second/Foreign Language teachers to be able to undertake the task of impacting functional language training for sustainable development.

Index Terms: ESP, Functional English

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‘Strategies for Language learning through skill based approach for Engineering Courses’ by N. Hema & K. K. Tamilarasan

Abstract

Engineering education requires an applicative rather than mere absorption of facts and information. Processing and reprocessing of facts intensify learning that enables better understanding which leads to the ability of application through innovation and creativity. Language serves as a conduit in the above process of engineering learning. This paper speaks about a skill based inclusive approach of theoretical and practical aspects for teaching and learning English in a comprehensive manner. Skill based approach unlike other approaches, requires periodical review of the derived tasks and objectives. This paper shifts the general attention from language learning to language acquisition. This is being projected with an idea to leverage the process of teaching – learning English in a practical as well as suitable way. Skill development mechanisms, verification process, sample analysis and concrete recommendations on further improvement are also discussed as a part of this paper.

Index Terms: Skill based approach, language learning and acquisition

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