Archives for October 2016

‘The Evolution of the Modern Classroom in the Context of ELT’ by Dr. G. Varalakshmi

Abstract

English has been taught as a second language or a foreign language and the teaching methods adopted faced drastic metamorphosis as per the need and use of English.  English Language Teaching (ELT) in the present context is the combination of academic study of language to understand the content and communication with practical training. The main aim of ELT is to prepare students to acquire English language skills, listening, speaking, reading and writing, to get prepared for a wide range of career opportunities with enhanced critical and analytical thinking. The slow transitional changes from traditional chalk and talk to modern connect and react methods radically changed the concept of teaching and each phase has its own significance and role to lead to the next step in modifying the teachers’ and learners’ participation. The human potential and resourcefulness of the teacher was considered as the criteria for effective classroom teaching, especially foreign language teaching till the 20th century. But this millennium with the expanded technological advances changed the face of classroom instruction. This research paper discusses the phases of change in learning English along with the changes in pedagogy and aims at showing the positive side of the integration of pedagogy and technology towards the evolution of modern classroom in the context of ELT.

Index Terms: academic study, communication with practical training, expanded technological advances, integration of pedagogy and technology, evolution of modern classroom.

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‘The Effect of Teachers’ Beliefs on Improving Students’ English Language Vocabulary’ by Fatemeh Deilami & Hossein Pourghasemian

Abstract

Teachers’ beliefs are important for pursuing and improving English language learning, especially the vocabulary case. They closely guide language teachers to adopt their teaching strategies for coping with their daily language teaching challenges to elevate and accelerate the learning of English language words. The purpose of this study is to investigate whether the use of teachers’ beliefs during studies improves students’ learning of English language words .This research was conducted with 40 male EFL learners of 18-30, studying at Safir Institute, Karaj branch. To determine its homogeneity, the researcher performed a proficiency test. They were set into control and experimental groups. The experimental group was presented with the treatment which were the teachers’ beliefs during the class, while working on memorizing words and its meanings as well as sentences in which the vocabularies were used, while the control group was given no treatment. It was continued for two sessions a week, and four weeks per month. A T-test, using SPSS, was administered to show the possible differences available between the two groups. It was understood that the students improved, memorized and remembered significantly more words while they had the teachers’ beliefs.

Index Terms: Experimental groups, Teachers’ beliefs, T-Test, Vocabulary.

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‘Changing Priorities in Pronunciation Teaching in ESL Classroom’ by G. Prashanti & K. Durga Bhavani

Abstract

The growing importance of English as an international language and as a global lingua franca is observable virtually in all countries of the world from its increasing status in educational curricula to its role as the language of international business, tourism, news broadcasting etc. In the specific case of India, the recognition by the government of the growing importance of English can be seen in the increasing number of schools in which the medium of instruction is English. This paper explores in-service teachers’ attitudes towards pronunciation teaching and the appropriate models and norms to be followed in ELT. The article reports the findings of an empirical study conducted with secondary school English language teachers.

Keywords: ESL, ELT, pronunciation teaching.

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‘Teaching Phonemic Symbols in English with the Help of Content Based Instruction at Tertiary Level’ by B. Ramya Devi & B. Lalitha Devi

Abstract

In language classrooms at tertiary level, learners face problems in remembering the phonemic symbols which may result in mispronunciation and further affect their speech habits. In large classrooms it is often difficult for the teacher to give individual attention. For this purpose a teaching technique was developed which helps students in recognizing the symbols and remembering them for a long time. This was done with the help of content based instruction. The technique draws information from another discipline i.e. ‘Mathematics’ to explain the concept in language class i.e. ‘phonemic symbols’. This technique makes teaching more learner-centered and may further leads to self-learning.

Keywords: phonemic symbols, content based instruction.

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Volume 6 – Issue 5

  1. Teaching Phonemic Symbols in English with the Help of Content Based Instruction at Tertiary Level
    Author/s: B. Ramya Devi & B. Lalitha Devi
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  2. Changing Priorities in Pronunciation Teaching in ESL Classroom
    Author/s: G. Prashanti & K. Durga Bhavani
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  3. The Effect of Teachers’ Beliefs on Improving Students’ English Language Vocabulary
    Author/s: Fatemeh Deilami & Hossein Pourghasemian
    Abstract
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  4. The Evolution of the Modern Classroom in the Context of ELT
    Author/s: Dr. G. Varalakshmi
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  5. On-The-Job Training Courses and EFL Teachers’ Reflection
    Author/s: Elham Babaee & Davood Mashhadi Heidar
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  6. Scopes and implications of Strategic Competence for improving oral skills of Bangladeshi English language learners
    Author/s: Md. Jahirul Islam & Ziaul Hasan
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  7. Recent Developments in ESP and its challenges
    Author/s: Rashmi Rekha Borah
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  8. Methods to Post Method: Need for Overhauling Teacher Education
    Author/s: Dr. Sanjiv Kumar Choudhary & Rajni Singh
    Abstract
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  9. Feedback and Learning English Collocation
    Author/s: Fatemeh Alipanahi & Maryam Naghiloo
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‘The Effect of Iranian EFL Learners` Social Class on Their English Language Learning Strategies: A Sociolinguistic Perspective’ by Azizeh Chalak & Mahshid Kourang Beheshti

Abstract

Language learning strategies play a crucial role in language learning. The choice of strategies is influenced by a variety of factors such as learning style, motivation, age, gender, attitudes, beliefs, type of task, L2 level, tolerance of ambiguity, cultural and contextual factors. This study was an attempt to examine the relationship between Iranian EFL learners’ social classes and their language learning strategies (LLS). Two types of questionnaire- questionnaire of Oxford’s (1990) Strategy Inventory for Language Learning (SILL) and a general biographical questionnaire- as well as an interview and an observation were employed as the instruments for the data collection procedure. The questionnaires were distributed among 90 Isfahanian female EFL learners enrolled in Iran Language Institute (ILI) to look for different strategies- if any – occupied by learners. To determine whether there was a relationship between social class and language learning strategies, an ANNOVA test was administrated. The findings  revealed that (a) there was not a significant relationship between social class and the language learning strategies; (b) Iranian EFL learners were medium users of language learning strategies; (c) the cognitive category had the highest mean, followed by compensatory, metacognitive, memory, affective, and social; (d)in all social classes, Cognitive strategies were used at most; (e) and finally,  in higher mediate and mediate class, students preferred to use Social strategies less than other categories while, in lower mediate class the less preferred category was the Affective one. It is suggested that educators and administrators can look for more trenchant factors that affect learners’ choices of language learning strategies.

Index Terms: language learning strategies, social class, socio-economic status.

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