ESL Magazine: the Information Source for ESL/EFL Professionals, 1998
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A Proposal for Mapping the Sfl Curriculum Onto the Cef
A PROPOSAL FOR MAPPING THE SFL CURRICULUM ONTO THE CEF This proposal has been prepared with reference to the following books / articles /documents: Common European Framework of Reference for Languages: Learning, teaching assessment; CUP; 2001 (CEF) Insights from the Common European Framework; OUP; 2004 (ICEF) SFL Curriculum Policy Document, May 2004 (SFL-CPD) The Common European Framework in teaching writing Relating Language Examinations to the CEF (DGIV/EDU/LANG 2003/10) Cambridge ESOL exams Language Teaching Methodology http://www.cal.org/ericcll/digest/rodgers.html English Teaching Forum Vol.39 No.4 DGIV/EDU/LANG (2005) 1 http://exchanges.state.gov/forum/vols/vol39/no4/p2.htm Trinity College Centre for Language and Communication Studies Web site http://www.tcd.ie/CLCS/portfolio/outline.html BACKGROUND TO THE CEF A summary of Keith Morrow‟s article (ICEF 2004: 3-11) The Council of Europe was presented with a challenge from the very start by the linguistic diversity of the continent. It was realized early on that the languages of Europe constitute an essential part of the European cultural heritage. Therefore, the Council has long seen the promotion of language teaching and learning as one of its major priority areas. The Council of Europe started work in language learning/teaching in the late 1950s with the specification of a basic grammar and vocabulary for French and an audiovisual course for adults learning French. Then in the 1970‟s, their work led to the development of the functional-notional syllabuses, the Threshold level, and then the birth of the communicative approach. The ideas behind these have been taken up and revised outside the context of their original development, but it was the Council of Europe that set the context. -
The Use of Songs in the English Language Teaching-Learning Process
1 ICDEL Journal, Vol.2, No.1 (2017) THE USE OF SONGS IN THE ENGLISH LANGUAGE TEACHING-LEARNING PROCESS The use of songs in the English Language Teaching-Learning Process of the 6th Level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas Carla A. Andrade Sánchez Pontificia Universidad Católica del Ecuador, Sede Esmeraldas Email for correspondence: caraleas [email protected] Receipt date: July 7th, 2016 Approval date: August 28th, 2016 How to cite this article (APA Norms) Andrade, C. (2017).The use of songs in the English Language Teaching-Learning Process of the 6th Level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas. International Congress on the Didactics of the English Language Journal, Vol.2, No.1. ISSN 2550-7036. Retrieved from http://revistas.pucese.edu.ec/ICDEL/index International Congress on the Didactics of the English Language Journal. ISSN 2550-7036. Director. PhD. Haydeé Ramírez Lozada. Phone: 2721459. Extension: 123/126 Pontificia Universidad Católica del Ecuador, Sede Esmeraldas. Calle Espejo, Subida a Santa Cruz, Esmeraldas. CP 08 01 00 65 Email: [email protected]. http://revistas.pucese.edu.ec/ICDEL/index 2 ICDEL Journal, Vol.2, No.1 (2017) THE USE OF SONGS IN THE ENGLISH LANGUAGE TEACHING-LEARNING PROCESS Abstract In order to analyze how songs may contribute to the improvement of the English language teaching-learning process in the sixth level Basic Education Students at “Francés” Private Educational Institution in Esmeraldas, a descriptive investigation was carried out by using the deduction and induction methods, the analysis and synthesis and the hermeneutic method; besides, some techniques such as observation and surveys were applied to a population of 30 students of the sixth level of Basic Education at “Francés” Private Educational Institution, whose ages varied from nine to ten years old; also, the participation of the English teacher of these students was required. -
Theory and Practice in Language Studies
Theory and Practice in Language Studies ISSN 1799-2591 Volume 1, Number 5, May 2011 Contents REGULAR PAPERS Role of Consciousness in Second Language Acquisition 435 Abbas Pourhossein Gilakjani and Seyedeh Masoumeh Ahmadi Conceptual Structure and the Interpretation of Some Polysemous Verbs in a Few Specific Verses in 443 Holy Qura‟n: Jackendoff's Semantic Theory (1990) Atef Mustafa Jalabneh and May F. Al-Shaikli Effects of Teacher‟s Corrective Feedback on Accuracy in the Oral English of English-Majors College 454 Students Ruili Chu Exploring Metaphors in Vietnamese Prepositions and Adverbial Particles 460 Luu Trong Tuan A Reflection on Chinese “Chi”: From the Perspective of Cognitive Linguistics 466 Bin Wang and Fan Zhang Code Switching in the Lexical Corpora of Children 471 B. A. Mahalakshmi Prasad and Prema K. S. Rao A Comparative Study on English Translations of Culture-loaded Words in The Art of War 478 Hongman Li The Syntax of Sentential Negation in Jordanian Arabic 482 Islam M. Al-Momani Action Research of Young College English Teachers 497 Xiaoqian Duan and Suzhen Ren Arguing for the Use of Portfolio in L2 Classrooms 501 Mahmood Hashemian and Ghasemali Azadi Mechanisms Leading to Negative Transfer 507 Xiaorong Luo and Jian Gao Quantification and Graphic Representation of EFL Textbook Evaluation Results 511 Mohammad Reza Ghorbani Function-oriented Approaches in Commercial Advertisement Translation 521 Lu Wang and Guodong Zhao A Comparative Study of the Test Tasks and Target Use Tasks 525 Seyyed Ali Ostovar-Namaghi A Study of Professional -
Ronald Davis Oral History Collection on the Performing Arts
Oral History Collection on the Performing Arts in America Southern Methodist University The Southern Methodist University Oral History Program was begun in 1972 and is part of the University’s DeGolyer Institute for American Studies. The goal is to gather primary source material for future writers and cultural historians on all branches of the performing arts- opera, ballet, the concert stage, theatre, films, radio, television, burlesque, vaudeville, popular music, jazz, the circus, and miscellaneous amateur and local productions. The Collection is particularly strong, however, in the areas of motion pictures and popular music and includes interviews with celebrated performers as well as a wide variety of behind-the-scenes personnel, several of whom are now deceased. Most interviews are biographical in nature although some are focused exclusively on a single topic of historical importance. The Program aims at balancing national developments with examples from local history. Interviews with members of the Dallas Little Theatre, therefore, serve to illustrate a nation-wide movement, while film exhibition across the country is exemplified by the Interstate Theater Circuit of Texas. The interviews have all been conducted by trained historians, who attempt to view artistic achievements against a broad social and cultural backdrop. Many of the persons interviewed, because of educational limitations or various extenuating circumstances, would never write down their experiences, and therefore valuable information on our nation’s cultural heritage would be lost if it were not for the S.M.U. Oral History Program. Interviewees are selected on the strength of (1) their contribution to the performing arts in America, (2) their unique position in a given art form, and (3) availability. -
Uni International 300 N
INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. -
Wildflowers E-Edition
Crawling Back to You A critical and personal breakdown of Tom Petty’s masterpiece, “Wildflowers” by Nick Tavares Static and Feedback editor Static and Feedback | www.staticandfeedback.com | September, 2012 1 September, 2012 Static and Feedback www.staticandfeedback.com ooking at the spine of the CD, it’s would resume, the music would begin, and clear that the color has mutated a I’d lie with my head on my pillow and my L bit through the years, trapped in hands over my stomach, eyes closed. sunbeams by windows and faded from it’s Sometimes, I’d be more alert and reading brown paper bag origins to a pale bluish the liner notes tucked away in the CD’s grey. The CD case itself is in excellent booklet in an effort to take in as much shape save for a few scratches, spared the information about this seemingly magic art cracks and malfunctioning hinges so many form as possible. other jewel boxes have suffered through The first time I listened to Wildflowers, I drops, moves and general carelessness. All was in high school, in bed, laying out in all, the disc holds up rather well. straight, reading along with the lyrics, More often than not, however, it sits inspecting the credits, the thanks and the on the shelf, tucked below a greatest hits photographs included with this Tom Petty collection and above a later album. Thanks solo record. One hour, two minutes and 41 to technology, the more frequent method seconds later, I felt an overwhelming rush, a of play is the simple mp3, broadcasting out warmth that covered my entire body from of a speaker the size of the head of a head to toe and reached back within my pencil’s eraser mounted above the skull to fill my insides. -
Llista De 35.597 Morts Documentades De Persones Refugiades I Migrants
Llista de 35.597 morts documentades de persones refugiades i migrants, conseqüència de les polítiques restrictives de l'"Europa Fortalesa” Documentació de UNITED a dia 30 de setembre de 2018 Polítiques assassines - És hora de canviar! Informació sobre la campanya: UnitedAgainstRefugeeDeaths.eu, [email protected], Facebook: UNITED Against Refugee Deaths, Twitter: @UNITED__Network #AgainstRefugeeDeaths UNITED for Intercultural Action, xarxa europea contra el nacionalisme, el racisme, el feixisme i per al suport a immigrants i refugiats. - www.unitedagainstracism.org Secretariat a Amsterdam: Postbus 413 NL-1000 AK Amsterdam, Holanda, tel. +31-6-48808808, [email protected], La Llista de morts documentades de UNITED es pot reutilitzar lliurement, traduir i redistribuir, sempre que se n'esmenti la font. Les persones investigadores poden obtenir aquesta llista en xls amb més dades de UNITED. nom, gènere, edat origen causa de mort fonts I.D. Identitat Desconeguda trobat nombre 30/09/18 7 I.D. (4 dones; 3 homes) Síria ofegats, cossos trobats a les costes d'Enez, província d'Edirne a Turquia; 2 desapareguts, 3 rescatats IOM/TurkCoastG 28/09/18 1 I.D. (dona) desconegut ofegada, cos trobat en avançat estat de descomposició a la platja de Penya Parda a La Herradura (ES) GranadaHoy/EFE/IOM 25/09/18 1 Hayat Belkacem (dona, 19) Marroc disparada per la marina del Marroc, van interceptar una embarcació migrant amb destinació a Espanya; 3 ferits Ansamed/Aljazeera/DailyMail/NYTimes 25/09/18 1 I.D. (home) Àfrica suposadament ofegat, cos trobat a la riba de l'illa d'Alborán, entre el Marroc i Espanya LV/IOM 23/09/18 1 I.D. -
FROM PASTOR DAVE… I Don’T Know About You but Every Once in a While I Get This Overwhelming Feeling That I Have to Start Getting Into Shape Again
501 NW 16th Street, Grand Rapids, Minnesota 55744 (218) 326-8508 www.saintand.org November 2016 FROM PASTOR DAVE… I don’t know about you but every once in a while I get this overwhelming feeling that I have to start getting into shape again. I know that I might be overly optimistic by even thinking that it’s still possible, but hey – you’ve got to give me some credit! After all “it’s the thought that counts.” And yet, I realize that I have to do more than think about getting into shape, I’ve got to do something too. I’ve got to start getting into shape physically. I’ve been pondering this for some time. My daughter lovingly reminds me that I haven’t lost the measly 4 pounds I wanted to lose about a year ago. About a month ago, I had a sort of wakeup call when my brother Peter had a heart attack and then triple bypass surgery. He’s the closest living thing to me physically and genetically. Both male. Both products of our mom and dad. Yes, I received that wake up call, but will I get up and answer the call? I’m recommitting to eating smaller portions, and not checking out what may be in the church kitchen when I get the munchies. Whenever possible, I’m going home for lunch, and spending time exercising on my NordicTrack ski machine. (I prefer “exercising” to “working out.” The latter sounds too much like work.) It takes about a couple of hours in the middle of my day, to get home, change, exercise, shower, grab a sandwich and get back to the church. -
Bibliografía Citada En Los Textos
Bibliografía citada en los textos Bibliografía citada en los textos excepto la de los capítulos que la incluyen. ALBA, E. 1988. Cerceta Carretona, Anas querquedula. Noticiario El asterisco al final de algunas referencias indica que se han considerado Ornitológico. Ardeola, 35: 300. también para la base de datos, además de las citadas en la segunda parte ALBA, E. 1996. Vencejo Moro, Apus affinis. Aves raras en España y Portugal. de este capítulo. Ardeola, 43: 115. ALBA, E., ALBA, J. & E. A. CÓRDOBA. 1997. Carita de Naranja, Estrilda melpo- ABAD, R. 2000. Population dynamics and ecology of small pelagic fish in da. Noticiario Ornitológico. Ardeola, 44: 260. the western Mediterranean Sea. Simposio Mediterráneo sobre Aves ALBA, E., ALBA, J./MALACA, GARCÍA, A., BOTELLA, F. & RODRÍGUEZ, A. 2000. Marinas: Conferencia sobre pesquerías, productividad marina y Polluela Chica, Porzana pusilla. Noticiario Ornitológico. Ardeola, 47: conservación de aves. Libro de resúmenes, pp. 24. MedMarAvis & 166. SEO/BirdLife, Benidorm, Alicante, 11-15 octubre 2000. ALBA, E. & GARRIDO, M. 1990. Pico de Coral, Estrilda astrild. Noticiario ABELLÓ, P., ARCOS, J. M. & GIL DE SOLA, L. (en prensa). Geographical patterns Ornitológico. Ardeola, 37: 351. of seabird attendance to a research trawler along the Iberian ALBERDI, M. 2001. Proyecto de reintroducción del Cernícalo Primilla (Falco Mediterranean coast. Scientia Marina, 00: 000-000. naumanni) en la Comunidad Valenciana. En, J. F. Garcés & M. ABELLÓ, P. & ORO, D. 1998. Offshore distribution of seabirds in the north- Corroto: Biología y conservación del Cernícalo Primilla, pp. 377- western Mediterranean in June 1995. Colonial Waterbird, 21: 422-426. 383. Consejería de Medio Ambiente, Comunidad de Madrid y GREFA. -
Reviews Comptes Rendus
Reviews Comptes rendus METHODS THAT WORK: A SMORGASBORD OF IDEAS FOR THE LANGUAGE TEACHER John W. Oller, Jr. and Patricia A. Richard-Amato (Eds.), Rowley, Mass: Newbury House, 1983 It seems odd to observe that the field ofsecond language teaching is in something of a crisis in methodology when we consider the numbers of new methods texts that appear each year. Having, for the most part, left audiolingualism and a purely structure-based cognitive code methodol ogy behind to embrace a communicative approach, we are still searching for systematic ways to describe and embody communicative language teaching. The stress in the seventies laid on notions and functions has not left us much further ahead, for many programmes simply adopted a synthetic list of functions that replaced earlier lists of structures; this development did not necessarily entail a change in methodology. Conse quently, the publication ofa text called Methods That Work could well be the answer to our prayers, whether or not it intended to address a perceived crisis in methodology. Oller and Richard-Amato have presented, in Methods That Work, a valuable, stimulating and intentionally controversial collection ofover 30 papers that delivers what its subtitle promises: "a smorgasbord of ideas for the language teacher." This text displays an extraordinary breadth of programmes, methods, "orientations," and techniques that, in the edi tors' estimation, "work." The discussions range from methods like Cur ran's Counseling-Learning and Lozanov's suggestopedia, to orientations that stress an authoritarian role for the teacher or one focusing on social change (Freire) to techniques like Graham's jazz chants or Condon's treasure hunts. -
Pope Francis- Ebenezer, Rock of Help
The English-Speaking Congregation of the Evangelical Lutheran Church of Geneva 20, Rue Verdaine / 1204 Geneva, Switzerland. Volume 02/2018 Summer Pope Francis- Ebenezer, Rock of Help “Jesus Christ is By George Arende state of Shock, Rebecca quickly walked into her our oxygen” November 14th last year, was house and dashed into the not a normal day like any bedroom where she safely others for Rebecca. Her hus- kept one of her favorable band, Peniel who works with gifts - a wedding necklace the World Council of Church- known in her language as es was on work travel in Tai- Mangalasutra [Literally pei and Rebecca remained In ‗wedding chain‘ which in Inside this issue: Geneva with their sons. some South Indian traditions That morning, Rebecca pre- a groom ties around the ―I felt unsafe, I was shaken, pared their sons Ebenezer bride‘s neck during marriage Rock of Help 1 didn‘t know what to do or (10 yrs) and Cleon (6) for symbolizing the bonds of where to start as Peniel was school and left for work at marriage]. This was a neck- away‖ she says. Book of Revelation 1 the Lutheran World Federa- lace given to her by Peniel‘s tion. Little did she know that parents during her wedding I Saw God through my son some people had been trail- in 2004. Pastor Column 2 ing all her family move- ―The entire house was up- Rebecca stayed numb as mul- ments. side down, they had pulled tiple thoughts crossed her On return home that evening everything down, things mind. -
'Teaching English to Children' Elective
Teach International’s ‘Teaching English to Children’ Elective Table of Contents Notes for the Teacher ......................................................................................... 3 UNIT 1 – A Recent History of Language Teaching ............................................... 4 Discussion Activity – Unit 1 ............................................................................................... 4 Grammar-Based Approaches ............................................................................................. 5 Activity Unit 1 ................................................................................................................. 6 UNIT 2 – Towards an Interactional Approach ..................................................... 7 Discussion Activity – Unit 2 ............................................................................................... 7 The Relationship between Learning and Development .......................................................... 8 When Instructed Grammar Helps ..................................................................................... 10 Learning Strategies ........................................................................................................ 11 Activity Unit 2 ............................................................................................................... 14 UNIT 3 – Integrating Skills ............................................................................... 15 Discussion Activity – Unit 3 ............................................................................................