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Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit: “The Role of Pronunciation in Secondary-School TEFL: Current Views and an Evaluation of Teaching Materials” Verfasser: Thomas Hasenberger angestrebter akademischer Grad: Magister der Philosophie (Mag. phil.) Wien, 2012 Studienkennzahl lt. Studienblatt: A 190 344 333 Studienrichtung lt. Studienblatt: Lehramtsstudium UF Englisch UF Deutsch Betreuerin: Ao. Univ.-Prof. Mag. Dr. Ute Smit Acknowledgements First, I would like to thank my supervisor Prof Ute Smit for her support and all the constructive recommendations and suggestions she provided during the writing process. The research work and analyses presented in this thesis would certainly not have been possible without her guidance and enthusiastic encouragement. Moreover, I owe all my former teachers, some of whom are now my colleagues, my gratitude for everything I have learnt from them and for what they have done for me. In particular, I would like to mention Elke Amon, Ursula Bucher, Viktoria Fürhacker, Waltraud Haschke, Christian Pribitzer, Astrid Schernhammer, Alma Semmler and Eva Zillinger, whose dedication and professionalism I have always admired. I also wish to thank my English colleagues, especially Anisa Cogram, Sue Saunders and Simon Richter, and my former students in Kent for the linguistic and cultural insights I gained while working as a Foreign Language Assistant, which formed the basis for this thesis. Furthermore, I am indebted to my friends and colleagues at school as well as at the Austrian and British Red Cross, who have frequently challenged and enriched my ideas. Above all, I would like to express my heartfelt thanks to my parents for always supporting me in my plans and enabling me to study at university. -
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian As a Foreign Language
Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language Elena Markina ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tdx.cat) i a través del Dipòsit Digital de la UB (diposit.ub.edu) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX ni al Dipòsit Digital de la UB. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX o al Dipòsit Digital de la UB (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tdx.cat) y a través del Repositorio Digital de la UB (diposit.ub.edu) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR o al Repositorio Digital de la UB. -
“Use of Suggestopedia As an Innovative Strategy for Promoting Effective Reading Comprehension Abilities in English at the ESL Level” an Experimental Study
“Use of Suggestopedia as an Innovative Strategy for promoting Effective Reading Comprehension abilities in English at the ESL level” An Experimental Study *Kuncham Venkanna Senior Research Fellow in English, The English & Foreign Languages’ University, Hyderabad **Ann Glory P.S M.A. (English), M.Ed. Hyderabad India ABSTRACT The main aim of language learning and teaching, in the modern world, is helping learners to learn and improving the processes of learning. One of the techniques of language teaching, which is an outcome of the Communicative Language teaching (CLT), is Suggestopedia. The present article aims to find out the effectiveness of Suggestopedia as an innovative strategy for enhancing reading comprehension abilities and for promoting effective classroom practices in an ESL context. The article first lists out the major features of the strategy. It discusses the role of the strategy for effective language teaching in an ESL/EFL context. The article presents review of related literature such as concepts, theories and framework for the study in the next part of the article. This study first presents general reading comprehension abilities of ESL learners through a pre-test. Later, the paper lists out the impact of the strategy for enhancing reading comprehension abilities of ESL learners through an intervention. The results are analyzed, interpreted and discussed by employing appropriate statistical measures. Finally, the findings of the present study and suggestions for the further research are presented. KEY WORDS: Suggestopaedia, Reading comprehension abilities, classroom processes, and ESL context. www.ijellh.com 128 Introduction In the twenty first century, English in the ESL/EFL context has become a global language. -
Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. -
The Critical Analysis on Silent Way Method in EFL Classroom, the Researcher Recommended Some Point to Be Studied by the Future Researchers
THE CRITICAL ANALYSIS ON SILENT WAY METHOD IN EFL CLASSROOM THESIS Submitted by: RAUDHATUL JANNAH Student of Faculty of Educational and Teacher Training Departmentof English Language Education Reg. no: 140203011 FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY DARUSSALAM – BANDA ACEH 2018 M / 1440 H ACKNOWLEDGMENT In the name of Allah, the Most Gracious and the Most Merciful. Alhamdulillah, all praises be to Allah the Lord of universe with His mercies and blessings, the researcher could finish this thesis as one of the requirements for Bachelor degree at English Language Education Department and Teacher Training Faculty of Ar-Raniry Islamic State University (UIN Ar-Raniry) Banda Aceh. Shalawat and salam are also presented to prophet Muhammad (peace be upon him) who delivered the truth to human being and guide His ummah to the right path. First of all, I would like to express my respect and my deepest gratitude and sincerest appreciation to Drs. Ayyub AR, M.Ag as the main supervisor and Alfiatunnur, S.Pd., M.Ed as co supervisor, for all their guidance, encouragement, energy, thoughts, suggestions and time during the process of completing this thesis. Next, the researcher’s deepest appreciation is addressed to Dr. Mustafa AR, M.A., Ph.D as my academic advisor, the head of English Language Education Department, Dr. T. Zulfikar, S.Ag., M.Ed, all staffs and lecturers in Department of English Language Education who have shared the knowledge and given the motivation and suggestions to me with care and patience. i Furthermore, I would like to express my greatest thanks to my beloved father Razali (the late) and mother Jamaliah who have always motivated and supported me with all their pray, love, guidance in finishing my thesis, without her love and pray, this thesis not have been possible, thanks a lot for all, may Allah bless them with happiness and strengths in this life and hereafter. -
Teaching English As a Foreign Language Routledge Education Books
Teaching English as a Foreign Language Routledge Education Books Advisory editor: John Eggleston Professor of Education University of Warwick Teaching English as a Foreign Language Second Edition Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas University of London Institute of Education London and New York First published 1978 by Routledge & Kegan Paul Ltd This edition published in the Taylor & Francis e-Library, 2003. Second edition published 1980 Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1978, 1980 Geoffrey Broughton, Christopher Brumfit, Roger Flavell, Peter Hill and Anita Pincas All rights reserved. No part of this book may be reprinted or reproduced or utlized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data Teaching English as a foreign language—(Routledge education books). 1. English Language—Study and teaching—Foreign students I. Broughton, Geoffrey 428’ .2’ 407 PE1128.A2 78–40161 ISBN 0-203-41254-0 Master e-book ISBN ISBN 0-203-72078-4 (Adobe eReader Format) ISBN 0-415-05882-1 (Print Edition) Contents Preface vii 1 English in the World Today 1 2 In the Classroom 12 3 Language and Communication 25 4 Basic Principles 37 5 Pronunciation 49 6 Listening and Speaking 65 7 Reading 89 8 Writing 116 9 Errors, Correction -
The Journal of Social Sciences Research ISSN(E): 2411-9458, ISSN(P): 2413-6670 Special Issue
The Journal of Social Sciences Research ISSN(e): 2411-9458, ISSN(p): 2413-6670 Special Issue. 5, pp: 529-534, 2018 Academic Research Publishing URL: https://arpgweb.com/journal/journal/7/special_issue Group DOI: https://doi.org/10.32861/jssr.spi5.529.534 Original Research Open Access Grammar-Translation and Direct Methods in Teaching English in the Educational Institution with Specific Conditions of Study Olena B. Shenderuk* Foreign Languages Department, Academy of the State Penitentiary Service, Chernihiv, Ukraine Olha L. Tamarkina Foreign Language Department, Biotechnological Faculty, Sumy National Agrarian University, Sumy, Ukraine Tetiana P. Pernarivska Department of Modern European Languages, University of State Fiscal Service of Ukraine, Irpin, Ukraine Abstract Knowledge of foreign languages to a great extent depends on a teacher‟s methods and methodological approaches. Among the number of certain methods we choose grammar-translation and direct methods. In spite of the fact that these methods were popular last century, they are still widely used nowadays. The usage of them presented their fundamental advantages and some disadvantages, used in our practice. This paper was written on the basis of theoretical aspects‟ research of the problem, on analysis and synthesis of scientific literature and on personal experience of teaching English during nearly one year in Chernihiv Academy of the State Penitentiary Service (Ukraine). During this period of time we were observing the problem of teaching English with the help of grammar- translation and direct methods by the students and cadets who were taught with the help of these methods. Studying the problem of grammar-translation and direct methods in teaching English is acute because of increasing role of English, on the one side, and demands which are promoted to future law specialists, on the other hand. -
In Between Language Teaching Methods: Do We Need (To Know About)
ACTA UNIVERSITATIS SAPIENTIAE, PHILOLOGICA, 11, 3 (2019) 119–139 DOI: 10 .2478/ausp-2019-0030 In between Language Teaching Methods: Do We Need (to Know About) Methods at All? Imola Katalin NAGY Sapientia Hungarian University of Transylvania, Cluj-Napoca Faculty of Technical and Human Sciences, Târgu-Mureş Department of Applied Linguistics Abstract . In this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post- communicative methods . We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore . This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition . Keywords: language teaching methods, methodology, history of methods, choice between methods, communicative and post-communicative language teaching 1. Introduction The history of the development of language teaching didactics and methodology is a well-documented field of research. In the long history of language teaching didactics, there have been numerous taxonomies regarding trends in language teaching along with different attempts to organize different methods into different categories . For instance, Kumaravadivelu (1994: 29) talks about language-centred methods (e .g . -
Comparing Between Total Physical Response and Silent Way to Develop Speaking Students’ Ability at Second Grade Sman 1 Liliriaja Kab
i COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 ENGLISH PROGRAM TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 i ii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 Submitted to the English Program of Tarbiyah and Adab Department of State Islamic College of Parepare in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 ii iii COMPARING BETWEEN TOTAL PHYSICAL RESPONSE AND SILENT WAY TO DEVELOP SPEAKING STUDENTS’ ABILITY AT SECOND GRADE SMAN 1 LILIRIAJA KAB. SOPPENG Skripsi As Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) English Program Submitted By A. MUH. SYAFRI IDRIS Reg.Num. 12. 1300.131 to ENGLISH PROGRAM OF TARBIYAH AND ADAB DEPARTMENT STATE ISLAMIC COLLEGE (STAIN) PAREPARE 2016 iii iv iv v v vi vi vii ACKNOWLEDGMENT Al-hamdulillāhi rabbil ‘ālamin, First of all, the researcher would like to express his best regard to God Allah swt. the lord of this world, the master of judgment day, and the creator of this universe who has been giving beautiful life, long life, so he can do his obligation as worshipper in this world. Secondly, his shalawat and salam to our prophet Muhammad saw. who have replace flag paganism with flags Islam in this earth and also who brought us from uneducational person to be educational person. -
Teaching Basic Vocabulary Through Children's Songs at Flora Perez De
MAYOR DE SAN ANDRES UNIVERSITY FACULTY OF HUMANITY AND EDUCATIONAL SCIENCES DEPARTMENT OF LINGUISTCS AND LANGUAGES GUIDED WORK “TEACHING BASIC VOCABULARY THROUGH CHILDREN’S SONGS AT FLORA PEREZ DE SAAVEDRA SCHOOL” CANDIDATE: RUTH CABRERA CACERES ACADEMIC TUTOR: Mg Sc. MARIA EUGENIA SEJAS RALDE LA PAZ – BOLIVIA 2015 ABSTRACT This project implemented the songs as an option to teach a foreign language. The project takes the Total Physical Response (TPR) and Active method in order to promote students English learning process. Working with Total Physical Respond method, we provide instruction exclusively in the target language foster the brain body connection and engage students in developmentally appropriate activities. According to the results, we perceived that the children are good learners of another language, because they appreciated their retention of the vocabulary and enjoyed the language learning process. As we mention in chapter IV the use of children songs in the process of teaching and learning was so successful. The songs are so useful and can be adapted easily to teach other subject. In order to this, the objectives of this project was successfully achieved. This project begins with a Diagnostic section which describes and provides information about the context in which the project was developed, the population that we have worked, the general and specific objectives, the analysis of the results about children’s needs with regard to learning English language and the reason to develop this project. This work contains the Theoretical basis supports, reviews of representative literature related with songs in the teaching English, also about Total Physical Response method and Active method focus in oral communication and corporal actions. -
ESL/EFL Teacher Training and Peripheral Social Contexts
Forum on Public Policy Meeting the Demand for TESL/TEFL Teachers: An Interdisciplinary Approach to Increasing Program Accessibility and Effectiveness Catherine A. Smith, Heidi E. Vellenga, Marian Parker and Norman L. Butler Catherine A. Smith, Assistant Professor, Troy University Heidi E. Vellenga, Dept. of English, PhD Candidate in Applied Linguistics. Northern Arizona University Marian Parker, Associate Professor, Dept. of Curriculum & Teaching, Troy University Norman L. Butler, Lecturer in English, Dept. of Foreign Languages, AGH University of Science and Technology Abstract This paper assembles innovative ideas from several disciplines and offers an integrated discussion for improving TESL/TEFL curriculum design, specifically for individuals from peripheral social contexts and to address the global demand for ESL/EFL teachers. Overall, the suggested innovations serve to: 1) increase program accessibility to individuals who might not otherwise pursue professional development and/or continuing education, and 2) enhance instructional effectiveness by including instructional topics and techniques which support novice and nonnative English teachers. Adjustments to admission practices, instruction practices, and long-term professional support allow the program to reach a greater population of teachers to serve the ever-increasing worldwide demand for English teachers. A website available prior to, during, and after instruction allows participants to continue research projects, learn about professional development opportunities, and participate in a virtual community of TESL/TEFL professionals, regardless of their current teaching placement environment. More practically-focused instruction which is delivered via both on-site instruction and DL (distance learning) technology results in more competent teachers completing TESL/TEFL programs. The more practically-focused instruction incorporates recent language research and language teaching innovations from applied linguistics, multicultural literature, conflict communication strategies, and educational leadership. -
The Effectiveness of Total Physical Response Storytelling for Language Learning with Special Education Students
Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities.