In the era of globalization, both Information Technology (IT) and English play a vital role in communication. IT creates an environment where communication is possible across the borders within a second. On the other hand, English is the dominant global language which is used to spread messages around the world. As technology prevails in all areas of life to make the things easy, language teachers and learners can also depend much upon it. This paper brings into focus the use of IT in English language teaching and learning. The purpose of the work is also to identify how IT relates to English language learning at tertiary level. Besides, it indicates the possibilities of using IT beyond language classroom. For the study two questionnaires were designed to survey and it was conducted among language teachers and learners. Inspite of having some limitations to implement IT in language classroom, teachers and learners expressed their positive attitudes towards it.
This is well comprehensive study of English language which emphasizes the proficiency of the spoken medium as form of communication and system of teaching English language in North-Eastern part of Bangladesh for Ph.D. research work. Some treatment of the historical background of this area is included as well as information concerning the acoustic nature of English language proficiency of EFL (English as a Foreign Language) learners.This book is intended for advanced students and for teachers of English. As a reference book it contains information from EFL Learners and teachers of English language ranging from relatively simple points to advanced problems.
There has always been a prejudice against the place of literature in ELT/ESL classes. It is either found to be beyond the proficiency levels of the students or is seen as a supporting type of activity but not as an integral part of the process of learning and teaching. Yet, if ELT teachers have a formula or a practicable model to employ literature as a good alternative for typical reading texts which are mostly lacking interest or substance, then it will perhaps be possible for them to realize the feasibility of literature with the various possibilities it may offer. I hope this study will be a guide especially to ELT/ESL teachers who want to teach language more effectively by developing learners’ literary competences while helping them internalize cultural, intellectual and linguistic dimensions of English Language Teaching.
Pedagogy and Strategies in Writing for the Arab Learners of English sets a new benchmark in EFL situations in the Arab world. Writing by far is the most complex language skill, more so if it has to do with a foreign language as English is in this part of the world. Dr. Nisreen teaches English at Qassim University, KSA. Before she took up her current assignment, she had the opportunity to work with secondary level school children in Jordan. Thus her vast and varied exposure to a variety of Arab learners gave her the right insight into the drawbacks of the EFL teaching conditions and the needs of the learners. This book offers teaching strategies to tackle the writing issues of the learners. While it is true that no pedagogy or teaching plan can be a fool proof solution to EFL class dynamics, this book can act as a ready reference for many teachers who may improvise upon strategies suggested here.
Amharic is the official language of the Federal Democratic Republic of Ethiopia. Many foreigners from different ethno-linguistic groups come to Ethiopia as researchers, missionaries, tourists, employees, investors and official representatives of their countries. These people are eager to learn Amharic in order to communicate, work and share experiences with Ethiopians; however, the efforts of teaching Amharic are accompanied by many problems such as multi-level classes, lack of quality textbooks and other teaching materials, absence of curriculum and poor teaching and testing methods. In order to overcome these problems, learners'' difficulties have to be identified to support textbook writers and second language acquisition researchers. Moreover, it is important to understand the process of second language acquisition. In this book several of the common problems native English speakers face with the Amharic grammar and the acquisition order of Amharic morphemes are discussed in depth. The book is highly valuable as a reference guide for learners, teachers, textbook writers and curriculum designers of Amharic as a Second Language.
Attaining competence in a language is very important to the speakers of any language, and more so to those who learn a language for a particular purpose. However, it is not always easy to attain competence due to the influence of the learners'' first language. This book explores the syntactic errors, which result from L1 transfer in the process of acquiring English as a second language by Keiyo L1 learners of English, and whether teaching plays a role in the elimination of the errors. Error analysis and Inter-language theories constituted the theoretical framework of the study. The study sample was drawn from pupils who are L1 speakers of Keiyo. This book is a major scholarly contribution in Second Language Acquisition studies and language education curriculum planning.
Macmillan English Explorers is an eight-level reading scheme written specifically for children learning English in kindergarten and primary schools. Informed by the National Literacy Strategy and by teaching methodology for first language speakers of English, Macmillan English Explorers are supported by an understanding of the needs of young learners and teachers of English. The scheme, which currently has 48 readers plus supplementary materials, can be used alongside any primary course.
Cambridge English Empower is more than just a course book - it's a complete solution for effective learning and teaching! This new general English course for adult and young adult learners combines course content from Cambridge University Press with validated assessment from the experts at Cambridge English Language Assessment. Empower's unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress.
Revision with unchanged content. While juggling to teach English, as language teachers are we aware of the importance of learning students’ cultural backgrounds and its impact on students’ participation to the activities and reflections of what they have learned? This qualitative study describes the meaning making process of English language learners with different cultural backgrounds during reading and writing activities based on a social constructionism theoretical framework. Six participants are from Venezuela, Honduras, Poland, Switzerland, South Korea and Japan. As a researcher, I was a participant with a Turkish cultural background. A particular focus is set on the impact of talking on reading and writing. The analysis should help to answer the questions: –Can reading and writing discussions unite participants despite cultural and linguistics differences? – What are the differences in Asian, European and Hispanic participants’ perception of classroom talk? –How does it influence their contribution to the meaning making process? – Through reading the writing of other participants, how does awareness of an audience develop in their writing? –How do peer corrections and suggestions occur in this culturally and linguistically diverse group? –How does the participants’ cultural and previous experiences contribute to their meaning making process in a group? –Is peer-teaching really effective?
'Macmillan English Explorers' have been written specifically for young learners of English. They bring first-language teaching methods to reading lessons in international classrooms. There are eight levels, from beginning readers to confident readers.
English for Students of Arabic Language and Literature is designed for students whose major is Arabic as a foreign language (AFL) but are additionally pursuing learning English as a second foreign language (ESFL). The book is also suitable for Arab learners of English who are interested in topics related to their native language, literature and culture. It assumes that the users of the book are familiar with the basic vocabulary and grammar of English and includes passages of relevance to the field of Arabic language and literature. The book includes 12 lessons with the main emphasis on reading and understanding written texts. There is some vocabulary help before and after the main passages in each lesson. There are also carefully formulated leading questions after the main readings so that learners'' attention is drawn toward points in them that are critical to their understanding. Another feature in the exercises is the interesting bilingual pieces of writing. There are short poems, inspirationals and sayings in both Arabic and English and learners are to evaluate the quality of the translations and do some vocabulary practice.
Ladybird Readers is a graded reading series for English Language Teaching (ELT) markets, designed for children learning English as a foreign or second language. Optimus Prime told Bumblebee he must go to Earth to help. There, the Transformers must stop the bad robot Underbite from eating a city! Ladybird Readers is a graded reading series of traditional tales, popular characters, modern stories, and non-fiction, written for young learners of English as a foreign or second language. Recommended for children aged 4+, the five levels of Readers and Activity Books follow the CEFR framework (Pre-A1 to A2) and include language activities that help develop key skills and provide preparation for the Cambridge English: Young Learners (YLE) Starters, Movers and Flyers exams. This Level 4 Activity Book is A2 in the CEFR framework and supports YLE Flyers exams. The activities encourage children to practice longer sentences with up to three clauses, more complex past and future tense structures, modal verbs and a wider variety of conjunctions.
Macmillan English Explorers is an eight-level reading scheme written specifically for children learning English in kindergarten and primary schools. Informed by the National Literacy Strategy and by teaching methodology for first language speakers of English, Macmillan English Explorers are supported by an understanding of the needs of young learners and teachers of English. The scheme, which currently has 48 readers plus supplementary materials, can be used alongside any primary course. Key Features: - 48 titles complemented by a variety of supplementary resources - The rich variety of texts, from original fiction to legends, means any child can enjoy reading, wherever their interests lie - Comprehension Workbooks develop a range of reading skills - The Teacher's Notes support structured whole-class teaching with page-by-page lesson notes - Teacher's Notes and Resource Site with tests, word-recognition activities and audio - 'Comprehension Extra' activities in the Teacher's Notes encourage students to consider aspects of the text such as characterisation, style and plot
John is very poor. He has no money and no food. But he has a very clever cat called Puss in Boots. With just a sack and some grain, Puss in Boots helps his friend. John now has beautiful clothes, a palace to live in, and a princess to marry. How does Puss in Boots do it? Macmillan English Explorers have been written specifically for young learners of English. They bring first language teaching methods to reading lessons in first foreign language classrooms.