scholarly journals Seltics Journal: Scope of English Language Teaching Literature and Linguistics

2020 ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Literature And Linguistics ◽  
Teaching Literature ◽  
And Linguistics

scholarly journals Re-conceptualizing Techno-Linguistics: Using Technology for English Language Teaching?

2019 ◽  
Vol 14 (17) ◽  
pp. 162
Author(s):  
Xiaodong Zhang
Keyword(s):  
Language Learners ◽  
English Language ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Research Area ◽  
English Language Teaching ◽  
Short Paper ◽  
Functional Linguistics ◽  
Potential Value ◽  
And Linguistics

This short paper discusses the potential value of integrating linguistics theories with technological devices in English language teaching (ELT). In particular, the paper presents how systemic functional linguistics could be used to complement technology-based ELT. The paper ends with an innovative proposal of techno-linguistics (a term derived from the words technology and linguistics) as a research area to better benefit language learners in this digitalized world.

Phonetic Symbols in Contemporary Pronunciation Instruction

RELC Journal ◽  
2020 ◽  
pp. 003368822094343
Author(s):  
Jose A Mompean ◽  
Jonás Fouz-González
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Literature ◽  
Pronunciation Instruction ◽  
Teaching Goals ◽  
Teaching Learning

This article explores the potential of phonetic symbols in pronunciation teaching/learning, with a focus on English language teaching (ELT). After a brief contextualisation of current views of pronunciation instruction in the second-language (L2) teaching literature, the paper reviews some of the potential advantages of, conditions for, and alternatives to their use together with research-based evidence. The exploration then focuses on the use of phonetic symbols for pronunciation instruction in contemporary linguistically superdiverse contexts, marked by shifting teaching goals, as well as accent varieties, ELT learner profiles, learning/teaching environments, and notions of L2 English. The discussion concludes with some suggestions as to how to use phonetic notation in contemporary ELT instruction.

scholarly journals The Use of Text Recitation as a Teaching Tool in EFL: A Cross-educational Level Investigation in China

2017 ◽  
Vol 6 (5) ◽  
pp. 191
Author(s):  
Xia Yu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Recent Literature ◽  
Tertiary Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Tool ◽  
Teaching Literature ◽  
Educational Levels ◽  
Research Analysis

The purpose of this investigation is to address the situation that although general ELT (English Language Teaching) literature does not endorse the practice of text recitation (TR), recent literature cautiously recommends it as a teaching tool with clear learning objectives, especially in countries with Confucian heritage. This paper therefore investigates why TR is commonly practiced in Chinese schools at all educational levels up to tertiary education. In particular, this inquiry considers teachers’ view of why TR is practiced and what its effects are. Furthermore, these views across groups at three educational levels are compared and their perceptions are checked against findings of analogous previous research. Analysis of data reveals that the usefulness of the practice of TR to foreign language teaching is generally acknowledged, though, to varying degrees. The study suggests that the contemporary pedagogic practice of TR in China is starting to bear some basic positive features such as differentiating tasks to suit students’ ability and choosing texts to cater for students’ interest.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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