Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

scholarly journals Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal

2018 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Pitambar Paudel
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
Phenomenological Research ◽  
English Language Teaching ◽  
Quality Changes ◽  
Teaching English ◽  
English As Foreign Language ◽  
Phenomenological Research Design

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.

scholarly journals REIMAGINING LITERATURE IN THE ENGLISH LANGUAGE TEACHING CONTEXT IN THE RUSSIAN AND ARMENIAN HIGHER EDUCATION

2021 ◽  
Vol XII (35) ◽  
pp. 137-155
Author(s):  
Mariana S. Sargsyan ◽  
Evgeniia V. Zimina
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
University Departments ◽  
Teaching Context ◽  
Reading Activities

The paper aims to discuss the role of literature in teaching English as a foreign language. The interest in the topic is caused by the growing need to improve the content and approaches to teaching English as a foreign language at university departments that train teachers, linguists and philologists. The underlying argument is that the inclusion of literature in the language-teaching syllabus, the careful choice of the material and the appropriate means of its teaching may facilitate the assimilation of the language knowledge and enhance cultural knowledge. Further, the paper argues that the use of literature may be beneficial in terms of increasing the functional literacy of language learners. Translation and visualization are discussed as highly productive means of helping students fight the feeling of disorientation in text. To enhance the efficiency of the use of literature in class the authors offer a number of approaches to reading activities. The discussion and our observations can be helpful for all those specialists who face the dilemma of including literature in teaching English as a foreign language or are reconsidering their techniques of teaching literature by adapting it to the needs of learners

scholarly journals THE SIGNIFICANT FEATURES OF PRONUNCIATION IN ENGLISH LANGUAGE TEACHING

2020 ◽  
pp. 189-196
Author(s):  
Rano MARDONOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
English Vowels ◽  
English Pronunciation ◽  
Correct Pronunciation

This article deals with the issue of the features of pronunciation in teaching English specifically on the pronunciation difficulties of Uzbek learners. An important aspect in learning a particular language is pronunciation. Based on the explanatory Dictionary of Contemporary English Longman, pronunciation is a particular person’s way of pronouncing a word or words. In English language, there are not one-to-one correspondence between the letters of the alphabet and the sounds they represent. It is the aptness in pronunciation that makes our language comprehensible to others. Therefore, apart from grammar and spelling, one has to concentrate on pronunciation as well. There are some problems for foreign learners like age and perception as well. Very often students mispronounce the words, distort the pronunciation because they are not involved into the conscious approach of practicing sounds, words and sentences, instead, they are simply made to parrot out sounds and words without realizing what they are doing. In fact, training English pronunciation is necessary from the very beginning of learning a foreign language. Otherwise, it will be quite difficult to correct and make up for the fixed errors. Everyone faced the problem of pronunciation in the initial stages of language learning. It is important from the beginning of training to master sound speech, to learn how to pronounce sounds like native speakers do. In addition, the article considers the problem of interference and notes the most typical mistakes made by Uzbek learners when pronouncing English vowels and consonants. The goal of this article is mainly aimed at teaching and mastering the simplest and easiest ways of correct pronunciation of the studied language.

scholarly journals LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Background Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
Functional Grammar ◽  
Related Field

<span class="fontstyle0">Learning functional grammar for ESP class is aimed to improve students<br />of non-English language department to understand how English works<br />effectively, appropriately, and accurately. Teaching ESP cannot be<br />separated by the use or the implementation of functional grammar as it is<br />clear that teaching English as a foreign language in ESP class is also<br />concerned with the language as an instrument of social interaction rather<br />than as a system which is viewed in isolation. Teaching functional<br />grammar for ESP students, in this matter, students of non-English<br />language department, can result such a hard working effort for teachers in<br />order to help them understand the-so-called functional grammar. As a<br />matter of fact, ESP can combine subject matter of the related field of<br />study and English language teaching. Therefore, learning functional<br />grammar has actually been conducted in ESP class since the students are<br />also involved with the use of their background knowledge of the field of<br />study.</span>

scholarly journals THE ROLE OF WEBSITES AND INTERNET IN ENGLISH TEACHING

2021 ◽  
Author(s):  
Ainur Keldibay ◽  
Roza Zhussupova
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Internet Resources ◽  
Online Tools

The article is dedicated to using educational Internet resources for teaching English online. This article examined the concepts and essence of educational Internet resources, what criteria teachers should follow when choosing Internet resources, what features of using a foreign language with the help of Internet resources should be considered. The аrticlе fоcusеs оn thе usе оf intеrnеt rеsоurcеs to English language teaching. The information technology has played an important role in English language teaching and it has offered a better tool to explore the new teaching method. The purpose of the article is the use of information technology in increasing the effectiveness of teaching English, developing students' creative abilities at English lеssons. There given various available online tools in the Internet for the students and recommend the mоdern tools for English teachers.

Fads and fashions in English language teaching

English Today ◽  
1990 ◽  
Vol 6 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Louis Alexander
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English

The evolution of the syllabus in teaching English as a foreign language.

scholarly journals Integrating Online Services into English Language Teaching and Learning: The Case of Voki

2015 ◽  
Vol 10 (3) ◽  
pp. 66 ◽  
Author(s):  
Tatiana Yurievna Aikina ◽  
Olga Mikhailovna Zubkova
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Online Application ◽  
Internet Technologies ◽  
Classroom Activities

The article deals with teaching English as a foreign language with the use of modern Internet technologies. The emphasis is upon the online application Voki and beneficial ways to implement it in the classroom. The article also presents an overview of classroom activities using Voki aimed at developing students’ communication skills.

scholarly journals EFL FRAMEWORKS FOR CULTURE TEACHING AND CULTURAL RELATIVISM

2019 ◽  
Vol 31 (2) ◽  
pp. 567-570
Author(s):  
Agim Poshka
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Relativism ◽  
Teaching English ◽  
Teaching Materials ◽  
Culture Teaching ◽  
Global Language ◽  
The Impact

This study analyses how culture is covered in English as a Foreign Language classes but also in the teaching materials. There is also a continuous parallelism regarding the aspects of cultural relativism in English language teaching. The study analyses cases from the publisher of English language teaching materials (EFL) and reflects on how this concept is this perceived among scholars in England, Japan and North Macedonia.A list of precautions are suggested which aim to serve as an example of the need that native cultures have to protect themselves from global (or sometimes the popular) culture. It is realistic to expect that globalization can and will impact even the most isolated culture, but it also becomes the responsibility of the popular or global culture (in this case, the English Language) and the designers of the Teaching Materials(TM) in the Foreign Language to take into consideration local/native cultural specifics. This alertness would not only protect the native or L1 language, but it would add more value to the teaching materials since it is not as superficial as are present materials. The incorporation of many national and even local elements increases the effectiveness of the teaching materials and, through the methodological approaches, bridges the gaps between L1 (Native culture) and L2 (Target Culture).In order to conceptualize the impact that global/popular culture has on a native language, researchers have offered a number of frameworks. These frameworks analyse the root that the Foreign language uses to impact the native language. In one of the studies from prof. Michel Byram in his research on Culture studies in foreign language education (1989) elevates the phenomena to a different level by speaking about the “hidden” curriculum in second and foreign language teaching. In this context he indicates that language teaching can rarely be purposeful without implicitly teaching the culture of its speaker. There are a number of frameworks that have been offered as analyses of Culture teaching in teaching English as a Foreign Language. One of the frameworks, which was conducted through analyses of the Japanese market in English as a foreign language (EFL) publications, is offered by Ito Horumi in his article “A New Framework of Culture Teaching for Teaching English as a Global Language.” He depicts the impact that Globalization and English as a global language have to the Japanese Culture. The impact is evident in the (as he calls them) “Changes in Cultural Orientation of English Textbooks”.The study also suggests educational frameworks that could be implemented in a local context and use English as common ground but also neutral territory for students of different ethnic or cultural groups.

scholarly journals The interactive methods and principles of foreign language teaching

2020 ◽  
Vol 3 (1) ◽  
pp. 77-79
Author(s):  
Madina Bakhreddinovna Ganixanova
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Education Abroad ◽  
Interactive Training ◽  
New Ideas ◽  
Scientific Technical

English language is very important nowadays. More and more people need English to attend universities and colleges, because now everybody have an opportunity to get higher education abroad. New ideas in science and medicine happen so quickly that it is impossible to translate everything into different languages. International relations are extended and strength­ened through the exchange of scientific, technical, and cultural information. In this situation, foreign language teaching is a matter of state significance. Teachers of foreign languages make their contribution to all aspects of education of pupils. There are some useful principles and methods of teaching foreign languages. Their role in the upbringing of the younger generation cannot be overestimated. The interactive methods of foreign language teaching is not only new or mysterious, new techniques but also new forms, new principles, new approaches, new methods in teaching process. Interactive training encourages and gives learners to create comfortable condition of learning, also learners feel their successfulness, develop creativity, intellectual and communicative abilities.

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