This paper presents research findings on the perceptions and feelings of primary school learners with dyslexia in Singapore regarding their learning of school subjects through English, together with how they use strategies to overcome some difficulties.
Category: ELT Articles and Research Papers
ELTWeekly Vol. 4 Issue 7
ELTWeekly Vol. 4 Issue#7 | February 13, 2012 | ISSN 0975-3036 ELTWO Research Paper: ‘Creative Ways of Teaching Research Paper Writing’ by Alejandro S. Bernardo Webinar: Dealing with challenging learners Video: Reading Strategy: Handling Texts Research Paper: ‘Web based Content-Based Writing’ Müfit Şenel Video: TESOL/TEFL training: Teaching a Grammatical Structure Research Paper: ‘Methods and Approaches… Continue reading ELTWeekly Vol. 4 Issue 7
Vol. 4 Issue 7 – ELTWO Research Paper: ‘Creative Ways of Teaching Research Paper Writing’ by Alejandro S. Bernardo
Research paper writing remains an uninteresting and unexciting activity for many university students. They may not have realized its indispensable value in their respective disciplines and target workplaces. Hence, teachers must provide more enticing and more motivating classroom-based writing tasks to spur students’ interest in producing varied academic texts.
Vol. 4 Issue 7 – Research Paper: ‘Methods and Approaches of Teaching English as a Second Language in India’ by Dr. Nirmala S. Padmavat
This session looks at how language teachers at any level can use the broad theoretical concepts of communicative competence, sociocultural theory, and speaking principles to enhance interaction. Together, we will examine specific principles of teaching speaking and show how to adapt these principles in your classroom. Workshop led by David Chiesa, English Language Fellow.
Vol. 4 Issue 7 – Research Paper: ‘Web based Content-Based Writing’ Müfit Şenel
Language is context-sensitive, that is to say, an utterance becomes fully intelligible only when it is placed in its context. Therefore, the importance of meaningful context in language teaching becomes indispensible. Content-based Instruction is one of the approaches that emphasize this view since Content based Instruction (CBI) is a teaching method that emphasizes “learning about something” rather than “learning about language”. CBI emerges from the principles and moves beyond the communicative approach by creating a learning environment in which “…language is not a subject in its own right, but merely a vehicle for communicating about something else” (Nunan 1993).
ELTWeekly Vol. 4 Issue 6
ELTWeekly Vol. 4 Issue#6 | February 6, 2012 | ISSN 0975-3036 Webinar: Dealing with challenging learners Video: From Communicative Competence to Teaching Speaking Webinar: Spoken grammar/lexical approach Video: Reading Strategies That Improve Comprehension Video: Teaching Grammar Communicatively Event: Second International conference for English language teacher educators, March 3-5, Hyderabad, India Book of the week: ‘Techniques… Continue reading ELTWeekly Vol. 4 Issue 6
Vol. 4 Issue 6 – Research Paper: ‘A study on the impact of Area on the undergraduate learners’ attitudes towards the English language’ by Hitendra Vyas
The present paper focuses on the impact of Area on the undergraduate learners’ attitudes towards the English language as regards to the situation of ELT in India. SLA research has consistently pointed out that attitudes towards the target language play an important role in learning it. The research on the role of attitudes in English language teaching naturally interests the investigator as a college teacher of English in an Arts college. The researcher has examined the undergraduate learners’ attitudes towards the English language. This paper focuses on the undergraduate learners of English in Arts colleges affiliated to the Gujarat University (Ahmedabad) but located in urban and rural areas. It has been observed that students do want to learn and improve their knowledge of English but somehow they shy away from the language. On their part, the college teachers of English have consistently displayed a lack of understanding of the students’ needs, problems, and interests.
Vol. 4 Issue 6 – Research Paper: ‘Corpus-Based Approach Toward Teaching Collocation of Synonyms’ by Aliakbar Jafarpour, Mahmood Hashemian & Sepideh Alipour
The study was aimed at providing more insights on the application of the corpus-based approach. The objectives of the study were to compare its learning effects with the conventional teaching method’s effects on collocations of synonyms. The study was conducted with two groups of L2 learners. One group was randomly assigned to be the experimental group studying with the corpus-based approach whereas the other represented the comparison group studying with the conventional teaching method. The learners from both groups were matched in pairs according to their language proficiency and collocation knowledge on the pretest. During the study, the experimental group was trained through paper-based and hands-on activities to deal with the concordance information in the corpus whereas the comparison group was taught collocations of synonyms through conventional activities such as explicit teaching. The instruments for collecting data included the pretest, posttest, prewriting and postwriting.
ELTWeekly Vol. 4 Issue 5
Many non-native speakers feel uneasy teaching their students English pronunciation. This workshop is designed to use free software and information from the Internet to help teachers improve their students’ pronunciation. Workshop led by Colin Large, English Language Fellow
Vol. 4 Issue 5. – National Workshop on Teaching Vocabulary and Pronunciation at the Tertiary Level, February 10, Sathyabama University, India
The Department of English conducts workshops with experts in the area of ELT to equip the teachers with changing trends in language teaching methodologies on a regular basis. Although the workshop is meant for teachers in the area of English for Science and Technology, it may be useful to the scholars and also to the students of ELT. Research scholars doing experimental studies may also benefit by learning the techniques in teaching vocabulary and pronunciation.