The American University in Cairo Degrees Granted: M.A. M □ A a Arabic and
French or German 8 courses in 3 or 4 semesters None None Yes(1 external
reader) Yes Prerequisites if no former experience in English language and/or
Islamic ...
Cross-Disciplinary Approaches to the English Language: Theory and Practice provides an overview of a less tackled field of research, namely the main issues at stake when teaching English Language and Culture in Romania. The approach is an interdisciplinary and cross-cultural one, as the authors investigate problems, offering and probing solutions from a cross-curricular perspective. The book is a collection of 10 contributions by teachers and researchers from Romania which draw on theoretical and applied methodological explorations into the challenges posed by teaching/learning English in a globalised context. Organised into three main chapters, the volume addresses the multifacetedness of language education as a cross-discipline. The complexity and universality of the research enquiries and practical insights make the topics addressed valid across the contemporary globalising educational context. Cross-Disciplinary Approaches to the English Language: Theory and Practice will be a useful tool to specialists and practitioners from ESP and CLIL domains alike, as well as graduate and postgraduate students in foreign language teaching.
The most important students' motivation had several components: course-specific
motivational components (syllabus, teaching materials, teaching method, and
learning tasks), teacher-specific motivational components (teacher personality
and teaching style, teaching feedback, relationship with the students) and group-
specific motivational components (dynamics of the learning group, group
cohesion, etc.). Students were able to concentrate on the content and direction of
learning ...
Language Teaching, (Mass: Newbury House Publishers, 1971), p. 46. Also see,
Edward M. Anthony and William E. Norris, "Method in Language Teaching,"
Readings on English as a Second Language, ed. Kenneth Croft (Cambridge,
Mass: Winthrop Publishers, Inc., 1972), p. 47. 10 Charles C. Fries, "A New
Approach to Language Learning," Teaching English as a Second Language, ed.
Harold B. Allen, (New York: McGraw-Hill Book Co., 1965), p. 85. Wilga Rivers,
Speaking in Many ...
Containing a selection of papers from a conference held in Edinburgh in 2005, this book highlights current issues in the teaching of English for academic and specific purposes.
John Wrigglesworth 9 Using a Genre-based Approach to Curriculum Design in
EAP: Assumptions, Applications, and Reactions Introduction The advantages of a
genre-based pedagogy are becoming familiar to university-based language
teachers in ... This paper looks at the method of weaving together the various
ideas surrounding genre and discourse structure that informed a particular
academic English unit. ... The syllabus was taught using a genre-based learning
and teaching ...
Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar.
This volume presents state-of-the-art research on language acquisition from the perspective of usage-based approaches.
New Approaches to Teaching Italian Language and Culture fills a major gap in existing scholarship and textbooks devoted to the teaching of Italian language and culture. A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages.
A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language ...
Essay from the year 2016 in the subject English - Pedagogy, Didactics, Literature Studies, University of Western Sydney, course: Teaching English to Speakers of Other Language (TESOL), language: English, abstract: The spread of English in the era of globalization has led to a growing need for good communication skills in English. Hence there is a strong demand for an appropriate teaching methodology. Language teaching has gone through many changes in terms of methodologies used. First, the traditional approaches which focus on the mastery of grammar and then the communicative language teaching CLT emerged. In this essay, I am going to give a critical overview and comparison of these approaches with examples from English language teaching settings in Australia.
Hence there is a strong demand for an appropriate teaching methodology.
Language teaching has gone through many changes in terms of methodologies
used. First, the traditional approaches which focus on the mastery of grammar
and then the communicative language teaching CLT emerged. According to
Richards (2005), there are different current approaches which can be viewed as
falling within the general framework of communicative language teaching: 1.
Process-based ...
