What English Language Teachers Need to Know Volume II

Murray, Denise E.; Christison, MaryAnn

doi:10.4324/9780203846292

Cited by 22 publications

(17 citation statements)

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“…Composing sentences in the forms of simple, compound and complex looks quite challenging. This may be consistent to what Murray and Christison [2] said that "there is no evidence that simple sentences are easier to understand than compound and complex ones". In contrary, writing mechanism, using conjunctions, and developing topics and ideas are considered as the easiest practices.…”

Section: Resultssupporting

confidence: 74%

“…Writing activity purposes to express ideas to the readers. In regards to writing in second/foreign language, Hedge formulated the competences achieved by language learners, including the use of rhetorical features in organizing information, the use of technical aspects and accuracy to avoid ambiguity, the use of accurate grammar and vocabulary, and competence in styles to meet the audiences context [2]. From a set of competences mentioned, teaching writing class, particularly in foreign language context, seems challenging and effortful.…”

Section: Introductionmentioning

confidence: 99%

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Designing Task-Based Syllabus For Writing Class

2018

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Abstract.Writing is viewed as the most complex skill to learn and to teach. Beside learner factors, teacher, materials and syllabus may also affect the process of learning language as foreign language. Syllabus, in general, can be defined as a set of what is taught (content) and the way it is taught (procedure. This current research aims to design a task-based syllabus for writing class at university level. This study was conducted by qualitative descriptive design with 92 students and 4 lecturers as respondents. As part of research and development project in one private university in Jakarta, a developed task-based syllabus was based on need analysis and the principles of task-based language teaching. Students' proficiency levels are fair with sentence patterns and grammar as the most difficult aspects. Academic writing is more preferable orientation with the small portions of creative writing. Then, the developed task-based syllabus has been proposed for writing class which covers the components of goal (learning outcome), course description and objectives, a set of writing tasks, features of content focus and language focus and course evaluation. The developed syllabus, then, can guide the lecturers in designing lesson plan and selecting materials for writing class.

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Section: Resultssupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Designing Task-Based Syllabus For Writing Class

2018

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“…English is often used as the medium of instruction in higher education (Murray & Christison, 2010). On the other hand, obviously the fact of the day-to day the process of teaching and learning of the English language also related to many interrelated with social and political uses (Ronald & David, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…According to John & Ehow (2011), stated that the problems of learning English language derived from many different factors in different environments such as school resources, class size, quality of teachers, and the school attendance of learners. Murray & Christison (2010), observed that many students think English is only a school subject and they don't see its significance for their prospective employment to work with multinational or national companies where English is employed. Hutchinson & Waters (1991); Susanna (2007), pointed out that the mismatch between the students' conceptual or cognitive capacities and the learners' English proficiency level often cause problems for students because the students' learning style and teachers' teaching approach do not match and also the English course does not relate to the students' needs and interests.…”

Section: Introductionmentioning

confidence: 99%

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

Souriyavongsa¹,

Sam²,

Abidin³

et al. 2013

IJELE

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It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers' weakness towards English language learning as a foreign language of a Continuing Summer Program for Bachelor's degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study focuses on the reasons that impact on their poor English performance. Data were drawn from the question "Why Lao students weak in English?". This question was administered to 30 English students-teachers in order to respond with their own views. Each respondent listed ten reasons that mentioned why students are poor in English language performance. Based on the findings of this research, main causes have been included namely: first, the majority of students stated that the English teachers are not well-trained; for instance, they use Lao language when teaching, so they cannot perform well to attract the interest of the student. Secondly, students lack of English foundation background. Third, students lack of confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is inappropriate for helping students to improve their English proficiency. Last but not least, English language is difficult to learn due to students are not well-motivated, encouraged and gained learning strategy. Furthermore, students do not practice speaking English with English native speakers, and class environment is crowded and noisy that is not fulfilled with teaching pedagogy.

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“…In reference to English, Ref. [8] He however, explains that Standard English, like expertise, is learned though it may be relative and partial, positing that…”

Section: Standard English For Empowermentmentioning

confidence: 99%

Standard English for Empowerment in Multilingual Sub-Saharan Africa

Nchindila¹

2017

Sociolinguistics - Interdisciplinary Perspectives

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Standard English for empowerment in sub-Saharan Africa is a complex issue for several reasons, chief of which is the slavery, colonial and neo-colonial legacies in which English was deliberately packaged by early British explorers of the region. In line with explorer legacies, English has been largely administered for both general and literary purposes, which have tended to cast this language as a British colonial crown jewel. Consequently, sub-Saharan Africa has used English for this limited educational purpose, ending up producing items the region does not consume and consuming items it does not produce. Using qualitative methods and critical discourse analysis (CDA) to analyse some of the archival material of one of the early British explorers to the southern part of the regionDavid Livingstone-the chapter presents some sociolinguistics indings. It then suggests how Standard English in content and language integrated learning (CLIL) can be used for mediating the ills of slavery, colonial and neo-colonial legacies.

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What English Language Teachers Need to Know Volume II

Cited by 22 publications

References 0 publications

Designing Task-Based Syllabus For Writing Class

Designing Task-Based Syllabus For Writing Class

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

Standard English for Empowerment in Multilingual Sub-Saharan Africa

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