Teaching English Language Skills For University Efl Students From Theories To Implementation

This book addresses some essential topics in four English language skills. i.e., Listening, Reading, Speaking and Writing. The topics are implemented in a lesson plan for EFL university students. The lesson plan is based on a particular theory. More to that, reflections on how the theory implementation in the lesson plan can promote and hinder learning are also provided. The book consists of six chapters and each chapter has an introduction, theoretical base, teaching procedures, learning potentials, considerations, and conclusion.

Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike. Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.

Seminar paper from the year 2011 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,7, University of Frankfurt (Main), language: English, abstract: Conventionally, the teaching of vocabulary in the EFL classroom was mostly incidental and limited to presenting new words as they appeared in reading or sometimes listening texts. This indirect teaching method assumes that vocabulary expansion takes place through the practice of other language skills like reading or listening, but in fact this does not ensure vocabulary expansion. Nowadays it is widely accepted that vocabulary teaching should form a part of the syllabus and that it should be taught well-planned and on a regular basis. Some authors, led by Lewis (1993) even state that vocabulary should be the main focus of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’. This underlines the importance of vocabulary as being basic to communication. From my point of view learners will be unable to participate in a conversation, if they do not recognise the meaning of keywords even though they know the morphology and syntax. On the other hand, I think that grammar is equally important in the EFL classroom and therefore vocabulary should not be substituted for grammar teaching. Consequentially, both should be part of teaching English as a foreign language and what is even more important they should be presented as being connected with each other. This can be seen when we have a look at what we need to use words properly in a communicative situation. The three language properties are form, meaning and context that are interrelated. The pupils do not only have to memorize the new word itself, but they also have to keep in mind morphology and syntax, the cultural meaning and they have to know the context in which you can use the word in an appropriate way. As this is a difficult job for both, pupils and teachers, I would like to go into different teaching methods that should be considered when teaching vocabularies in the EFL classroom. Therefore I am going to look at the mental lexicon that helps us to understand how words are stored in our brains. Consequentially, I would like to dwell on the three major phases in the teaching of vocabulary, before I am going to deal with further helpful hints and examples for us as future teachers as well as for pupils in greater detail. Finally I would like to examine the whole topic again to state my ultimate opinion in my conclusion.

This volume brings together articles written by experts in the thriving field of language teacher education from a variety of geographical and institutional contexts, with a particular focus on EFL.

As a result of current global and international forces, teaching English for academic purposes (EAP) is going through the most dynamic period in its rather short history. The internationalization of higher education, English further solidifying its role as the lingua franca every single day, and the increasing number of higher education institutions around the globe opting for instruction in the medium of English (EMI) are all contributing forces behind this book. The text disentangles the conflicting views and beliefs regarding the standards, provision and practices of EAP. Across its chapters, it closely looks at the world of EAP through the lenses of academic practice, learners, curriculum development, program implementation, and teaching and assessment practices. This book will guide all stakeholders of EAP settings to better understand ways in which research and teaching interact, and inform each other from a number of vital and relevant perspectives.

English Language Teaching Today: Linking Theory and Practice provides an up-to-date account of current principles and practices for teaching English in the world today. The chapters, written by internationally recognized language teacher educators and TESOL specialists, introduce the reader to key language skill areas (i.e., listening, speaking, reading, writing, pronunciation, grammar and vocabulary) and explain how each skill area can be taught in a principled manner in diverse language learning contexts. Throughout the book, the link between theory and practice is explicitly highlighted and exemplified. This reader-friendly book is suitable for undergraduate and graduate students enrolled in TESOL and other second language education programmes as well as for TESOL professionals who wish to stay current with recent developments in ELT.

Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

This book explores teachers’ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin’s dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers’ cognition formation and re-formation process suggests the highly individual nature of teachers’ cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers’ stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.