Fundamental concepts of language teaching
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The document discusses characteristics of a good theory for language teaching. It states that a theory should provide a system of thought, method of analysis and conceptual framework. Additionally, a good theory needs to be useful, applicable, explicit, coherent, consistent, comprehensive and have explanatory power. It should also be simple, clear, stimulate research and be able to be verified.
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This document discusses key concepts in scientific research including concepts, hypotheses, theory, and the scientific method. It explains that concept explication involves defining concepts through literature review and coming to agreement on meanings. The scientific process involves describing, explaining, predicting, and controlling variables which are measurable aspects of concepts. Developing good operational definitions requires examining a concept's different meanings and how it has been defined and measured in prior research.
Rtc (unit 1)
This document provides an introduction to research and outlines the key components of the research process. It defines research as a systematic effort to gain new knowledge and discusses the objectives of research such as exploration, detailed study, and testing relationships. The document then covers how to conceptualize research through reviewing literature and formulating a research problem. It also explains how to generate research questions and hypotheses and introduces different research designs such as quantitative, qualitative, experimental, and case studies. Finally, it outlines the seven stages of the research process from asking a question to reporting results.
What is research
Research is a systematic process of investigation aimed at discovering and interpreting facts. It involves carefully exploring problems through a scientific method to arrive at reliable solutions. This process advances knowledge and promotes progress across different fields. Research involves re-examining phenomena from multiple perspectives to uncover underlying facts and gain a fuller understanding of the unknown. It is considered an academic activity that defines problems, formulates hypotheses, collects and analyzes data, reaches conclusions, and tests those conclusions.
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This document discusses discourse and discourse analysis. It begins by defining discourse and outlining the main types: descriptive, narrative, expository, and argumentative. It then provides examples and details about each type. The document discusses how genre can be used to analyze and limit the scope of discourse. It proposes analyzing a dialogue example using discourse analysis methods and frameworks. Finally, it lists references on the relationship between discourse and genre, dialogue analysis, and approaches to computer-mediated discourse analysis.
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Principles of teaching.structure of subject matter content.2015
Principles of teaching.structure of subject matter content.2015
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PhD Thesis - Influence of Repetitions on Discourse and Semantic Analysis
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The document is an abstract for a presentation on English teachers' perspectives on using online resources for teaching listening and speaking skills in Bangladeshi contexts. It summarizes the purpose of exploring how private university English teachers perceive using websites to improve students' English listening and speaking skills. It also provides brief summaries of the literature review, research questions, methodology which involved interviews with 18 teachers, findings which showed websites can accelerate skills, and conclusions that teachers' guidance is important for students' online learning.
The pilgrim's progress apology by bunyan
The Pilgrim's Progress from This World, to That Which Is to Come is a 1678 Christian allegory written by John Bunyan. It is regarded as one of the most significant works of religious, theological fiction in English literature. It has been translated into more than 200 languages, and has never been out of print.
Originally published: 1678
Author: John Bunyan
Original language: English
Country: England
Genres: Allegory, Novel, Travel literature, Christian Fiction, Christian literature, Religious Fiction
Adaptations: Pilgrim's Progress: Journey to Heaven (2008), Pilgrim's Progress (1979)
Final part of the pilgrim's progress by John Bunyan
The Pilgrim's Progress from This World, to That Which Is to Come is a 1678 Christian allegory written by John Bunyan.
Originally published: 1678
Author: John Bunyan
Original language: English
Country: England
Genres: Allegory, Novel, Travel literature, Christian Fiction, Christian literature, Religious Fiction
Adaptations: Pilgrim's Progress: Journey to Heaven (2008), Pilgrim's Progress (1979)
Part one the third stage, the fourth stage of the pilgrim's progress
The Pilgrim's Progress from This World, to That Which Is to Come is a 1678 Christian allegory written by John Bunyan.
Originally published: 1678
Author: John Bunyan
Original language: English
Country: England
Genres: Allegory, Novel, Travel literature, Christian Fiction, Christian literature, Religious Fiction
Adaptations: Pilgrim's Progress: Journey to Heaven (2008), Pilgrim's Progress (1979)
Part one the third stage, the fourth stage
Originally published: 1678
Author: John Bunyan
Original language: English
Country: England
Genres: Allegory, Novel, Travel literature, Christian Fiction, Christian literature, Religious Fiction
Adaptations: Pilgrim's Progress: Journey to Heaven (2008), Pilgrim's Progress (1979)
Part one the first stage, the second stage
The Pilgrim's Progress from This World, to That Which Is to Come is a 1678 Christian allegory written by John Bunyan. It is regarded as one of the most significant works of religious, theological fiction in English literature. It has been translated into more than 200 languages, and has never been out of print.
Arnold and his criticism [The Study of Poetry]
"For poetry the idea is everything; the rest is a world of illusion, of divine illusion. Poetry attaches its emotion to the idea; the idea is fact."
This is said by Matthew Arnold. According to him, IDEA is supreme and in poetry, it is the idea that matters, that are attached by poetry through emotions. According to him THE FUNCTION OF POETRY is to interpret life for us, to console us, to sustain us. He says if SCIENCE IS APPEARANCE then the POETRY IS EXPRESSION and there is no appearance without expression.
Then Arnold talks about setting our standard for poetry high. We must accustom ourselves to HIGH STANDARD and STRICT JUDGEMENT and there is no place for CHARLATANISM in poetry. Charlatanism is for confusing the difference between excellent and inferior, sound and unsound or only half sound, true and untrue or only half true. Judging with little differences has paramount importance, so there is no place for charlatanism in poetry.
Arnold and his criticism
Matthew Arnold (24 December 1822 – 15 April 1888) was an English poet and cultural critic who worked as an inspector of schools. He was the son of Thomas Arnold, the famed headmaster of Rugby School, and brother to both Tom Arnold, literary professor, and William Delafield Arnold, novelist and colonial administrator.
During this time Arnold wrote the bulk of his most famous critical works, Essays in Criticism (1865) and Culture and Anarchy (1869), in which he sets forth ideas that greatly reflect the predominant values of the Victorian era.
Parallelism (in grammar)
In grammar, parallelism, also known as parallel structure or parallel construction, is a balance within one or more sentences of similar phrases or clauses that have the same grammatical structure. The application of parallelism affects readability and may make texts easier to process
Common Examples of Parallelism
Like father, like son.
Easy come, easy go.
Whether in class, at work, or at home, Shasta was always busy.
Flying is fast, comfortable, and safe.
Sir Philip Sidney
Sir Philip Sidney (30 November 1554 – 17 October 1586) was an English poet, courtier, scholar, and soldier, who is remembered as one of the most prominent figures of the Elizabethan age. His works include Astrophel and Stella, The Defence of Poesy (also known as The Defence of Poetry or An Apology for Poetry), and The Countess of Pembroke's Arcadia.
His artistic contacts were more peaceful and more significant for his lasting fame. During his absence from court, he wrote Astrophel and Stella and the first draft of The Arcadia and The Defence of Poesy. Somewhat earlier, he had met Edmund Spenser, who dedicated The Shepheardes Calender to him. Other literary contacts included membership, along with his friends and fellow poets Fulke Greville, Edward Dyer, Edmund Spenser and Gabriel Harvey, of the (possibly fictitious) 'Areopagus', a humanist endeavour to classicise English verse.
Both through his family heritage and his personal experience (he was in Walsingham's house in Paris during the St. Bartholomew's Day Massacre), Sidney was a keenly militant Protestant. In the 1570s, he had persuaded John Casimir to consider proposals for a united Protestant effort against the Roman Catholic Church and Spain. In the early 1580s, he argued unsuccessfully for an assault on Spain itself. Promoted General of Horse in 1583,[1] his enthusiasm for the Protestant struggle was given a free rein when he was appointed governor of Flushing in the Netherlands in 1585. In the Netherlands, he consistently urged boldness on his superior, his uncle the Earl of Leicester. He conducted a successful raid on Spanish forces near Axel in July, 1586.
An early biography of Sidney was written by his friend and schoolfellow, Fulke Greville. While Sidney was traditionally depicted as a staunch and unwavering Protestant, recent biographers such as Katherine Duncan-Jones have suggested that his religious loyalties were more ambiguous. He was known to be friendly and sympathetic towards individual Catholics.
An Apology for Poetry(also known as A Defence of Poesie and The Defence of Poetry) – Sidney wrote the Defence before 1583. It is generally believed that he was at least partly motivated by Stephen Gosson, a former playwright who dedicated his attack on the English stage, The School of Abuse, to Sidney in 1579, but Sidney primarily addresses more general objections to poetry, such as those of Plato. In his essay, Sidney integrates a number of classical and Italian precepts on fiction. The essence of his defence is that poetry, by combining the liveliness of history with the ethical focus of philosophy, is more effective than either history or philosophy in rousing its readers to virtue. The work also offers important comments on Edmund Spenser and the Elizabethan stage.
Figurative Languages or Figures of Speech
A figure of speech or rhetorical figure is figurative language in the form of a single word or phrase. It can be a special repetition, arrangement or omission of words with literal meaning, or a phrase with a specialized meaning not based on the literal meaning of the words.
In truth, there are a wealth of these literary tools in the English language. But, let's start out by exploring some of the most common figure of speech examples.
For example,
Synecdoche:
Synecdoche occurs when a part is represented by the whole or, conversely, the whole is represented by the part.
Examples include:
Wheels - a car
The police - one policeman
Plastic - credit cards
Figurative language is often associated with literature and with poetry in particular. Whether we're conscious of it or not, we use figures of speech every day in our own writing and conversations.
Figures of speech are also known as figures of rhetoric, figures of style, rhetorical figures, figurative language, and schemes.
A figure of speech is a use of a word that diverges from its normal meaning, or a phrase with a specialized meaning not based on the literal meaning of the words in it such as a metaphor, simile, or personification. Figures of speech often provide emphasis, freshness of expression, or clarity.
Through the use of figures of speech, the author makes significant the insignificant, makes seem less important the overemphasized, brings colour and light, insight, understanding and clarity.
Figures of speech allow us to assess, interpret and critically analyze not only the writer's attempt, but also his or her purpose.
Preface to lyrical ballads
The Preface to the Lyrical Ballads is an essay, composed by William Wordsworth, for the second edition of the poetry collection Lyrical Ballads, and then greatly expanded in the third edition of 1802. It has come to be seen as a de facto manifesto of the Romantic movement.
The good morrow by John Donne
The Good-Morrow by John Donne: Analysis. The Good-Morrow, by John Donne, chiefly deals with a love that advances further from lusty love to the spiritual love.The poem makes use of biblical and Catholic writings, indirectly referencing the legend of the Seven Sleepers and Paul the Apostle's description of divine, agapic love – two concepts with which, as a practicing Catholic, Donne would have been familiar.
Sonnet 18
Sonnet 18 is one of the best-known of the 154 sonnets written by the English playwright and poet William Shakespeare. In the sonnet, the speaker asks whether he should compare the young man to a summer's day, but notes that the young man has qualities that surpass a summer's day.
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The past and the present of ELT in Malaysia
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Mentoring - the way it works
Mentoring is defined as a professional relationship in which an experienced person (the mentor) assists another less-experienced person (the mentee) in developing specific skills.
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Fundamental concepts of language teaching
- 3. Syed Nakib Sadi Apala Biswas Iffat Jahan Suchona Ayesha Akter Munni Afroza Akter Akhi
- 4. According to H.H. Stern, theory is , “simply the thought underlying language teaching”
- 5. A Theory offers – System of thought Method of analysis Conceptual framework
- 8. Usefulness and Applicability Explicitness Coherence and Consistency Comprehensiveness Explanatory Power and Verifiability Simplicity and Clarity
- 9. Usefulness and Applicability o Theories should be – Useful Effective Relevant applicable
- 11. Define principal assumptions Build up a conscious understanding Produce critical discussions
- 13. A good theory should – Reveal order Establish an awareness of relationships Fit together in an explicable manner Be consistent Make sense of the language learning activities that occur at different stages.
- 15. •Provide a framework •Make it understandable
- 17. A Good Theory must – Stimulate research Have explanatory power Be capable to predict Be verified by empirical research “Thought must eventually be put to the test” , (Stern, 1983, p. 30)
- 19. A good theory must be - •Simple •Economical •Straightforward in language
- 20. Minimize the complexity of language. Lessen the intricacies of the language learning process. Do not make it over-simplified Do not make it over-generalized.
- 21. Stimulus-response theory of second language learning. (very parsimonious) Stimulus Response Reinforcement