Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
Native English Teacher or Non - Native English Teacher?Self-employed
The contentious issue of (non)nativeness remains unanswered.
Nowadays, being an NNEST or NEST should not count but rather teachers' professional capabilities.
The presentation provides a forum for reflection and discussion about NNESTs.
We should value professional and personal qualities over ‘nativeness.’
The skills and qualities that make an effective language teacher are the most significant.
Both ‘NESTs’ and ‘NNESTs’ are expected to be competent teachers, each with excellent professional skills.
What can non-native English-speaking teachers (NNESTs) perform better?
What can native English-speaking teachers (NESTs) manage better?
Language is used as a medium of expression. We use language to express our ideas, emotions, feelings or to communicate with others. It is easy to do in our mother tongue or the first language. But if we want to express our ideas, emotions, feelings in second language or a foreign language the difficulty occurs. It is not that it is a different language but because among the different barrier the cultural barrier is one that is creating obstacles in learning a foreign language or second language. The issue of language barrier is particularly critical during an intercultural service encounters for ESL customers. This article presents the cultural barrier of learning a foreign language or second language and it also provide information how we can overcome the cultural barrier successfully in learning a language. This article provide a survey report which was conducted on 100 students of a university in Bangladesh which provide information what type of cultural barrier they face in learning a foreign language.
A Comparative Analysis of English as Foreign Language Education Programmes inventionjournals
: The purpose of this study is to examine current English as foreign language education programmes in China (Hong Kong), Finland, Southern Cyprus, Japan, and Turkey and to reveal similarities and differences between them. And, the method of this study is reviewing of literature. At the end of the study, it was concluded that these countries have different objectives of a foreign language education according to their economic, cultural, and social status. However, communication and international relations are common denominators. It was also seen that China (Hong Kong), Finland, Southern Cyprus, and Turkey start teaching English as a foreign language at young age. If it is considered that starting English as a foreign language education at an early age is an advantage, it can be seen that Japan and Turkey have disadvantage. And, Finland is the most successful country in foreign language teaching. It was reached the conclusion that supporting the individuality of a foreign language education has a major share in this success. When it was examined the approaches used in a foreign language teaching, it came to a conclusion that all countries use various methods which make students active.
This paper is intended to deal with place of motivation in English language teaching. Motivation as one of topics of second and foreign language acquisition has always influenced on learning and teaching of English language. Language can be defined as the bond that links people together and binds them to their culture. The study of language has always played a crucial role in the history man. Man has tried to know his language, know how speech sounds relate to meaning when he/she is speaking or writing. Today, English language is used as one of the major important of languages among people over the world. Learning English language has been the main subject in schools, colleges and universities in the world. English language is used as foreign or second and even lingua franca among people in this world. English language is used as target language among learners in their schools, colleges, and universities. It is interesting to see how an English language learner learns English through motivation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Questions(kameran n abdullah)
1. 1. In your opinion, what are the most three important contemporary issues in foreign
language teaching at present?
Author: Kameran N. Abdullah
Cyprus International University
English Language Teaching
Spring 2020
Considering the most important issues that has currently became trend in the field of English
language teaching, one must first take a look at the research that has been conducted in this
domain during the recent decade. However, due to the large number of papers that have been
published in this time interval and various online and paper journals that cover these issues,
providing exact answer to this question through statistics is a very hard job, if possible. In this
regard I answer this critical question and express my opinion, by reviewing the most frequent
topics in the field of TEFL, and providing support using the related literature in this domain.
Considering the literature in this regard we can mention Alptekin and Tatar (2011) who reviewed
130 papers in the field of foreign language teaching from 2005 to 2009 and compared the focus
of these studies with the focus of studies in the previous decades and found that there was a shift
of interest from research on theoretical issues to practical concerns after the twenties’ century.
Similarly, Aydinli and Ortaçtepe (2018), conducted an overview of research in the domain of
English language teaching as a foreign language from 2010 to 2016 and the results of their study
revealed that compared to the previous research works in this field of study, the trends have been
changed by the shift of special focus on conceptual development to the practical concerns. They
believed that the recent studies in the realm of TEFL in their country focus on three major topics
of ELT and language teachers, English language learning and language learners, and In-service
and pre-service teacher education/professional development. On the other hand, as claimed by
Aronin and Spolsky (2010), topics including teaching students from home or visits abroad, the
specialized studies of dyslexia, English for academic purposes (EAP), and computer-assisted
instruction, are the most common issues in TEFL studies coducted from 2004 to 2009 in the
context of Israel.
2. Accordingly, to answer this question that what are the new tends in the domain of Foreign
language teaching in recent decade, I also reviewed the topics of the papers that had been
published for the period of 2009 to 2019 (up to now) through surveying the papers from four
famous journals of TESOL quarterly, ELT journal, Teaching and Teacher Education, and ELT
Worldwide as the sample of the whole papers published during this time interval, and came to
the following findings that slightly support the claims of Alptekin and Tatar (2011) and Aydinli
and Ortaçtepe (2018):
By reviewing the related paper topics and their comparison with the previous trends in this
domain, I found that since the beginning of research in the field of language teaching, and in this
case English as a foreign language, we face a transition of focus from impacts of different
instructional methods, technics and strategies on students learning to the effectiveness of eclectic
method, real life use of L2, and interesting, attractive and motivating language teaching
strategies; transition of focus from teaching to learning, from teachers to learners, from language
teaching strategies to the language learning strategies and in general and in the most cases from
instructional issues to the psychological issues.
In general, following the above explanations, in my opinion, the three most important topics that
have been addressed by the researchers in the recent decade included:
1. Learners’ self-efficacy and motivation
2. Teachers’ /learners’ beliefs or opinions
3. Language learning strategies
References:
1. Alptekin, C.,& Tatar, S. (2011). Research on foreign language teaching and learning in
Turkey (2005-2009). Language Teaching, 44(3), 328-353.
2. Aydinli,J., & Ortaçtepe, D. (2018). A Country in Focus: Selected research in applied
linguistics and English language teaching in Turkey: 2010–2016. Language and teaching,
51(2), 210–245.
3. Aronin, L., & Spolsky, B. (2010). Research in English language teaching and learning in
Israel (2004–2009). Language Teaching 43(3), 297–319.
3. 2. Which language will have been widely used as an international language by the end
of 21st
century?
Languages around the world had been created by human kind from thousands of years ago as a
means of communication to express feelings and meet the people's needs. However,
demographically speaking and based on the long distances among the different geographical
locations where the initial societies emerged, we came up with a variety of languages around
the world, the number of which are estimated to be over 7000 languages. Since until the recent
century people did not have possibility to travel from one country to another, or from one place
in the world to another place, the languages were localized and there were no need for a single
language to make communication between people of different nations. However by the creation
of transportation means, including the creation of car, train and planes, and with the advances in
technology especially the emergence of TV and social media and more recently the internet and
the extensive use of social networking, a new era of communication emerged, where the people
from different nations visited, contacted, and interacted with each other. Therefore the need for a
common language to facilitate the communication between people from different geographical
and cultural backgrounds was felt, and this need was soon met by selecting and introducing the
international language. The term ‘international language” has been simply defined as the
language being used by different people from different countries with the aim of communicating
each other (Smith, 1976). It must be asserted that all languages have equal values and they are all
precious and important, but not all of them good choices to be used as the international language.
In fact, various features have been defined for an international language. In this regard, a
desirable language that can be used globally should be easy to learn and easy to use both in case
of speaking and writing, with less complicated grammar.
4. Today, English is being used globally as the most spoken language in the world, while in past
French used to be the international language. Depending on the conditions and unpredicted
changes in the world or the political decision makings in the global level, maybe in future the
tendency to use English as the international language declines, and it gives its place to a new
language. While English has been considered as a communication tool which unites and
empowers the people from all over the world with different cultures, nationalities and from
different races (Pandarangga, 2015), this language is regarded as a threat to the language
diversity in the world by some scholars, in the sense that they believe its dominance in the world
and its extensive use by people from different countries has destroyed and in some cases has led
to death of some other languages (Tsuda, 2008; Phillipson, 2008; Florey, 2010).
In recent decades many attempts had been taken in this regard to develop a new language
independent from any specific culture and political representation. Esperanto was a language or
in fact an interlanguage which was developed in this respect with the aim of becoming the
international language and taking the place of English language. However, it was not successful
in this regard and was not really a serious rival to the English language, and therefore, it was
soon declined over time.
In fact, English language is a special and unique language among the other languages for it is
highly convenient, popular, and preferred among people around the world and it is the language
which is most frequently used in education, communication, trade, and occupation areas (Gradol
1997, Ammon, 2001; Baker, 2006) and it is the formal, main and even second official language
of many countries.
All in all according what I was mentioned above, I think although nothing is impossible in this
world, to me the probability of English language to be replaced by another language in future
(until the end of 21rst century) is very low. In fact, in my point of view, English language will
stay as the most frequently used language worldwide and as the international language in all
areas.
References:
Ammon, U. (2001). The Dominance of English as a Language of Science: Effects on Other
Languages and Language Communities. Berlin: Walter de Gruyter & Co.
5. Baker, C. (2006). Foundations of Bilingual Education and Bilingualism (4th). United States of
America: Archetype-IT Ltd.
Florey, Margareth. (2010). Endangered Languages of Austronesia. Retrieved from:
http://books.google.com.au/books?id=eNF4FxSd-LgC&pg
Graddol, D. (1997). The future of English. Retrieved from http://www.british
council.org/English/pdf/future.pdf
Pandarangga,S. (2015). The Transformation of English as a Global Language in the World.
Lingua, 10(2), 90-96.
Phillipson, R. A. (2008). Lingua franca or lingua frankensteinia? English in European
integration and globalisation. World Englishes, 27(2), 250 – 267. Doi: 10.1111/j.1467-
971X.2008.00555.x
Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38-42.
Tsuda,Y. (2008). English Hegemony and English Divide. China Media Research, 4(1), 47-55.