skipper
skipper's Latest Posts
An Evaluative Study of English Communication Skills Textbooks at the University of Jordan from a Functional Perspective
The present study is an attempt to investigate the functionality of the ECS textbooks within the framework of SFL. Hence, it consists of two parts: the first part was concerned with finding out the degree of this functionality as perceived by the ECS instructors in the UJLC and the UJ undergraduate students, while the second part was concerned with exploring how the aspects of functionality were distributed in the ECS textbooks.
The impact of ‘phonological characteristics of Pashto’ and ‘native English environment’ on the pronunciation of English consonants
There is a profound relationship between phonological characteristics of a language and the intelligibility of the speakers of that language. Pashtun speakers or learners of English, whether in Pakistan or in UK, consider their pronunciation to be a hindrance in smooth communication during their interaction with foreigners or among themselves.
The Relationship between Perceptual Learning Style Preferences and Skill-based Learning Strategies
During the last three decades, there has been a shift of paradigm from teaching methodologies to learning processes and learner characteristics. Research suggested that a host of cognitive, affective, and perceptual variables are at work when individuals go about the task of second or foreign language learning. Among these variables are learning styles and strategies.
Spelling and society: The culture and politics of orthography around the world
Mark Sebba. Cambridge: Cambridge University Press, 2007. Pp. xix + 189. Reviewed by Jing Zhao Sun Yat-sen University Guangzhou, China Spelling and Society by Mark Sebba provides a systematic and coherent socio-cultural conceptual framework within which research on spelling can be conducted. The purpose of the book is to introduce new ways of looking at […]
Collaborative play making using ill-structured problems: Effect on pre-service language teachers’ beliefs
Much previous research has shown beliefs to be resistant to change. Furthermore, when exposed to conflicting information, studies have also shown that people are likely to use it selectively to reinforce existing beliefs, the so-called biased assimilation effect.
Towards a Globalized Notion of English Language Teaching in Saudi Arabia: A Case Study
This paper uses one case study at a Saudi Arabian university to illustrate the effects of competing Discourses on the identities of English language teachers in this context. Through an unpacking of their language teaching narratives, the notion of ‘global’ English language teaching emerges as a way of potentially resolving these conflicting identities/Discourses.
Revisiting Japanese English Teachers’ (JTEs) Perceptions of Communicative, Audio-lingual, and Grammar Translation (Yakudoku) Activities: Beliefs, Practices, and Rationales
Research has shown that teachers’ beliefs about language teaching are shaped by a myriad factors, among them, their own experiences as language learners, their pedagogical training, and the contexts in which they work (Borg, 2003; Fang, 1996; Freeman, 2002; Lortie, 1975). How their beliefs influence their practice has also been studied, and it has been found that whether teachers consistently put these beliefs into instructional practice varies considerably. For example, while some research on reading and literacy instruction has demonstrated a clear relationship between teachers’ theoretical orientations and what they do in their classes, other research has found this relationship to be weak, with teachers tending towards inconsistency; in other words, not doing what they believed was appropriate (Fang, 1996).
Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English
In Asia, the dominance of English as a foreign or second language has greatly contributed to the prevalence of Standard English and Native English Speaking Teachers (NESTs). Japan, Korea, Hong Kong, and Taiwan have been officially recruiting NESTs to introduce ‘authentic’ Standard English to their citizens. However, as globalisation continues throughout the world, the genres featuring native speaker norms have been challenged for failure to equip English learners with English as an International Language (EIL) or World Englishes (WEs) competence to communicate with other non-native English speakers from different cultural and linguistic backgrounds in international settings.
‘To act in a good way’ Constructions of EFL teacher-self
This article examines the notion of ‘good’ in the construction of the teacher-self. Brown (2005) challenges those of us involved in ESL teaching to resist complacency in the construction of ESL teacher identity as a force for good and remain aware of the potential to be much less than this (2005, p.18). This article addresses such a challenge drawing on data collected from a doctoral study into the lives of Nicaraguan Secondary School English language teachers ELTs (Fennell 2007).
Contextual influences on the Teaching Practice of a beginning TESOL teacher: A narrative inquiry
Traditionally, learning to teach was viewed as applying discrete amounts of teaching knowledge in one context and developing teaching skills in another context. However, in recent years, there has been a paradigm shift in teacher education focusing on the specific teaching context that shapes the reality of classroom practice. According to Freeman and Johnson (1998), the teaching context such as schools and classrooms are the sociocultural terrains in which the work of teaching is conceptualized, implemented and evaluated (Freeman & Johnson, 1998, p. 408)
