Main Editions
Metaphorical Systems and their Implications to Teaching English as a Foreign Language
This paper is about an investigation into metaphorical systems as an approach to teach polysemous words to foreign language learners. Metaphorical usage is prevalent in authentic texts and the foreign language learner when dealing with them is faced with words that carry several meanings.
Can you get a first class education at a third tier college in China?
Few students in Chinese 3rd tier colleges are currently receiving a first class education. Unfortunately this means that they do not develop their full potential and consequently do not contribute fully to China’s society. A paradigm shift in teaching methodologies is needed to ensure that students are taught effectively. More appropriate texts should be adopted.
A Non-native Approach to ELT:Universal or Asian ?
In this paper I would like to focus on the Asian context of ELT. More specifically, I’d like to argue that some of the so-called “universal” aspects in ELT are not compatible with the Asian context, for linguistic but also cultural and historical reasons.
The Traffic Cop Syndrome
Over twenty years ago, Long (1983) suggested that the teacher made very little difference in the development of a student’s language ability. When comparing language learning as to the time spent on it in class, on a whole, it could reasonably be argued that the teacher could do very little in the way of improving a student’s ability in a relatively short amount of time.
A Case Study of a Korean Learner
This is a case study centering on a student I have taught. In this case certain factors need elicitation before the study per se, for these factors directly impact upon this case subject’s learning and learning environment and are Korean specific. In the expanse of EFL/TEFL literature, the greater majority of writings relate to the whole, not the self. This work attempts to isolate the principles for the ‘whole’ and apply them to the ‘self.’
LEARNING VOCABULARY THROUGH GAMES: The Effectiveness of Learning Vocabulary Through Games
Vietnamese students usually feel bored in vocabulary lessons because they have not changed their learning habits, such as writing words on paper, trying to learn by heart or learning passively through the teacher’s explanations.
Should culture be an overt component of EFL instruction outside of English speaking countries? The Thai context
Culture has become an increasingly important component of English language teaching in recent times. There are a number of reasons for this related to a view of language that incorporates a wider social and culture perspective, and to the increasingly multicultural use of English.
The types of speaking assessment tasks used by Korean Junior Secondary school English teachers
This study aimed:
– to identify the types of speaking assessment tasks used by Korean Junior Secondary School English teachers and the ways in which those assessments were administered;
– to investigate Korean teachers’ perceptions of the practical constraints in Korean EFL classrooms which affect assessment of speaking.
Teaching vocabulary using short texts
Traditionally, vocabulary used to be offered to learners in the form of lists. Nowadays, the tendency is to present vocabulary in texts. For vocabulary building purposes, texts – whether spoken or written – have enormous advantages over learning words from lists.
Authentic, Performance-Based Assessment in ESL/EFL Reading Instruction
In recent years there has been a reaction against standardized objective testing and a movement toward authentic, performance-based testing in a variety of learning domains, including ESL/EFL reading comprehension. A number of measurement researchers have investigated and developed comprehensive test validity criteria which should apply to all testing, traditional or authentic.
