Monthly Editions
Exploring the Congruence between Teachers’ and Students’ Preferences for Form-focused Instruction: Isolated or Integrated?
During the long period of second and foreign language teaching, it is the recognition
of changes in the kind of proficiency that learners need that leads to changes in
language teaching methods. Grammar instruction is a part of language teaching that
has received much attention and has been a hot topic of controversy for a couple of
decades. English teachers as well as English learners typically realize the benefits of
knowing English grammar because, to them, it is the key to understanding language
and using it to communicate (Cowan, 2008).
A Door to the World or to Just a Handful of Anglo Cultures? English as a Lingua Franca and Students’ Orientations toward English
In applied linguistics circles, one of the most polarizing issues related to the global spread of English has been the English as a lingua franca (ELF) research paradigm, which focuses on English use for communication among speakers who did not learn English as a ‘native’ language (ENL).
Speech Acts in Drama Translation
One of the most important aspects of drama and definitely drama translation is that it should be performable. In order to preserve the performability, the communicative functions of linguistic forms should be recognized and conveyed by the translator. As noticed by some translation scholars (e.g. Snell-Hornby [1988], Hatim [1998]), speech acts have a vital role in this process.
A Reticent Student in the Classroom: A Consequence of the Art of Questioning
This psycholinguistic study assessed the level of reticence in English (L2) among Filipino college students enrolled in Isabela State University, Echague, Isabela, Philippines. It also sought to determine the relationship of reticence and the respondents’ profiles, their perceptions on the different categories of questions, teachers’ art of questioning, teacher’s art of handling students’ questions and students’ responses
The New English Program for Elementary School Students in Japan
From April of 2011 the Ministry of Education (Monbu-kagaku-sho) in Japan required all students from grade 5 (age 11-12) to take English. However, students take only 26 hours of English class per year, and while the program includes speaking and listening skills, they are not required to study writing or reading.
Competencies Teachers in English of Northern Isabela and Selected Variables
The study determined the relationship of teaching competencies among educational qualifications, demographic variables and problems of secondary school teachers of English in Northern Isabela. It utilized the descriptive – correlational method of research. The subjects comprised 34 English teachers, 13 immediate supervisors (principals, head teachers and Chairmen of English Program) and 506 secondary school students.
