GEN ENGLISH 0

2017

Living in the digital age means that modern information and communications technologies (ICT) have penetrated into every aspect of human lives, including education. Despite the fact that ICT are widely used in educational setting, many educators (and parents) have nevertheless remained concerned about how to adapt them into children´s education meaningfully and effectively. The use of ICT in education in general, and in preschool institutions in particular, has become an important research issue. The study focuses on evaluating multimedia CD-ROMs published in two countries with the intention to be used in preschool institutions for the introduction of English as a foreign language to the youngest learners (children 3-6 years). The results point to the fact that majority of the CD ROMs offered activities which were marked as "robotic", "glib", "static", and "empty" (built upon simple and usually mechanically repeated instructions), never reached beyond mechanical memorisation of English vocabulary in any entertaining way. The author calls for designing cognitively challenging materials which could support development of higher cognitive or affective functions of very young learners.

This report presents the findings of the mid-term evaluation of a year-long project carried out in a partnership between the British Council and the Service Sales Corporation (SSC). The project consisted of giving a CD (known as the LearnEnglish Kids CD) containing English language games, cartoons, puzzles and stories as free give-away to customers in Servis shoe stores in several cities in Pakistan. The recipients were children whose parents were purchasing shoes for the new school year. The project was intended to encourage self-directed learning and enable children to acquire greater depth of skill in using English, primarily by increasing vocabulary and improving pronunciation and confidence in using English.

english papers

1974

This annual publication of the Australian Association for the Teaching of English contains reviews of books in ten categories: teaching principles and practice; source books; composition, writing, rhetoric; language; potry and prose; drama; criticism; mass media/general studies; multi-media kits; and the retarded reader. Also included are an index of advertisers, an index of the books reviewed (listed by title), and a list of the reviewers» (3M) 'V S! DE PANIMENT dF 141ALTW, EDUCATION I WELFARE NATIONAL INSTITUTE OF EDUCATION 4 .4.4 Guide to glish Boob 1974 minutes reading ft) the class. . some time improvising drama. .. some time hearing the less able readers and making sure that the children get opportunities to talk in a constructive way. It should he possible to give the children the chance to write each daya variety of "types" of writing, fluor the mechanical to the personal. On many days the teacher will want to spend a brief period drawing the attention of a section of the class (occasionally the whole class) to a point of construction which they may not be too sure about. In addition. a good deal of time will be carried out in projects and topic work'. In general, Tucker is assuming that English is not a separate time-tabled subject, but is taught in healthy relation to other school pursuits. In one sense there is nothing new in this; in other senses, it is new and even alarming to some people. Teaching English in the Middle Years hacks up its general approach with one of the hest and hest-annotated lists of hooks and other relevant resources that I have ever seen. Dr Just's pamphlet defends examinations on the grounds that education is concerned with knowledge, that knowledge is info;mation which (somehow) generates skill, and that 'academic justice' is-best done by the public examination of knowledge by subject experts, Is it or Is it not strange that in Australia in 1973 a body sponsored b,' prominent academics (in English. especially) would produce a piece tha. in ideology shows no significant advance on that of Mr Gradgrind? Dr Just stands for academic standards, he claims, yet there is no evidence in his work or any acquaintance with the established academic work on knowledge and its assessment. On knowledge, there is no recognition of the various forms and levels of knowledge as they have been analysed by Hirst or Gagne and many others, who have collectively exposed the fallacies of simplistic thinking in this area. On assessment, Dr Just reveals no acquaintance with the scholarly work on the grave problems of :.ampling and validity and reliability, Reference to even one major study, English and its Assessment (Milling Keepes and Rechter, A.C.E.R.), might have led Dr Just to at least begin to grapple with the very difficult issues he so readily glosses over. Dr Just's negative case is hardly better than his positive one. He lumps. together all reformers or critics under a single anathema. Mild souls who put the casewith some evidencethat some form of cumulative assessment with moderation might he more valid and do less harm. are identified with the rathag fringe of the left. (That there is a rathag fringe of the right is not noticed.) Weak though the positive and negative cases are, as put, these are strong compared to the relationship of the argument to mundane realties such us the sheer logistics of examinations, Dr Just laments the demise of public examinations below. as well wi at, matriculation level. He has not taken the trouble to find out such facts as that if a three-hour English paper were still set at the N.S.W. School Certificate. 75,000 or so papers could only he marked by con. cripting all qualified persons and locking them up for over a month. he next month, of course, they would have to stay locked up to mark the Higher School Certificate. The trend to remain at school for the 'aumination years' makes one consider Teaching Principles caul Practice 5 whether similar problems will not soon be upon Higher School Certificates, tooif this is not already the case. In short, examinations are for an elite, if for no other reason that when everyone takes them, there are not enough experts to mark them. No doubt-there is a conservative case for examinations and all they imply, which would be worth putting. But Dr Just's case is not it, unless it is considered th:'t ill-informed dogmatism, indiscriminate condemnation of opposing views and the ignoring of relevant historical changes arc satisfactory forms of debate. I believe that there are many Dr Justs in the environment of English in this and other countries. 1 fear that English has developed its new and better ways too much internally, with too me effort to explain and justify them to others. The evidence is, as James Britton asserts in New Movements. that 'There is no future in trying to go back to the educational manners and methods that worked forty years ago'. But has the evidence been put adequately to the public, and even to the profession? Some of the books at least try. but they nifty he preaching to the converted.G.L.

New Library World, 1995

Describes how access to English‐language information by non‐English‐speaking students and faculty at a Middle Eastern university is being facilitated by making available a variety of machine‐readable sources, particularly CD‐ROM, and how not only searching of these sources but also use of the information retrieved are made possible by several means including: the provision by faculty and library staff of translations into English of information requests made in Arabic; the publication of bilingual dictionaries covering a wide range of scientific, technological and other disciplines; and the recent development, by other institutions, of a number of online, multilingual databases covering computer terms and a wide range of science and technology fields, accessible via Gulfnet and the Internet. Anticipates the development of an all‐sources database accessible through all public search‐and‐retrieval terminals.

Journal of Applied Linguistics and Language Research, 2018

There are many English books to teach in many different institutes in Iran, American English file books are widely used in very famous and high quality of teaching English institutes in Iran. We are going to pack the ideas of at least 120 EFL teachers, advanced learners, theorists, psychologists, practitioners, and course designer in this field by giving them a checklist and a Likert scale of advantages or disadvantages from the strongest points of view toward the weakest of this book and we gather all their information then analyze their points in Likert scale to discuss the positive and negative points of all series of American English file book. We also compare the content of this book which is mostly used in Iranian language institutes with national Iranian schools that are equally used English language national books in Iran.

2020

English Vocabulary

1999

The Varieties of French programme is a federally funded (CAUT/CUTSD) project undertaken jointly by Monash University and the University of Melbourne, which is now in its second of a three-year development. It is a multimedia-enhanced course in French sociolinguistics for advanced (second/third year) level students. The heart of the system is a CD-ROM multimedia database containing a large range of material related to the course syllabus as well as a number of interactive tutorial exercises (see Appendix 1 for further details). We began evaluating the classroom usage of the program in 1997 when the course was taught at Monash and Melbourne (Burston & Monville-Burston, 1997). Our focus at that time was upon the interaction between the instructor and the programme. In the study reported here, which is based upon the usage of the programme at Monash University during the first semester of 1998, we turn our attention to our students and their reactions to the Varieties of French CD-ROM.

1973

This annual publication lists and reviews books concerning teaching principles and practice, source books and course books, mass media, composition-writing-rhetoric, language and oral work, poetry, prose, drama, criticism, the retarded reader, and the migrant child. (LL) Teachers will be, however, bitterly disappointed. The author's sampling of schools is skewed in the direction of the 'barbarous. .. and derelict'.