Teaching Culture In the EFL Classroom

These are notes on English stress, rhythm and intonation.

Part A is for students and Part B is for teachers.

The treatment here is “technical”, as by a linguist, but in very plain language. Even with poor formal English, L2 speakers who “sound right” will gain social acceptance, and this in turn will greatly accelerate their learning.

Firstly the concept of “the music of a language” is introduced. It is noted that languages are on a scale of “syllable timed” to “stress timed” (though this is not a simple matter). English is a stress-timed language. Both word stress and sentence stress are essential in English. However, proper word liaison and elision marks native speakers from non-native speakers. Some advice is given on how to practice privately and in a classroom. The importance of teacher talk as a model is noted.

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching and learning, the paper distinguishes three different levels of learner outcomes in learning culture, namely cultural knowledge, cultural awareness and cultural competence. It also suggests a framework for examining learner outcomes in learning culture towards the end of the discussion. Recommendations for further research are also provided.

Texting  language  is  a  new  language  variety  that  appears  with  the  Internet  and  digital  media.  This
language  has  developed  a  unique  style  that  requires  new  terminology, which  separates  it  from  daily
language. It is very common between Internet users, bloggers, chatter, gamers, and teenagers in general.
Some  people  consider  such  a  language  variety  as  an  informal  language.  Linguists,  educators,  and
language teachers should take care of this new trend. It has some influences on the formal language and
academic writing. I am interested in studying this new linguistic trend and review the literature. I have
some question about it depending on some linguistic theories and educational perspectives.  My goals
are to find out about the role of internet, media, and technology to teach English in EFL context and to
distinguish  between  formal  and  informal written  forms  and  to  compare  between  how English  native
speakers and non-native speakers of English deal with this language.

This study aims to examine the cultural content and its hidden
curriculum of one popular internationally published ELT textbook: New American Inside Out (elementary level/2008). The method of content analysis, based on the two coding schemes: The Five Dimensions of Culture and the Categories of Culture, was adopted to codify the content. The results show that this textbook has promoted different dimensions of culture with a focus on the introduction of western
products, persons and perspectives. Quite a lot of content related to linguistic practices is found not specific to any culture or country; however, the bias in favor of Target Culture (English-speaking countries) is obvious throughout the textbook in terms of the reading texts and listening scripts. Less interest has been put on the presentation of local and Asian cultures. As for the arrangement of intercultural issues, most of them are put in speaking activities but center on personal
sharing of experiences instead of carrying out intercultural reflection and awareness. Drawn upon the findings, the hidden curriculum delivered through the textbook is discussed, and then relevant suggestions are provided with the expectation of developing suitable ELT textbooks to meet the real needs of EFL/EIL learners in the global village.

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

Principles-based approach (PBA) identifies six principles aimed at helping policymakers, researchers, and practitioners build effective and successful practices within varied contexts while identifying and engaging with the challenges that the implementation of these practices will encounter. PBA builds on the current work on language policy and practice, but instead of
providing a set of standards, it identifies a set of principles that can help policymakers in diverse contexts develop locally appropriate language policies and practices. The application of a set of standards has to be based on assumptions related to the distribution of resources, access to knowledge, and appropriate infrastructure. In addition, the types of methodologies and assumptions about learning and teaching that underlie standards are also based on notions of language teaching approaches which espouse “a particular view of the world and [can be] articulated in the interests of unequal power relationships” [13, 589-590]. Understanding the limitations that such an imposition might pose in different contexts, with varying capacity for achieving these standards, professional organizations such as the TESOL International Association have attempted to collaborate with local ministries of education to develop contextually relevant standards.

In April 2006, Kinki University Technical College implemented three new textbooks with the aim of increasing the communicative competence of the students. The researcher compared the effectiveness of the new textbooks by using three approaches: firstly, a textbook analysis based on the Littlejohn Approach; secondly, a questionnaire completed by teachers who used the textbooks; and thirdly, semi-structured interviews with four practitioners who used both one of the new and one of the traditional textbooks. This paper reviews these three methodological approaches.

p.55 in the attached volume

My paper will not have a single focus, but the unifying central theme will be the description of the method actually being enacted in particular contexts (method-in-use) to help us compare unique experiences across contexts. For cross-cultural comparison to be possible at all, we have to assume that there is something in common between even the most divergent teaching contexts. I have therefore selected the two most different situations I could find from my own experience and from my research and then used the same model to compare them. By comparing experiences of unique teaching situations across diverse contexts, we attempt
to learn from the local experience of others, help to make sense of local experience for ourselves and help others to make sense of their own experience. After briefly summarizing my model of method-in-use developed and modified from my earlier PhD study (Nunn 1996), I will narrate some of the episodes that could not be included in an examined study or in standard journal articles, but which help support the perception of the need to describe real local experience and to look below the surface of polished academic study. Anecdotal narrated experience would not normally be included in standard academic writing. I use this partly as a counterbalance to more formal writing I have already published on this same subject, but partly because I have come to believe that formal academic writing can take the life and energy out of what is a very dynamic, lived profession and can exclude
some highly relevant local data. I do not believe it is possible to understand the context I describe without the anecdotal narrative.

This study emphasizes on the use of literary texts as a key technique in pedagogy of language skills; i.e. reading, writing, listening and speaking and language areas such as; vocabulary, grammar and pronunciation. Factors for using literary writings in foreign language classroom and main criteria for choosing suitable literary manuscripts in foreign language classes are focused on to familiarize the reader with the underlying reasons and criteria for language teachers' using and selecting literary texts. Moreover, literature and the teaching of language skills, benefits of different genres of literature to language teaching and some problems encountered by language teachers within the area of teaching English through literature (i.e. lack of preparation in the area of literature teaching in TESL / TEFL programs, absence of obvious objectives in explaining the role of literature in ESL / EFL, language teachers' not having the background and training in literature, lack of pedagogically-designed appropriate materials that can be used by language instructors in a classroom context) are taken into consideration.

Listening to and processing the pronunciation of speakers of different native and non-native varieties of English presents a challenge for many learners. The general consensus among authors of ELT handbooks is that teachers need to use listening material that will help learners become aware of different accents of English (i.e. Harmer, 2007; Celce-Murcia & Olshtain, 2000)

In order to discover if teachers of English share this view and if this is reflected in their teaching practices, a questionnaire was completed by a representative sample of 47 English language teachers in Thessaloniki, Greece. The mean response for each questionnaire item was calculated and the paired-samples t-test was undertaken in order to determine if any differences in the scores were statistically significant.

The questionnaire results indicate that the perceived importance of learners' exposure to a standard British or American variety is greater compared to the learners' exposure to standard regional, non-standard regional, or non-native varieties of English. A similar pattern emerged in terms of the teachers' responses to the question addressing the frequency of learners' exposure to various accents of English through the listening material of the course. Conversations among non-native (but fluent) speakers of English received the lowest rating of all questionnaire items; this is disappointing since nowadays English is primarily used for communication among non-native speakers of English (Jenkins, 2000). This study suggests that the views expressed in ELT handbooks in this area have had little impact on teachers' practices and the reasons why this is the case will be revealed.

This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on experts’ insights and opinions. The article displays various viewpoints concerning this topic, offers different empirical studies in this field, and reaches some valuable conclusions.

This paper discusses the collaboration of ELT with ICT focusing on the case of Japan by starting with overlooking at some representative studies and their outcomes, followed by examination of concrete accomplishments to consider further possible directions in developing the collaboration. ICT should be utilized to connect non-native speaking learners of English with the English language and with its native speakers. Furthermore, ICT may have true potential for enhancing the Asian people's professional communication in English, when it is incorporated with products of language processing and corpus studies.

This is a collection of things to do in a classroom, plus a little explanation for teachers. The collection is not a syllabus, it is not graded and it is certainly not “complete” (what would “complete” mean here?). However bits of it should be useful for almost anyone teaching English.

"Language proficiency is typically measured in relation to ‘standard’ Englishes, such as American or British English. However, in today’s globalized world, such a ‘standard’-based approach to language proficiency is an anachronism. With NNS-NNS and NNS-NS communication in English on the rise, we need models of language proficiency that can account for the varying patterns of language that emerge in these contexts. The Dynamic Approach to Language Proficiency (DALP) described in this paper is one way of doing this.

Drawing on work on World Englishes, ELF, and genre theory, DALP posits that being proficient in a language implies that we are sensitive to the setting of the communicative event, and have the ability to select, adapt, and use a range of linguistic resources that are appropriate in the context. This proficiency in language changes as our familiarity with diverse settings and contexts increases, and our repertoire of linguistic resources and strategies expands. "

The introduction to this volume is intended to be a holistic introduction to international /intercultural  communicative competence.  In this introduction and part 1, the four
chapters on the meaning of EIL competence by four different authors present very different perspectives. We do not wish to attempt to resolve differences of perception, although I will
discuss some differences in this introduction. After all, the tolerance of different perspectives is an essential part of the epistemology of EIL. As Moser, (2002, p.17) eloquently suggests in
defence of his own epistemology, meta-epistemic instrumentalism,
Within the tolerant confines of meta-epistemic instrumentalism, we can welcome even as rational, much of the remarkable divergence we see in contemporary epistemology (p.17).
When faced with a broad and divergent body of knowledge, it would have been tempting to simplify the different accounts of knowledge into some kind of coherent whole. This can
sometimes take the form of rejecting scholarship that we cannot reconcile within our own paradigm. In our own field, we might want to reconsider whether a common target for rejection
(frequently also within this volume), Chomskian linguistics, is indeed really in opposition to holistic views of competence. For Moser (2002, p.6), holism is related to ‘epistemic coherentism’ as it “finds the ultimate source of justification in a system of interconnected beliefs or potential beliefs”. However, Moser does not support the artificial creation of a tidy fixed, impervious system of interconnected beliefs. Moser (p.16) argues instead that to characterize the present state of epistemic scholarship as ‘rational’, a tolerance of conceptual divergence is
needed that might not be encompassed in a coherent holistic model (coherentism). Moser coins the phrase ‘meta-epistemic instrumentalism’ (p.16) which “enables us to explain as rational
conceptual divergence what initially looks like perennial disagreement.” In Moser’s view, “the diversity hides a deeper rational unity” (p.17). As Sivasubramaniam suggests in this volume, we must therefore view all attempts a creating ‘final’ systems as temporary. The parts may come together in apparent coherence as with a kaleidoscope, but the ‘fixed’ outcome will only be
provisional. In the case of Chomskian linguistics, might we not need to acknowledge that EIL specialists have so far struggled to come up with an adequate characterization of linguistic
competence? As a result of this conceptual divergence in part 1, there is inevitably some repetition too. On closer examination, however, I have found that similar but very important concepts are
contextualized very differently in these chapters. This is perhaps most apparent in Sivasubramaniam’s contribution, which provides a much broader challenge to the concept of competence itself. Sivasubramaniam proposes a pluricentric view of community leading to a notion of competence that is enriched by its dependence on a plurality of contexts. His suggestion that we are actually in search of context-based confirmations rather than objective and context-free affirmations underline the difficulty of providing a meaningful definition of EILcompetence at all. My co-editor therefore provides a different angle on “rational diversity” as he underlines the need to broaden our perspectives, whereas as definitions tend to summarize and reduce. His strongly expressed views of social alignment and sociolinguistic sensitivity have, I
hope, helped me avoid reductionism in my own attempt to characterize (rather than definitively or narrowly define) EIL competence in this introduction. I have nonetheless responded to my own perception that the EIL literature has spent a lot of time pointing out what EIL competence is not, but less time suggesting what it is. If readers feel we have made a first step in this regard, we will be delighted.

The teaching of foreign languages always brings to the front the issue of culture teaching especially when this teaching takes place in a context multilingual. The curriculum and textbook designers are often divided between a desire for enculturation because anxious to preserve the national identity of the learners and a desire to open up to the other culture and therefore to advocate interculturality. This dilemma characterizes the various textbooks designed for teaching the English language in Algeria.

The aim of this work is to reflect on the teaching practice itself from the applying of a unit in English as Foreign Language class and to set up a pedagogical proposal that allows us to improve and optimize classroom practices. For this purpose, a 10th grade class in Buin, Chile was intervened.

Because the use of English as a lingua franca (ELF) has rapidly increased in the globalized world, the beliefs and practices in English education have been changing. In particular, developing intercultural communicative competence (ICC) has become a focus in English language teaching (ELT) to facilitate English learners to become competent communicators in intercultural contexts. Because an excellent command of English and competent teaching skills do not inherently lead to mastery of ICC, helping English teachers evaluate and develop their ICC in ELT has become crucial.
This paper presents a discussion on the procedure for developing a self-assessment inventory of ICC in ELT for English as a foreign language (EFL) teachers by presenting a literature review, model construction, item pool generation, data collection, and analyses. The results yielded a 24-item inventory of ICC in ELT for EFL teachers (ICC-ELT-EFL), consisting of 4 factors. The Cronbach’s alpha coefficient (α = .932) of this inventory indicated high reliability. The four dimensions of ICC in ELT involved (a) affective orientations to intercultural communication, (b) capabilities for intercultural communication, (c) perspectives on ELT, and (d) employment of intercultural strategies in ELT. Accordingly, the hypothetical model of ICC in ELT was modified to represent the item characteristics of each factor in the 24-item ICC-ELT-EFL. This paper concludes with a discussion of the relevant limitations and suggestions for future studies.

" A cognitive approach to instructed acquisition of English tenses by speakers of Russian is described in the framework of a cognitive theory of tense and aspect (CTTA). It is argued that the meaning and function of the so-called tenses may be understood in relation to the underlying cognitive structures rooted in perceptual experience, which are similar in both languages. The usual stumbling blocks in the acquisition of "tenses" are summed up, and a simple three-step procedure is offered for choosing a correct tense in discourse. The suggested approach allows to dramatically improve the process of grammar acquisition.

Keywords: cognitive grammar, observer, perceptual groundedness, aspect.
"

While the use of appropriate linguistic items is essential for successful communication in any language, sociocultural factors also play an important role. Intercultural communicative competence is one dimension of sociocultural awareness that has been recognized as integral for communicative competence, but its practical application remains a challenge, possibly due to the fact that language educators tend to have more knowledge about the target language than its related cultural aspects (Celce-Murcia, 2007). While cultural references are, even if implicitly, prevalent in textbooks, teacher discourse, and the media, they are often reduced to “American” or “British” while the culture of speakers of English from many other countries, including Brazil, are often ignored. Another important dimension that positively affects language and cultural learning is the representation of one’s identity (Norton, 2013). In this sense, implementing intercultural communicative competence (ICC) in English Language Teaching (ELT) allows learners to express their identities while engaging in meaningful discussions about cultural views. This article provides a brief overview of communicative competence and draws on Byram’s (1997) model of ICC to suggest pedagogical applications aimed at validating student identity in English language classes, particularly but not exclusively, in Brazil.

Teaching a foreign language does not merely involve teaching its linguistic system but also its cultural system. A native speaker of English may tolerate EFL speaker's grammatical or phonological errors in communication, but cultural errors may not be tolerated and may create serious problems which lead to communication failure. Therefore, English culture should be given an adequate place in EFL teaching and syllabi if we want to produce competent users of English who can use it effectively and appropriately for communication with English people. For this reason, this paper aimed at raising Yemeni EFL teachers' awareness towards integrating English culture into their EFL classes. It explored Aden University EFL teachers' perceptions of the importance of integrating English culture into their EFL teaching and the actual practices they utilize for integrating English culture into their teaching.
For full article click this link:
https://www.researchgate.net/publication/332199761_Integrating_Culture_into_EFL_Teaching_A_Study_of_Yemeni_EFL_Teachers'_Perceptions_and_Actual_Practices

Based on a critical review of selected relevant studies and with a historical perspective, this discussion paper, as a piece of secondary research (Nunan, 1992, p. 8), aimed to point out where the world of language teaching is in terms of the competences that learners are expected to gain. It was determined that intercultural communicative competence, i.e. the knowledge, motivation and skills needed to interact effectively and appropriately with members of different cultures (Wiseman, 2002, p. 208), is currently the highly favored type of competence after the sequential dominance of grammatical (linguistic) competence and communicative competence. The major inference drawn from the review was that although a number of particular studies draw heavily on intercultural communicative competence, they are paradoxical or not clear about where and how they differ from the tenets of its much-criticized predecessor, i.e. communicative language teaching, and about whose culture is to be taught along with the language. Taking sides for a pedagogical philosophy predicated on intercultural communicative competence, the author concludes that this is still merely a set of beliefs and procedures in need of multidisciplinary research-driven clarification and maturation and in this respect, he refers to and discusses some fundamental principles and standpoints on which a new model based on intercultural communicative competence can be built.

This research aims to determine the fact whether EFL vocabulary teaching is more efficient in the context and environment of Iranian schools or in those of Iranian private English language teaching institutions. The idea of carrying out this research came from the fact that a great majority of Iranian students in elementary and high school education levels have extremely poor performances when it comes to the English language. Regardless of the kind and nature of evaluation, they cannot achieve any standards whatsoever unless they have had the experience of studying English for at least a short time in private English teaching institutions as an extracurricular activity. English has been included in the educational curriculum of all levels from the beginning of elementary school and thus the average Iranian school student attends English classes for at least one hour per week for at least 10 -12 years. Keeping in mind this curricular schedule, the fact that the majority of Iranian students have no significant amount of English knowledge by the end of their secondary education is a serious cause for concern. The purpose behind this research is to confirm that the strategies used in school settings are useless, weak and in needof basic revisions. Maybe by doing so, it manages to raise awareness about the condition of these educational settings for a change. The first step of this research was a review of literature on general vocabulary learning, vocabulary learning in the context of EFL and vocabulary learning strategies. Afterwards, two methods of EFL teaching, which are the basic methods at Iranian schools and private institutions, were chosen and their structures examined in order to confirm their compatibility with the worldwide definitions and frameworks of those two approaches.A theoretical library research was carried out on those two methods and finally, a field observation was carried out to determine the quality of each of the methods in their related environments. Certain elements were taken into account in both observations and later on compared to each other to determine the outcome. In conclusion, this research can confirm that the vocabulary learning strategies utilized in private English teaching institutions can produce far better results than those implemented in school settings.

Professional English is a mandatory module in all Chinese universities, being taught alongside the students major. However, students often find learning English somewhat tedious as it can seem disconnected from their major and aspirations for the future. To try to overcome this shortcoming we have introduced the use of creative science as a means of linking language learning to exploring futuristic technologies with the aim of fuelling their engagement with language learning while at the same time helping them acquire valuable creative-thinking skills. In this paper we describe a two year trial be conducted at Shijiazhuang University where we operated this scheme with two batches of students, reporting our findings which show this approach produces significant learning gains over traditional methods. Finally, we describe our plans for developing an online EFL facility based around an i-Lab n the form of a virtual spacestation.

""In the context of rapidly expanding English-medium higher education in the UAE (United Arab Emirates), this thesis investigates how a group of native speaker English language teaching professionals perceive the social aspects of the environment in which they are working and the extent to which these perceptions affect the conceptualisation of their professional identities. Specifically, it focuses on how a complex interplay of cultural, economic, religious and political ideologies may impact upon the working lives of the respondents.
This research was carried out at eleven higher educational institutes in the UAE and data was gathered through interviews with English language teachers, teacher trainers and managers. The study’s findings reveal a complex, diverse and often conflicting picture of the way the respondents perceive the context in which they are working and a wide variety of attitudes regarding the ideological issues identified as impacting upon ELT in the region. However, emerging from the data was a dominant discourse of fear related to issues of power, religion, gender and money, maintained by uncertainty regarding the extent to which a censorial approach to teaching was required. The perceived precariousness of the respondents’ employment was also identified as the source of practises which raise ethical questions about the construction of professionalism in a context dominated by a discourse of fear and, in turn, implications for both practitioners and institutions.
Overall, this study reveals that in a context where ‘Gulf Arab/Muslim’ students interact with ‘Western native-speaker’ teachers, the preconceptions that often adhere to such labels in their respective societies may bear little resemblance to the attitudes, actions and beliefs of the individuals concerned. This raises implications both for the training of English teachers in the importance of contextual considerations and for the construction of the native speaker teacher in the literature.
""

Figurative language, proverbs as well as idioms and conventional metaphors, have long been both difficult for the EFL instructor to teach and for the learner to learn and use. They are often introduced with a definition, used in example sentences, and then left for the student to commit to memory for testing purposes. A more effective method of teaching figurative expressions such as proverbs seems to be necessary. It is proposed here that the cognitive linguistic constructs of conceptual metaphor and image schema can be adapted to form such a method. Rather than thinking of metaphor as an extraordinary form of discourse characteristic of literary language, Lakoff and Johnson (1980) have shown that conceptual metaphor is a fundamental property of everyday language and a powerful cognitive tool for the conceptualization of abstract categories. They motivate many of the conventional metaphors used in everyday speech as well as motivate many of the commonly used English idioms and proverbs. Image schemas are discussed in Lakoff (1987), Lakoff and Turner (1989), and Johnson (1987) and are characterized as recurring basic abstract conceptual structures that occur in our conceptualizations of the world, and which play a fundamental role in cognitive semantic processes. This study examines the teaching of proverbs as discussed by Gibbs (2001), Gibbs and Beitel (1995), and Gibbs, Strom, and Spivey-Knowlton (1997). It is proposed that visual or mental adaptations of image schema can contribute to making proverb learning more efficient.

Borghetti, C. (2019), 'Interculturality as collaborative identity management in language education'. Intercultural Communication Education, 2(1), pp. 20-38.

Just over ten years ago, Block (2007, p. 2) called the increasing attention that second language researchers – and social scientists at large – were giving to the construct of ‘identity’ an “obsession”. Since then, the identities of those who use, learn or study a language have been investigated in greater detail (e.g., Benson, Barkhuizen, Bodycott & Brown, 2013; Clarke, 2008; Dörnyei & Ushioda, 2009; Edwards, 2009). It may seem that intercultural language education is lagging behind this tendency. However, a number of publications (e.g., Kramsch, 2009; Rivers & Houghton, 2013) suggest that, considering contemporary global societies, the intercultural goals of language learning and teaching can be better promoted by replacing the notion of ‘culture’ with that of multiple ‘identities’ or ‘subjectivities’. More specifically, language education can aim to make students capable of selecting the language resources available to them in order to express their (developing) desired identities and, at the same time, to recognise the multiple identities that their interlocutors put forth in a given context (Borghetti, 2016). To make the case for this ‘identity-related intercultural language education’, the article reviews and discusses a number of studies which, from different perspectives, have already argued for a more prominent role of the construct of ‘identity’ in the field of second language education.

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This paper discusses some of the troubling issues which surround the nature of authenticity in language teaching and learning, such as identity, the legitimacy of L2 teachers of English, and the disempowerment of L2 voices. This paper presents an examination uncovering how the English language is marketed to learners, and traces the effect this has on our teaching approach and sense of efficacy as language teachers. Rather than simply 'real language' or 'newspapers', I propose that authenticity should be taken to mean that learning is both personally meaningful and socially relevant to each individual in context. Fundamentally, this paper argues that as teachers we must find our own authentic reasons for working with students, in order to create a culture of authenticity in the language classroom.

RESUMEN El presente artículo examina algunas de las cuestiones que rodean la naturaleza de la autenticidad en la enseñanza y aprendizaje de otra lengua, tales como la identidad, la legitimidad de los docentes de inglés como segunda lengua, y el desempoderamiento de las voces en segundas lenguas. El artículo analiza cómo la lengua inglesa es mercantilizada a los estudiantes, y traza los efectos que esto tiene sobre nuestro enfoque didáctico y nuestro sentido de eficacia como profesores de inglés. En lugar de tomar la autenticidad solamente referida a diarios y lengua real, propongo que la autenticidad sea tomada como el aprendizaje relevante personal y socialmente de cada individuo en su contexto. Fundamentalmente, este artículo discute que como docentes debemos encontrar nuestras propias razones auténticas para trabajar con los estudiantes con el fin de crear una cultura de la autenticidad en la clase de lengua.

Teaching processes differ across place, and generation. Language teaching, in particular, has more differences as a result of different teaching contexts. Teaching English as a second language in a native English-speaking country is not the same as teaching English as a foreign language in a non-native English-speaking country. English teaching in Saudi Arabia encounters many difficulties. One of the huge issues that faced the teachers of English is the learners' low motivation that depends on their psychological, social, and attitudinal states. Motivation is a result of the intersection of many factors such as personality, socialization, behavior, school context, and interaction. This paper aims at creating a supportive environment for both teachers and students to succeed in this context. It is twofold. The first part, which leads to the second, displays the importance of motivation in language learning and teaching. The second explains how to lift motivation levels between learners in Saudi Arabia by suggesting some steps to raise the motivation level in the Saudi context.

At the top of the assessment pyramid are multinational testing corporations, best known by the names of their standardized tests, such as IELTS, TOEIC, TOEFL, BULATS, TKT, Cambridge ESOL main suite, or G-TELP (there are many other aspirants). In some ways these testing companies can be thought of as the Big Pharma corporations (i.e. drug companies) of the educational world. Like Big Pharma they are subject to constant challenges to their ethics and reliability from within and without, and like Big Pharma they are rather prone to corrupt the issues which they were designed to assist with. The possible corruption of language learning by the requirements of testing is known as wash-back. Wash-back is not always malignant. The analysis in this paper is a tentative attempt to manipulate the wash-back from an international test in a manner which actually assists genuine language acquisition. This material is drawn from some Masters degree work (2005) and comes to 138 pages.

Technology In Classroom by Anne Collier under a Creative Commons Attribution-Share Alike 4.0 International Advent Of Technology In Classroom - 6 Reasons for technology integration - 5 Benefits of using Tech In Classroom in 2017 - - SUMMARY: Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes. Teachers who recognize computers as problem-solving tools change the way they teach.

El presente trabajo conlleva el estudio de lo que se conoce como la nueva crónica esclava (neo-slave narrative) según se entiende desde la novela Beloved (1987) de la premiada autora norteamericana Toni Morrison. Siguiendo la tradición de las crónicas esclavas emergentes entre los siglos XVIII y XIX en el contexto de las poblaciones esclavizadas en territorios pertenecientes a colonias británicas, Morrison hace una nueva escritura de los horrores vividos por los esclavos en el sur de los Estados Unidos alrededor del período de Guerra de Secesión Norteamericana finalizada en 1864. Esta nueva forma artística se plantea desde una perspectiva post moderna, en la que se amplía el espectro de temáticas y se profundiza el aspecto social y comunitario. Los objetivos de esta investigación tienden a resolver los siguientes interrogantes: ¿Cuál es la necesidad de re- escribir experiencias de esclavitud en la década de los 80, en un país donde la población afroamericana podría considerarse ya inserta dentro de la sociedad gozando de plenos derechos civiles?¿En qué falla la crónica esclava tradicional a la hora de presentar los hechos fidedignamente? Este trabajo explora los mayores obstáculos que demuestran de qué manera las crónicas esclavas tradicionales resultan insuficientes para abarcar los intereses del sector socio-cultural que las re-escribe. Para ello se analizará una pluralidad de técnicas estéticas y yuxtaposición de recursos narrativos que dan lugar a la formación de una nueva crónica esclava que resulta innovadora y logra poner de manifiesto posturas feministas, políticas y artísticas.

There are a large number of approaches on language learning, and that number is becoming even larger nowadays. For centuries the only approach known was the grammar translation, but this changed a lot through time; since the 40's linguistics and teacher have created different approaches on how someone learns a second language, and even the first language. Inside that enormous scheme of different approaches some of them work well together, sharing advantages and complementing disadvantages presented when using one approach alone.

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few useful links for teaching tips and content; 3. A collection of ten activities which the seminar presenter has invented or borrowed, and found to be popular with students.// This is an outline from one of a monthly series of seminars by Thor May on teaching skills. The seminars were given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China. This seminar was conducted on 10 June 2008

English Language and Literature iv ABSTRACT EFL LEARNERS' ATTITUDES TOWARDS LEARNING INTERCULTURAL COMMUNICATIVE COMPETENCE Seda Güven M.A. Department of Teaching English as a Foreign Language Supervisor: Prof. Dr. Kimberly Trimble January 2015

This paper presents a broad evaluation of the Scaffolding Literacy in Academic and Tertiary Environments project (SLATE) drawing from a range of sources, including (a) feedback from some of the key stakeholders involved, and (b) an analysis of student work. First, the paper presents data collected on students’ perceptions of some of the courses supported by the SLATE team. This data is discussed in relation to some of the issues raised in feedback collected from the course lecturers and the SLATE tutors. The paper then shifts its focus and evaluates the project in terms of how the students benefited from the project. This is done by examining how frontloading and supported independent construction helped students in (developing)
their use of grammatical metaphor. The findings of this project evaluation have been used to identify issues that need to be considered in developing similar programmes in the future.