METHODS AND APPROACHES IN TEACHING ENGLISH AS A SECOND LANGUAGE

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TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, disc[r]

It can be denied that understanding the theories and researches relating to second language acquisition is very important for teachers in their teaching process. The ideas drawn from researches and theories in second language acquisition are also valuable in helping teachers to evaluate claims made[r]

Explanation Explain what you would do? Explain you reasons. Argumentation To what extent would you say this can be true?
In selecting tasks, following Mickan, Slater, and Gibson’s (2000) recommendation, prompts were chosen to contain the least socio-culturally biased point and[r]

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English for Specific Purpose (ESP) is a great significant activity of English Language Teaching (ELT) with variable characteristics. “Some people described ESP as simply being the teaching of English for any purpose that could be specified. Others, however, were more precise describing it as the tea[r]

As a part of educational reform in upper secondary education, intercultural competence has been identified as a goal of foreign language teaching to enable the Vietnamese young people to work and study in globalized environment. In fact, culture has been incorporated in the expected English teaching[r]

TRANG 5 iii LIST OF ABBREVIATIONS Communicative Language Teaching: CLT English for Academic Purposes: EAP English for Business Purposes: EBP English as A Foreign Language: ELT English fo[r]

language teachers’ command of their teaching lan- guage is an issue that has been a concern in language teacher education for both teachers of English as well as those who teach[r]

49 ABBREVIATION ESL: English as second language EFL: English as foreign language TRANG 11 ABSTRACT This research investigates the attitudes of students towards short stories and the bene[r]

As language assessment in Vietnam is being intensively attended to by the Ministry of Education and Training and is actually critically transformed, criterion-referenced assessment has gradually been a familiar term for language teachers, assessors and administrators. Although the name of the approa[r]

TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, disc[r]

how we can help children acquire English as a second language opportunities for using English when starting lessons, changing activities, and ending lessons. the differences between [r]

TRANG 11 ROYAL ENGLISH COLLEGEROYAL ENGLISH COLLEGE Examination in English as a foreign language Examination in English as a foreign language Stage One : Oral Examination Stage One : Ora[r]

Methods: ­ Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion gr[r]

Methods: ­ Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion gr[r]

Methods: Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion grou[r]

Methods: Communicative approach, group Ss and T's activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion grou[r]

Limitations and further study 37 37 37 39 References 40 TRANG 6 LIST OF ABBREVIATIONS SLA: Second Language Acquisition EFL: English as a Foreign Language FL: Foreign Language TRANG 7 LIS[r]

The findings re- view: (1) non- English major students highly desired from GEC; (2) students highly evaluated some as- pects in GEC such as language input, teachers and teaching meth[r]

As many variations of English have been emerged, learners of English are likely to be exposed to different varieties of English besides what is called “standard English”. Thus, scholars who are interested in English language teaching (ELT) have raised the issues of which varieties should be taken in[r]