Teaching English As A Foreign Language Research Papers (original) (raw)

This article discusses the influence exerted on English Language Teaching (ELT) by discordant informing paradigms. It is argued that ELT is undergoing a theoretical restructuring, as its established linguistic, pedagogical and political underpinnings are giving way to an emerging critical worldview. These two positions, referred to as the Dominant and Emergent Paradigms, are in constant flux, which generates methodological tension. For instance, on the issue of the target language, methodological tension is manifest as friction between the Standard Language Ideology, i.e. the belief that native speaker norms constitute authoritative criteria of linguistic correctness, and English as a Lingua Franca (ELF), a more inclusive position that acknowledges linguistic variation. Using a language school in Greece (the host institute) as an illustrative example, this study explored the existence of methodological tension between the Standard Language Ideology and ELF. Qualitative data elicited from the teachers and learners in the host institute were analysed using grounded theory, and information about the host institute’s courseware was subjected to content analysis. A complex picture emerged from the data: Traces of the Standard Language Ideology were evident in the beliefs espoused by the teachers and some learners, as well as in the courseware and in certain highly visible pedagogical practices. By contrast, practices which were less subject to outside scrutiny seemed closer to the ELF model, as were certain anonymously expressed student attitudes. These findings underscore the inherent complexity of educational settings, the hegemonic presence of the Dominant Paradigm, as well as the potential for bottom-up change.

This research aims to examine the practices of university English Language (EL) teachers in e-learning and to explore perspectives on the challenges and prospects of e-learning. It is an exploratory study which adopts a pragmatic paradigm and a mixed method approach to inquiry. A survey design and a phenomenological design are used in this research to investigate the use of technology by the teachers of EL at Umm AlQura University (UQU) in Saudi Arabia (SA) and to explore their lived experiences as well as their views in relation to the challenges and prospects of e-learning implementation. It uses both quantitative data taken from a closed-ended survey (N=43) and qualitative data taken from a Focus Group (FG) with ten university EL teachers who teach English for Specific Purposes (ESP, i.e. medical purposes) in a country where English is used as a foreign language. The research seeks to examine the university EL teachers' practices of e-learning in their teaching and to explore their perspectives on the challenges and prospects of the implementation of e-learning.

Abstract: The study compares the effectiveness of Focus on Form (FonF) and Focus on FormS (FonFs) approaches in learning new L2 words by 158 high-school learners of English as L2. In phase 1 of the study, the FonF group read a text containing the target words, discussed it in small groups, and answered comprehension questions. The FonFs group studied the target words as discrete items with their meanings and examples of usage. In phase 2 of the study, all learners received the target words with their meanings and studied them for 15 minutes for a quiz. They were tested immediately after each phase, and two weeks later.

Sometimes we need to look backwards in order to look forward. Th at is to say, in order to understand the world of science today and where it may be heading tomorrow, it helps to know where it has been in the past. How did we come to our present understanding of atoms, energy, gravity and light? What are the fundamental principles through which we investigate the world around us? Who are the great scientifi c fi gures who helped us to fi nd our place in the universe? Th is book aims to answer these questions, guiding students from the past to the present and from the present to the future.

present some ideas on using the SAMR model for transforming speaking and writing tasks.

This study was carried out to investigate the usage of English reported speech by Albanian students. More specifically, it looks closely to the frequency of occurrence of reported speech and its types, in written and spoken language, the most common mistakes committed by Albanian students when using reported speech, and differences/similarities once compared with the Albanian reported speech.
The study found out that the reported speech is used quite frequently in written and spoken language. Indirect speech is the most frequent type of speech used in both written and spoken language, followed by the direct speech. As far as the reporting verbs are concerned, except those which are commonly used such as “say” and “tell”, students also tend to use some other ones such as “be like” and “go” . The reporting verbs “be like” and “go” are usually encountered in the spoken language, even though they may be also encountered in the written. One of the significant aspects of the reported speech concerns the tense shift. Tense combinations were thoroughly investigated, and the results indicated that the combinations used more frequently by the students are: Past→Past in the written language, and Past→Present in the spoken language.
In conclusion, textbook description of RS is somehow superficial and ignores many aspects of it. However, students’ written and spoken texts lead us to believe that media and technology influences their process of acquiring and using RS.

Introduction English textbooks play a crucial role in education in developing countries. They are often used as the guiding teaching material in the curriculum and effectively contribute to the quality of education (Besser, Stone, & Luan, 1999). Determining suitable teaching materials for the curriculum is crucial to a language education program. However, in the textbook market, it is getting harder to choose an appropriate English textbook for a course (Minoo & Nikan, 2012). Although extensive research in light of systemic functional linguistics (SFL) has been carried out to investigate the language of government-approved English textbooks in schools in Australia and worldwide, the language of international textbooks chosen for teaching specific English skills in universities and language centers in non-English speaking countries has still been under research. With the diversity and availability of English as a foreign language (EFL) textbooks in the book market, a question raised is that what criteria do English language educators and teachers in non-English speaking nations based on to choose EFL texts and textbooks for their students and language teaching curriculum, and how appropriate they are? It is supposed that there are a number of factors that educators and teachers can rely on when choosing EFL textbooks to teach general English to second language learners (L2Ls) such as content orientation, pedagogical principles, text types, and linguistic complexity. However, with reference to the context of teaching EFL in Vietnam, it seems that there are no unified and consistent criteria for education policy makers and educators to choose EFL textbooks for the language teaching curriculum in universities or language centers. It is not uncommon to see that Vietnamese educators and teachers of English choose texts and textbooks for their students based on the book levels proposed by textbook writers. For instance, after students sit in a placement test, depending on the results, they will be placed in classes of different levels including elementary, low intermediate, intermediate, and upper intermediate (Anderson, 2003a, 2003b, 2003c, 2003d). Then, educators will choose a series of books consisting of four equivalent levels proposed by the writers as the course textbooks. As a result, students who sit in the elementary class will study the textbook written for elementary level in general. Likewise, the students who sit in intermediate class will study the textbook written for overall intermediate students.

The need to address culture in the language learning process has been emphasized as a means to promote both intercultural awareness and communicative language curricula. In countries such as Turkey, this has been an ongoing concern in the context of English as a foreign language (EFL) education. Thus, attempts have been made to enhance the cultural aspect of EFL learning in Turkey with the current English language curricula for elementary and high schools. To determine whether these curricula truly address culture in ways that support intercultural awareness, the researcher conducted a content analysis of the learning outcomes and objectives for each grade level, focusing on the curricula developed in 2013 and 2014 respectively for elementary and high school, as well as the program updates introduced in 2017 and 2018. The culture-related objectives and outcomes including products, practices, perspectives and persons relating to native Englishspeaking and international cultures were identified, and the total numbers of culture-oriented outcomes and objectives were recorded and analyzed. The findings indicate that culture-related outcomes and objectives were highly limited in number; and they mainly addressed superficial aspects of culture such as names of countries/languages, foods and traditional costumes. Abstract and complex topics such as pragmatics, beliefs, and worldviews were largely ignored. Moreover, while the updated programs of 2017 and 2018 were intended to improve on the 2013 and 2014 versions, little was accomplished in this regard. As such, the findings suggest that current EFL curricula are unlikely to support the development of intercultural awareness in language learners. Some recommendations for addressing this issue are offered.

- by Servet Celik
- •
- Intercultural Communication, Teaching English as a Second Language, TESOL, Culture

A great article from HBR made into an English lesson for students to improve their skills in the language.

- by Abdel Salam El-Koumy
- •
- English Literature, Teaching and Learning, Assessment, English language

Teaching of English to non-native students has always been a topic of discussion among the researchers. As English
has acquired the status of an international language and has become a status symbol, it has become important to study this
language in this age of Globalization. English has become a compulsory language in almost all schools and higher studies across
the globe. But there are also some complexities to teaching of English as a foreign language to non-native students. This paper
discusses the obstacles faced by the EFL learners and the role of teachers and some of the teaching problems in the situation.
IndexTerms - EFL/ESL, Language Skills, Motivation, Non-Native Learners, Native Speakers

In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources.

Teaching Vocabulary explores different approaches to teaching vocabulary in ESL/EFL classrooms. It provides an overview of the place and importance of vocabulary in English language learning and teaching in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics covered include understanding vocabulary, the importance of vocabulary, relevant research findings that impact vocabulary, knowing your students’ vocabulary levels, and how to teach vocabulary effectively. [Note: The attached file includes the Table of Contents, front matter, and a sample of Ch. 1.]

There is a stereotype that takes for granted that a native speaker is by nature the best person to teach his/her foreign language. This assumption leaves little room for non-native teachers. A comparison of these two kinds of teachers is made following Medgyes' 3 dimensional framework: native/non-native, nonnative/non-native and native/native. The aim of this article is to analyze their differences in order to prove that non-native teachers have some advantages which should be taken into account.

Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/

There remains a dearth of research on the effects of student perception of teacher happiness and the ramifications of those perceptions on student feelings and attitudes. Using an online questionnaire, data were collected from 129 adult students of ESL/EFL across the world who were enrolled in formal English classes of intermediate to advanced level proficiency. Participants were asked about their perception of various aspects of their teachers’ happiness, and about their own attitudes and motivation to learn English. Statistical analyses revealed that student perception of teacher happiness was significantly (and positively) linked with students’ Overall attitude and motivation, as well as students’ Attitude towards the teacher. This is interpreted as an illustration of the process of positive emotional contagion between teachers and students. Pedagogical implications of the results are discussed.

This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing. This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit... more

- by Andrew Johnson
- •
- Literacy, Teaching and Learning, Education, Teaching English as a Second Language

The objective of the study is to demonstrate how and to what extent the expansion of vision span could be a decisive factor in enhancing the reading speed of EFL major students in the English Department at King Khalid University while maintaining their previous level of comprehension. The reading speed of students in the English Department at KKU is very low, which hampers their overall proficiency in the language. The sample of the study consisted of two groups (a control group and a test group), each consisting of 25 students who were in the final year of the EFL undergraduate program. The methodology includes comprehension tests to examine the sample for reading speed and comprehension at the beginning of the study. Then training in increasing the span of vision was extended to the students in the test group. At the end of the training, both the groups were tested again for reading speed and comprehension. The study illustrates that the test group increases their reading speed, while the control group shows no increase in reading speed. Comprehension remains unchanged for both the test group and the control group. The study concludes that the techniques adopted for training the study sample can be very efficacious in bringing about a significant change in the reading habits of college-going students.

This research aims to investigate English students' perceptions of using WhatsApp in paragraph writing class in one public university. Paragraph writing class is a part of language disciplines which may get some benefits from the usage of SNS. This qualitative research with a case study approach explores the perceptions of English students on the benefits and limitations of using WhatsApp during their learning activities. There were six participants in this research that the researcher got through purposive sampling; two students who got high, average, and low score of pre-test. The data were collected through questionnaire and interview. The data were analyzed in three major themes; 1. General background of the participants using WhatsApp, 2. Benefits of WhatsApp in paragraph writing class, and 3. Limitations of WhatsApp in paragraph writing class. The findings of the current research indicate that there were positive perceptions of the students in using WhatsApp in paragraph w...

This study embarks upon uncovering the probable relationships between Iranian parents’ attitudes, motivations, and home literacy practices (HLP) towards bilingualism, Persian and English. To undertake the study, sixty-eight parents of young language learners (YLLs) were asked to fill up a survey questionnaire. The questionnaire aimed to uncover parental attitudes, motivation, and the types of HLP towards bilingualism. The results of Pearson correlation and multiple linear regression analysis indicated that parents espoused positive holistic attitudes, integrative motivation, and formal practices in HLP towards bilingualism. The findings also revealed that there was positive relationship between parental attitudes, motivation and HLP. The multiple regression analysis for the corresponding variables revealed that only motivations predict the variance in the home literacy practices. Implications for teachers, policy makers, and curriculum developers along with some suggestions are prov...

This study aims at investigating personals skills language teachers should have. There are several studies on the professional skills of language teachers. However, research on personal skills of language teachers is relatively limited. To this end, a qualitative investigation was conducted with the participation of 360 language teachers, teacher trainers and pre-service teachers all of whom work or study at Turkish universities and public primary and secondary schools. The participants were asked to write at least five personal skills they think a language teacher should have. The data was analyzed through content analysis. The answers of the participants were grouped in terms of coherence and consistency under main topics. Then, the most frequent skills were determined by the researcher. The analysis was repeated by two independent researchers in order to ensure reliability. The study is expected to shed light on the expectations and tendencies of personal skills language teachers should have in a Turkish context.

The purpose of this article is to examine the personal, academic, and professional experiences of five Japanese university students who did short-term academic internships in three southeast Asian nations. Since students in Japan often associate international opportunities with inner-circle English-speaking countries (e.g. the United States of America or the United Kingdom), this article highlights the perceived benefits of choosing Southeast Asia as an educational destination. In limited published studies, researchers have revealed that Japanese students may gravitate towards Southeast Asia for multilingual language learning opportunities, lower perceived discrimination, and reduced financial costs. This article provides additional insight into the discerned advantages and disadvantages. Data for this qualitative exploratory study include weekly written reflections from students who were in southeast Asian countries from late 2018 to early 2019, followed by a focus group and individual questionnaires in the months following the participants’ return to Japan. Based on thematic analysis of self-reporting, results suggest that the participants found value in their experiences due to the (a) proximity and costs involved, (b) comfort with using a non-native variety of English, and (c) development of intercultural competences and soft skills. More specifically, participants felt that their experiences were less financially burdensome on parents, compared to similar experiences in inner-circle destinations. Also, participants reported feeling comfortable using English as a lingua franca, despite communicating in lower-context environments. This, in turn, contributed to the development of their adaptation, negotiation, and communicative skills. If higher education stakeholders and recruiters can better promote the educational experiences of Japanese university students in Southeast Asia, such as those featured in this article, then it is possible that access and participation may increase in the future.

APA Citation: Şeker,E. (2016). Designing a competence-based syllabus for Turkish speaking learners of English in terms of accessibility to universal grammar. Journal of Language and Linguistic Studies, 12(1), 79-109. Abstract This study focuses on designing an English grammar syllabus for Turkish speaking English learners, which is based on the assumption that learning English grammar will be simpler and easier for Turkish speaking learners if it is introduced in a way by which they can achieve accessibility to Universal Grammar. In this study, I analyze almost all traditional grammar modules presented in a reliable ELT reference course book referring to parameters set between Turkish and English languages, try to determine how much of these modules are accessible through first language competence and finally transfer the results into developing a foreign language learning syllabus, accordingly suggesting a hierarchy of learning for Turkish speaking English learners. The traditional...

Task-based language teaching (TBLT) is an instructional approach that aims to develop learners’ communicative competence and focuses on the use of tasks as the main unit of instruction. The aim of this study is to investigate the effectiveness of strong and weak versions of TBLT approach over more traditional approaches in improving reading comprehension of Iranian elementary-level EFL learners. Moreover, the distinction between the strong and weak versions of this approach is taken into account in order to investigate which version is more beneficial over the other version. To achieve the objective, 90 male learners in the 15-17 age range who were studying in an institute in Rasht were selected. The findings showed that utilizing both versions of TBLT approach can provide tremendous opportunities for learners to enhance their reading comprehension compared to traditional language teaching methods. More specifically, the results of this study revealed that the use of the weak versio...

Writing and speaking are the productive skills of a language and share similar components. However, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. The present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking proficiency of Iranian EFL students. Two elementary intact classes which were classified based on the institute's placement test were selected for the study. The homogeneity of the learners was checked through Key English Test (2007) as the pretest of the study, and the classes were randomly assigned into the experimental group (n=26) and the comparison group (n=26). The experimental group was provided with 10 guided writing worksheets in the last 15 to 20 minutes of the class, whereas the comparison group went through the procedure of a typical institute class in which they worked on workbook exercises during the mentioned time. The quantitative analysis of the posttest using an independent samples t-test indicated that not only writing proficiency, but also the speaking proficiency of the experimental group had significantly improved. Moreover, an end of the term a semi-structured interview sought the experimental group learners' attitudes toward the role of writing practice in improving their speaking skill. The content analysis of the interview transcripts revealed that the learners held positive attitudes toward the guided writing worksheets at the end of the term, though they did not have the same attitude at the beginning.

- by Somayeh Fathali
- •
- Teaching English As A Foreign Language

Knowing that writing is a crucial but challenging language skill in both academic and career lives, researchers have continually explored ways to facilitate learning and teaching of writing at different educational levels. This experimental study investigates the impact of using mentor texts in undergraduate writing classes on the students' writing proficiency. A quantitative, pre-posttest experimental design was used to achieve this purpose. Based on the strong relationship between reading and writing, and stemming from the modeling approach to learning, mentor texts are tested as potential tools in teaching word choice, sentence structure, and organization for Arab university undergraduates studying English as a foreign language. This is done by examining expository essays written by 128 female students before, during, and after the fifteen-week study period. The subjects are divided into control and experimental groups. A non-parametric Friedman test of differences among repeated measures is conducted and rendered a Chi-square value of 125.242 which is significant (p<.01). Comparing the scores of the three components of the essays, which are word choice, sentence structure, and organization, resulted in the finding that mentor texts could be an effective strategy to teach these three writing traits to undergraduate students.

This chapter discusses critical approaches in the examination of representation in language coursebooks in an effort to debunk two educational myths in relation to language teaching materials: the notions that they are neutral and apolitical. First, a review of the main concerns of critical research on representation in language coursebooks is presented. The chapter then advocates for a turn to political economy in the studies of representation in language materials. Political economy refers to the relationships between social, political and economic factors within a capitalist economy. Later, an example of critical analysis of representations in language coursebooks from a political economy perspective is provided. In particular, the analysis is based on a sample of Catalan language coursebooks and the specific concern will be on the representation of housing, against the backdrop of the recent political and economic transformations in Spain in this area. The chapter concludes with suggestions to researchers, materials developers, publishers, teachers and teacher educators interested in applying critical approaches in language education.

This article narrates the experience of three professors in their journey towards the implementation of critical pedagogy in the English language classroom. It describes the Think, Share, Act (TSA) project whose main objective is to raise social awareness in students by providing them with opportunities to get involved in social projects of their interest. The TSA was created by professors Chaves, Solano and Villalobos in the Language School at Universidad Nacional, Costa Rica, during the first term of 2009.

Gardner's Multiple Intelligences theory is presented as a cognitive perspective on intelligence which has profound implications for education in general. More specifically, it has led to the application of eight of these frames to language teaching and learning. In this chapter, we will argue in favour of the application of MIT to the EFL classroom, using as support some of the major insights for language teaching from brain science.

- by Mª Carmen Fonseca
- •
- Psychology, Computer Science, Multiple Intelligences, Embedded Systems

Education (GW-CEEE) is to advance education reform so all students achieve to high standards. GW-CEEE conducts policy and applied research, designs and implements program evaluations, and provides professional development and technical assistance. GW-CEEE's clients include state education agencies, school districts, schools, foundations, and federal agencies. For over a decade, GW-CEEE has conducted research on the inclusion and accommodation of English language learners (ELLs) in high stakes testing, including periodic reviews of state assessment policies for ELLs. GW-CEEE is currently conducting an applied research project with support from the Bill & Melinda Gates Foundation to study the academic language demands of ELLs in middle and high schools. GW-CEEE also provides technical assistance and conducts professional development for clients in states, districts, and schools. With funding from the U.S. Department of Education, GW-CEEE operates the Mid-Atlantic Comprehensive Cen...

- by Cellou Diallo
- •
- Teaching English As A Foreign Language

Editors' Introduction at Ethics in Progress Vol. 10, No 1 (2019).

- by Cristina Rebuffo
- •
- Religion, Cartography, Gender Studies, Anthropology

The main purpose of the study was to find out the roles and attitudes of the parents
whose children learn English towards ELT for young learners. The study was
designed as a quantitative study and conducted with 157 parents in Çanakkale. A
confidence level questionnaire was conducted to the parents. The results indicated that the mean rank values of parents’ roles and attitudes towards ELT for young learners had a high mean score. Moreover, it has been found out that there is no statistically difference between female and male participants’ attitudes and roles towards ELT for young learners. In addition, there is no statistically difference between educator and other participants’ attitudes and roles towards ELT for young learners when the mean values of all items have been analyzed. The results of the study revealed that both parents knowing English and the ones not knowing it have almost similar mean values, so no significant difference can be claimed. When parents’ education level and the mean scores of each item in the questionnaire were analyzed, it can be inferred that there are statistically significant differences. Lastly, parents whose monthly income is between 0tl and 1000tl have the highest mean score of the item 7 which refers to the idea “I want my children to learn English because it will someday be useful in getting a good job”. Implications and suggestions for further research were put forward at the end of the study.

This study aims at fostering students' listening skills by scaffolding their self-study learning prcatices in the English for Special Purposes (ESP) course. While there is a signigicant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a sel-study mode is an efficient way to improve students' performance as it provides students with relevant scaffolding and makes listening process more transparent. The paper provides theoretical grounding for the self-study model. The entry-level test, and post-study test in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were deloping their listening skills in a self-study mode via the designed scaffolding, performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside classroom prove to be a significant factor in facilitating English learning in an ESP classroom.

Both native and nonnative language teachers often find pronunciation a difficult skill to teach because of inadequate training or uncertainty about the effectiveness of instruction. But nonnative language teachers may also see themselves as inadequate models for pronunciation, leading to increased uncertainty about whether they should teach pronunciation (Golombek & Jordan, 2005). Although studies have regularly shown that instruction is effective in promoting pronunciation improvement (Saito, 2012), it is not known if improvement depends on the native language of the instructor, nor if learners improve differently depending on whether their teacher is native or nonnative. This study investigated the effect of teachers' first language on ratings of change in accentedness and comprehensibility. Learners in intact English classes were taught one class by a nonnative- and one by a native-English-speaking teacher. Each teacher taught the same pronunciation lessons over the course of 7 weeks. Results show that native listeners' ratings of the students' comprehensibility were similar for both teachers, despite many learners' stated preference for native teachers. The results offer encouragement to nonnative teachers in teaching pronunciation, suggesting that, like other language skills, instruction on pronunciation skills is more dependent on knowledgeable teaching practices than on native pronunciation of the teacher.

- by Gloria Cappelli
- •
- Humanities, Art, Teaching English As A Foreign Language, Inclusive Education

A escolha de uma profissao supostamente feita quando o sujeito ingressa na universidade e um ato que nao fica impune. Interessa-nos, por isso, interrogar o que dizem alguns egressos sobre suas “escolhas” e trajetorias como pessoas que tomaram a decisao de se formarem professores de ingles quando ingressaram na Faculdade de Letras/Universidade de Minas Gerais. Na maioria dos casos, nota-se o mal-estar desses sujeitos ao nao se sentirem plenamente satisfeitos com as trajetorias trilhadas, uma vez que, conforme nos apontou Freud em “O mal-estar da civilizacao” ([1929-1930] 1996), o sujeito esta irremediavelmente desamparado em sua busca libidinal da felicidade por estar preso aos lacos sociais que a inibem. Por meio da analise discursiva inspirada nas consideracoes de Foucault ([1983-1984] 2011) sobre a ‘pratica da parresia ’, problematizando-a com a escuta psicanalitica, abordaremos o ponto de vista desses professores por via das identificacoes que experimentam nas suas escolhas e tra...

This experimental study investigates the effects of using creative writing activities on 7th grade students’ achievement in writing skill, writing dispositions and their attitude to English. One group pre and post test design was used in the study. The study was conducted during four weeks in 2012- 2013 academic year in an elementary school in the city centre of Denizli, Turkey. The study group was consisted of 17 female and 14 males in total 31 seventh grade students. When pre and post test results were compared it was found that students’ achievement in writing skill was increased after the experiment. Students’ writing disposition was also increased when compared to their levels before the experiment. However, students’ attitude to English course was not increased after the experiment. Results indicate that using creative writing exercises has a positive effect on writing achievement and writing disposition in 7th grade English language classes in elementary schools. Keywords: cr...

- by peter congdon and +1
- •
- Teaching English as a Second Language, Vocabulary, Reading Comprehension, Teaching English As A Foreign Language