The UK, with its obvious advantages such as a good range of universities offering many different courses, and the opportunity to increase competence in English usage, has become one of the most popular countries for Chinese students. However, Chinese students who want to come to the universities in the UK to study have to meet the entry requirements of English language. So, both in the UK and China, various English language training centers appeared to provide similar English training courses to help international students to improve their English in order to meet the entry requirements of the universities in a short time. This research is conducted in this area to compare the English training programs between these two countries to analyze the advantages and disadvantages of these two types of programs in order to help the educators in this area to improve the effective teaching of the English training course.

/pdf/student-experiences-of-english-language-training-a-3hhthlwwwm.pdf

Student Experiences of English Language Training: A Comparison of Teaching in UK and Chinese Contexts

Kuwait, an Arabic-speaking country in which English serves important functions, has adopted so many methods in teaching EFL in public schools which in 1993 started with the Grammar-Translation and continued until 2005 the eclectic method was applied. In 2005 the emphasis on communicative techniques and almost entirely through listening and speaking in the first grade was used. This qualitative investigation of the opinions and teaching practices of twelve first grade teachers found that certain communicative techniques were seen by many of the teachers to contribute to slow academic progress and motivational problems: not translating vocabulary, not overtly correcting errors, not teaching reading and writing, and not giving formal tests. In spite of the important functions of the English language in Kuwait, it appeared that most of these first graders were not hearing English outside the classroom, which appears to be important for the success of the communicative method. Most teachers and some parents were concerned that the children were not being prepared for formal examinations in their future. The conversational frame of the drills and recitations probably contributed importantly to students’ understanding of English as a functional language. However, the communicative aim of encouraging students to absorb English through hearing it conversationally was undercut when the non-native-speaking teachers modeled English mistakes.

/pdf/the-implementation-of-the-mixed-techniques-in-teaching-34o1jypdlf.pdf

The Implementation of the Mixed Techniques in Teaching English in Public Elementary Schools

English Language Learners’ Motivation and their Perceptions of the Effectiveness and Enjoyment of Teaching Methods and Learning Activities

The purpose of this study was to determine the effect of contextual clues mainly provided through the use of Oxford dictionary examples and definitions on the knowledge of lexis in pre-intermediate Iranian EFL learners. An OPT (Oxford placement test, 2001) was administered among 100 subjects 60 of whom were selected for the aim of this study. The subjects were randomly divided into two groups; experimental and control group. For 12 sessions the experimental group received treatment in the form of working on contextual clues using Oxford dictionary examples and definitions and the control group received a placebo in the form of first language equivalents of the words in the text. A pretest was administered prior to the application of treatment and placebo and a subsequent Posttest was administered at the end of duration of the teaching. Then the scores were analyzed through SPSS using ANCOVA and descriptive analysis. The results indicated that there was no significant difference between the performance of the experimental and that of the control group. Although the study failed to prove the intended hypothesis, certain implications can be derived from the conclusions that are quite useful in the field of English teaching/ learning pedagogy. There were a number of serious limitations to the current study the most prominent of which were the duration and frequency of the treatment. It can be recommended that the current study should be duplicated with new different variables.

/pdf/the-effect-of-using-oxford-dictionary-contextual-clues-on-2k75z3zfvt.pdf

The effect of using oxford dictionary contextual clues on iranian efl learners' knowledge of lexis

(2003). Online journals related to foreign language teaching and learning. The Language Learning Journal: Vol. 28, No. 1, pp. 77-80.

Online journals related to foreign language teaching and learning

Fundamentals of English Language Teaching.

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Fundamentals of English Language Teaching.