General English Education Research Articles

제 6차 교육과정기의 한국 영어교육: 신문기사 분석을 중심으로

The purpose of this study is to investigate sociocultural factors accountable to English education in South Korea during the Sixth National Curriculum. By analyzing newspaper articles from two major newspapers, Donga Ilbo and Chosun Ilbo, we classified a total of 538 English education-related articles into five main categories: 1) General English education (or Non-school English education); 2) English learning medium; 3) Public English education; 4) Private English education, and 5) Korean and native English teachers. The Sixth National Curriculum period laid the foundation for the transformation of English education, such as the invitation of native English foreign teachers to enhance students’ communicative competence, the introduction of listening tests for the College Scholastic Ability Test, and the implementation of elementary English education. However, these top-down educational measures also provoked negative effects nationwide, including widening “English-divide” between social classes in Korea. Educational suggestions are also provided.

Development and Application of a Blended Learning Teaching and Learning Model Using English Drama in College General English Education

Development and Application of a Blended Learning Teaching and Learning Model Using English Drama in College General English Education

СПЕЦИФИКА ИСПОЛЬЗОВАНИЯ КЕЙС-СТАДИ В ОБУЧЕНИИ РАЗГОВОРНОМУ ИНОСТРАННОМУ ЯЗЫКУ В ВУЗЕ

This paper examines the features of organizing a case study when teaching General English to non-linguistic students. A case study is widely used in modern higher professional education for teaching a variety of disciplines. Its popularity is associated with the high requirements of employers to graduates and the wide possibilities which this technology suggests in terms of general professional competencies formation. The use of the case study allows the teacher to transform a student from a passive recipient of information into an active subject. A case study has also proven itself efficient in teaching foreign languages. The author clarifies the concept of a case in relation to General English teaching, describes situations and problems that can be used to construct cases. Also, the place of this type of educational work in the curriculum is determined, and the rationale for the use of a case study at the concluding lessons of a lexical theme is given. The paper offers recommendations for choosing the volume and structure of such cases. Special attention is given to the selection of the media for the case material presentation. The experience of the practical application of the case study with students doing the course of General English allows the author to formulate methodological recommendations for case development and modeling. Such stages as formulating a problem, selecting a situation, processing and formatting the text, planning a procedure for conducting the case, evaluating students’ contribution, and reflecting on the results are suggested. The paper outlines a general scheme for a case study class where three main stages are distinguished (pre-text, text, and post-text), and a description of various types of student activities for each of them is given. In conclusion, the author confirms the supposition that a case study might be effectively applied in General English teaching.

University Students’ Perceptions of Native and Non-native English Speaking Teachers in General English Education

University Students’ Perceptions of Native and Non-native English Speaking Teachers in General English Education

Identity Construction of Chinese Business English Teachers from the Perspective of ESP Theory

As an interdisciplinary major, Business English has a distinct difference from General English. Therefore, Business English teachers and General English teachers are also very different. However, nowadays, most Business English teachers in most colleges are with the educational background of English Language and Literature. They are facing serious problems of teacher identity construction. As Business English is generally considered to be a branch under English for Specific Purpose (ESP), there is a close connection between Business English and ESP. Therefore, ESP theory can provide a theoretical basis for the development of Business English program and can also provide some guidance for the identity construction of Business English teachers. Based on Needs Analysis and learning-centred approach of ESP theory, combining former researches of this field and observation findings of actual Business English classroom in a university, this article summarizes three identities that Business English teachers should construct: teaching practitioners and researchers, learners, and businesspeople. The study of teacher identity is of great significance to the successful construction of multidimensional teacher identities for Business English teachers and to the realization of their professional development.

An Action Research on English Teaching in Vocational and Technical College

In order to transform technical college English teaching towards more directly to the future use of students, and help the graduates apply their English knowledge to their job, we abstract English for Specific Purposes teaching methodology, follow action research requirements and conduct the research from the following aspects: the accumulation of basic knowledge, the training of comprehensive skills, the infiltration of corporate culture and the integrity between general English teaching and English teaching for Electric Power Industry. The paper aims at improving English teaching quality in vocational college. However, there are some hindrances which exist in current College English teaching. First, the quality and orientation has been questioned by many English educators and reforms have been taken place continuously. Second, large class size make it very difficult for teachers to focus on students’ individual need and implement the ESP methodology. Third, the teacher team tends to be old and lack young force.

NEURO-PSYCHOLOGICAL APPROACH TO TEACHING GENERAL ENGLISH TO THE FIRST YEAR STUDENTS OF THE TRANSLATION DEPARTMENT

The work deals with the problems of improving General English teaching materials for undergraduates in terms of the neuro-psychological trends in Foreign Language Teaching Methodology and developing a tutorial based on the knowledge of students’ cognitive styles caused by the individual profile of the functional asymmetry of the brain, i.e. we aim at proposing the methods of neuropsychological approach implementation in the educational process. The topicality of the research is attributed to the lack of teaching materials applying neuro-psychological approach, though it is proved to be productive, as its implementation is known to help the process of mastering a foreign language. The primary methods used are as follows: observation, pedagogical experiment, statistical processing of data. Neuro-psychologically grounded teaching methodology forms the basis of the English language successful mastering, as it takes into account such extremely important features of the student as the profile of his inter-hemispheric asymmetry, which in its turn determines the specific cognitive style, and hence the type of mastering the foreign language.

A Study on General English Education for English Education Major

A Study on General English Education for English Education Major

IMPACTS OF THE CEFR-ALIGNED LEARNING OUTCOMES IMPLEMENTATION ON ASSESSMENT PRACTICE

<p><strong>Abstract</strong></p><p>This article reports the initial findings on the implementation of the Common European Framework of Reference for Languages (CEFR) at tertiary level in Vietnam. It explores the impacts of the CEFR-aligned learning outcomes implementation on assessment practice for non-English major students at Hue University. Semi-structure in-depth interviews were employed. Eight general English (GE) teachers who teach non-English major students at Hue University participated in this qualitative study. The findings showed that GE teachers modified the assessment activities in such a way that can aid their non-English major students achieve the required learning outcomes. The strong impact of the CEFR-aligned outcomes on the assessment practice could be seen in <em>the appearance of CEFR aligned tests</em> and <em>the focus on students’ self and peer assessments</em>. The long-term effect of the activities, which is students’ language proficiency improvement, was difficult to achieve. The issue of extra training on capacity building and professional development for GE teachers at Hue University was thus put forward.</p>

The Role of the ESP Teacher

The present paper will first of all focus on the literature which approaches issues such as the difference between a General English teacher and an ESP teacher, ESP materials, syllabus, course design and evaluation. Then, emphasis will be placed on the importance of a fruitful collaboration between the ESP and the specialist subject teachers. Next, there will be provided an example of the cooperation between the Maritime English teacher and the Seamanship fundamentals one in point of needs analysis, syllabus and course design. Mention will also be made as to the kind of specialist subject knowledge the ESP teacher is required to avail. Finally, we will conclude our paper with own opinion on the role of the ESP teacher.

2015 개정 교육과정 통합과학 수업 사례 연구

The

適切な指導と評価を目指した,愛媛大学共通教育「英語」カリキュラム開発への取り組み : 英語運用能力判断基準(Can-Doリスト)の開発とその意義

適切な指導と評価を目指した,愛媛大学共通教育「英語」カリキュラム開発への取り組み : 英語運用能力判断基準(Can-Doリスト)の開発とその意義

A Preliminary Study on the ESP Education of 4-Year Colleges in Korea in Search of the ESP Education of Chung-Ang University

The aim of this paper is to address current conditions of ESP (English for Special Purposes) in 4-year colleges of Korea and to make use of the data to establish ESP courses at Chung-Ang University in 2016. This paper does not deal with the present states of general English education that are carried out in the College of General Education at Chung-Ang University, which will be a separate topic for future study. The term ESP encompasses EAP and EOP. Based on the choice between EAP and EOP, the goals of ESP course will have different composites. To cope with demands from students in the high level, the goal of general English education enables students to be equipped with high-level English skills combined with professional expertise as global citizens. ESP in general English education functions as a bridge to cross over to a in-depth major-related and professional area. To be successful, ESP education requires: first, the main body to manage ESP courses; second, the lecturer to educated students; third, the textbook to teach with; fourth, evaluation tools.

직소(Jigsaw) 협동학습을 활용한 대학 교양영어독해 수업방안

직소(Jigsaw) 협동학습을 활용한 대학 교양영어독해 수업방안

Task-based Language Teaching in General English Classrooms: A Case Study in Engineering Faculties in Iran

Teaching General English, as a fundamental course in all the non-English majors, at universities in Iran has constantly been considered vital among the scholars' concerns. Thus, the TEFL researchers have always attempted to study and analyze the currently practice teaching methodologies at different levels in order to introduce the most efficient ones to the practitioners in the field. Therefore, to improve the quality and efficiency of teaching general English at universities, the researchers in the present study have tried to explore the currently practiced general English teaching methodologies for engineering students in Islamic Azad University, Yadegar-e Emam Khomeini (RAH) Shahre Rey Branch. In other words, they have attempted to reflect on a comparative study of two globally popular teaching methodologies namely; Task-based and Task- supported at this university to present the more efficient one to the target community. DOI: 10.5901/mjss.2015.v6n4p587

Learning to Teach ESP: Case Studies of Two Vietnamese General English Teachers

Given increasing concern about teaching quality, more and more attention has been paid to the issue of teacher professional development. While there is a myriad of research on English language teaching (ELT) teacher professional development, little has been done on the same issue for English for Specific Purposes (ESP) teachers. In Vietnam, most teachers of English in non-Englishmajor universities or vocational colleges have to teach ESP courses while their backgrounds are unrelated to the disciplines they are asked to teach. Based on this fact, this study was designed to investigate how general English teachers learn to teach ESP through the cases of two teachers of English at a medical university. Semistructured interviews, classroom observations, and postobservation interviews were used to explore the challenges of those teachers in dealing with new subject matter and seeking appropriate solutions. Also, implications for ESP teacher professional development in Vietnam are drawn.

The Integration and Cohesion of EGP and ESP

In recent years, more and more teachers recognized that the purpose of English teachers is to cultivate students' language ability of practical application in the workplace, and to adapt to the requirements of special purpose in occupation. In this context, focusing on the integration and cohesion of general English teaching (English for General Purpose) and ESP (taught English for Specific Purposes) is very important. This paper outlines the development of EGP and ESP, under the guidance of the necessity of the integration and cohesion of EGP and ESP teaching then elaborated and actively explores effective ways of both integration and cohesion

Generic Reference in English, Arabic and Malay: A Cross Linguistic Typology and Comparison

According to the Longman Grammar of Spoken and Written English 1999 by Biber et al. (p. 266) generic article uses are more than twice as common in academic English than in conversation or fiction. This is an area that English for Academic Purpose (EPA) textbooks and teachers would need to target more than general English teaching. This paper is therefore a contribution towards better understanding of what linguistic facts about generics teachers and textbooks of EAP might need to cover in order to deal with them satisfactorily, particularly for learners with Arabic or Malay as L1. This paper is also significant as it is the first to compare the expression of generic meanings by noun phrases in three typologically quite different languages: the Germanic language English, the Semitic language Arabic and the Austronesian language Malay. The contrast between the three languages is substantial in that they have different settings according to the nominal mapping parameter (NMP), which captures some widespread generalizations about the occurrence of mass and countable nouns and articles in the languages of the world. As a part of a bigger project that investigates the acquisition and interpretation of generic reference by speakers of these languages, this article is descriptive and comparative in nature. The main finding is that the rules for mapping forms to generic meanings are more complex in English than in Malay or Arabic, in that English marks the difference between NP level and S level genericity and between established and non-established categories.

Development and Application of Blended Teaching and Learning Model Using American Television Programs

General English education at the university level suffers from students’ indifference in and negative attitudes toward English. This study attempts to overcome these problems by developing a conceptual blended learning model which derives a procedural model applying audio-visual materials to foreign language learning. This paper confirmed its effectiveness on students’ affective attitudes to the level of statistical significance between the experimental and the compared group. The result shows that the model indeed contributed to the positive changes in the affective attitude of the experimental group to an intermediate and high level of positive running 3.5 and beyond. Finally, the procedural model that underwent modification of the items scored relatively low and a final procedural model was proposed.

Teaching EST in Algeria: Training or Retraining Language Teachers?

In this new millennium, learning English to fulfil communicative purposes becomes a worldwide concern, and Algeria is one of the interesting nations in developing the status of English regarded as a key to scientific and technological development. To meet such a challenge, the educational authority in Algeria implements the use of English mainly at all tertiary-level institutions. ESP courses are provided in different departments to meet learners’ specific objectives both academic and occupational. In this respect, teaching English for Specific Purposes (ESP) at the university level seems to have its own challenges and requirements in Algeria. This is, particularly, on the part of the language teacher and to ensure learners’ success, teachers’ qualifications, attitudes, and attributes have to be taken into consideration along side with the learners’ needs and desires. In this line of thought, our General English teachers often express their inadequacy for such positions; this may occur because of their fear of being unable to cater for their learners’ specific needs. As a result, being unprepared for teaching ESP, language teachers often find themselves obliged to rely on their own experience to teach those classes, as well as, to create their own teaching materials with respect to their students’ discipline and needs, too. Therefore, the main aim of the current paper is to present, discuss and reflect upon the actual situation of the language teachers who have been trained in linguistics, phonetics, civilization,…etc, and who are recruited to teach EST at the physics department within the faculty of Exact Sciences of Tlemcen University, and to search for the possible ways to increase the competence and confidence of those EST practitioners through a moderate call towards retraining them in other areas of interests. DOI: 10.5901/mjss.2014.v5n20p2381