English Language Study Research Articles

Printing Landmarks: Popular Geography and "Meisho Zue" in Late Tokugawa Japan by Robert Goree

Reviewed by: Printing Landmarks: Popular Geography and "Meisho Zue" in Late Tokugawa Japan by Robert Goree R. Keller Kimbrough Printing Landmarks: Popular Geography and "Meisho Zue" in Late Tokugawa Japan. By Robert Goree. Harvard University Asia Center, 2020. 400 pages. ISBN: 9780674247871 (hardcover). Collectors, bibliographers, and even amateur aficionados of early modern Japanese woodblock-printed books tend to be familiar with the vast and varied genre of illustrated meisho zue "gazetteers," a distinctive type of popular publication that took the Japanese book market by storm from around the end of the eighteenth century. Indeed, meisho zue were printed in such great numbers that the shelves and catalogues of antiquarian book dealers today can be hard to peruse without encountering multiple examples from the genre. Nevertheless, until now there has been no book-length English-language study of these works, largely because of the confining nature of our own disciplinary boundaries and the difficulty of categorizing meisho zue—as literature, art, cartography, or some other publishing genre. Robert Goree's Printing Landmarks: Popular Geography and "Meisho Zue" in Late Tokugawa Japan remedies this omission by addressing the history and conventions of meisho zue from the eighteenth century through the early Meiji period (1868–1912). Goree's work is methodologically rigorous, insightful, and well researched in English and Japanese, and Goree rightly maintains that meisho zue, which he describes as a kind of "nonfictional fantasy geography," belongs to "the history of Japanese literature and cartography" (p. 67, emphasis in original). To make sense of an enormous and relatively diverse corpus of texts, Goree focuses on two foundational works: Akisato Ritō's Miyako meisho zue (Illustrated Collection of Famous Places in the Capital; 1780) and its sequel, Shūi Miyako meisho zue (More Famous Places in the Capital; 1787). Over the course of his introduction and five subsequent chapters, Goree discusses dozens of other contemporaneous works as well, providing a rich historical context for the principal objects of his study. The book presents a focused and clear central argument—that "the popularity of meisho zue lasted for decades because they were innovative maps of landmarks that advanced a convincing vision of abundance, experienced virtually by readers, in a format established by Ritō and sustained by others linked to him" (p. 7). The monograph's written style is scholarly, sophisticated, and engagingly journalistic, and for those with an interest in the history of Japanese books, it will be a pleasure to read. Better still, Printing Landmarks contains 125 mostly monochrome images of maps, meisho zue, and a wide variety of other woodblock-printed works (artistic prints, travel guides, picture books, and the like), providing a great visual depth to Goree's study and allowing readers to see and learn about a plethora of relatively obscure publications that they might have otherwise never encountered. In chapter 1, "The Reader as Virtual Traveler," Goree explores the concept of gayū (imaginary/dream travel; literally to "lie down and go" [p. 12]), which the [End Page 341] court noble Fujiwara no Takasuke (1741–1804) invoked in a preface to Shūi miyako meisho zue to articulate the work's appeal for contemporaneous audiences. Gayū is a key concept for Goree (as well as for the editors and consumers of meisho zue, he argues), and he pursues it throughout his study. As Goree explains, gayū "might be considered the equivalent to armchair travel in Western cultures, insofar as it rhetorically describes the power of books and other media to enable discovery of a place without visiting it" (p. 41). He further argues that Ritō and some of his successors promoted gayū as a clever "marketing strategy" to encourage "reading as a form of virtual travel" (p. 35). Goree associates gayū with a particular "mode of reading" (p. 66), and he attributes it—or the marketing of it—with the success of Miyako meisho zue and subsequent meisho zue in the marketplace of books. In chapter 2, "The Documentation and Display of Place," Goree focuses on editors, artists, and the editorial processes behind the compilation of meisho zue. Taking Miyako meisho zue again as his exemplary case, he argues that "meisho zue resonated with readers because they were compiled according...

The Model of Listening CEFR-Based Test Specification for Higher Education

The Common European Framework of Reference (CEFR) for Languages offers a prevalent underpinning for the development of languages syllabuses, curriculum guidelines, assessments, and textbooks. This research aimed to design appropriate CEFR-based for languages English listening test specifications for S1 English Study Program. Descriptive qualitative interpretative was used as research design of this research. The data of this research consisted of the curriculum of English language education program which focused on listening courses of 5 universities in Jakarta. The data showed English language competence or ability for undergraduate graduates of English language study programs and abilities based on CEFR. The result showed that the five universities have the level of CEFR in A1 (9,7%), A2 (11%), B1 (7,3%), B2 (8,6%), C1 (5,9%), and C2 (0%) of CEFR levels. The result is a basis for the writer to design English listening test specifications that range from A1 to C1 alienated into Basic Listening, Intermediate Listening, and Advanced Listening. Based on that, the proposed test specifications were created. The writer adapts IELTS as the standardized test to determine the number of sections, question types, number of items, and time allocation.

Techniques for Improving and Teaching Writing Skills in English

In the method of teaching modern English, the concepts of “written speech” “writing” are distinguished. The component of written speech includes reading and writing. Writing is an integral component of written speech. Writing is also a speech activity. Through it, information is shared. Writing plays an important role in teaching English. Through it, other information, information is given, through writing, we save information for many times even centuries, we deliver it to the next generation. As can be seen from the above, writing is a speech activity and we need to learn it. Speech activity consists in counting and encoding information, information by writing. In this article, the study of English language, in particular, reviews and comments on the methods of improving and teaching writing skills in English.

Psychometric Evaluation of the German-Language Version of the Feedback on Physical Appearance Scale on Female Adolescents With Eating Disorders Plus Adolescents and Women Without Eating Disorders

Negative body-related feedback is associated with increased body dissatisfaction. The English-language version of the Feedback on Physical Appearance Scale (FOPAS) is an instrument to assess verbal and non-verbal body-related feedback, but a German-language version has not been validated yet. The aim of this study was to evaluate the psychometric properties of its German-language version in a sample of adolescents with eating disorders (n=88) and in a sample of adolescents (n=123) and women (n=228) without eating disorders. Confirmatory factor analyses showed a moderate model fit from the English-language original study. All samples showed acceptable internal consistencies. The retest reliability was also mostly acceptable. Significant positive correlations with questionnaires on eating disorder symptoms (criterion validity), teasing (convergent validity) as well as the expected negative correlation with self-esteem indicated good validity. In addition, the FOPAS was able to differentiate between adolescents with and without eating disorders. To sum up, the German-language FOPAS appears to be suitable to assess verbal and non-verbal body-related feedback in research and practice.

An Analysis of Pronunciation Errors In Speaking of 2nd Semester Students of English Educate Department Universitas Bhinneka PGRI

In this study, researchers will examine students' problems in pronunciation errors in English and the causes of students' errors in English pronunciation. This study aims to determine the pronunciation errors and the causes of errors in pronunciation made by students in speaking English. This research is descriptive qualitative research that aims to describe students' pronunciation errors and the causes of students' pronunciation errors. The subjects of this study were second-semester students of the English language study program at the University of Bhinneka PGRI. The reason the researcher chooses this subject is the first subject that the researcher wants to examine and understand because there are some students who experience pronunciation errors and the researcher wants to know where the pronunciation errors are and what causes make their pronunciation errors. Based on the results of observations, the researchers found that students' problems in speaking English were in the vowel they were stamped. The results of the questionnaire that the researchers distributed from the entire 2nd-semester class, both class 2A and class 2B, totaling 44 students, received answers from 39 students. The results obtained from 10 interviews researchers can conclude that there are several causes of difficulty or pronunciation errors in semester 2 students at the Universitas Bhinneka PGRI including Mother Language and Personality.

Piers Plowman: The A Version. William Langland. Translated by Michael Calabrese. Washington, DC: Catholic University of America Press, 2020. Pp. xlvii+160.

<i>Piers Plowman: The A Version</i>. William Langland. Translated by Michael Calabrese. Washington, DC: Catholic University of America Press, 2020. Pp. xlvii+160.

Teachers’ Talk and EFL in University Classrooms

The purpose of this study is to find the category of Teacher Talk (TT) in EFL (English as Foreign language) class at English Language Study Program at Indonesian Muslim University. Specifically for the Teacher Talk category, this study focuses on how many Teacher Talk categories appear in class for seven times each. This research was conducted in the EFL (English Education Study Program Class) Faculty of Literature at UMI. The participants of this study were 1 (one) English Education lecturer. While students who became participants were fifth semester students from C1 class that consists of 30 students. Data in this study were collected using video and audio recordings. Video and audio recordings are used to collect the Lecturer Teacher Talk category. Video recordings in this study were used to obtain a natural picture of class interaction. The results of this study are 7 categories of Teacher Talk displayed by Lecturers when interacting in class, namely: (1) starting or opening a class; (2) provide an explanation; (3) Give instructions; (4) Asking questions; (5) Encourage and motivate; (6) Provide Reinforcement; and (7) Closing.

Winstone , Martin The Dark Heart of Hitler's Europe: Nazi Rule in Poland under the General Government (review)

REVIEWS 583 by faith alone, a Protestant doctrine he came to embrace openly. In language remarkably similar to that used by Repenter preachers, Trifa wrote that ‘our victory rests on accepting the Lord’ (p. 158). He encouraged a lay leadership of the movement and discouraged hierarchy. Many of Trifa’s ideas looked and sounded like Evangelical Protestantism. Like Iosif Trifa, Father Tudor Popescu from the Stork’s Nest (the Orthodox church of St Stephen in Bucharest) began preaching Protestant doctrines, such as personal conversion and justification by faith alone. So did Dumitru Cornilescu, who was welcome at the Stork’s Nest, and was well known in the 1920s for translating the Bible into Romanian, a version fully embraced by Repenter groups to this day. However, both Popescu and Cornilescu were soon accused of theological heresies, and by 1924 had been defrocked and removed from the Orthodox Church, while Trifa was defrocked and removed from the Orthodox Church in 1934 over alleged financial impropriety. What is not mentioned here is that Trifa was rehabilitated post-mortem in 1990, and the movement he founded is now part of the Romanian Orthodox Church again. Sectarianism and Renewal in 1920s Romania successfully introduces and systematizes a period about which not much has been written until now in the English-language scholarship. It is highly recommended for use by scholars of religion, historians and specialists in East European studies. Undergraduate and graduate students will appreciate it too. Concordia University, Montreal Lucian Turcescu Winstone, Martin. The Dark Heart of Hitler’s Europe: Nazi Rule in Poland under the General Government. I. B. Tauris, London and New York, 2021. xi + 306 pp. Maps Illustrations. Notes. Bibliography. Index. £17.99 (paperback). The ‘dark heart’ of the Third Reich’s occupied territories in wartime Europe was the General Gouvernement (GG) of Poland. Following Germany’s victory over the Polish Army in September 1939, and the Soviet Union’s occupation of eastern Poland on 17 September as per the Nazi-Soviet Pact of 23 August 1939, the GG formally came into existence on 12 October 1939 through a Führer decree that came into force a fortnight later, as a separate administrative and political entity within one part of German occupied former Polish territory (other such territories had been annexed or formed into new territories by the Third Reich). From the beginning, Third Reich intentions were to treat the GG and its inhabitants as a predatory ‘colonial’ territory, solely to serve the Reich and SEER, 99, 3, JULY 2021 584 principally as a reservoir of slave labour. Besides also becoming a horrendous proving ground for Reichsführer Heinrich Himmler’s grandiose plans to Germanize the territory with ethnic Germans, principally from the Baltic States after 22 June 1941, which involved the ‘ethnic cleansing’ of established Polish and Jewish communities by uprooting them en masse, it became the site of the mass murder of Jews in the Aktion Reinhard extermination camps of Belzec, Sobibor and Treblinka — thus highlighting ‘the role of the General Government as the principal racial laboratory of the Third Reich’ (p. 12). Brutality, starvation and lawless terror became the watchword of the Nazi regime, where ‘anything goes’ distinguished this largely criminal German rule ‘from the ostensibly more traditional forms of occupation policy practised elsewhere in Europe’ (p. 15). As the Polish poet and socialist activist Czesław Miłosz put it, the history of the GG was a ‘study of human madness which defied rational explanation’ (p. 246). This paperback edition of the 2014 book comes with its text and bibliography unchanged, together with original glowing paeans of praise for its claimed signal contribution to the history of the Nazi Third Reich in providing the first English-language study of the region. It is not an historical monograph in the normal sense or based on archival sources but is one which overwhelmed historians can sometimes be grateful for (as the comprehensive bibliography confirms), as a well-written synthesis of authoritative publications on the subjects involved. However, too often, instead of key historical developments being related to each other chronologically, the emphasis here is upon a ‘thematic’ construct. Whilst that treatment can focus attention more acutely on some elements...

Способы организации педагогического дискурса

The research aims to identify models for ways of organising pedagogical discourse by analysing texts of foreign language study guides. The article focuses on the structure of pedagogical discourse and ways of its realisation in the English language study guides in a higher education institution. Scientific novelty of the paper lies in identifying eight main models for ways of organising pedagogical discourse: argumentative, argumentative-descriptive, descriptive, communicative, communicative-narrative, communicative-descriptive, communicative-argumentative and narrative. As a result of the study, the authors have determined the main patterns in realisation of the ways of organising pedagogical discourse peculiar to these models.

The Study of the students’ Speaking Performance in Demonstrating Product Advertising

This Study discusses analyzing the students’ speaking performance in demonstrating the product advertising. There were 24 second-semester students of the English Language Study Program of a private university who participated in this study. The researchers conducted this study by analyzing the students’ speaking scores and categorizing the students’ speaking achievements into five levels of ability. There were five levels of ability that cover the aspects of speaking skills. Those levels are poor, fair, average, good, and excellent. The finding showed that the excellent level contributed as 42 %, then average and good level have the same percentage as 25 % and the two last levels were fair and poor got 4 % for each of them. The average score of students’ speaking performance in demonstrating the product advertising was at a good level. It could be described that the students’ speaking performance was good, both in students cognitive and mental preparation.&#x0D; &#x0D;

EFL Learners' Perceptions on Schoology Use in the Reading Class

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

Effect of Chlorhexidine Varnish and Fluoride Varnish on White Spot Lesions in Orthodontic Patients- a Systematic Review

Aim:The aim of this study is to critically review the studies that studied the effect of Chlorhexidine varnish and fluoride varnish on White Spot Lesion (WSL) in patients undergoing orthodontic treatment.Materials and Methods:The electronic database PubMed, The Cochrane Library, Medline, Embase, Google Scholar, Web of Knowledge along with a complimentary manual search of all orthodontic journals till the first week of December 2019 was searched. English language study performed on humans, randomized or nonrandomized clinical trials, comparing the effect of fluoride and chlorhexidine varnish on WSL was included in the review. Quality assessment of included studies was performed.Clinical Significance:The need for an adjunct oral hygiene aid to reduce the incidence and prevalence of white spot lesions in orthodontic patients is necessary. The use of these varnishes will aid in the same and thus make the adverse effects of fixed orthodontic treatment negligible.Review of Literature:Enamel demineralization is a significant risk associated with orthodontic treatment when oral hygiene is poor. Prevention of demineralization during orthodontic treatment is one of the greatest challenges faced by clinicians despite modern advances in caries prevention. The development of White Spot Lesions (WSLs) is attributed to prolonged plaque accumulation around the brackets.Results:The search identified a total of 3 studies that were included in this review. One study had Low risk of bias and the remaining 2 studies had moderate overall risk. Results showed that there was a reduction in the incidence of white spot lesions in orthodontic patients after application of chlorhexidine and Fluoride varnish.Conclusion:Low level evidence is available to conclude that the use of chlorhexidine varnishes and fluoride varnishes reduces the prevalence of white spot lesions in patients undergoing fixed orthodontic treatment. Due to its limitations, the results of this systematic review should be handled with caution and further well-planned Randomized Clinical Trial (RCT) are needed to provide a discrete conclusion.

Does UV Light as an Adjunct to Conventional Treatment Improve Healing and Reduce Infection in Wounds? A Systematic Review.

To examine the effect of UV light on wound healing and infection in patients with skin ulcers or surgical incisions. Outcomes of interest included healing time, wound size and appearance, bacterial burden, and infection. Ovid MEDLINE, Embase, Cochrane, PubMed, CINAHL, and Web of Science. Comparative and noncomparative clinical studies were considered, including observational cohort, retrospective, and randomized controlled studies. They addressed the research question: "Does the use of UV light as an adjunct to conventional treatment help improve healing and reduce infection in wounds?" Selection criteria included any English language study in adults who used UV light to improve wound healing and prevent or treat wound infection. Authors extracted information pertaining to patient demographics, treatment protocols, and the following wound outcomes: appearance, healing time, infection, and bacterial burden. The search yielded 30,986 articles, and screening resulted in 11 studies that underwent final analysis. Of these (N = 27,833), seven (64%) demonstrated an improvement in healing outcomes with adjunctive UV therapy, and the results of four (36%) achieved statistical significance. There is limited research on the utility of adjunctive UV therapy to improve wound healing outcomes in humans. The majority of literature included in this review supported improved wound healing outcomes with adjuvant UV therapy. Future well-designed randomized controlled trials will be essential in further determining the benefit and utility of UV therapy in wound healing.

Developing Teaching Guidelines and Learning Module of Speaking for General Communication: Students’ Perception and Needs

Covid-19 is still spreading all over the world, including Indonesia and it has a big impact on the education sector. Online learning is a way to reduce the spread of the covid-19 outbreak. Educators and students, whether ready or not, have to do online learning because to avoid the spread of this pandemic. Therefore, this research would like to know students’ perception and needs toward speaking for general communication. This study is conducted using a survey method based on Kirkpatricks’ Model. The survey accumulated and investigated learners' perception of speaking for general communication course after they learned and practiced it in the online lecturing class. The respondents of the survey were selected using the purposive sampling method. the subject of this study was 165 students of a first semester, the English Language Study Program at IKIP Siliwangi Bandung, who was taking a speaking for a general communication course. Based on the result, most of the students had positive perceptions and they could improve their speaking skills after the teaching session. In fact, there are three things that are not really appropriate with the students’ needs, they are handout/teaching materials, technological confidence, and topics of materials. Therefore, further research is needed to develop the module/handout based on students’ needs.

PENGEMBANGAN KETERAMPILAN BERPIKIR KRITIS MELALUI STORYTELLING BAGI CALON GURU BAHASA INGGRIS DI FKIP UNCEN

This community service activity aims to introduce innovative English teaching methods Storytelling in English learning to prospective English teacher students in the FKIP UNCEN English Language Study Program to be better prepared and trained in developing English learning that is able to integrate the three aspects of educational taxonomy, namely cognitive, affective, and psychomotor. In learning using Storytelling conditions, storytellers have to be more creative using the language focus in telling stories they read to students and at the same time asking questions that are able to stimulate students to think critically using the target language correctly in order to create the meaningful interaction and natural learning environment between both the storytellers and their listeners. The specific purpose of this activity is to introduce the use of Storytelling in teaching and learning English classroom in the context of the foreign language teaching and learning, and how it is managed to build a learning atmosphere to support the development of target language skills as well as learners’ critical thinking skills through classroom interaction in the form of dialogue and questions given by speakers. This community service activity involved students of the VII semester English language study program who take the Curriculum and Material Development course, conduct for about six month including the selection and deepening of the story that will be used for storytelling, a list of questions that have the potential to stimulate critical thinking skills, enrichment story material, implementation of community service activities, and seminars as a result of community service activities. This activity is useful for the readiness of prospective English teacher students in the English Education Study Program FKIP UNCEN in applying their knowledge and knowledge after completing their studies. Keywords: Critical Thinking Skills; Storytelling; Prospective English Teacher

Union of Radiocarpal Fusion With and Without Proximal Row Carpectomy: A Systematic Review

Wrist fusion provides a solution to the painful, arthritic wrist, and can be concomitantly performed with or without a proximal row carpectomy (PRC). The benefits of combining a PRC with fusion include a large amount of local bone graft for fusion and a lower number of joints needed to fuse. We hypothesized that wrist fusion combined with PRC will have a higher fusion rate than wrist fusion performed without PRC. A systematic review was performed to identify all papers involving wrist arthrodesis using the following databases: PubMed, Ovid, Scopus, Web of Science, and COCHRANE. A literature search was performed using the phrases "wrist" OR "radiocarpal" and "fusion" OR "arthrodesis". Inclusion criteria included complete radiocarpal fusion performed for rheumatoid, posttraumatic, or primary arthritis; union rates available; English-language study. Studies were excluded if case reports; diagnoses other than the ones listed previously; inability to abstract the data. Data collected included wrist fusions with PRC or without PRC, union rate, patient age, underlying diagnosis, and method of fixation. A total of 50 studies were included in the analysis. There were 41 studies with no PRC, 8 studies with PRC, and 1 study with and without PRC. There were 347 patients with a PRC and 339 patients had a successfully fused wrist (97.7%). There were 1,355 patients who had a wrist fusion with no PRC, and1,303 patients had successful wrist fusion (96.2%). The difference in fusion rate between the 2 groups, 97.7% versus 96.2%, was not statistically significant. There is no statistically significant difference with regards to union rate in wrist fusion with a PRC versus wrist fusion without a PRC. Therapeutic IV.

Аdvantages of marine english deeper learning technologies

The article considers the appropriateness of deeper learning technologies application in Marine English study, taking into account that professional training of marine cadets in maritime institutions of higher education should be accomplished in English language in compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (1978, 1995) and its Manila amendments (2010). The results of training must correspond to high world standards and provided on three levels (support, operational and management levels) with compulsory development of certain number of communicative and professional skills and competencies on each training level. In respect that deeper learning represents a set of student educational outcomes, including acquisition of core academic content, skills to solve novel problems, it appears enough reasonable to apply it for Marine English language study. A plenty of existing today deeper learning strategies, schools, and methods makes us to speak namely about a frame of pedagogical technology, which implies a specifically normalized educational process (form, content, training methods, products and output results) that purposefully changes the students, or provides the possibility to change by themselves. The most suitable for Marine English deeper learning technologies (DLT) considered in this article are Project-Based Learning (PBL), Personalized Learning (PL), Inquiry-Based Learning (IBL), Blended learning (BL) and Flipped Class learning (FCL). Their evident and indisputable benefits are substantiated by the learning outcomes, attained in process of experimental deeper learning of Marine English language. Provided experiment in Deepening Learning (DL) of Marine English affirmed positive characteristics of DLT in relation to symbiotic development of learners metacognitive abilities and intrapersonal skills for further transfer them at new tasks and contexts of maritime sphere, successfully using English as means for critical thinking and problem solving. As the result, students were engaged in positive and productive academic activity and persevered when faced difficulties.

ANALYSIS OF DISCOURSE MARKERS USED IN WRITING AT FIFTH SEMESTER STUDENTS OF ENGLISH EDUCATION SECTION IN IAIN BUKITTINGGI

This research was due to several problems found in the field; some students did not use discourse markers in writing to connect ideas. They said that they understood the lecturer's explanation about discourse markers, but they were difficult to use in the text. They had difficulty finding the appropriate discourse marker to use in the text. This study aimed to find out the kind of discourse marker students used in writing and the problems students had in using discourse markers. This research used descriptive quantitative as the research method. This study's population was 121 students in the fifth semester of the English language study program at IAIN Bukittinggi and used random sampling as a research sampling technique. The sample in this research was 24 students. In addition, data analysis was done by analyzing data, percentages and making conclusions. The researcher found some discourse markers used by students, 75% students using an elaborative marker, 64% students using an adversative marker, and 62,5% students using the causal inferential marker. Then, there were fourth problems students faced when using discourse markers. The problem was overused, non-equivalent exchange, mistranslation, misinterpreted relation.

The use of the information and communication technologies in the process of English language study whilst training students of humanitarian specialties

The use of the information and communication technologies in the process of English language study whilst training students of humanitarian specialties

The role of using puppets while teaching english for young learners

This qualitative research aims to investigate that if the puppets can be utilized as a showing instrument in kindergarten schooling and how it is viable for youngsters to learn. The inquiry that this research is attempting to discover is who the pre-school language students are. The information is assembled using two various types of exploration strategies: perception and meeting. It is a contextual investigation where 20 kindergarten youngsters are instructed English with puppets named Pepe and understudies are seen whether they get familiar with the language. Furthermore, two kindergarten instructors are met about the utilization of puppets in English language study rooms. The information show that puppets are drawing in and rousing for youthful students. They are compelling apparatuses, which can be utilized in English language homerooms. Anyway the examination is restricted to the job of puppets in kindergarten instruction in English language study rooms. Further examinations may zero in on the part of puppets in kindergarten education in different fields like science, craftsmanship, etc.