A Course in English Language Teaching

Ur, Penny

doi:10.1017/9781009024518

Cited by 261 publications

(149 citation statements)

References 0 publications

Supporting

Mentioning

135

Contrasting

Unclassified

Order By: Relevance

“…According to research, many other English textbooks besides those used in junior high schools in China, which provide suggestions on how to teach English efficiently, are usually designed with divided components of "Teaching Reading" and "Teaching Writing." Taking "A Course in English Language Teaching [8] " as an example, "Teaching Reading" is in Chapter 10, but "Teaching Writing" is in Chapter 11. Taking "Methodology in Language Teaching" as another example, "Teaching Reading" is in Section 12, but "Teaching Writing" is in Section 13.…”

Section: Present Ways Of Teaching Writing In Junior High Schoolsmentioning

confidence: 99%

“…Students should then be guided to think of a similar or new situation that connects to real-life experiences, so that they can consolidate their understanding in using these phrasal verbs. Penny Ur claims that learners remember words better if they have some personal significance or emotional connection [8] .…”

Section: Post-reading Activities For Vocabulary Memorization and Its ...mentioning

confidence: 99%

See 1 more Smart Citation

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

Li¹

2022

JCER

View full text Add to dashboard Cite

The present situation of English writing in junior high schools includes the following aspects: first, students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately; second, they often make grammar errors in writing; as a result, they do not obtain high scores in English writing; third, they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer; in that case, Chinglish often appears in their compositions, and this is one of the main reasons they do not obtain high scores in English writing; finally, they do not arrange their compositions well, so most of their compositions are loosely organized. As reading and writing are designed as two separated parts in most English textbooks used in China, it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming. Based on the present situation of students’ English writing and the teaching situation of English writing in junior high schools, this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively, use vocabulary and grammar appropriately, avoid the influence of mother-tongue transfer, and build compact structures, so that they can improve their English writing skills. This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.

show abstract

Section: Present Ways Of Teaching Writing In Junior High Schoolsmentioning

confidence: 99%

Section: Post-reading Activities For Vocabulary Memorization and Its ...mentioning

confidence: 99%

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

Li¹

2022

JCER

View full text Add to dashboard Cite

show abstract

“…In English for Specific class, teachers have been trying to provide students with various methods to help students learn specialized English vocabulary such as explanations, translations, pictures, etc. (Hoang, 2017;Ur, 2009). It is still challenges for students to learn unfamiliar words and use them in suitable way.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions about using Website to Learn Vocabulary in English for Specific Classroom

Trinh¹,

2021

IJSMS

View full text Add to dashboard Cite

This study was conducted to investigate students' perceptions about using the website to learn vocabulary in English for Specific classroom. 27 students studying the third year at a university in the Mekong Delta of Vietnam were selected for the study. After ten weeks using the website to learn and practice vocabulary outside the classroom, the questionnaire was employed to collect the qualitative data. The findings showed that students had positive perceptions about using a website to learn vocabulary. The participating students also indicated that using a website helps students feel less stressed and remember the words better. The study also showed some implications for teachers and students in using ICT as a helpful tool in enhancing students' motivations.

show abstract

“…And speaking is a fundamental skill that learners need to master in order to communicate effectively. Indeed, Ur (2013) states that of all the four language skills, speaking seems intuitively the most important one as the ability to speak skillfully provides for the speakers with a favorable condition to establish and maintain relationships, to negotiate, and to influence others. In the same fashion, Nunan (1991) views that to most people, success is measured in terms of the ability to carry out a good conversation in the target language.…”

Section: Introductionmentioning

confidence: 99%

Perks and perils of adult learners in Communication English learning at English language centers in Vietnam

Truong¹

2021

Engl. Lang. Teach. Educational. Journal

View full text Add to dashboard Cite

The teaching and learning of Communication English for adult learners is unlike that for children. Understanding of the differences between adult learners’ and young learners’ traits is considered a must for all English teachers so as to provide appropriate teaching methods and materials for adult learners in Communication English learning. Thus, this mixed-methods survey was conducted to investigate adult learners’ perks and perils in Communication English learning and suggested solutions for their better communicative performance. The sample of this study consisted of 148 adult learners from the five selected language centers in Ho Chi Minh City, Vietnam. Data were collected from questionnaire copies. The findings revealed that the adult learners had some perks including strong motivation, clear learning goal, good learner autonomy and able technology use for learning, or positive attitudes towards the existing teachers’ quality. Besides, some perils among these adult learners were sought, including low self-confidence, short time investment, and limited speaking practice environment. At last, they expected their teachers to make the lessons more interesting and realistic, and hoped their language centers to invite native language teachers.

show abstract

A Course in English Language Teaching

Cited by 261 publications

References 0 publications

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

Students’ Perceptions about using Website to Learn Vocabulary in English for Specific Classroom

Perks and perils of adult learners in Communication English learning at English language centers in Vietnam

Contact Info

Product

Resources

About