New Trends in English Language Teaching

Dr. Phyllis Chew,

Nanyang Technological University, Singapore

This paper presents the viewpoint that new trends in language teaching can only be understood not just within the micro-context of the classroom but also through a macro perspective which involves the socio-linguistic vision of particular nations as well as the globalization and technological inter-connectedness of the world.  The role of English as a lingua franca against the backdrop of emerging world orders will be addressed.  More specifically, new trends in language teaching will be discussed through language’ three main roles, that is, functional, aspirational and ethical. New trends are mainly concerned with cultivating empathetic listeners; with making readers discerning and enquirers creative; through differentiated instruction, and responsive assessments. New trends in language teaching embraces the inculcation of metacognition, multi-literacy and enquiry through dialogue in language materials. What classroom teaching strategies are especially relevant in particular contexts?  What curriculum content should be included?  How do language teachers adapt to disruptive technologies and the “new normal”?

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

Exercising Eco-Linguistic Approach in Teaching English: Proposed Conventions for TESOL / TOEFL Pedagogy

Dr. Elena Shelestyuk,

Chelyabisk State University, Russia

The linguistic ecology approach to teaching a language entails the preservation of linguistic and cultural diversity. To be legitimized as an international auxiliary language (IAL) for world communication, English should be taught with the view to protecting host cultures, distinguishing them from others. Diversity will ensure a culturally rich while united world. We opt for traditional language pedagogy: learning rules, doing exercises, retelling and creating texts. Immersion, influence on the unconscious through images, fascination, "stunning", should be moderate; immersion is more welcome for the first (native) language to create a firm cultural identity and immunity to foreignization. Foreign language curricula should primarily focus on host culture history, culture, values, and serve its needs, then - represent world, history, cultural heritage, modernity and future. The optimal ratio is: host language and culture issues – 40-45%, global issues – 40-45%, source language and culture issues – 10-20%. There should be no excessive foreign language personality branding (English-language culture personalities, singers, actors, writers, etc.). Personalities – real and fictitious – should be used in the same proportion as above. Balance and tolerance should be observed in textbooks, especially concerning host culture’s facts, history, values, personalities. Moral and ideological inferences should be traditional, time-honoured; selection of topics — impartial; representation of facts and characters — symmetrical; choice of words - unbiased. A first (native) language should be the main metalanguage of comparing, explanation and interpretation of cultural phenomena. It is advisable to write and publish textbooks of foreign languages by host culture's domestic authors, albeit with the use of foreign consultants and methodologies.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Linguistic Heritage of Sogdiana in Tajiki Persian

Dr. Mgr. Ľubomír Novák,

Charles University, Czech

The Sogdian language was once lingua franca of the Silk Road. After the Arab invasion to Central Asia the language lost its prestige status and slowly diminished. Since the Samanid Empire Persian became the prestigious language and later became a new lingua franca of the region. Sogdian, however, did not disappear completely – at first it was an adstrate language in former Sogdiana, later it transformed into a substrate language, which was replaced by local Persian vernacular(s) – these varieties of Persian are to be met in the Upper Zarafshon region, i.e. present districts Kūhistoni Mastchoh and Aynī (former Falghar and Fon) in north-western Tajikistan. The Upper Zarafshon (or Central) dialects of Tajik reflect many Eastern Iranian linguistic features that can be connected with vernaculars of Sogdiana such as Sogdian and its dialects and Yaghnobi, a language closely related to Sogdian. Eastern Iranian loans in the Central Tajik dialects show rather complicated linguistic situation in present mountainous parts of Sogdiana – detailed study of these dialects of Tajik can help us to understand linguistic history of Tajikistan and Persian language contact in Central Asia.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

Towards the Morphosyntactic Coincidences of Albanian and Persian: the ‘Nyje /e/’ and the ‘Ezafe /e/’

Dr. Mirushe Hoxha,

Department of Albanian Language and Literature, University “Ss. Cyril and Methodius” (UKIM), Skopje, R. of Macedonia

This paper aims to elucidate the coinciding morphosyntactic functions of the Albanian ‘pre-positive article’, viz. ‘nyje’ (NY), with the focus on the ‘nyje /e/’ (NYe), and the Persian ‘connective clitic /e/’, i.e. ‘ezafe /e/’ (EZe). In Alb. the NY covers nouns in the genitive case, adjectives, and possesive pronouns. Similarly, in Pers. the function of 'ezafe construction' encompasses nouns, adjectives, and possesive constructions. When EZe is added to the head noun, the next word takes the functions of the genitive as well. Ex.: Alb.: '[vajza e Meryemes]' vs. Pers. '[dokhtar-e Maryam]' ('the daughter of Mayram'); Alb. '[vajza e mirǝ]' vs. Pers. '[dokhtar-e khub]' ('the good girl'); Alb. '[e mi / e mia]' vs. Pers. '[mal-e man]'. Differently from New Pers. (NP) – yet, similarly as Old Pers. (OP) /Avestan (Av.) – the Alb. has preserved the case system. In contrast to the NP EZe - yet, in a similar way as OP ‘relative connector’ ī – the Alb. NY is not affixed to the noun. More precisely, the Alb. NY which is separated from the noun, adjective, or possessive pronoun coincides with the OP 'relative connector' ī, which covers ancient genitive, i.e. posession, subjecive and objective genitives, which is foreruner of NP 'ezafe', and which is also separated from the noun (head noun) and adjective (head adjective). This implies that the Alb. NY coincides with the OP ī and the NP EZe in one more aspect: the forms of Alb. NY are both i and e - besides tә and sә, depending on the gender, number, and case of the (head) noun. The functional coincidence of the Alb. NYe and the Pers. EZe can be considered as a case of a parallel development in-between these two languages.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Impact of Implementing Think Pair Share Strategy on Developing Iraqi EFL Students Writing Skills

Dr. Qassim Hammadi Dawood Al-Ibadi, Dr. Shireen Shihab Hamad & Dr. Ikhlas Muhammad Nati,

University of Wasit, Iraq

The aim of this research is to measure the effects of Think Pair Share Strategy on EFL student's writing skills. Think Pair Share is a cooperative teaching strategy that includes three components; time for thinking, time for sharing with a partner and time for each pair to share back to a larger group. This study is conducted by using classroom action research. The subject of this research is second intermediate students at Zarqaa Al-Yamamah School, Wasit Directorate of Education. The sample of study consisted of 50 students. The instruments for collecting data used writing test for quantitative data. The mean of the test shows the impact and the improvement of the students' score from the first test to the third test.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

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