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Full-Text Articles in Reading and Language
Collaborative Learning: Principles, Practice And Potential In The English Language Classroom, William Littlewood
Collaborative Learning: Principles, Practice And Potential In The English Language Classroom, William Littlewood
PASAA
Students across a wide range of countries (including Thailand) express their liking for classroom learning activities in which they work purposefully in groups in order to achieve common goals. This mode of learning also lies at the heart of the philosophy and techniques of "collaborative learning." This paper presents briefly the principles which underlie collaborative learning. It describes a range of strategies and techniques which teachers can use in order to organize collaborative learning. Finally, it discusses how collaborative learning tasks fit into an overall framework for language learning and how they relate to the development of learner autonomy.
I'M Sorry: A Cross-Cultural Exploration Of Apologizing, Michael Ziesing
I'M Sorry: A Cross-Cultural Exploration Of Apologizing, Michael Ziesing
PASAA
Probably no language function has been in the news more lately than the function of apologizing. Week after week, the famous as well as the infamous stand before the public and apologize or, in any case, receive demands for apologies. Hardly a week goes by without some apology or other making the news - often times even the front pages.
I'M Sorry, I Can't Remember, John F. Fanselow
I'M Sorry, I Can't Remember, John F. Fanselow
PASAA
Each time a person in a language class responds to a question with "I'm sorry, I forgot," the person is implying that language learning consists mainly of memorizing. The long lists of vocabulary items learners try to commit to memory also imply that memorizing is the key mental activity required in language learning. Questions in textbooks and on tests that ask for facts also send the message that learning and memorizing are equivalent. In fact, though we need to memorize some things, much of all of learning, including language learning, requires thinking: processing sounds we hear and symbols we see. …
Changing English, Linguistic Identity And Elt, John E. Joseph
Changing English, Linguistic Identity And Elt, John E. Joseph
PASAA
A crucial part of knowing a language is knowing how to interpret variation- what it means if someone uses one form rather than another to say the same thing. This paper examines four ongoing changes in spoken English, and what it means to be a user of the old form or the new one. We interpret the identity of the people with whom we speak based upon these minor differences, and we often assess the truth or validity of what they are saying based on our assessment. In this sense, the linguistic identity of speakers cannot be separated from the …
Evaluation Of English Listening Proficiency Of Salc Users At Kmutt, Thailand, Charatdao Intratat
Evaluation Of English Listening Proficiency Of Salc Users At Kmutt, Thailand, Charatdao Intratat
PASAA
It is widely accepted that a self-access center provides opportunities for the students to develop their English proficiency skills out of class. Even though a self-access center requires a large sum of budget and resources, its practical usefulness for language learners and its effect on the users' proficiency development have not been fully investigated. This preliminary study which was funded by KMUTT was a tentative attempt (1) to evaluate English listening proficiency of the KMUTT's Self-Access Learning Center (SALC) users, and (2) to investigate on the significance of the SALC's role in autonomous learning, particularly in developing English listening proficiency. …
A Reflection On Team-Teaching In An Efl Classroom, Punchalee Wasanasomsithi
A Reflection On Team-Teaching In An Efl Classroom, Punchalee Wasanasomsithi
PASAA
Team-teaching is a versatile instructional approach that has been implemented in a variety of English language teaching and learning settings for different pedagogical and administrative purposes. Existing research claims that by extending the teaching competencies of teachers through group interaction and process sharing, the quality of instruction provided to the students can be improved. It is believed that this would, in turn, lead to promotion of not only the teaching but also the learning process. This paper reports on an experimental study in which the team-teaching technique was employed to teach a graduate English course at Chulalongkorn University. The students' …
Can The Communicative Approach Be Appropriate To Language Teaching?, Annabel Bhamani Kajornboon
Can The Communicative Approach Be Appropriate To Language Teaching?, Annabel Bhamani Kajornboon
PASAA
This paper is a reflective piece. Most ELT teachers are very devoted to their students, but most of the time they find themselves weary from teaching. Most teachers want to help and to improve their students' English; however, they are not sure how to do it. Hence, this paper explores some of the possibilities through the communicative approach. It makes an attempt to explain what this approach is and how it can be applied to the classroom; it looks both at its advantages and disadvantages.
Using Cooperative Concept Mapping Skill To Teach Esl Reading, Hua Tang
Using Cooperative Concept Mapping Skill To Teach Esl Reading, Hua Tang
PASAA
Reading is now recognized as an important source of input for second language acquisition (Dupuy, Tse & Cook 1996; Krashen, 1993). Traditionally, reading has been taught as information retrieval. Primarily, it is the decoding of individual words that requires ESL students to approach a text using a dictionary (Mangelsdorf 1998). Now, in the new century, how should we teach ESL reading? How should we improve ESL students' academic proficiency in English? Students of this generation, different from students of the past, are more drawn with visual images, TV, music videos etc, so we need techniques that encourage reading. Concept mapping, …