i-manager Publications

i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom

Most Cited

Volume 6 Issue 2 April - June 2016

Article

English language publishing in Chemical Engineering Journals from an Indian academic’s point of view - a broad scientific perspective

Sukanchan Palit*

*Assistant Professor (Senior Scale), Department of Chemical Engineering, University of Petroleum and Energy Studies, Dehradun, India.

Palit, S. (2016). English Language Publishing in Chemical Engineering Journals from an Indian Academic's Point of View- A Broad Scientific Perspective. i-manager’s Journal on English Language Teaching, 6(2), 1-8. https://doi.org/10.26634/jelt.6.2.5976

Abstract

Scientific vision and scientific understanding in today's world are in the path of new glory. Chemical Engineering science is witnessing drastic and rapid changes. The metamorphosis of human civilization in this century is faced with vicious challenges. Progress of Chemical Engineering science, the vision of technology and the broad chemical engineering applications together will go a long way in the true emancipation of scientific publishing and scientific editing. The author as a Chemical Engineer deeply delves into the world of chemical engineering science and unfolds the vast and visionary domain of publishing and editing. The author with deep and cogent insight uncovers the various branches of chemical engineering subject, its vast and varied applications and the futuristic vision of publishing in Chemical Engineering Journals. Scientific writing in today's world is in the path of newer regeneration. Plagiarism issues are changing the face of global scientific writing. It is a burning as well as a vexing issue. The human scientific endeavour is in the state of a difficult crisis. The sole aim and objective of this treatise is to address the need of lucid and plagiarism-free scientific writing in India. The message of plagiarism free writing in India needs to be strong and far-reaching. In today's scientific perspective, the need for scientific writing, whether it is of Engineering or Medicine, is immense and also needs to be targeted to the common mass. Chemical engineering is also in the path of new regeneration and newer reenvisioning. The domain of chemical engineering is now diversifying into different areas of Bio-engineering, Biotechnology and Medicine. In a separate section, the author delineates the visionary scientific endeavours in scientific writing especially medical science writing. There is an immense need for Chemical Engineering writing as India moves into a new eon of scientific cognizance and greater scientific vision. Mankind's vision and scientific prowess will be emboldened as India moves into a new scientific era. The basic upshot of scientific writing with targets towards sustainable development needs to be re-envisioned. The author touches upon the wide world of interdisciplinary areas of chemical engineering particularly, biotechnology, bioengineering and rural development in India. These aim and objectives will open up newer future thoughts and newer future vision in the years to come.

References

[1]. Shukla R., Shukla R.N., (2016). “Chemical Engineering education in India: Present Scenario”. International Conference on Global trends in Engineering, Technology and Management (ICGTETM).

[2]. Sen, Amartya, (1999). Development as Freedom, Alfred A. Knopf, New york.

[3]. Salager-Meyer. F., (2008). “Scientific publishing in developing countries: Challenges for the future”. Journal of English for Academic purposes, Vol. 7, pp. 121-132.

[4]. Pandey G., (1992). “In defense of the fragment: Writing about Hindu-Muslim riots in India today ”. Representations, No. 37, Special Issue: Imperial fantasies and post colonial histories, pp27-35, University of California Press.

[5]. Kak S., (1994). “The evolution of early writing in India”. Indian Journal of History of Science, Vol.28, pp. 375-388.

[6]. Thakur S.K., (2010). “Responsible writing”. Indian Journal of Surgery, Vol. 72, pp. 278.

[7]. Bandyopadhyay R., (2009). “The perennial Western tourism representations of India that refuse to die”. Tourism-Preliminary Communication, Vol. 57, No.1, pp. 23-35.

[8]. Prasad A.,(2005). “Scientific culture in the 'Other theater' of 'Modern Science': An analysis of the culture of magnetic resonance imaging research in India”. Social Studies of Science, Vol. 35, No. 3, pp. 463-489.

[9]. Langdon-Neuner E., (2006). “Medical translators and non-native English speakers: Is English so important?”. The Write Stuff, The Journal of European Medical Writers Association, Vol.15, No. 2.

[10]. Dong Y.R., (1998). “Non-native graduate student's thesis/dissertation writing in science: self reports by students and their advisors from two U.S. institutions”. English for Specific Purposes, Vol. 17, No.4, pp. 369-390.

[11]. Zachariah B., (2001). “Uses of scientific argument: The case of development in India, c 1930-1950”. Economic and Political Weekly, pp. 3689-3702.

[12]. Ramakrishna. S., (1997). “Functions of translation in Post- Colonial India”. Meta: Translator's Journal, Vol. 42, pp. 444-449.

[13]. Singh N., Klingenberg A., (2012). “Information literacy in India and Germany: University libraries as activators of life-long learning”. DESIDOC Journal of Library and Information Technology, Vol. 32, No. 3, pp. 265-276.

[14]. Marchand J.W., (1979). “Studies in Language Learning, Special Issue on Language and Culture”. Publication of Language Learning Laboratory, University of Illinois , Urbana- Chanpaign, Vol. 2, No. 2.

Full Article (HTML)

Pdf

Research Paper

Insight of Teachers on Problems Of Students in Acquiring Communicative Skill in English

G. Singaravelu* , M.Paramasivam**

* Professor, Department of Education & HOD Department of Educational Technology, Bharathiar University, Coimbatore, India.

** Associate Professor, Faculty of Modern Languages and Communication, University Putera Malaysia, Serdang, Malaysia.

Singaravelu, G., and Paramasivam, M. (2016). Insight of Teachers on Problems of Students in Acquiring Communicative Skill in English. i-manager’s Journal on English Language Teaching, 6(2), 9-17. https://doi.org/10.26634/jelt.6.2.5977

Abstract

The study examined the insight of English Teacher towards students of standard XI in acquiring communicative skill in English. The main objective of the paper was to identify the problems of the students in acquiring communicative skill in English. The Normative survey method was adopted in the study. One hundred teachers were considered as a sample for the study. Problem inventory for the teacher was selected as a tool for the study. After establishing Reliability and validity of the tool, it was considered for the final study. Findings of the study is a significant association between the Male and Female teachers on the opinion of problems of the learners in Listening skill with respect to stress pattern, cohesive device, Distinctive sound, Intonation, Contextual meaning and Homophones. Communicative skill can be practiced in the classroom transaction by using role play, pandemonium, discussion, interaction, translated version of Tamil cinema, etc. Written communicative skill can be developed by conducting essay competition, preparing advertisement, preparing projects, etc.

References

[1]. Nishino, Takako, (2008). “Japanese Secondary School Teachers' Beliefs and Practices Regarding Communicative Language Teaching: An Exploratory Survey. JALT Journal, Vol. 30, No.1, pp. 27-50.

[2]. Singaravelu, G. (2001). “A Study of the Problems of Students of Higher Secondary Classes in Learning English as a Second Language in Thiruvarur District”. (Doctoral Dissertation), Bharathidasan University.

[3]. Singaravelu, G. (2010). “Learning Difficulties In English For Rural Learners”. i-manager's Journal on School Educational Technology, Vol. 5, No. 3, pp. 42-45.

[4]. Brown, H. D. (2001). Teaching by Principles-An nd Interactive Approach to Language Pedagogy (2 ). New York: A.W. Longman, Inc.

[5]. Adams, K. (2004). “Modelling success: Enhancing international postgraduate research student's selfefficacy for research seminar presentations”. Higher Education Research & Development, Vol. 23, No. 2, pp 115-130.

[6]. Cathcart, A. Dixon Dawson, and J. Hall, R. (2006). “Reluctant hosts and disappointed guests? Examining expectations and enhancing experiences of cross cultural group work on postgraduate business programmes”. International Journal of Management Education, Vol. 5, No. 1, pp. 13-22 .

[7]. Holliday, A. Hyde, M. and Kullman, J. (2004). Inter- Cultural Communication-An Advanced Resource Book. Oxon: Routledge .

[8]. Knight, P. & Yorke, M. (2006). Embedding Employability into the Curriculum. Retrieved from http://www.heacademy.ac.uk/resources.asp?process=f ull_record§ion=generic&id =338 on 15 March 2007.

Full Article (HTML)

Pdf

Research Paper

Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks

Saman Ebadi* , Maryam Beigzadeh**

* Assistant Professor, Department of Applied Linguistics, Razi University, Kermanshah, Iran.

** Faculty, Department of English, Zabansara Language Institute, Kermanshah, Iran.

Ebadi, S. and Beigzadeh, M. (2016). Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks. i-manager’s Journal on English Language Teaching, 6(2), 18-28. https://doi.org/10.26634/jelt.6.2.5978

Abstract

As the main applicable language resources in classrooms, textbooks provide the primary source of information, and they serve the foundation of instruction and transfer the curriculum objectives. Therefore, teachers should be conscious in choosing the right textbooks and activities for their students. The purpose of this study is to investigate one series of commonly used TPSOL textbooks in light of Multiple Intelligences Theory. Three Textbooks of Farsi Biyamuzim series were analyzed using a MI checklist developed by the present researchers based on the review of the related literature and frameworks of the theory. Careful analysis of the activities revealed that textbooks mostly catered for verbal/linguistic, visual/spatial, logical/mathematical, and interpersonal intelligences. The least dominant intelligence were intrapersonal, musical, and naturalist intelligence types and no example of the bodily/kinesthetic intelligence was observed in the analyzed textbooks' activities. In addition, the results of the study did not show any significant effect of proficiency level on application of intelligence types in textbooks. The findings of the study suggest the administrators and material developers to consider the necessity of applying various intelligence types in designing TPSOL textbooks.

References

[1]. Armstrong, T. (1994). “Multiple intelligences in the classroom”. Alexandria, VA: Association for Supervision and Curriculum Development.

[2]. Botelho, M.d.d.l. (2003). “Multiple intelligences theory in English language teaching; An analysis of current textbooks, materials and teachers' perceptions”. (Master's thesis). Ohio University.

[3]. Brown, H. D. (1995). Teaching by Principles: An Interactive Approach to Language Pedagogy. NJ: Prentice Hall Regents.

[4]. Christison, M.A. (1996). “Teaching and learning languages through multiple intelligences”. TESOL Journal, Vol. 6, No. 1, pp. 10-14.

[5]. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford, UK: Heinemann.

[6]. Ebadi, S., Sabzevari, S., & Beigzadeh, M. (2015). “The Representation of Multiple Intelligence Types in Touchstone Series Course Books”. English for Specific Purposes World, Vol. 1, No. 16, pp. 1-23.

[7]. Estaji, M. & Nafisi, M. (2014). “Multiple intelligences and their representation in the EFL young learners' textbooks”. International Journal of Research Studies in Language Learning, Vol. 3, No. 6, pp. 61-72.

[8]. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

[9]. Gardner, H. (1993). Multiple intelligences: The Theory in Practice. New York, NY: Basic Books.

[10]. Gardner, H. (1999). Intelligence Reframed: Multiple st Intelligences for the 21 Century. New York: Basic books.

[11]. Gardner, H. (2003). “Multiple intelligences after twenty years”. American Educational Research Association, Chicago, Illinois.

[12]. Hutchinson, T. & Torres, E. (1994). “The textbook as agent of change”. ELT Journal, Vol.4(48).

[13]. Ibragimova, N. (2011). “Multiple Intelligences Theory in Action in EFL Classes: A Case Study”. (Master's thesis), Eastern Mediterranean University.

[14]. Kirkgoz, Y. (2010). “Catering for multiple intelligences in locally-published ELT textbooks in Turkey”. Procedia Social and Behavioral Sciences, Vol. 3, pp. 127-130.

[15]. Razmjoo, S. A., & Farmer, Z. (2012). “On the Representation of Multiple Intelligence Types in the ILI Intermediate Coursebooks: A Coursebook Evaluation”. Iranian Journal of Applied Language Studies, Vol. 4, No. 2, pp. 153-188.

[16]. Razmjoo, S. A., & Jozaghi, Z. (2010). “The representation of multiple intelligences types in the topnotch series: A Textbook evaluation”. Journal of Pan- Pacific Association of Applied Linguistics, Vol. 14, No. 2, pp. 59-84.

[17]. Snider, D. P. (2001). “Multiple intelligences theory and foreign language teaching”. (Unpublished Doctoral Thesis). University of Utah.

[18]. Taase, Y. (2012). “Multiple intelligences theory and Iranian textbooks: An analysis”. Journal of Pan-Pacific Association of Applied Linguistics, Vol. 16, No. 1, pp. 73-83.

Full Article (HTML)

Pdf

Research Paper

Is it too Late Now to Say Sorry? – the Language of Public Apologies in the Contexts of American and Philippine Television

John Paul O. Dela Rosa* , Lorna B. Castro**

* Ph.D Scholar, Department of Applied Linguistics, Philippine Normal University, Manila, Philippines.

** Secondary School English Teacher I, Department of Education, Dapdap High School, Province of Tarlac, Philippines.

Rosa, J. P. O. D., and Castro, L. B. (2016). Is it too Late Now to Say Sorry? – The Language of Public Apologies in the Contexts of American and Philippine Television. i-manager’s Journal on English Language Teaching, 6(2), 29-44. https://doi.org/10.26634/jelt.6.2.5979

Abstract

This pragmatic study of the speech act of apology aims to look into the apology strategies and felicity conditions fulfilled in the public apology statements of an American and a Filipino TV host after alleged faults done during the pageant nights of Miss Universe 2015 and Binibining Pilipinas 2015, respectively. Specifically, the study purposes to establish similarities and differences between the apology strategies and felicity conditions employed in both American and Filipino public apologies. It was found that the American TV host provided a more direct apology expression as compared to the more intensified expression of the Filipino TV host. On the basis of the apology strategies used, the American TV host made emphasis on self-blame, self-embarrassment, and on a more empathetic type of apology. On the other hand, the Filipino TV host made her apology more self-justifying which highlights explicit lack of intent and denial of self-responsibility. As regards felicity conditions, the apology statement of the American TV host is more felicitous than that of the Filipino TV host. The emergence of less common apology strategies was also traced from the statement of the Filipino TV host-the transfer of guilt towards the “apologizee” and the expression of gratitude to a certain group of people to counter the negative impact of the mistake or fault committed.

References

[1]. Al Ali, S. (2012). “A cross-cultural study of the speech act of apology by Saudi and Australian females”. (Unpublished masters' thesis), The University of Melbourne, Melbourne, Australia.

[2]. Ancarno, C. (2011). “Press representations of successful public apologies in Britain and France”. Retrieved from https://www.reading.ac.uk/web/FILES/ english-language-and-literature/ell_language_5_ Ancarno_vol_3.pdf

[3]. Austin, J. L. (1962). How to do Things with Words. London:Oxford University Press.

[4]. Bardovi-Harlig, K. (2001). “Evaluating the empirical evidence: Grounds for instruction in pragmatics”. In Kasper, G., & Rose, K. (Eds.), Pragmatics and language Teaching, (pp.11-32). Cambridge: Cambridge University Press.

[5]. Bataineh, R.F., & Bataineh, R.F. (2005). “American university students' apology strategies: An intercultural analysis of the effect of gender”. Journal of Intercultural Communication, Vol. 9.

[6].Bautista, M. L. S. (1987). “Apologies, compliments, directives, and probes: An exploratory analysis of Pilipino speech acts”. In M. L. S. Bautista (Ed.), Readings in Philippine Sociolinguistics, (pp.139-157). Manila: De La Salle University Press.

[7]. Bergman, M. L., & Kasper, G. (1993). “Perception and performance in native and nonnative apology”. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage Pragmatics, (pp. 82-107). New York: Oxford University Press.

[8].Bieber.J, (2015). Sorry. Retrieved from http://www.metrolyrics.com/sorry-lyrics-justin-bieber.html

[9]. Blum-Kulka, S. (1984). “Interpreting and performing speech acts in a second language: a cross-cultural study of Hebrew and English”. In N. Wolfson and J. Elliot (Eds.), TESOL and Sociolinguistic Research. Rowley, MA: Newbury House.

[10]. Blum-Kulka, S., & Olshtain, E. (1984). “Requests and apologies: A cross-cultural study of speech act realization patterns (CCSARP)”. Applied Linguistics, Vol. 5 , No. 3, pp. 196-213.

[11]. Blum-Kulka, S., House, J., & Kasper, G. (Eds.). (1989). Cross-cultural Pragmatics: Requests and Apologies. Norwood, New Jersey: Ablex.

[12]. Brasdefer, C. F. (2007). Speech Acts: Apologies. Retrieved from http://www.indiana. edu/~discprag/spch_ apologies.html

[13]. Brown, P., & Levinson, S. (1987). Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.

[14]. Center for Advanced Research on Language Acquisition @ University of Minnesota, (2016). American Apologies. Retrieved from http://carla.umn. edu/speechacts/apologies/american.html. (pp. 155- 173) Nerweed ,New Jersey :Ablex.

[15]. Chilton, P. & Schaffner, C. (1984). Politics as Text and Talk: Analytic Approaches to Political Discourse. John Benjamins Publishing.

[16]. Cohen, A., & Olshtain, E. (1981). “Developing a measure of Sociocultural competence: The case of apology”. Language Learning, Vol. 31,No. 1,pp. 113-34.

[17]. Cunningham, M. (1999). “Saying sorry: The politics of apology”. The Political Quarterly, Vol. 70, pp. 285-293.

[18]. Diffen.com (n.d.). I'm sorry vs. I apologize. Retrieved from http://www.diffen.com/difference/ I_Am_Sorry _vs_I Apologize

[19]. Dinu, A. (2012). Pragmatics. Retrieved from http://www.unibuc.ro/prof/dinu_a_d/docs/2012/mar/01_08_07_50pragmatica2.pdf

[20]. Fraser, B. (1981). “On apologizing”. In F. Coulmas (Ed.), Conversational Routine: Explorations in Standardized Communication Situations and Prepatterned Speech (pp. 259-271). New York: Mouton.

[21]. Goffman, E. (1959). The presentation of Self in Everyday Life. Garden City, NY: Doubleday.

[22]. Goffman, E. (1971). Relations in Public: Microstudies of the Public Order. Harmondsworth: Penguin.

[23]. Gruber, M. C. (2014). I'm Sorry for what I've done: The language of Courtroom Apologies. Oxford: Oxford University Press.

[24]. Hare, B. (2015). Celebrity apologies: The Good, Bad and Uncomfortable. Retrieved from http://edition.cnn. com/2014/06/09/showbiz/celebrity-news-gossip/celebrityapologies- best-worst-uncomfortable/

[25]. Holmes, J. (1990). “Apologies in New Zealand English”. Language in Society, Vol. 19, No. 2, pp. 155-199.

[26]. Istifci, I. (2009). “The use of apologies by EFL learners”. CCSE English Language Teaching Journal, Vol. 2, No. 3, pp. 15-25.

[27]. Jacobsson, M. (2002). “Thank you and thanks in Early Modern English”. ICAME Journal, Vol. 26, pp. 63-80.

[28]. Jespersen, O. (1959). Language: Its nature, development, and Origin. 11 impression. London: Allen and Unwin.

[29]. John. E. (1976). Sorry Seems to be the Hardest Word. Retrieved from http://www.lyricsfreak.com/e/elton +john/sorry+sems+to+be+the+hardest_20807608.ht ml

[30]. Kachru, Y. (1997). “Culture and argumentative writing in World Englishes”. In L.E. Smith, & M.L. Forman (Eds.), World Englishes 2000, (pp. 48-67), Honolulu: University of Hawaii Press.

[31]. Kissine, M. (2014). From utterances to Speech Acts. Cambridge: Cambridge University Press.

[32]. Lawler, K. (2016). Steve Harvey Tearfully Apologizes to Miss Colombia. Retrieved from http://www.usatoday.com /story/life/people/2016/01/19/steve-harvey-apologizesmiss- colombia-ariadna-gutirrez/78995170/

[33]. Maddux, W. W. (2010). Cultural Differences in the Function and Meaning of Apologies. Retrieved from https://www.kellogg.northwestern.edu/~/media/Files/Rese arch/.

[34]. Mamiverse.com, (2015). 12 Excuses we make to Avoid saying 'I'm sorry'. Retireved from http://mamiverse.com /excuses-forgiveness-sorry-59674/.

[35]. Márquez-Reiter, R. (2000). Linguistic Politeness in Britain and Uruguay: A Contrastive Study of Requests and Apologies. Philadelphia: John Benjamins.

[36]. Mojica, L. (2004). “Apology strategies perceived to be appropriate by Filipino-speaking couples”. Philippine Journal of Linguistics, Vol. 34, pp. 27-40.

[37]. Moore, A. (2001). Pragmatics and speech acts. Retrieved from https://www.teachit.co.uk/armoore/lang/ pragmatics.htm

[38]. Nobles, M. (2003). “Official apologies and their effects on political membership in democracies”. Paper presented at the American Political Science Association Meeting, Philadelphia, Pennsylvania.

[39]. Oclaret, V. N. (2013). “Apology strategies of Filipino and Filipino-Chinese third year high school students”. (Unpublished research paper), Philippine Normal University – Manila, Manila, Philippines.

[40]. Olshtain, E., & Cohen, A. D. (1983). “Apology: A speech-act set”. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and Language Acquisition, (pp. 18-35). Rowley, MA: Newbury House.

[41]. Olshtain, E. (1989). Apologies across languages. In S. Blum-Kulka, J. House & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies pp. 155-173.

[42]. Qatarliving.com (2013). Negative Filipino Values. Retrieved from http://www.qatarliving.com/forum/familylife- qatar/posts/negative-filipino-values.

[43]. Romero, S. (2012). This is so cool! A comparative Corpus Study on Intensifiers in British and American English. Retrieved from https://tampub.uta.fi/bitstream /handle/10024/84065/gradu06287.pdf ?sequence=1.

[44]. Searle, J. R. (1979). Expression and Meaning: Studies in the Theory of Speech Acts. New York: Cambridge University Press.

[45]. Searle, J. R. (1980). “What Is a Speech Act?” In Pugh, A. K. Leech, J. V., & Swann, J. (Eds.), Language and Language Use, pp. 312-327. London: Heirman Educational Book in association with the Open University Press.

[46]. Stoffel, C. (1901). Intensives and Down-toners. Heidelberg: Carl Winter.

[47]. Sugimoto, N. (1997). “A Japan-U. S. comparison of apology styles”. Communication Research, Vol. 24, No. 4, pp. 349-269.

[48]. Toumi, I. (2010). “Students' awareness of felicity conditions and their attitudes towards the application of felicitous speech acts: The case of Master One English students”. (Unpublished Doctoral Dissertation), University of Constantine, Constantine, Algeria.

[49]. Trosborg, A. (1987). “Apology strategies in natives/non-natives”. Journal of Pragmatics, Vol. 11, No. 2, pp. 147-167.

[50]. Trosborg, A. (1995). Interlanguage Pragmatics: Requests, Complaints and Apologies. New York: Mouton de Gruyter.

[51]. University of Pennsylvania, (2001). Linguistics 001 – Lecture 13 on Pragmatics. Retrieved from http:// www.ling.upenn.edu/courses/Fall_2000/ling001/pragmat ics.html

[52]. Youtube.com, (2015a). Miss Universe 2015 – Steve Harvey Apologizes in Press Conference. Retrieved from https://www.youtube.com/watch?v=u2AyPYfErMY.

[53]. Youtube.com (2015b). Toni Gonzaga Apologized. Retrieved from https://www.youtube.com/ watch?v =9fjtlby-OXM

Full Article (HTML)

Pdf

Research Paper

English language teachers’ implementation of curriculum with action-oriented approach in Turkish primary education classrooms

P. Yeni-Palabiyik* , A. Daloglu**

* Faculty of Education, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

** Professor, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

Yeni-Palabiyik, P., and Daloglu, A. (2016). English Language Teachers' Implementation of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms. i-manager’s Journal on English Language Teaching, 6(2), 45-57. https://doi.org/10.26634/jelt.6.2.5980

Abstract

The aim of the study is to explore English language teachers' implementation of a curriculum innovation with an actionoriented approach in the context of teaching English to very young learners in Turkish primary schools. As a part of exploratory case study design, data from multiple sources were gathered in the form of observational field notes, followup interviews and document analysis. Findings indicated a variation in teachers' instructional practices ranging from traditional to constructivist. Even if factors such as presence of instructional materials and facilities of the school influenced the implementation, this study indicated that the teacher is the main factor in effective delivery of any imposed change. Besides, the positive influence of proficiency in subject-matter knowledge and curricular knowledge to achieve coherence between the intended and delivered curriculum was revealed. The results showed that providing an ongoing support and including teachers in the process of curriculum development helped to promote the effective implementation of the curriculum innovation.

References

[1]. Anderson, A. S. (1997). “Understanding teacher change: Revisiting the concerns based adoption model”. Curriculum Inquiry, Vol. 27, No. 3, pp. 331–367.

[2]. Arum, J. N. (2015). “Availability and utilization of instructional materials for the implementation of the new biology curriculum in senior secondary schools in Lagos, Nigeria”. Sky Journal of Educational Research, Vol. 3, No. 7, pp. 78-86.s

[3]. Bayraktar, B. (2014). “Evaluation of the English curriculum for second classes in primary schools according to teachers' opinions”. (Unpublished master's thesis). Uludag University, Institute for Educational Sciences, Bursa.

[4]. Carless, D. R. (2001). “Curriculum innovation in the primary EFL Classroom: Case studies of three teachers implementing Hong Kong's target-oriented curriculum (TOC)”. (Doctoral Dissertation). Retrieved from http://go.warwick.ac.uk/wrap/36390

[5]. Castro, A. F. (2013). “Making sense of curriculum change: Teachers' perspectives implementing a communicative English language curriculum at the tertiary level in the Dominican Republic”. (Doctoral dissertation). Retrieved from https://ore.exeter.ac.uk/ repository/ handle/ 10871/13102

[6]. Creswell, J. W. (2013). Qualitative Inquiry Research rd Design: Choosing Among Five Approaches (3 ed.) London: SAGE Publications.

[7]. Donmez, O. (2010). “Implementation of the new eight grade English language curriculum from the perspectives of teachers and students”. (Unpublished master's thesis). Middle East Technical University, Graduate School of Social Sciences, Ankara.

[8]. El-Okda, M. (2005). “A proposed model for EFL Teacher involvement in on-going curriculum development”. Asian EFL Journal, Vol. 7, No. 4, pp. 33-49.

[9]. Fullan, M., and Pomfret, A. (1977). “Research on curriculum and instruction implementation”. Review of Educational Research, Vol. 47, No. 2, pp. 335-393.

[10]. Fullan, M. (1997). Successful School Improvement: The implementation Perspective and Beyond. Buckingham: Oxford University Press.

[11]. Ghanney, R. A. (2008). “The use of instructional materials in the teaching and learning of environmental studies in primary schools: A case study of Winneba”. International Journal of Educational Research, Vol. 4, No. 1, pp. 135-140.

[12]. Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New Jersey: Aldine Transaction.

[13]. Hord, S. M., Rutherford, W. I., Huling-Austin, L., & Hall, G. E. (1987). “Taking charge of change: Association for supervision and curriculum development”. Austin: Southwest Educational Development Laboratory.

[14]. Khoboli, B., and O'toole, J. (2012). “The concernsbased adoption model: Teachers' participation in action research”. Syst Pract Action Res, Vol. 25, pp. 137-148.

[15]. Kirkgoz, Y. (2008a). “A case study of teachers' implementation of curriculum innovation in English language teaching in Turkish primary education”. Teaching and Teacher Education, Vol. 24, pp. 1859–1875.

[16]. Kirkgoz Y. (2008b). “Curriculum innovation in Turkish primary education”. Asia-Pacific Journal of Teacher Education, Vol. 36, No. 4, pp. 309–322.

[17]. Larson-Hall, J. (2008). “Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation”. Second Language Research, Vol. 24, No. 1, pp. 35–63.

[18]. Li, M. (2010). “EFL teachers and English language education in PRC: Are they the policy makers?”. The Asia- Pacific Education Researcher, Vol. 19, No. 3, pp. 439- 451.

[19]. Ministry of National Education (MoNE), (2006). IlkogretimkurumlariIng ilizcedersiogretimprogrami [The curriculum for English lesson in primary education institutions]. Istanbul: MilliEgitimBasimevi.

[20]. Ministry of National Education (MoNE) (2013). Ilkogretimkurumlari (ilkokullarveortaokullar) Ingilizcedersiogretimprogrami [The curriculum for English lesson in primary education institutions (primary schools and secondary schools)]. Ankara: MilliEgitim Basimevi.

[21]. Orafi, S., & Borg, S. (2009). “Intensions and realities in implementing communicative curriculum reform”. System, Vol. 37, pp. 243–253.

[22]. Orafi, S. (2013). “Effective factors in the implementation of ELT curriculum innovations”. Scientific Research Journal, Vol. 1, No. 5, pp. 14-21.

[23]. Stockton, M. (2009). “Meeting the demands of a new curriculum philosophy: A study of the challenges of curriculum implementation for small rural schools in New Zealand”. (Unpublished master's thesis). Unitec Institute of Technology, Auckland.

[24]. Su, Y.-C.(2006). “EFL teachers' perceptions of English language policy at the elementary level in Taiwan”. Educational Studies, Vol. 32, No. 3, pp. 265-283.

[25]. Topkaya, E. Z., and Kucuk, O. (2010). “An evaluation th th of the 4 and 5 grade English language teaching program”. Elementary Education Online, Vol. 9, No. 1, pp. 52-65.

[26]. Wang, H., & Cheng, L. (2005). “The impact of curriculum innovation on the cultures of teaching”. Asian EFL Journal, Vol. 7, No. 4, pp. 7-32.

[27]. Wang, H. (2008). “Language policy implementation: A look at teachers' perceptions”. Asian EFL Journal, pp.1- 25. Retrieved from http://www.asian-efl-journal.com/ pta_August_08.pdf

[28]. Wang, H., & Cheng, L. (2009). “Factors affecting teachers' curriculum implementation”. The Linguistics Journal, Vol. 4, No. 2 , pp. 135-166.

[29]. Wang, H. (2010). “Translating policies into practice: The role of middle-level administrators in language curriculum implementation”. The Curriculum Journal, Vol. 21, No. 2, pp. 123-140.

[30]. Yanik, A. (2007). “A study of English language th th th curriculum implementation in 6 , 7 and 8 grades of public primary schools through teachers' and students' perceptions”. (Unpublished doctoral dissertation). Middle East Technical University, Graduate School of Social Sciences, Ankara.

[31]. Yildiran, C.,and Tanriseven, I. (2015). “Teachers' opinions on the English curriculum of the 2nd grade primary education”. International Journal of Language Academy, Vol. 3, No. 1, pp. 210-223.

[32]. Yildiz, E. (2006). “The implementation of constructivism in English language teaching for Turkish learners”. (Unpublished master's thesis). Selcuk University, Institute for Social Sciences, Konya.

[33]. Yin, R. K. (2003). Case study research: Design and rd Methods (3 ed.). Thousand Oaks: Sage Publications.

i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

Most Read

Most Cited

Volume 6 Issue 2 April - June 2016

English language publishing in Chemical Engineering Journals from an Indian academic’s point of view - a broad scientific perspective

Sukanchan Palit*

*Assistant Professor (Senior Scale), Department of Chemical Engineering, University of Petroleum and Energy Studies, Dehradun, India.

Palit, S. (2016). English Language Publishing in Chemical Engineering Journals from an Indian Academic's Point of View- A Broad Scientific Perspective. i-manager’s Journal on English Language Teaching, 6(2), 1-8. https://doi.org/10.26634/jelt.6.2.5976

Abstract

References

Full Article (HTML)

Pdf

Insight of Teachers on Problems Of Students in Acquiring Communicative Skill in English

G. Singaravelu* , M.Paramasivam**

* Professor, Department of Education & HOD Department of Educational Technology, Bharathiar University, Coimbatore, India. ** Associate Professor, Faculty of Modern Languages and Communication, University Putera Malaysia, Serdang, Malaysia.

Singaravelu, G., and Paramasivam, M. (2016). Insight of Teachers on Problems of Students in Acquiring Communicative Skill in English. i-manager’s Journal on English Language Teaching, 6(2), 9-17. https://doi.org/10.26634/jelt.6.2.5977

Abstract

References

Full Article (HTML)

Pdf

Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks

Saman Ebadi* , Maryam Beigzadeh**

* Assistant Professor, Department of Applied Linguistics, Razi University, Kermanshah, Iran. ** Faculty, Department of English, Zabansara Language Institute, Kermanshah, Iran.

Ebadi, S. and Beigzadeh, M. (2016). Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks. i-manager’s Journal on English Language Teaching, 6(2), 18-28. https://doi.org/10.26634/jelt.6.2.5978

Abstract

References

Full Article (HTML)

Pdf

Is it too Late Now to Say Sorry? – the Language of Public Apologies in the Contexts of American and Philippine Television

John Paul O. Dela Rosa* , Lorna B. Castro**

* Ph.D Scholar, Department of Applied Linguistics, Philippine Normal University, Manila, Philippines. ** Secondary School English Teacher I, Department of Education, Dapdap High School, Province of Tarlac, Philippines.

Rosa, J. P. O. D., and Castro, L. B. (2016). Is it too Late Now to Say Sorry? – The Language of Public Apologies in the Contexts of American and Philippine Television. i-manager’s Journal on English Language Teaching, 6(2), 29-44. https://doi.org/10.26634/jelt.6.2.5979

Abstract

References

Full Article (HTML)

Pdf

English language teachers’ implementation of curriculum with action-oriented approach in Turkish primary education classrooms

P. Yeni-Palabiyik* , A. Daloglu**

* Faculty of Education, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey. ** Professor, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

Yeni-Palabiyik, P., and Daloglu, A. (2016). English Language Teachers' Implementation of Curriculum with Action-Oriented Approach in Turkish Primary Education Classrooms. i-manager’s Journal on English Language Teaching, 6(2), 45-57. https://doi.org/10.26634/jelt.6.2.5980

Abstract

References

Full Article (HTML)

Pdf

* Professor, Department of Education & HOD Department of Educational Technology, Bharathiar University, Coimbatore, India.

** Associate Professor, Faculty of Modern Languages and Communication, University Putera Malaysia, Serdang, Malaysia.

* Assistant Professor, Department of Applied Linguistics, Razi University, Kermanshah, Iran.

** Faculty, Department of English, Zabansara Language Institute, Kermanshah, Iran.

* Ph.D Scholar, Department of Applied Linguistics, Philippine Normal University, Manila, Philippines.

** Secondary School English Teacher I, Department of Education, Dapdap High School, Province of Tarlac, Philippines.

* Faculty of Education, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

** Professor, Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.