i-manager Publications

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

Current Issue Vol. 13 Issue 4

Stephen Krashen's Theory of SLA: A Conceptual Framework
The Need for using English for Professional & Global Communication Today: A Critical Review
A Meta-Synthesis of Research on In-Service EFL Teachers' Needs for Inset Programs in Türkiye
A Study of Pre-Service English Language Teachers' Engagement with Faculty-School Collaboration at the English Fest
Assessing Self-Directed English Language Learning Strategies of YouTube Content Creators

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.

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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.

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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.

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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

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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

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[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.

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

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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

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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

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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

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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

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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

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* 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.