International Journal of English Language Teaching

Journal Information
ISSN / EISSN : 23297913 / 23297921
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 87
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Doniazad Sultan Alshraideh, Nesreen Saud Alahmdi
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p41

Abstract:
Many different pedagogical methodologies are applied in the field of English as a foreign language. One of the less-used strategies in Saudi Arabia is teaching and learning vocabulary through drama. This study represents an attempt to investigate the effectiveness of English drama activities for the vocabulary acquisition of second\foreign language learners and how English teachers can use drama in the L2 classroom. Five types of drama activities for learning vocabulary are used in this research: mime, storytelling, role play, simulation, and improvisation. This study was conducted on two preparatory-year classes. Each class was divided into six classes of 36 students. The students were homogenous in terms of gender and level of English language proficiency. The results show that drama helped the learners engage in learning new vocabulary in non-constructed learning environment, and facilitated vocabulary acquisition effectively and accurately in various contexts.
Shi Wenjie
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p31

Abstract:
This study aims to evaluate a business English course for students registered in Master of Professional Accounting or Accountancy (hereafter MPAcc) based on needs analysis of the degree candidates. An online questionnaire, semi-structured interview and classroom observation were used to gain data on the candidates' perception and motivation of learning Business English, learning needs concerning language skills, course contents and course delivery. The results show that the candidates placed importance on learning the language for practical use in business-related domain in general, and for accounting business in particular, and the current in-house business English syllabus has better satisfied the learners need by adopting up-to-date business literature, engaging the learners in discussion. The findings also reveal some issues in designing and teaching courses of English for Specific Purposes (hereafter ESP), including inadequate involvement of accounting specific knowledge in the course contents, lower-than-expected learning outcomes caused by super-large class sizes and limited course availability. Finally, recommendations are given based on the findings as to revise course syllabus and update course arrangement by taking account of the adult language learners' needs pertaining to MPAcc program.
Manyasi N. Beatrice
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p24

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Mohammad Awad Al-Mutairi
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p19

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Roseline Abonego Adejare
International Journal of English Language Teaching, Volume 7; doi:10.5430/ijelt.v7n1p1

Abstract:
A recent survey of existing syntactic models shows that none accurately describes the syntax of the English languagethat people actually use and that they inhibit rather than promote knowledge of natural language by creating a gapbetween what should be taught and learned and what obtains. To demonstrate this gap, this paper critically examinesfour recommended senior secondary school English course books to determine the extent to which they reflectexisting syntactic models’ descriptive inadequacies, and highlights the implications for language education inNigeria. Using the emerging Natural Language Linguistics (NLL) model as analytical tool, each book was carefullyexamined to identify topics on the syntactic units: sentence, clause and group. These were then critically studied,paying great attention to definitions, descriptive statements, models, and examples, and noting common features anddifferences. The bits of information pieced together constitute the data. Findings show inconsistency in modelapplication, no uniformity in, and consensus on, the number and nomenclature of syntactic units, terminologicalconfusion, descriptive inaccuracies, typological inexactness, incorrect definitions, wrong and inappropriate examples,and confusion between constituents and elements of structure. The absence of a clear-cut distinction between phraseand clause and between clause and sentence in existing syntactic models, which reflected in the books, explains theshortcomings that potentially limit learners’ knowledge and use ability. Only a syntactic model that accuratelymirrors natural language structure can positively promote language education in the Nigerian context where coursebooks are the most important English teaching-learning resource.
Gholam-Reza Abbasian, Hanieh Zadsar
International Journal of English Language Teaching, Volume 6; doi:10.5430/ijelt.v6n2p52

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Yang Zhou
International Journal of English Language Teaching, Volume 6; doi:10.5430/ijelt.v6n2p33

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Fang Guo, Xin Rui Wu
International Journal of English Language Teaching, Volume 6; doi:10.5430/ijelt.v6n2p27

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An Ran
International Journal of English Language Teaching, Volume 6; doi:10.5430/ijelt.v6n2p13

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Esa Martti Penttinen, Heiner Böttger, Jens Behning
International Journal of English Language Teaching, Volume 6; doi:10.5430/ijelt.v6n2p1

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