Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20060
Motikala Subba Dewan
Not available.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 155-157
不可用。学报，Vol. 22, No. 1-2, 2017年12月，Page: 155-157
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Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20039
Pramod K. Sah
While challenging the widely held belief that students in English as a foreign language (EFL) classroom prefer their teachers not use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on a mixed-method study that used survey questionnaire (N= 50) and interviews (N=15), the researcher identified a number of classroom speech acts that are performed by teachers’ and students’ in their L1. The findings revealed that both teachers and students had a positive attitude towards using L1; however, they held the belief that the overuse of L1 may impede language learning. Although the teachers seemed to discourage the use of Nepali (L1) in lessons aimed at developing learners’ communicative competence, they used Nepali to help learners comprehend complex concepts of grammar and lexis. Although the excessive use of Nepali was seemingly associated with teachers’ lack of communicative competence and creativity in delivering EFL lessons, students preferred their teachers to use the L1.Journal of NELTA , Vol. 22, No. 1-2, 2017 December
{"title":"Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives","authors":"Pramod K. Sah","doi":"10.3126/NELTA.V22I1-2.20039","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20039","url":null,"abstract":"While challenging the widely held belief that students in English as a foreign language (EFL) classroom prefer their teachers not use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on a mixed-method study that used survey questionnaire (N= 50) and interviews (N=15), the researcher identified a number of classroom speech acts that are performed by teachers’ and students’ in their L1. The findings revealed that both teachers and students had a positive attitude towards using L1; however, they held the belief that the overuse of L1 may impede language learning. Although the teachers seemed to discourage the use of Nepali (L1) in lessons aimed at developing learners’ communicative competence, they used Nepali to help learners comprehend complex concepts of grammar and lexis. Although the excessive use of Nepali was seemingly associated with teachers’ lack of communicative competence and creativity in delivering EFL lessons, students preferred their teachers to use the L1.Journal of NELTA , Vol. 22, No. 1-2, 2017 December","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128328892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20048
Sangita Sapkota
English in a real-life situation has become a milestone for the Nepali learners at different levels of their study. Making English contextual and communicative is an essential area to be worked on. This lesson focuses on socializing, where students work on making small talk in English in a new setting.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 127-129
{"title":"Practical Pedagogic Ideas Teaching Communication Skill: Socializing (Making small talk)","authors":"Sangita Sapkota","doi":"10.3126/NELTA.V22I1-2.20048","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20048","url":null,"abstract":"English in a real-life situation has become a milestone for the Nepali learners at different levels of their study. Making English contextual and communicative is an essential area to be worked on. This lesson focuses on socializing, where students work on making small talk in English in a new setting.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 127-129","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123819565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/nelta.v22i1-2.20035
V. S. Rai
Not available.Journal of NELTA, Vol 22 No. 1-2, December 2017
不可用。学报22卷1-2期，2017年12月
{"title":"Editorial Vol.22(1-2)","authors":"V. S. Rai","doi":"10.3126/nelta.v22i1-2.20035","DOIUrl":"https://doi.org/10.3126/nelta.v22i1-2.20035","url":null,"abstract":"Not available.Journal of NELTA, Vol 22 No. 1-2, December 2017 ","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131420756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20044
Bal Ram Adhikari
The present article builds on the study entitled “English Grammar: Views of Student Teachers and Communication of Grammar to their Students” carried out under and submitted to University Grants Commission, Nepal. The study adopted the mixed-methods of questionnaire and semi-structured classroom observation. Against a brief theoretical background of grammar and grammar teaching and review of the related literature, the article presents respondent teachers’ views on grammar and grammar teaching collected by means of a set of questionnaire. Their views are further compared with the classroom data collected by observation. It is found that there is a lack of congruence between the teachers’ views, and their actual classroom practices in the areas, such as methods, techniques, resources and activities. Finally, the article presents conclusion and some pedagogical recommendations for teachers and teacher educators. Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 89-102
{"title":"Student Teachers’ Views on Grammar and Grammar Teaching, and its Communication to their Students","authors":"Bal Ram Adhikari","doi":"10.3126/NELTA.V22I1-2.20044","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20044","url":null,"abstract":"The present article builds on the study entitled “English Grammar: Views of Student Teachers and Communication of Grammar to their Students” carried out under and submitted to University Grants Commission, Nepal. The study adopted the mixed-methods of questionnaire and semi-structured classroom observation. Against a brief theoretical background of grammar and grammar teaching and review of the related literature, the article presents respondent teachers’ views on grammar and grammar teaching collected by means of a set of questionnaire. Their views are further compared with the classroom data collected by observation. It is found that there is a lack of congruence between the teachers’ views, and their actual classroom practices in the areas, such as methods, techniques, resources and activities. Finally, the article presents conclusion and some pedagogical recommendations for teachers and teacher educators. Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 89-102","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121853059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20040
S. Dawadi
There has been a steady interest in investigating the relationship between strategy use and English as a foreign language (EFL) test performance. Despite numerous studies on strategy use, the relationship between the two is still not clear. This paper reports on a study that investigated the use of reading strategies in the Secondary Education Examination English reading test and the relationship between reading strategy use and the test performance. A sample of 312 EFL learners studying at Grade 10 in Nepal participated in this study. They were asked to take the test and then respond to a reading strategy questionnaire. The quantitative software SPSS (version 20) was used to analyze the data. The results indicated that participants were active strategy users, and they used cognitive strategies more frequently than metacognitive strategies. A significant relationship was identified between reading strategy use and EFL proficiency; high-proficiency learners reported significantly higher use of reading strategies than moderate-proficiency learners, who in turn reported higher use of those strategies than their low-proficiency peers. Implications of these findings for EFL teaching and recommendations for further research are discussed.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 39-52
{"title":"The Relationship between Reading Strategy Use and EFL Test Performance","authors":"S. Dawadi","doi":"10.3126/NELTA.V22I1-2.20040","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20040","url":null,"abstract":"There has been a steady interest in investigating the relationship between strategy use and English as a foreign language (EFL) test performance. Despite numerous studies on strategy use, the relationship between the two is still not clear. This paper reports on a study that investigated the use of reading strategies in the Secondary Education Examination English reading test and the relationship between reading strategy use and the test performance. A sample of 312 EFL learners studying at Grade 10 in Nepal participated in this study. They were asked to take the test and then respond to a reading strategy questionnaire. The quantitative software SPSS (version 20) was used to analyze the data. The results indicated that participants were active strategy users, and they used cognitive strategies more frequently than metacognitive strategies. A significant relationship was identified between reading strategy use and EFL proficiency; high-proficiency learners reported significantly higher use of reading strategies than moderate-proficiency learners, who in turn reported higher use of those strategies than their low-proficiency peers. Implications of these findings for EFL teaching and recommendations for further research are discussed.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 39-52","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126784888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/nelta.v22i1-2.20047
Laxmi Bahadur Maharjan
This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 117-126
{"title":"Non-native English Speaking Teacher (NNEST) and their Delivery","authors":"Laxmi Bahadur Maharjan","doi":"10.3126/nelta.v22i1-2.20047","DOIUrl":"https://doi.org/10.3126/nelta.v22i1-2.20047","url":null,"abstract":"This article attempts to display the characteristics of the non-native English speaking teachers (NNESTs) and focuses on the need for the transition of their potentialities in various circumstances of their career. It also describes some of the issues related to their shared difficulties and insecurities, and uncovers the strategies that help them to build up their mind and vision. The non-native speakers of English are definitely in a strong position as teachers in that they can use their experiences to bring quality to teaching and become more effective speakers of English. In addition, the article highlights the non-native speakers of English scenario with the intention to promote further in-depth research on this unexplored area of “non-nativesness.” The article also makes a brief description of the problems the Nepali NNESTs face in their classroom delivery processes and discusses ways to overcome them.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 117-126","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133276327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20041
Madhu Neupane
Blended learning that combines face-to-face and online educational delivery can occur at activity, course, program, and institution level. In this study, course-level blending in Critical Discourse Analysis (CDA) course was examined. The students of face-to-face mode were enrolled in Moodle. However, their participation in Moodle was optional (i.e. low level of blending). Data collected from a class test and end-of-semester questionnaire survey suggest that blending does have a positive effect on learning achievement and students do perceive blending positively. Overall, the study shows optimism towards the prospects of blended learning. However, for the successful integration of Moodle, easy access to the Internet and orientation for using Moodle are to be ensured.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 54-67
{"title":"Should we Bend towards Blending? How?","authors":"Madhu Neupane","doi":"10.3126/NELTA.V22I1-2.20041","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20041","url":null,"abstract":"Blended learning that combines face-to-face and online educational delivery can occur at activity, course, program, and institution level. In this study, course-level blending in Critical Discourse Analysis (CDA) course was examined. The students of face-to-face mode were enrolled in Moodle. However, their participation in Moodle was optional (i.e. low level of blending). Data collected from a class test and end-of-semester questionnaire survey suggest that blending does have a positive effect on learning achievement and students do perceive blending positively. Overall, the study shows optimism towards the prospects of blended learning. However, for the successful integration of Moodle, easy access to the Internet and orientation for using Moodle are to be ensured.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 54-67","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124331423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/NELTA.V22I1-2.20045
Julijana Zlatevska, Suman Dc
This article is based primarily on a shared virtual classroom of Macedonia, Europe and Nepal, Asia, and secondarily on a talk presented in Nepal English Language Teachers’ Association 19th International Conference 2014 held in Kathmandu, Nepal. It discusses how instructors and students had applied “New Media” in ELT classrooms with the aim of enhancing students’ English Language skills including 21st century literacies through a virtual cultural exchange session between Macedonian and Nepali classrooms. In other words, it explores how learning process can be optimized by using internet, computer, multimedia and mobile. Moreover, these tools can become a means to explore “New World(s)” which exists beyond one’s physical classroom.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 103-109
{"title":"Exploring ‘New Worlds’ through New Media in ELT classrooms","authors":"Julijana Zlatevska, Suman Dc","doi":"10.3126/NELTA.V22I1-2.20045","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20045","url":null,"abstract":"This article is based primarily on a shared virtual classroom of Macedonia, Europe and Nepal, Asia, and secondarily on a talk presented in Nepal English Language Teachers’ Association 19th International Conference 2014 held in Kathmandu, Nepal. It discusses how instructors and students had applied “New Media” in ELT classrooms with the aim of enhancing students’ English Language skills including 21st century literacies through a virtual cultural exchange session between Macedonian and Nepali classrooms. In other words, it explores how learning process can be optimized by using internet, computer, multimedia and mobile. Moreover, these tools can become a means to explore “New World(s)” which exists beyond one’s physical classroom.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 103-109","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"45 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113958049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-05-31DOI: 10.3126/nelta.v22i1-2.20043
Sharmin Siddique
English is a foreign language in Bangladesh, and the tertiary students of private universities of different departments come with different vocational needs. General English courses cannot cater to the specific needs of the students of different departments. Moreover, at a tertiary level, English language courses should be designed not only to help students receive good grades, but also cater to their future workplace needs. In these cases, English for Specific Purposes (ESP) is more applicable than General English language courses. On the other hand, teaching ESP courses is more challenging and difficult than teaching General English courses. The article aims to characterize ESP, analysing its need in Bangladesh and identifying teachers’ roles in its teaching. A survey was conducted for data collection in which two different sets of questionnaires were used for teachers and students. Twenty English language teachers and 64 undergrad students from the Department of Civil Engineering from different universities participated in the survey. Results of the survey have been presented with some recommendations for its pedagogic management.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 76-88
{"title":"Teaching ESP at the Tertiary Level in Bangladesh: A General Perspective","authors":"Sharmin Siddique","doi":"10.3126/nelta.v22i1-2.20043","DOIUrl":"https://doi.org/10.3126/nelta.v22i1-2.20043","url":null,"abstract":"English is a foreign language in Bangladesh, and the tertiary students of private universities of different departments come with different vocational needs. General English courses cannot cater to the specific needs of the students of different departments. Moreover, at a tertiary level, English language courses should be designed not only to help students receive good grades, but also cater to their future workplace needs. In these cases, English for Specific Purposes (ESP) is more applicable than General English language courses. On the other hand, teaching ESP courses is more challenging and difficult than teaching General English courses. The article aims to characterize ESP, analysing its need in Bangladesh and identifying teachers’ roles in its teaching. A survey was conducted for data collection in which two different sets of questionnaires were used for teachers and students. Twenty English language teachers and 64 undergrad students from the Department of Civil Engineering from different universities participated in the survey. Results of the survey have been presented with some recommendations for its pedagogic management.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 76-88 ","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114737922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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