Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49769
Haris C. Adhikari
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{"title":"de Bot’s A History of Applied Linguistics (2015): A reader’s response By Kees de Bot","authors":"Haris C. Adhikari","doi":"10.3126/nelta.v25i1-2.49769","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49769","url":null,"abstract":"Not Available","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124730549","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49738
P. Bhatt
Grammar instruction plays a pivotal role in an EFL context but the way grammar is taught depends upon the availability of teaching materials and resources, students’ expectations, teachers’ maxims and beliefs, and the organizational culture of schools. The present article is an attempt to find out secondary teachers’ views regarding the role of grammar instruction to develop communicative proficiency. The study also aimed at finding out what attempts they make for balanced language development (i.e., accuracy, fluency and restructuring). The study used purposive sampling and semi-structured interviews to generate data. After thematically and descriptively interpreting the data, the study found that teachers are positive towards the role of grammar instruction in EFL to develop communicative proficiency of the learners. The study also found that grammar error correction prevents learners from the risk of fossilisation. Furthermore, the teachers emphasised both accuracy and fluency for the organic development of English in learners’ minds and were aware of the use of various teaching of grammar resources for effective teaching. Finally, the article draws pedagogic and research implications for English language teachers.
{"title":"The Role of Grammar Instruction in Developing Communicative Proficiency: What the Secondary Level Teachers say","authors":"P. Bhatt","doi":"10.3126/nelta.v25i1-2.49738","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49738","url":null,"abstract":"Grammar instruction plays a pivotal role in an EFL context but the way grammar is taught depends upon the availability of teaching materials and resources, students’ expectations, teachers’ maxims and beliefs, and the organizational culture of schools. The present article is an attempt to find out secondary teachers’ views regarding the role of grammar instruction to develop communicative proficiency. The study also aimed at finding out what attempts they make for balanced language development (i.e., accuracy, fluency and restructuring). The study used purposive sampling and semi-structured interviews to generate data. After thematically and descriptively interpreting the data, the study found that teachers are positive towards the role of grammar instruction in EFL to develop communicative proficiency of the learners. The study also found that grammar error correction prevents learners from the risk of fossilisation. Furthermore, the teachers emphasised both accuracy and fluency for the organic development of English in learners’ minds and were aware of the use of various teaching of grammar resources for effective teaching. Finally, the article draws pedagogic and research implications for English language teachers.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124433858","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49732
A. Haque
The paper reports on a study which investigated the status of English and Bangla among the English medium (EM) school students in Bangladesh. The main objectives of this study were to find out the attitudes of the English medium (EM) students and their parents towards Bangla and English language and culture, and to identify to which language and culture the students are most frequently exposed. The study also aimed at addressing the issue of hegemony related to English and Bangla language and culture. This study was based on a questionnaire survey. The participants in this study were 65 EM students and 23 parents. The results revealed that the students had highly favourable attitudes towards the English language and culture. Their attitudes towards Bangla were not negative but their responses about their cultural and recreational involvement showed that they were highly exposed to the English language and culture, not to Bangla. These in conjunction with the parents’ responses indicated that there is a potential linguistic and cultural hegemony at work for which the students are facing distancing from Bangla language and culture in favour of the English ones.
{"title":"The Hegemonic Domination of English over Bangla in Bangladeshi English Medium Contexts","authors":"A. Haque","doi":"10.3126/nelta.v25i1-2.49732","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49732","url":null,"abstract":"The paper reports on a study which investigated the status of English and Bangla among the English medium (EM) school students in Bangladesh. The main objectives of this study were to find out the attitudes of the English medium (EM) students and their parents towards Bangla and English language and culture, and to identify to which language and culture the students are most frequently exposed. The study also aimed at addressing the issue of hegemony related to English and Bangla language and culture. This study was based on a questionnaire survey. The participants in this study were 65 EM students and 23 parents. The results revealed that the students had highly favourable attitudes towards the English language and culture. Their attitudes towards Bangla were not negative but their responses about their cultural and recreational involvement showed that they were highly exposed to the English language and culture, not to Bangla. These in conjunction with the parents’ responses indicated that there is a potential linguistic and cultural hegemony at work for which the students are facing distancing from Bangla language and culture in favour of the English ones.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132099448","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49743
Amar Bahadur Sherma
Not Available
不可用
{"title":"Peer Correction with Symbols at Secondary Level","authors":"Amar Bahadur Sherma","doi":"10.3126/nelta.v25i1-2.49743","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49743","url":null,"abstract":"Not Available","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134588848","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49768
Rishi Ram Paudyal
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{"title":"Rationale for Teaching Phonemic Symbols to Foreign Language Learners of English","authors":"Rishi Ram Paudyal","doi":"10.3126/nelta.v25i1-2.49768","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49768","url":null,"abstract":"Not Available","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"57 40","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134225559","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49731
S. Dawadi
The author, having drawn examples from her doctoral study, describes how a thematic analysis approach was employed to interpret raw data in her doctoral study which explored the impacts of a high-stakes test on students and parents in Nepal. As the main purpose of this paper is to provide some guidelines for English language teaching (ELT) practitioners and early career researchers to rigorously apply a thematic analysis approach, this paper presents a step-by-step guideline for the application of the approach. It also presents detailed examples of the processes the author followed during the analysis of her data (from familiarising with the data to identifying initial codes to preparing a fi nal report) to reveal how analysis of the raw data (from interviews and oral diaries transcripts) progressed towards the identifi cation of overarching themes that captured the nature of the test impacts in the Nepalese context described by participants in the study.
{"title":"Thematic Analysis Approach: A Step by Step Guide for ELT Research Practitioners","authors":"S. Dawadi","doi":"10.3126/nelta.v25i1-2.49731","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49731","url":null,"abstract":"The author, having drawn examples from her doctoral study, describes how a thematic analysis approach was employed to interpret raw data in her doctoral study which explored the impacts of a high-stakes test on students and parents in Nepal. As the main purpose of this paper is to provide some guidelines for English language teaching (ELT) practitioners and early career researchers to rigorously apply a thematic analysis approach, this paper presents a step-by-step guideline for the application of the approach. It also presents detailed examples of the processes the author followed during the analysis of her data (from familiarising with the data to identifying initial codes to preparing a fi nal report) to reveal how analysis of the raw data (from interviews and oral diaries transcripts) progressed towards the identifi cation of overarching themes that captured the nature of the test impacts in the Nepalese context described by participants in the study.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130216794","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49741
J. Paudel
For a prospective teacher at almost any level, clearly defining one’s teaching philosophy has long been a mandatory requisite for applying and obtaining a teaching position in the US schools and colleges. However, in Nepal, this requirement is as yet unknown, and the demand to define one’s teaching philosophy and set it to writing may pose a novel challenge for even the most experienced and cherished educator. In this paper, along with briefly introducing the current North American theory of teaching philosophy, I present a statement of my teaching philosophy, my evolving beliefs towards teaching writing, and my personal approach to teaching writing. Finally, I theorize my philosophy of teaching, drawing ideas from some renowned critical pedagogy scholars. I believe that these musings are worthy of reading for prospective and experienced educators who have not yet systematized their teaching philosophy, specifically, teachers of English who teach or wish to teach writing courses, stimulating them to be more closely focused on their approach to teaching and to carefully situate their teaching-learning activities within their teaching philosophies.
{"title":"My Teaching Philosophy: Theoretical Musings of a South Asian-educated Instructor at an American University","authors":"J. Paudel","doi":"10.3126/nelta.v25i1-2.49741","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49741","url":null,"abstract":"For a prospective teacher at almost any level, clearly defining one’s teaching philosophy has long been a mandatory requisite for applying and obtaining a teaching position in the US schools and colleges. However, in Nepal, this requirement is as yet unknown, and the demand to define one’s teaching philosophy and set it to writing may pose a novel challenge for even the most experienced and cherished educator. In this paper, along with briefly introducing the current North American theory of teaching philosophy, I present a statement of my teaching philosophy, my evolving beliefs towards teaching writing, and my personal approach to teaching writing. Finally, I theorize my philosophy of teaching, drawing ideas from some renowned critical pedagogy scholars. I believe that these musings are worthy of reading for prospective and experienced educators who have not yet systematized their teaching philosophy, specifically, teachers of English who teach or wish to teach writing courses, stimulating them to be more closely focused on their approach to teaching and to carefully situate their teaching-learning activities within their teaching philosophies.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133962622","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 : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49742
Joachim Castellano
Not Available
不可用
{"title":"Developing L 2 Oral Proficiency through Personal Anecdotes","authors":"Joachim Castellano","doi":"10.3126/nelta.v25i1-2.49742","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49742","url":null,"abstract":"Not Available ","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134152914","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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