Pub Date : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23353
Mohan Singh Soud
This article explores the perceptions of pre-service English language teachers studying at Master’s level under Education faculty at Tribhuvan University Nepal towards grammar and grammar teaching employing a qualitative research design. Three pre service English teachers were involved in this study, out of which two were females and one was male. The research participants were interviewed using a semi-structured interview technique to collect relevant information to fulfill its purpose. The finding several that pre-service English teachers are in favour of teaching grammar. However, they believe that grammar should not be taught giving rules directly. All of the participants favour the use of inductive method of teaching grammar though they were taught through the use of deductive method at school.
{"title":"Pre-service English language teachers’ perceptions towards teaching grammar","authors":"Mohan Singh Soud","doi":"10.3126/NELTA.V23I1-2.23353","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23353","url":null,"abstract":"This article explores the perceptions of pre-service English language teachers studying at Master’s level under Education faculty at Tribhuvan University Nepal towards grammar and grammar teaching employing a qualitative research design. Three pre service English teachers were involved in this study, out of which two were females and one was male. The research participants were interviewed using a semi-structured interview technique to collect relevant information to fulfill its purpose. The finding several that pre-service English teachers are in favour of teaching grammar. However, they believe that grammar should not be taught giving rules directly. All of the participants favour the use of inductive method of teaching grammar though they were taught through the use of deductive method at school.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129116425","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23349
Kaukab Abid Azhar, Nayab Iqbal
The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.
{"title":"Turn-taking and gender differences in language classroom","authors":"Kaukab Abid Azhar, Nayab Iqbal","doi":"10.3126/NELTA.V23I1-2.23349","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23349","url":null,"abstract":"The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126807446","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}
{"title":"Is transmission of knowledge more important than child-centeredness in early grades?","authors":"Madhu Neupane","doi":"10.3126/NELTA.V23I1-2.23368","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23368","url":null,"abstract":"Hirsch, E.D., Jr. (2016) Why Knowledge Matters: Rescuing Our Children from Failed Educational Theories. Cambridge, MA: Harvard Education Press. Pages: 269, Price: $29.50 (paperback), ISBN-13: 978-1-61-250952-5","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128010139","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23356
Nousin Laila Bristi
Incorporating Information-Technology in classes is revolutionizing English language teaching (ELT) practices. Since teachers are the key personnel, their attitudes towards the process determine its success. This study presents the results of a study investigating Bangladeshi university level English as a foreign language (EFL) teachers’ perceptions of incorporating EFL websites in their classes. The findings revealed that private university teachers’ have more positive attitude than public university teachers do. In addition, both private and public university teachers reported of logistic limitations and systematic complications in their respective institutions. Following this, the study proposes enhancing administrative collaborations, arranging teacher-student skill development programmes, and creating customized websites for Bangladeshi ELT contexts.
{"title":"Incorporating EFL websites in class: Bangladeshi teachers’ perceptions","authors":"Nousin Laila Bristi","doi":"10.3126/NELTA.V23I1-2.23356","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23356","url":null,"abstract":"Incorporating Information-Technology in classes is revolutionizing English language teaching (ELT) practices. Since teachers are the key personnel, their attitudes towards the process determine its success. This study presents the results of a study investigating Bangladeshi university level English as a foreign language (EFL) teachers’ perceptions of incorporating EFL websites in their classes. The findings revealed that private university teachers’ have more positive attitude than public university teachers do. In addition, both private and public university teachers reported of logistic limitations and systematic complications in their respective institutions. Following this, the study proposes enhancing administrative collaborations, arranging teacher-student skill development programmes, and creating customized websites for Bangladeshi ELT contexts.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133313622","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23344
Z. N. Patil
The present article discusses new varieties of English with reference to intelligibility and comprehensibility. It has been observed that new varieties of English display deviant phonological features. Speakers of these varieties insert a sound, delete a sound, substitute a sound, and rearrange sounds when they pronounce certain words. Moreover, they use deviant word stress patterns. These things affect the intelligibility of their speech. The new varieties differ at the level of discourse as well; the content and language used to perform certain speech acts such as coaxing, responding to questions, etc., may result in miscommunication. Thus, unintelligibility is a result of mother tongue interference and incomprehensibility is a result of mother culture interference. The article illustrates unintelligibility and incomprehensibility using examples from non-native varieties of English.
{"title":"New varieties of English: Issues of incomprehensibility and unintelligibility","authors":"Z. N. Patil","doi":"10.3126/NELTA.V23I1-2.23344","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23344","url":null,"abstract":"The present article discusses new varieties of English with reference to intelligibility and comprehensibility. It has been observed that new varieties of English display deviant phonological features. Speakers of these varieties insert a sound, delete a sound, substitute a sound, and rearrange sounds when they pronounce certain words. Moreover, they use deviant word stress patterns. These things affect the intelligibility of their speech. The new varieties differ at the level of discourse as well; the content and language used to perform certain speech acts such as coaxing, responding to questions, etc., may result in miscommunication. Thus, unintelligibility is a result of mother tongue interference and incomprehensibility is a result of mother culture interference. The article illustrates unintelligibility and incomprehensibility using examples from non-native varieties of English.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434924","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23366
R. Joshi
Making communication meaningful in English as a foreign language (EFL) context like Nepal is very essential. This lesson focuses on socializing, where students make requests and respond to the requests made.
{"title":"Teaching communication skills: Getting things done (Requesting and responding)","authors":"R. Joshi","doi":"10.3126/NELTA.V23I1-2.23366","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23366","url":null,"abstract":"Making communication meaningful in English as a foreign language (EFL) context like Nepal is very essential. This lesson focuses on socializing, where students make requests and respond to the requests made.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115601304","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 : 2018-12-30DOI: 10.3126/NELTA.V23I1-2.23354
N. Ghimire
The article analyses novice teachers’ perception on the pre-service teacher education courses of English at Tribhuvan University (TU) and to describe their beliefs and satisfaction on teaching profession. It also aims to describe novice teachers’ practice to implement the acquired knowledge and skills of these courses in their teaching field. Narrative inquiry was adopted as a research method and three novice teachers of community school of Sindhuli were selected as informants following purposive sampling technique. The semi-structured interview was used in order to elicit in depth data from the participants. Content analysis framework was used to analyse data by developing main themes into codes and using them to look for relevant features in the text. The findings divulge that pre-service teacher education courses are supportive and satisfactory for novice teachers as it provides methodological skill and theoretical knowledge to them to teach in the classroom. The novice teachers, who strongly believe in the teaching profession, also think that the contents are theoretically appropriate but they lack some practical applications.
{"title":"Teacher education courses: Are they germane to classroom practice for novice teachers?","authors":"N. Ghimire","doi":"10.3126/NELTA.V23I1-2.23354","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23354","url":null,"abstract":"The article analyses novice teachers’ perception on the pre-service teacher education courses of English at Tribhuvan University (TU) and to describe their beliefs and satisfaction on teaching profession. It also aims to describe novice teachers’ practice to implement the acquired knowledge and skills of these courses in their teaching field. Narrative inquiry was adopted as a research method and three novice teachers of community school of Sindhuli were selected as informants following purposive sampling technique. The semi-structured interview was used in order to elicit in depth data from the participants. Content analysis framework was used to analyse data by developing main themes into codes and using them to look for relevant features in the text. The findings divulge that pre-service teacher education courses are supportive and satisfactory for novice teachers as it provides methodological skill and theoretical knowledge to them to teach in the classroom. The novice teachers, who strongly believe in the teaching profession, also think that the contents are theoretically appropriate but they lack some practical applications.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127380496","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.V22I1-2.20046
S. Poudel
Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 110-116
{"title":"Use of Journal Articles in English Language Classroom","authors":"S. Poudel","doi":"10.3126/NELTA.V22I1-2.20046","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20046","url":null,"abstract":"Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 110-116","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"24 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":"124986834","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.V22I1-2.20050
Sarita Dewan
As a high school teacher, I have always found teaching poems a source of developing language skills and different aspects too, including grammar, vocabulary and even communicative functions. Further, I have a feeling that teaching poems helps to develop creative, critical and analytical skills of students at this level.Reading a poem is not to try to solve or explain what is written; rather it should be a process of demystification so that the students enjoy reading as well as are encouraged to write their own poems. I have often found the expressions of teenagers in the form of poems their frustrations, emotions, empathy and inner feelings — to be one way of sharing unspoken words.This lesson takes an example of a poem from a 10th grade class and focuses on how a lesson on teaching poetry can be taught effectively to enhance creative, critical and analytical skills, and to create awareness of literary devices at secondary and post-secondary levels. The lesson incorporates activities and possible strategies to boost higher levels (analysis, evaluation and creation) of thinking rather than “over emphasizing the language teaching aspects” (Ur, 1996).Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 135-139
{"title":"Teaching Poems: Exploring Life Skills","authors":"Sarita Dewan","doi":"10.3126/NELTA.V22I1-2.20050","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20050","url":null,"abstract":"As a high school teacher, I have always found teaching poems a source of developing language skills and different aspects too, including grammar, vocabulary and even communicative functions. Further, I have a feeling that teaching poems helps to develop creative, critical and analytical skills of students at this level.Reading a poem is not to try to solve or explain what is written; rather it should be a process of demystification so that the students enjoy reading as well as are encouraged to write their own poems. I have often found the expressions of teenagers in the form of poems their frustrations, emotions, empathy and inner feelings — to be one way of sharing unspoken words.This lesson takes an example of a poem from a 10th grade class and focuses on how a lesson on teaching poetry can be taught effectively to enhance creative, critical and analytical skills, and to create awareness of literary devices at secondary and post-secondary levels. The lesson incorporates activities and possible strategies to boost higher levels (analysis, evaluation and creation) of thinking rather than “over emphasizing the language teaching aspects” (Ur, 1996).Journal of NELTA , Vol. 22, No. 1-2, 2017 December, page: 135-139","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"40 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":"114435845","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.V22I1-2.20055
Jeevan Karki
Adjectives occupy an important space in Basic level school curriculum in Nepal. Teaching three forms of adjectives (base, comparative and superlatives) can be challenging for teachers and boring for students if an appropriate technique or activity is not used. Here is an interesting and fun game for teaching comparison adjectives to beginners.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 140-143
{"title":"Teaching Three Forms of Adjectives Game: Find Your Family","authors":"Jeevan Karki","doi":"10.3126/NELTA.V22I1-2.20055","DOIUrl":"https://doi.org/10.3126/NELTA.V22I1-2.20055","url":null,"abstract":"Adjectives occupy an important space in Basic level school curriculum in Nepal. Teaching three forms of adjectives (base, comparative and superlatives) can be challenging for teachers and boring for students if an appropriate technique or activity is not used. Here is an interesting and fun game for teaching comparison adjectives to beginners.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 140-143","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"78 3-4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121004465","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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