| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-32 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-7 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | Basturkmen, Helen , Savignon, Sandra J., William P. Ancker, Helen Lucas, Tuomas Hiltunen, Englander, Karen, San Shwe Baw, Jinlan Tang, Richard Watson Todd |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 50-56 |
| Abstraksi Narasi | : | The writing of even advanced ESOL students can be difficult to follow. This partly results from learners` difficulties in making their writing cohesive and coherent. The use of conjunctions contributes to cohesion and teachers often focus on these devices in writing lessons, but students may misuse and overuse these cohesive devices (Field 1994). One major source of coherence derives from the relationship of ideas. The use of sequences typical in English written text, such as hypothetical--real (McCarthy and Center 1994), can help the reader infer the nature of a relationship. These sequences have been called clause relations (Winter 1997, 1994; Hoey 1994) and macro patterns (McCarthy and Canter 1994). This article discusses problems nonnative speakers of English may have in making their written texts cohesive and coherent and describes some instructional activities designed to help students achieve greater cohesion and coherence in their writing. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | Diane Larsen-Freeman is a proffessor of Applied Linguistics at the School for International Training in Brattleboro, Vermont, USA. She has written numerous articles and books on language teaching methodology, second language aquisition, English grammar, and teavher education, including The Grammar Book: An ESL/EFL Teacher`s Course (2nd ed ) with Marianne Celce-Murcia (Heinle & Heinle , 1999) and An Introduction to Second Language Acquisition Research with Michael Long (Longman, 1991). She is also the series director for the four-level student text Grammar Dimensions (Heinle & Heinle), now in its third edition. This interview was conducted by the editor-in0chief of the Forum on March 3, 2001 at the international TESOL convention held in St. Louis, Missouri. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 43-49 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-33 |
| Abstraksi Narasi | : | Although teacher development has been a familiar notion in the ELT profession for the last few decades, it is relatively new and receives insufficient attention in Vietnam. This article will examine teacher training and teacher development in Vietnam. It also suggest ways to promote proffesional development amongst EFL teachers there, which may be applicable to similar situations in other countries. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-41 |
| Abstraksi Narasi | : | Language students should be involved in is many situations as possible where one of them has some information and another doesn`t, but has to get it-in other words, situations containing an information gap between the participants. Johnson and Morrow recognized the value of inormation gap activities in the language classroom 20 years ago, calling the concept "one of the most fundamental in the whole area of communicative teaching" (1981:61). Other researchers agreed, including Doughty and Pica (1986) who noted that information gaps can promote real communication and faciliate language acquisition. Given the importance of information gaps in communicative teaching, this article describes can set up situations in the language classroom so that information gaps occur and students can bridge them with genuine communication. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 34-37 |
| Abstraksi Narasi | : | Teaching English in a Chinese University Brings Challenges that are not typically found in other countries. Not only does the sheer number of students in the large, trightly-packed classes discourage individual participation, but-more importantly-the sytem that has educated these students does not encourage them to actively express themselves or voice their real opinions (Liu 1997). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-23 |
| Abstraksi Narasi | : | The last two decades have witnessed a marked increase in the teaching of English as a foreign language at the primary level in many countries (Rixon 1992). This trend has come at a time when the field of EFL/ESL is witnessing a notable shift from structural teaching approaches to communicative, humanistic, and learner-centered approaches. These new approache in teaching EFL/ESL regocnize that effective consuderations are of vital importance for the acquisition of a foreign/second language; they suggest teaching methods and technique that help learners aquire the language in an anxiety-reduced environment (Stevick 1990; Krashen 1982; Asher 1988). |
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