| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 8-13 |
| Abstraksi Narasi | : | Diary studies have become a useful tool for both L2 teachers and teacher educators. Such studies encourage teachers to assimilate lessons they have learned throughout their teaching experience. For teacher educators, using diaries has the promising benefit of focusing on teaching as it is understood by teachers. That is, diaries help clarify the motivations for teachers` decisions and actions, which are normally hidden from an external observer. Most published works on diary studies are on new teachers or graduate students (e.g., Brinton and Holten 1989; Holten and Brinton 1995; Numrich 1996; Enginarlar 1996). The benefits of the method and the scarcity of published work on preservice teachers made it worthwhile to carry out a study with undergraduate ELT students as well. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-17 |
| Abstraksi Narasi | : | Language is a system involving various levels of meanings. Teachers have to realize that meaning is filtered through the users of language, in our case the learners of the target language. So, when there is some discrepancy in their interlanguage system or meaning links are missing, language does not function well and learning suffers (Gass 1988; Long 1990). VanPatten and Cadierno (1993) assert that if acquisition is to happen, then the learners must attend to how the meaning is encoded linguisition. According to them, "intake is that part of input that a learner comprehends and from which grammatical information can be made available to the developing system" (1993:227). |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 34-37 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-33 |
| Abstraksi Narasi | : | Integrating the use of a variety of authentic materials with the four language skills of reading, writing, speaking, and listening is useful in most English for Science and Technology (EST) instruction. This article discusses a semester-long elective course in scientific English for third-year students in the Department of Earth Science at a university in Japan. The course meets for between 12 and 15 ninety-minute sessions and has between 15 and 25 low to mid-intermediate level students. The instructional focus is ob the rhetorical functions of scientific discourse in English, such as cause and effect, hypothesizing, definition, description, and classification (see Trimble 1985). The goal is developing reading skills for comprehending research published in the students` field of study. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 48-53 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 46-47 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-7 |
| Abstraksi Narasi | : | Adapting original materials for language teaching is an incredibly subtle process-half art, half science. Clearly, the kind and degree of adapting depends on the age and language level of the student. In an effort to simplify text, it is easy to slip into the error of talking down to the reader. To illustrate the process of adapting, I have drawn on my experience in preparing an intermediate-level 300-page ESL text for business (Darian, in press). While such material seems far removed from the primary or secondary school classroom, the process is basically the same at all levels. I`ve divided our discussion into four sections: (1) semantic elements, (2) lexical elements, (3) syntactic elements, and (4) discourse elements. In this short article, we can just touch on a few considerations in each area. |
| Nama Pengarang | : | Patrick Spooner, Steven Darian, Paulette C. Jordan, Cynthia A. Malecki, James W. Porcaro, Peter Reilly, Hadi Farjami, Deniz Zeyrek, Susan Tennant, Bonnie Ellinger, Simone Sandler, Debbie Chayen, Lizabeth England |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-21 |
| Abstraksi Narasi | : | Varaprasad (1997:24) points out that a reading text is often used only as a "means to impart grammatical. vocabulary, and content knowledge"with little regard for the text`s rhetorical and personal effect on the reader. However, a reading assignment in an advanced skills course can be a starting point for a communicative, whole-learning activity. Through readerresponse activities, comprehension tasks, and gap-fills, the written word has the role of facilitator, enabling the students to practice their comprehension and language skills. This article explains a unique activity using this approach in a tertiary-level lower-advanced reading and speaking course. Following a semester-long theme on crime and punishment, I decided to introduce my students to an authentic, idiomatic text dealing with a famous murder case in recent U.S. history. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 46-53 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38-45 |
| Abstraksi Narasi | : | - |
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