| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-13 |
| Abstraksi Narasi | : | At Miyazaki International Collenge (MIC), a small liberal arts college in Japan, fourth-semester students are required to study in Anglophone countries, and it is the English Department`s responsibility to prepare these students, both academically and personally. An informal survey of the predominately North American faculty at MIC stressed the need for our Japanese students to change their communication styles in order to better meet instructor expectations of student performance in Western academic settings. Specifically, students needed to speak up, make eye contact, be more confident, state their opinions and act independently from others. So, members of the English department began to think about a curriculum that could affect this change in the students and give them insights into what entering a new culture might be like. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-30 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | Following the theme of TESOL Arabia`s 1997 International Conference-Tradition and Innovation--this article encourages readers to look at traditional translation activities in a positive and innovative light. A detailed lesson plan is offered, showing how back-translation (into L1 and then back into L2) (Rose 1985) can be exploited with a monolingual class, whether or not the teacher speaks the students` mother tongue. |
| Nama Pengarang | : | Madeline Haggan, Jacqueline Eadie, Wang Tong, JoEllen M. Simpson, Carlos E. Ossa, Frank P. Rutter, Katharine Isbell, Hu Xiaoqiong, Maribel G. Valdez, Sharon Cowley, Yoshio Okita, Paul Bress, Mirjana Gluscevic |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-25 |
| Abstraksi Narasi | : | While looking through some recent copies of Forum, I noted in the January 1997 edition yet another article setting out a case for teaching English in university English departments in the Arab world through the medium of English literature (Obeidat 1997). This seems to be the latest in a series of paper over the years by a number of specialists upholding their respective disciplines i.e., linguistics or literature as the more appropriate vehicle for graduating students with an effective command of the English language. Zughoul (1983) and Bader (1992), for example, argue for linguistics courses, while John (1986) and Obeidat (1997) favour literature. Many of these papers came out of a conference held in Jordan in 1983 (Dahiyat and Ibrahim 1983), and the debate has smoldered ever since. Although largely confined to the Arab world, it is a valid point of interest in any country where large numbers of non-native speakers graduate with degrees in English. Before presenting my own case, I would like to pick up on some specific points made by Obeidat as I feel they are ideas with a wide distribution. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 27-29 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-17 |
| Abstraksi Narasi | : | Reflective practice is becoming a dominant paradigm in ESL/EFL teacher education programs worldwide. Reflection-in-teaching refers to teachers subjecting their beliefs and practices of teaching to a critical analysis. However, the concept of reflective teaching to a critical analysis. However, the concept of reflective teaching is not clearly defined, and a plethora of different approaches with sometimes confusing meanings have been pushed in teacher education programs. This article reviews some current approaches to reflective teaching and then suggests a method of providing opportunities for ESL/EFL teachers to reflect on their work. The article seeks to examine: 1) reflective teaching and critically reflective teaching and, 2) the different approaches to reflective teaching. Five components of a teacher development model that can provide opportunities for practicing ESL/EFL teachers are discussed. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-6 |
| Abstraksi Narasi | : | This article outlines the procedures followed in the Needs Analysis (NA) project carried out in 1996 in the College of Petroleum and Engineering, Kuwait University. Assessing language needs is rarely straightforward, even at the practical level. The article focuses on the steps taken in the project and the rationale behind them. The overall aim is to offer an illustration of an NA project and to show how the procedural steps evolved. In addition, some of the findings and their implications for curriculum design are reported. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 25-26 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 22-24 |
| Abstraksi Narasi | : | - |
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