| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 28-33 |
| Abstraksi Narasi | : | Increasing numbers of multinational companies do much of their hiring locally, and many require prospective candidates to submit a resume or curriculum vitae (CV) in both the local language and English. The activity described in this article was developed to introduce university students in their sophomore year majoring in British and American Studies to develop and understanding of the processes involved in writing a resume. The variety of styles and approaches suggested by several popular writing texts can be confusing for the instructor and student, and thus the intention is to provide an alternative and entertaining approach to resume writing for both learner and instructor which goes beyond a prosaic collation of bland exercises and stylistic techniques to be understood and mastered before the next class. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 20-27 |
| Abstraksi Narasi | : | Vocabulary acquisition is increasingly viewed as crucial to language acquisition. However, there is much disagreement as to the effectiveness of different approaches for presenting vocabulary items. Moreover, learning vocabulary is often perceived as a tedious and laborious process. In this article I would like to examine some traditional techniques and compare them with the use of language games for vocabulary presentation and revision, in order to determine whether they are more successful in presenting and revising vocabulary than other methods. From my teaching experience I have noticed low enthusiastic students are about practising language by means of games. I believe games are not only fun but help students learn without a conscious analysis or understanding of the learning process while they acquire communicative competence as second language users. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-54 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 43-44 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 50-53 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 49-50 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-49 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-43 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-13 |
| Abstraksi Narasi | : | Content-based instruction, or the use of subject matter for language teaching purposes, has been implemented in a variety of ESL and EFL teaching settings. The approach takes many different forms and often requires rethinking of current practices in areas such as syllabus design, materials selection, teacher training, and assessment. It presents particular challenges in settings where teachers are accustomed to traditional approaches to language teaching. In this article, we describe some initial experiences with content-based instruction which were precipitated, in part, by reform of the educational curriculum in Argentina. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 2-9 |
| Abstraksi Narasi | : | Teachers may be uncomfortable teaching both language and content, but as Mohan (1986) had reminded us, in the real world, people learn language and content simultaneously, and teachers need to be able to address both within their classrooms. To learn academic English requires the use of academic English. Content teachers cannot expect students to arrive in their classrooms fully proficient in academic texts and tasks to the content teacher. As I have argued previously,`` students cannot develop academic knowledge and skills without access to the language in which that knowledge is embedded, discussed, constructed, or evaluated. Nor can they acquire academic language skills in a context devoid of content`` (Crandall 1994:256). Students learn academic language when they have something to think or write about in that language (See Mohan and van Naerssen 1997:22; Master 1997:30), and they learn the academic registers of specific disciplines when they are engaged in understanding and constructing meaning in those disciplines when they are engaged in understanding and constructing meaning in those disciplines, perhaps in the project work which Stoller (1997:2) discusses. |
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