This research is important in analyzing and describing language styles, which have become one of the linguistics categories. The use of language and language style in literary works has also been ...studied and is very important for linguistic and literary studies. This article illustrates that stylistic analysis is an effective method to help students improve their reading and appreciation skills. It begins by briefly reviewing how stylistics is applied to teaching English by researchers. It then discusses stylistic analysis and how to do it by providing some examples. Finally, it concludes that teaching advanced English should incorporate stylistics, which are both necessary and practical. Stylistics is one of the sub-topics of learning English in high schools. It can also help students understand advertising language. It also helps students learn foreign languages in English language teaching, such as Indonesian, by preparing them to learn and use foreign languages effectively. Furthermore, Students are expected to be able to understand the language of advertising. To understand the language of advertising, teachers must provide understanding to students through stylistics.
To promote more holistic, pleasurable, and meaningful ELT enterprises requires specific durable psychological characteristics from EFL teachers in terms of positive emotions, well-being, robust ...motivation, and resilience. The ultimate psychological stream is noted as one of the paramount factors embodying brighter future educational outlooks since the majority of prior studies revealed that a higher degree of resilience would enable EFL teachers to cultivate stronger dedication, tenacity, and commitment in leading their pupils to reach the targeted learning outcomes fully. In consonance with this theoretical underpinning, the major focus of this present study is to unearth particular independent strategies employed by two invited EFL teachers in maintaining their resilience, particularly while being exposed to adverse working conditions and unpredictable stress events. Thus, the results obtained from these two invited participants will shed a new light regarding a set of rewarding independent strategies incorporated by EFL teachers in preserving their resilience amid taxing working conditions. In light of this matter, the sharing emanated from these research participants will work as a propelling force for global EFL teachers working under arduous teaching dynamics owing to the full activation of their resilience enabling them to stay on the right educational tracks; educating young generations for better future lives.
This paper examines the complex emotional work of English language teaching in Singapore secondary schools. Findings revealed the emotional burdens, tensions, and challenges associated with the ...teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies. Further studies of teachers' lived experiences in relation to their disciplinary domains can offer teacher educators and policymakers insights into the ways in which curriculum and policy impact on, and are impacted by, the emotional realities of teachers' work.
•The emotions of teaching are experienced in discipline-specific ways.•Study of lived experiences of English teachers' emotional labour in Singapore.•English teachers' lived experiences provide insight to situated, complex practice.•Policy and localized practice should consider discipline-specific emotional labour.
This writing aims to determine the function of Linguistics in English Language Teaching. It will discuss how important linguistics in English language teaching is. It uses the literature review ...method or called library research. In collecting the data, it uses the descriptive method and comparison method. From the finding, it can be concluded that linguistics pays attention to its function in teaching. Linguistics and language teaching are closely related to each other. This is because language teaching goes hand in hand with language growth. How is it possible that a language teacher can practice language skills if he does not master linguistics itself, how can he train writing skills if he does not master spelling, morphology, syntax, semantics, and lexicology? In addition, as a language teacher, he not only has to practice language skills but also has to explain the rules of the language correctly.
The purpose of this study was to investigate the factors that contribute to students' English writing anxiety in the Science 11 class at UPT SMAN 11 Luwu. Students' levels and causes of writing ...anxiety in English are described (cognitive anxiety, somatic anxiety, and avoidance behavior). Descriptive statistics were used for this investigation. Simple random sampling was used to select a sample of 68 students from the population of eleventh-grade students in a science class. The Causes of Second Language Writing Anxiety Inventory (CSLWAI) by Rezaei and Jafari was used to describe the main factors that contribute to students' writing anxiety, and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng was used to analyze students' anxiety levels. SPSS version 22 and Microsoft Excel 2019 were used to find the mean and percentage of the data, respectively. Students who reported high levels of writing anxiety were statistically typical (M=73.06>65). Inadequate writing technique, linguistic difficulties, a lack of practice, and time constraints are also major contributors to students' writing anxieties.
Recent trends in language education research have brought renewed attention to the significant role of emotions in the experiences and practices of teachers and learners. One concept that has risen ...to particular prominence is “emotion labor.” As originally developed by sociologist Arlie Hochschild (1983), emotion labor refers to tension between specific feelings (and feeling “rules” and displays) that are required and rewarded by one's profession or workplace and one's training and/or beliefs. However, as the term has spread across academia and popular culture, it has increasingly become used in ways that ignore its critical and feminist origins. We perceive this as a loss for language researchers and educators, especially given the reduction in funding for education and increased teacher attrition in response to the global pandemic. Therefore, to cast a light on the recurrent uncritical use of emotion labor and to rescue this concept from (and for) language teacher emotion research, we review research on emotion labor from a poststructural perspective that takes power relations into account. We also seek to disentangle emotion labor from other seemingly resonant concepts such as emotion regulation, emotional intelligence, and emotional literacy. We conclude by proposing an agenda for restoring the critical impetus to emotion labor, especially for researchers and practitioners seeking to better engage with power, agency, social justice, teacher well-being, and educational reforms.
The title of this Festschrift, Moving English Language Teaching Forward, is a tribute to Ragnhild E. Lund’s lifelong devotion to English language pedagogy and teaching. She is – in the words of ...Juliet Munden – “a Dame of English didactics”. Ragnhild would be the first one to share such praise with colleagues. All the authors of this book have in some way or other moved English language pedagogy forward together with Ragnhild, for example as co-writers, fellow doctoral committee members, colleagues at the University of South-Eastern Norway, or just good colleagues sharing the same commitment to English language pedagogy. As a researcher, Ragnhild is best known for her work in the field of intercultural competence, which made her one of the original members of the international Cultnet group. The initiative for this group was taken by Michael Byram, arguably the most influential theorist of intercultural competence development in the world. In this anthology, he writes about the first meeting of the Cultnet group in 1997 and charts some of the changes that have happened in “the cultural dimension” of language teaching since then.
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. ...Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Visual thinking strategies (VTS) is a museum-based technique with promising potential for English learners' (ELs') language development and content learning. Educators in museums and school settings ...have enthusiastically adapted VTS to their instructional repertoires in order to bolster students' aesthetic appreciation, literacy development, critical thinking, language learning, and content learning. In this article, the authors present a vignette from a high school classroom to illustrate the powerful potential of VTS for classroom use with linguistically diverse learners. The article also considers how language teachers may modify typical VTS to constructively scaffold ELs’ learning.
The purposes of this study are to describe the students’ needs and to design the supplementary materials for reading skill by using local wisdom for second grade students of MTs Al Khairaat ...Gorontalo. By using Research and Development Method, the results of this study show that 1) students need materials which were related to decription of tourism objects, warning about cleanliness and the local story. 2) Students preffer to read text which consisted of 200-300 words. 3) Students want to answer 5 W + 1 H questions and True False questions in reading activities. 4) Students want to match the vocabularies with the pictures in vocabulary building activity. 5) Students want to fill in the blank sentences in Grammar activity. 6) Students want to work in group and the teacher should help them when they had a problem in the classroom. The content of the materials should be developed in interesting and easy way, language used must be appropriate with the students’ language level, build cultural awareness and motivated students to read. Therefore, by integrating local wisdom into supplementary reading materials, the students and the teacher feel easy and motivated in teaching and learning process.
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