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Rutinas en ELE: la enseñanza de verbos reflexivos desde una aproximación pragmática ; Routines in SFL: teaching reflexive verbs from a pragmatic approach
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| 22 |
The importance of raising awareness of English loanwords in Japanese
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The teaching and acquisition of focus constructions: An integrated approach to language awareness across the curriculum
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In: http://www.staff.uni-mainz.de/mcallies/papers/callies%26keller.LA17.3.2008.pdf (2008)
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| 24 |
How do general psychological processes inform FLL pedagogy? Presenting a new instructional framework
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In: Nordlyd: Tromsø University Working Papers on Language & Linguistics, Vol 34, Iss 3 (2008) (2008)
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Is my speech improving? : The Use of Voice Board in Japanese language learning
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Productive reading in higher education: texts and contexts ; Leitura (produtiva) no ensino superior: textos e contextos
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In: Revista Horizontes de Linguistica Aplicada; v. 6 n. 1 (2007): Ensino da leitura ; 2237-0951 ; 1677-9770 (2007)
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Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext
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The Formation of Students ’ National Self-Awareness in EFL Class
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In: http://ccsenet.org/journal/index.php/elt/article/download/42406/23167/
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| 29 |
www.arcjournals.org
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In: http://www.arcjournals.org/pdfs/ijsell/v2-i8/5.pdf
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Abstract:
Abstract: Teaching English as foreign language in Libya has experienced different conditions ranging from prosperity in the 1960s and 1970s to stagnation in the 1980s and 1990s. The stagnation was the result of the cancellation by Gaddafi’s regime of English from school curriculums due to political reasons. This stagnation continued for almost ten years. In the late 1990s, English teaching started to revive due to the restoration of political relations with the West following the resolution of the Lockerbie case. Since then, English teaching has been gaining momentum as an academic profession and as a business despite the hard conditions experienced by the country in the aftermath of the revolution, which led to the downfall of Gaddafi’s regime.What is needed now is to develop this profession through the integration of Libyan teachers ’ professional experience with the latest theoretical and methodological developments in the discipline. The aim of this paper is to share reflective views on English language teaching in Libya with fellow teachers of English in Libya and elsewhere. These views are based on integration of research and at least fifteen years of teaching experience. Five topics of relevance to the teaching of English as a foreign language in Libya are discussed in this paper; namely: (1) Developing materials for teaching listening, (2) Teaching reading strategies, (3) Teaching grammar, (4) Raising students ’ awareness of their learning strategies, and (5) Teachers ’ professional development.
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Keyword:
English Teaching in Libya; Material Development; Peer Observation; Raising Students ’ Awareness; Teachers ’ Development; Teaching Grammar
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URL: http://www.arcjournals.org/pdfs/ijsell/v2-i8/5.pdf
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.682.2193
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