Розвиток та імплементацію навчальних мовних програм можливо здійснювати декількома шляхами, кожен з яких має різні імплікації дизайну курикулуму. У статті робиться спроба описати та порівняти три курикулумних підходи. Поняття форвардного, центрального та зворотного дизайну забезпечує ефективне модельне уявлення про різноманітні підходи дизайну курикулуму та їх практичне застосування. Ключові слова: навчальний план; форвардний, центральний та зворотний дизайн; методи, методика, оцінювання.

Curriculum development in language teaching

Reflective Teaching in Second Language Classrooms

The Cambridge Guide to Teaching English to Speakers of Other Languages

English for Specific Purposes is a functional variety of language belonging to a specific communications In this article we describe the development stages of the notion «English for Specific Purposes» We are highlighting the most prominent issues of the matter with the aim of analyzing and generalizing the ideas expressed Keywords: language, Language for Specific Purposes, English for Specific Purposes, sublanguage, discourse, academese, register

http://library.colloquium-publishing.ru/index.php/L_20/article/download/86/86

English for specific purposes

(1999). Motivation for Achievement: Possibilities for Teaching and Learning. Gifted and Talented International: Vol. 14, No. 2, pp. 126-127.

Motivation for Achievement: Possibilities for Teaching and Learning

It has been generally well-known that most people faced some problems in learning English as a second or foreign language in non-English speaking countries; for example, in Lao People Democratic Republic (Lao PDR). This paper has a main purpose to explore students-teachers’ weakness towards English language learning as a foreign language of a Continuing Summer Program for Bachelor’s degree of Teacher Education in English at the Faculty of Education (FOE), the National University of Laos (NUOL) in Lao. A study focuses on the reasons that impact on their poor English performance. Data were drawn from the question “Why Lao students weak in English?”. This question was administered to 30 English students-teachers in order to respond with their own views. Each respondent listed ten reasons that mentioned why students are poor in English language performance. Based on the findings of this research, main causes have been included namely: first, the majority of students stated that the English teachers are not well-trained; for instance, they use Lao language when teaching, so they cannot perform well to attract the interest of the student. Secondly, students lack of English foundation background. Third, students lack of confidence to use English because they are afraid of mistakes and shy feeling. Fourth, the curriculum is inappropriate for helping students to improve their English proficiency. Last but not least, English language is difficult to learn due to students are not well-motivated, encouraged and gained learning strategy. Furthermore, students do not practice speaking English with English native speakers, and class environment is crowded and noisy that is not fulfilled with teaching pedagogy.

/pdf/factors-causes-students-low-english-language-learning-a-case-4zlv0vhdju.pdf

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

This paper aims to investigate learning English strategies and the requirement of English needs of the undergraduate students at the National University of Laos (NUOL). The study employed a survey design which involved in administering questionnaires of rating scales, and adapting the items from (Barakat, 2010; Chengbin, 2008; Kathleen A, 2010; Patama, 2001; Richards, 2001), to measure learning English strategies and the needs of English skills from 160 Lao undergraduate students of NUOL. The findings of this study revealed that speaking skill was the most important skills that students needed to improve in their undergraduate program. All participants reported a medium frequency use of strategy on learning English. The most frequently used strategies involved in using vocabulary books and electronic dictionaries to remember new English words. Based on the research findings, the researchers provided some recommendations for course developers to be reconsidered and redesigned the curriculum and syllabus including the instructional materials, learning behaviours and learning strategies of the English courses in all faculties in order to enhance the quality of learning and teaching activities as well as to meet the learners’ needs and social demands for their prospective careers and country’s development.

/pdf/investigating-learning-english-strategies-and-english-needs-1x3454jrk3.pdf

Leong Lai Mei

Papers

Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos

Investigating Learning English Strategies and English Needs of Undergraduate Students at the National University of Laos