TESOL-UKRAINE€¦ · Web view1) Nominative phraseological units are represented by word-groups,...

TESOL-UKRAINE NEWSLETTER /winter 2011 issue

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES IN UKRAINE

CONTENTSEditor’s Greetings ………………………………………………………. . ……………………...1

TESOL-UKRAINE IN FOCUS:

International Conference on Methodology of FLT.Chernihiv, October 8-9, 2010 “Modern Tendencies in Foreign Language Education in the Polylogue of Cultures” Svitlana Bobyr, TESOL-Ukraine Vice President, Nina Bohushevich, Chernihiv TESOL-Ukraine Oblast Leader,…………………………………………………………………………….…3

ENGLISH UNDER GLOBALIZATION: The 33rd Annual TESOL-Spain Convention. March 12-14th in the ancient town of Lleida, the west of Catalunia,Spain…………………………………………………………………………………………………6

METHODOLOGY:

“The problem of translation and classification of idioms “N.O.Mykhalchuk, O.V.Bezkorovaina, the Rivne State University of Humanities….……………………10

“Using video in the foreign language classroom”Fauziia Abliakimova, Crimean Engineering Pedagogical University, Simferopol………………………14

“Motivation and Cultural Studies” Iryna Vorobyova, PhD, Professor, the Rivne State University of Humanities… ……………………………………………………………………………………………………18 BRITISH COUNCIL| BBC: TeachingEnglish………………………………………………………………………………………..21 PARTNERSHIP NEWS:

Hawai’I TESOL/TESOL Ukraine Partneship. “Drowning in the Sea of English”Matoba Yoshitaka……………………………………………………………………………………………………....24

ANNOUNCEMENTS:

International Writing Olympics………………………………………………………………………..26

XVI TESOL-Ukraine Annual Conference “Current Studies in English: Linguistics and Methodology Perspectives”…………………………………………………………………….....28

Call for submission……………………………………………………………………………………………32

To join TESOL-Ukraine or renew your membership please use TESOL-Ukraine Registration Form 2011 at http://www.tesol-ukraine.at.ua/ page 1

http://www.tesol-ukraine.at.ua/


EDITOR’S GREETING

Dear Colleagues,

Welcome to this winter issue of the TESOL-Ukraine Newsletter. In this winter Newsletter’s

rubric TESOL-UKRAINE IN FOCUS the readers can read warm recalls of FLT Chernihiv Conference.

New authors from the TESOL-Ukraine have been attracted to the Newsletter. We are happy to

observe the shift of the Newsletter to this new perspective. ENGLISH UNDER GLOBALIZATION

offers the readers a broader vision of what is important for the Spanish TESOLers.

In METHODOLOGY an enthusiastic audience will meet new friends and our cherished authors

who contributed invaluable professional insights and recommendations. EFL teachers will find ideas that

they can apply to their own classrooms and improve their professional competence.

We also suggest you some links from British Council weekly on-line Teaching English newsletter

to enjoy some more possibilities to enrich your professional skills and practice on-line teaching/learning

materials. They start the 2011 with a bumper crop of things for you to try, think about and comment on.

There's a new version of the phonemic chart that you can use to help your students with pronunciation

and there's a new video tip that looks at ways of helping your students with stress timing. In their regular

blogs section there's a contribution from one of the former Guest Teachers, Dario Banegas, who looks at

ideas about theory and practice in language teaching. There are also some tasks from Nik Peachey who

has posted some ideas to help to teaching with technology.

PARTNERSHIP NEWS opens new challenges and new possibilities to experience Hawaii

TESOL friendly share.

ANNOUNCEMENTS will give you some insights what new events you can visit and interesting

news from other organization to give you the chance to participate in.

We thank those who have submitted articles for this edition of our TESOL Ukraine Newsletter,

and we invite all of you to submit your articles, essays and information on TESOL events happened to be

organized in your regions. All the material should be addressed to [email protected]

or

[email protected] You are welcome also to use our Forum for the discussion matters.

Olena Franchuk

TESOL Ukraine Newsletter editor

on behalf of the TESOL-Ukraine Editorial Board




mailto:[email protected]


TESOL-UKRAINE IN FOCUS:

INTERNATIONAL CONFERENCES ON METHODOLOGY OF FL TEACHING IN CHERNIHIV

On October 8-9, 2010 educationalists, researchers, university and secondary school FL teachers

from five countries (Wales, Tatarstan, Russia, Belarus and Ukraine) gathered in Chernihiv National

Pedagogical University named after T.H. Shevchenko for the International Conference “Modern

Tendencies in Foreign Language Education in the Polylogue of Cultures”.

Holding such conferences in Chernihiv, at the cross-roads of three neighboring countries of the

former Soviet Union – Ukraine, Russia and Belarus, has become a good tradition since 2002 when the

participants of the 3d Regional conference “Languages in the Open Society” unanimously voted for this

idea. The location of this ancient city in the North of Ukraine close to the borders with Russia and

Belarus; its historical places, architectural monuments and picturesque landscapes worth seeing; a well

developed network of educational establishments, cafes and hotels with moderate prices; easy access by

train and by bus; a welcoming and enthusiastic team of organizers allowed for it.

Five years later, in 2007, thanks to the participation of Russian, Belarusian and American

speakers, primarily announced as all-Ukrainian the conference “Preparation of a multicultural and

multilingual personality in the conditions of Ukraine’s integration into the world educational

community” turned into an international one. The co-organizers of that conference were Chernihiv State

Pedagogical University, Pedagogy and Methodology of FL Teaching Chair (S.Bobyr), and Kyiv National

Linguistic University, Methodology of FL Teaching Chair (S.Nikolaeva). Those present were greatly

impressed by the presentations of Prof. V.Safonova, General Director of Moscow Research Centre

“Euroschool”, (Russia), Prof. O.Tarnopolsky (Ukraine), Assistant Professor Yu.Maslov (Belarus) and

others. But the three-hour on-line panel discussion conducted by Academician E.I. Passov from Lipetsk

(Russia) became the most memorable event of the conference.

Aspired with success the organizers decided to hold another conference of such a format next

year. This time two more co-organizers from abroad volunteered for running it. They were Moscow

Research Centre “Euroschool”, Russia (Prof. V.Safonova, General Director), and Baranovichi State

University, Belarus (Assistant Professor Yu.Maslov, Other Languages Professional Preparation Chair).

Thanks to modern computer technologies the news reached not only Ukraine and the neighboring

countries but also the British Isles and got to Mrs. Valerie Wood-Gaiger, MBE, Director of Grandma’s

Stories Ltd., Co-founder of Learn with Grandma not for profit company, Brynamlwg, Myddfai,

Llandovery, Carmarthenshire, Wales, U.K. She applied for participation in the conference of 2008 and

spoke on An Intergenerational Approach to Language Learning, which was welcome with gratitude. At




the time there were over a dozen Peace Corps Volunteers from the USA who were having their teaching

practice in Chernihiv. They joined in too and participated in the plenary and in the discussions. That

conference was remarkable for the book exchange exhibition from Russia alongside with the customary

in Ukraine exhibitions of “Longman”, “Pierson Education”, “Folio” and “Nova knyha” Publishing

Houses.

In October 2009 Chernihiv again became the venue for the international conference “Problems of

foreign language education in a multicultural world”. This time there appeared new co-organizers –

Moscow State University named after M. Lomonosov, Faculty of Foreign Languages and Area Studies

(Prof. S.G. Ter-Minasova) and Brest State University named after A.S. Pushkin, FL and Methodology of

FL Teaching Chair (A.N. Garbalev). The geography of the participants expanded, and new technologies

were used when arranging the workshop on using the Internet resources in the teaching / learning process

and for self-study. Nina Lyulkun, TESOL-Ukraine Ex-President, helped D.S. Zamohyl’ny conduct that

workshop on-line.

In 2010 the number of co-organizers grew. Besides the hosting Chernihiv National Pedagogical

University and allied Kyiv National Linguistic University (Ukraine), friendly Moscow State University

named after M. Lomonosov (Russia) and Brest State University named after A. Pushkin (Belarus), there

appeared Kyiv National University named after T. Shevchenko, Methodology of FL Teaching and

Applied Linguistics Chair (Ukraine) and Gomel State University named after F. Skoryna, Faculty of

Foreign Languages (Belarus).

Announced for discussion were six issues, such as: Multiculturalism and Polylogue of Cultures in

Postmodern Europe; Pedagogical Problems of Multicultural Language Education; Role of Literary

Education in Forming Multicultural and Multilingual Personality; Teaching FL as a Means of Cross-

cultural Communication; New Approaches to FL Teacher / Translator Development; Diversity of

Teaching FL for Specific Purposes.

The participants were offered different forms of participation in the conference, such as papers,

plenary sessions, presentations, panel discussions, workshops and book-exchange exhibitions. To make it

still more convenient for the participants the organizers suggested flexible ways of registration and fee

payment depending on the range of activities they were engaged in. They could present and publish their

articles, present but not publish their speeches, publish their articles only. The Organizing Committee

received 82 articles to be published in the University Bulletin certified by the Ministry of Education and

Science of Ukraine. All in all, about 150 teachers and researchers applied for participation in the

conference.

Russia was presented with the participants from Moscow, Orel, Rostov-na-Donu, Tomsk and

Tver. Belarusian participants came from Minsk, Brest, Baranovichi and Gomel. Tatarstan was presented

by a participant from Kazan.




Ukraininan participants came from all parts of Ukraine – Chernivtsi, Dnipropetrovsk, Horlivka,

Kamyanets-Podilsky, Kerch, Kharkiv, Kyiv, Nizhyn, Lviv, Poltava, Rivne, Sevastopol, Simferopol,

Slovyansk, Ternopil, Vinnitsa, and Chernihiv.

The Plenary Meeting was opened with the greetings of the institutions-co-organizers: Professor

M.O. Nosko, Principal of Chernihiv National Pedagogical University (Ukraine); Professor N.F. Borisko,

Kyiv National Linguistic University (Ukraine); Professor S.G. Ter-Minasova, Moscow State University

(Russia) and Assistant Professor A.N. Garbalev, Brest State University (Belarus).

Each day of the conference began with a plenary session. The distinguished Plenary Speakers

dealt with acute problems of FL teaching in the context of a new paradigm of language education.

Professor Natalia Borisko, Kyiv National Linguistic University, made every listener search for the

answer to the question ‘Now much Methodology does a teacher-trainee need?’ The participants had an

excellent chance to learn more about the best practices in language testing from Assistant Professor Olga

Kvasova, Kyiv National University named after T.Shevchenko. Assistant Professor Maria Pysanko, Kyiv

National Linguistic University shared her profound knowledge of teaching would-be teachers to

communicative behavioral patterns in typical professional communicative situations. Mrs. Valerie Wood-

Gaiger, MBE, Director of Grandma’s Stories Ltd., Co-founder of Learn with Grandma not for profit

company, Wales, U.K., spoke about the necessity for older people to co-operate with the young and

master new computer technologies thus contributing to the good of their countries. Thanks to the new

technologies, such as the Internet, ICQ, Skype and others, she insisted, we have an excellent opportunity

to communicate without boundaries and get to know each other better.

The work of interest sections lasted for two periods. The speakers used Power Point and hand-

outs to better illustrate their presentations, shared their materials and method guides with other teachers.

Each presentation was followed by numerous questions and lively discussions. All the problems touched

upon at the conference were really up-to-date. The presentations made by Assistant Professor Katherine

Streltsova from Moscow State University, FL and Methodology of FL Teaching Chair Alexander

Garbalev and Assistant Professor Lyudmila Dmitrachkova from Brest State University greatly impressed

the audience with their deep professional insight. Despite the borders, experienced professionals and

young inexperienced teachers were united by common concerns, and the witty ideas of the young evoke

sincere response, understanding and support of their elder colleagues.

The participants were also offered an intensive cultural program which included the concert,

reception and excursion. The singers and musicians of the Regional Philharmonic Society presented the

works of Russian, Byelorussian, Ukrainian and English composers in the corresponding languages. At

the reception the participants had a chance to continue informal discussions, make new acquaintances

and contacts for further co-operation and network. After the plenary, panel discussion and the closing

session next day the guests of the city went on a sightseeing excursion conducted by a young charming




teacher of English and an expert in History Oleksandra Zenchenko who could speak about her native city

for hours.

The International Conference of 2010 demonstrated the teachers’ sincere desire to share their

ideas and experience as well as further achievements. The participants from Ukraine and the neighboring

countries found much in common concerning their professional interests and problems.

The organizers are grateful to the participants for coming and making the event a success. Filled

with inspiration and enthusiasm, the teachers of Chernihiv National Pedagogical University, Pedagogy

and Methodology of FL Teaching Chair (most of whom are TESOL-Ukraine members), are looking

forward to the International Conference of 2011 which is to be special for next year the Chair is

celebrating its 20th anniversary.

Welcome to Chernihiv in 2011!

Svitlana Bobyr, TESOL-Ukraine Vice President,Head of the Organizing Committee,

Nina Bohushevich, Chernihiv TESOL-Ukraine Oblast Leader, Chernihiv National Pedagogical University named after T.H. Shevchenko

ENGLISH UNDER GLOBALIZATION:

Dissemination VISA2010 – TESOL Spain

This project has been funded with support from the European Commission.

This communication reflects the views only of the author, and the Commission cannot be held responsible

for any use which may be made of the information contained therein.

The 33rd Annual TESOL-Spain Convention took place on March 12-14th in the

ancient town of Lleida, the west of Catalunia, Spain. The University of Lleida, the third oldest university

of Spain, founded in 1297, was the hospitable and welcoming host for 128 international presenters

including Plenary and Keynote sessions, and hundreds of participants from all over the world.

Convention Theme:

Within such a dynamic and ever-changing world, where mobility is a must and cultural diversity a reality,




http://english4ba.wordpress.com/dissemination-visa2010-tesol-spain/presentation1-4/

it becomes increasingly important to foster global competence in English, thus enabling the learner to

successfully build bridges between these emerging realities. Therefore, the 2010 TESOL Spain

convention theme focused on the concept of acquiring new competences in the EFL classroom:

BUILDING BRIDGES: NEW COMPETENCES IN THE EFL CLASSROOM.

The implementation of competence-based approaches in English language education goes beyond the

promotion of communicative competence to include a wider array of personal, intercultural, professional

as well as linguistic competences that will help individuals cope with their most immediate surroundings

as new circumstances and challenges emerge time and time again.

Plenaries:

Welcome and first plenary

The plenaries, held by seminal professionals, represented the convention highlights. Dr. Neus Figueras

presented aspects of reconceptualizing assessment practices according to CEFR. Paul Seligson had a

highly practical session that offered loads of simple remedies, techniques, and activities to help teachers

fully engage with, teach and improve the four skills: “say half”, “reflect”, be a “video, radio, slowly, etc.

teacher”, to meniton just a few. Luke Prodromou’s session reported on research into what good language

teachers do, think and believe, looking at some fascinating insights into the role of experience, formative

influences, interaction and classroom management.

Sessions:

The convention brought together expertise in English language education not only from Spain but from

all over the world. There was so much to choose from. Each day posed a challenging choice for

participants as 2 keynotes were scheduled alongside several other extremely important and promising

presentations and I found myself torn between anything up to two or three other presentations absolutely

worthwhile attending but at the same time forcing myself to be disciplined and obey to the initially

expressed choices and interest in IT-based teaching and learning.

Largely, the presentations focused on teaching to adult learners, Business English, English for Specific

Purposes- (tourism, administration, journalism), employment of the New Technologies, exploitation of

visuals as well as circus skills, music and mime in order to enhance skills and motivate the learners. As




http://english4ba.wordpress.com/dissemination-visa2010-tesol-spain/img_8777-plenary-4/

expected, most presentations were interactive and practical, offering hands-on models of bridging the gap

from more traditional approaches in order to ensure an effective learning environment, examples of best

practices that can be adopted and adapted to different levels and learning styles. Topics targeting the

teachers’ acquisition and exploitation of digital competences in order to enrich and enhance their

students’ learning experiences and move the formation and consolidation of the basic skills into the

XXIst century featured high on the programme list. I had the wonderful chance to meet Graham Stanley

from the British Council of Barcelona, whom I had known virtually from the Webheads and BAW09/10

online workshops. He presented two projects taking place in the 3D environment of Second Life, i.e.

exploring best practices using virtual worlds. Nicky Hockly from Consultants-E made a very warm and

inspiring presentation on Net Advantage: Using ICT in the Classroom. She presented Dvolver movie

maker, ‘Time capsules’ with http://dmarie.com/timecap, Internet sites providing interesting facts

(http://www.reuters.com.news/oddlyEnough) or odd images (http://news.yahoo.com/photos.odd ) that can

be explored creatively by teachers in their endeavour to find memorable and effective pathways towards

enhanced, motivating and authentic language communication for their students. Russell Stannard, known

to us from www.teachertrainingvideos.com chose to focus on some popular and fun to use Web 2.0 tools

that can be integrated into language teaching, a presentation which I unfortunately missed, having my

own presentation in the same time slot(such an unfair competition!). However, we had the chance to

change a few impressions on teaching with technology

and talk about mutual interests and acquaintances over a

late cup of tea together with a group of friends.

Susana G.M. and Anisoara P.

My presentation on Effective Bridging with Social

Networking Speaking Tools offered details about

VoxoPop and VoiceThread, two Web 2.0 voice tools that can help raise the students’ confidence in their

speaking. Practical examples showed how they can be adapted in order to extend EFL use and exposure,

accomodate different levels of proficiency, promote student centeredness and enhance motivation.

Karenne Sylvester, from Kalinago English presented the advantages of Ning – a social-networking

platform for language teaching and personal development, whereas Jamie Keddie, founder of TEFLclips,

argued about original classroom activities which require some fundamental, yet often neglected teacher

speaking skills.Other presentations looked at what learners should be learning in relation to the ‘soft’

skills that are vital to all areas of our students’ lives, both inside and outside the classroom or offered new

ideas about incorporating ICT in EFL teaching: recycling and creating exercises with Hot Potatoes,

exploring the Moodle platform for online learning, using social bookmarking and collaborative blog




http://www.teachertrainingvideos.com/

http://news.yahoo.com/photos.odd

http://www.reuters.com.news/oddlyEnough

http://dmarie.com/timecap

writing, employing digital images critically and creatively, using Audacity to create inciting listening

practice, making a Portable Interactive Whiteboard. Underlying pedagogical models were discussed in a

presentation connected to Wiki-supported materials and activities. Elspeth Pollock presented practical

ways and strategies of personalising technology for: getting to know each other with Wordle, Wikipedia,

VoiceThread; vocabulary: Free Mindmaps, Wordsoup, IWB vocabulary ladders, Windows Movie Maker,

and Word Magnets; authentic materials from: Babelfish, YouTube, Phrasr.Two more workshops that I

attended, the former on Friday afternoon by Catherine Morley on Speaking as a Skill and the latter on

Sunday morning by Ceri Jones on Practical Grammar Activities deserve special mentioning. Catherine

had us practise in groups or with a partner describing (a real/fictional room), using functional language

for complementing, refusing politely, complaining, while offering us a wide range of speaking activities

starting from Bingo and mini-warmers to more complex “pyramid discussions”. Ceri’s activities, again in

a very interactive and student-centered way, demonstrated how texts can be brought to life and used as a

springboard for focused language study and practice, more precisely with examples on the passive voice

and verbs +to inf/-ing.In the field of teacher education ideas and models as well as activities which help

teachers develop and rise to the challenges in pre- and in-service EFL and CLIL were presented.The

experience of the Autonomous University of Barcelona focused on adapting classroom practice to senior

learners – retired people returning to the classroom after a long gap – a project that has been running for

four years with special attention being given to adapting methodology to their special needs as older

learners. Like adult business English, tourism and journalism students, senior learners may require

learning events that are different to a great extent in design and content from those provided for younger

learners.

We danced, sang, role-played and wore masks, putting ourselves in the characters’ but most importantly

in our students’ shoes, thus striving to optimize their language learning experiences, to make classes and

materials more enjoyable, age appropriate and successful.

There was plenty to take back home as the conference offered a varied programme with a great mix of

topics, inspiring ideas. Apart from the wealth of presentations, the convention provided opportunities to

job hunt, swap materials, browse through the latest publications at the Publishers’ Exhibition, socialize

and network during the coffee breaks, the opening Cocktail on Friday night, and the Saturday dinner.

Attending a TESOL international convention for the first time was a uniquely rewarding and gratifying

experience that crystallizes and amplifies only after the ideas and practical suggestions acquired during

the three exciting and fully-packed days begin to be filtered and applied

Acknowledgement:

I am grateful to Grundtvig-LLP and the Romanian National Agency (ANPCDEFP) for offering me the

grant to attend this world-wide famous event in the field of English Teaching, to learn about best




practices and successful models as well as obtain feed-back on my own practice and research in teaching

with the new technologies, to meet face-to face distinguished scholars and specialists in TESOL, whose

inspiring ideas have been influencing my professional life in so many ways: Graham Stanley, Russell

Stannard, Jamie Keddie, Nicky Hockly, Karenne Sylvester. I had the chance to enlarge my circle of

international contacts, meeting Hilary Plass, TESOL Spain President, Gillian Evans from TESOL France,

to strengthen former friendship bonds with Susana Gomez Martinez with whom I have collaborated on

research projects, to make initial contacts that may conduct to future Erasmus cooperation, or to chancely

meet a Twitter and Talk-box-virtual friend. All these made TESOL Spain Convention a memorable,

inspiring and enriching experience and will certainly have a profound impact on my teaching and

therefore on my students.

METHODOLOGY:

N.O.Mykhalchuk, O.V.Bezkorovaina

The problem of translation and classification of idiomsIdioms play a great role in English language’s vocabulary. It’s amount

allows us to get known not only the lexical meaning of word combinations in the

sentence but also it’s colourful part with national, historical and folk contest.

Phraseological units or idioms are characterized by a double sense: the current meanings of constituent

words build up a certain picture, but the actual meaning of the whole unit has little or nothing to do with

that picture in itself creating an entirely new image.

Phraseological units are subdivided into the following four classes according to their function in

communication determined by their structural-semantic characteristics.

1) Nominative phraseological units are represented by word-groups, including the ones with one

meaningful word, and coordinative phrases of the type wear and tear, well and good.

The first class also includes word-groups with a predicative structure, such as as the crow flies,

and, also, predicative phrases of the type see how the land lies, hips that pass in the night.

2) Nominative-communicative phraseological units include word-groups of the type to break the

ice — the ice is broken, that is, verbal word-groups which are transformed into a sentence

when the verb is used in the Passive Voice.

3) Phraseological units which are neither nominative nor communicative include interjectional

word-groups.

4) Communicative phraseological units are represented by proverbs and sayings [9].




Phraseological combinations are word-groups with a partially changed meaning. Phraseological

unities are word-groups with a completely changed meaning. Phraseological fusions are word-groups

with a complete changed meaning but, in contrast to the unities, they are demotivated, that is, their

meaning cannot be deduced from the meanings of the constituent parts.

It is very important to present an adequate translation of phraseological units. Some translators

tried to define the row of demands of which the good translators should be. The French humanist

E.Dolet (1509 – 1546) considered that a translator should keep the following five basic principles

of translation:

1. To understand the content of the translating text and the intention of the author perfectly;

2. To know the language he translates from and the language he translates on perfectly;

3. To avoid the tendency to translate word for word, because it misrepresents the original content

and spoils the beauty of its form;

4. To use the translation the speech forms in general use;

5. To reproduce the general impression in corresponding key, produced by the original, by

choosing and placing words correctly [1].

In 1790 the Englishman A.Tayler formed the following requests to the translation in his book

“The principles of the translation”:

1. The translation should transfer the ideas of the original completely;

2. The style and way of the exposition should be the same as in the original;

3. The translation should be read with the same easiness as the original works [1].

The translation is the multifaceted phenomenon and some aspects of it can be the subjects of

the research of different sciences. In the frames of the science of translation psychological,

literature critical, ethnographical and other points of translation as well as the history of translation in

one or other country are being studied. According to the subject of research we use the knowledge of

the psychology of translation, the theory of art and literary translation, ethnographical science of

translation, historical science of translation and so on. The main place in the modern translation belongs

to linguistic translation, which studies the translation as linguistic phenomenon. The different kinds of

translation complement each other and strive to detailed description of the activity of the translation [2,

p.353].

The theory of translation puts forward the following tasks:

1. To open and describe the common linguistic basis of translation, that is to show which

peculiarities of linguistic systems and regularities of the language operation are the basis of the

translating process, make this process possible and determine its character and borders;

2. To determine the translation as the subject of the linguistic research, to show its difference

from the other kinds of linguistic mediation;




3. To work out the basis of classification of kinds of the translating activity;

4. To open the essence of the translating equivalence as the basis of the communicative identity of

the original texts and the translation;

5. To work out the common principles and the peculiarities of construction of the peculiar and

special translation theories for the different combinations of languages;

6. To work out the common principles of the scientific description of the translation process as

actions of a translator of transforming the original text to the translating text;

7. To open the influence on the translating process of pragmatic and social linguistic factors;

8. To determine the idea “the translating norm” and to work out the principles.

The first principle of classification is called "etymogical". The term does not seem

appropriate since usually mean something different when we speak of the etymology of a word or

word-group: whether the word (or word-group) is native or borrowed, and, if the latter, hat is the

source of borrowing. It is true that Smith makes special study of idioms borrowed from other languages,

it that is only a relatively small part of his classification system. The general principle is not

etymological. Smith points out that word-groups associated with the sea the life of seamen are

especially numerous in English vocabulary. Most of them have long since developed metaphorical

meanings which have no longer any association the sea or sailors. Here are some examples. To be all

at sea — to be unable to understand; to be in a state of ignorance or bewilderment about something (e.

g. How I be a judge in a situation in which I am all at sea? I am afraid I'm all at sea in this problem).

V.H.Collins remarks that the metaphor is that of a boat tossed about, of control, with its occupants not

knowing where they are [1].

To sink or swim — to fail or succeed (e. g. // is a case of sink or swim. All depends on his own

effort).

In deep water — in trouble or danger.

In low water, on the rocks — in strained financial circumstances. To be in the same boat with

somebody— to be in a situation in which people share the same difficulties and dangers (e.g. / don't like

you much, but seeing that we're in the same boat I'll back you all I can). The metaphor is that of

passengers in the life-boat of a sunken ship.

To sail under false colours — to pretend to be what one is not; sometimes, to pose as a

friend and, at the same time, have hostile intentions. The metaphor is that of an enemy ship that

approaches its intended prey showing at the mast the flag ("colours") of a pretended friendly nation.

To show one's colours — to betray one's real character or intentions. The allusion is, once more,

to a ship show in the flag of its country at the mast.

To strike one's colours — to surrender, give in, admit on is beaten. The metaphor refers to a

ship's hauling down its flag (sign of surrender).




To weather (to ride out) the storm — to overcome difficulties; to have courageously stood against

misfortunes.

To bow to the storm — to give in, to acknowledge one's defeat.

Three sheets in (to) the wind (sl.) — very drunk.

Half seas over (sl.) — drunk.

Though, as has been said, direct associations with seafaring in all these idioms have been

severed, distant memories of the sea romance and adventure still linger in some of them. The faint sound

of the surf can still be heard in such phrases as to ride out the storm or breakers ahead! (~ Take care!

Danger!). Such idioms as to sail under false colours, to nail one's colours to the mast (~ to be true

to one’s convictions, to fight for them openly) bring to mind the distant past of pirate brigs, sea battles

and great discoveries of new lands.

The other principle is semantic one. The thematic principle of classifying phraseological

units has real merit but it does not take into consideration linguistic characteristic features of the

phraseological units.

Phraseological unities are word-groups with a completely changed meaning, that is, the

meaning of the unit does not correspond to the meanings of its constituent parts. They are motivated units

or, putting it another way, the meaning of the whole unit can be deduced from the meanings of the

constituent parts; the metaphor, on which the shift of meaning is based, is clear and transparent.

E.g. to stick to one's guns (~ to be true to one's views or convictions. The image is that of a gunner

or guncrew who do not desert their guns even if a battle seems lost); to sit on the fence (~ in discussion,

politics, etc. refrain from committing oneself to either side); to catch I clutch at / straw I straws (~ when

in extreme danger, avail oneself of even the slightest chance of rescue); to lose one's head (~ to be at a

loss what to do; to be out of one's mind); to lose one's heart to smb. (~ to fall in love).

Phraseological fusions are word-groups with a complete changed meaning but, in contrast to the unities,

they are demotivated, that is, their meaning cannot be deduced from the meanings of the constituent

parts; the metaphor, on which the shift of meaning was based, has lost its clarity and is obscure.

E.g. to come a cropper (~ to come to disaster neck and crop (~ entirely, altogether, thoroughly, as in:

He was thrown out neck and crop. She severed all relations with them neck and crop); at sixes and

sevens (~ in confusion or in disagreement); to set one's cap at smb. (~ to try and attract a man; spoken

about girls and women. The image, which is now obscure, may have been either that of a child trying to

catch a butterfly with his can or of a girl putting on a pretty cap so as to attract a certain person. In Vanity

Fair: "Be careful, Joe, that girl is setting her cap at you"); to leave smb. in the lurch (~ to abandon a

friend when he is in trouble).




There is also a classification that takes into consideration the structural principle of classifying

phraseological units and it is based on their ability to perform the same syntactical functions as words.

We distinguish here verbal, substantive, adjectival, adverbial and interjectional phraseological units.

As we can see there is a great variety of classifications according to different principles. Our duty

is to find out idioms in works of some author and try to translate them according to the context or author’s

point of view.

Literature:

1.Harte F.B. The man from Solano. – New York, 1978. – 329p.

2.The World Book Encyclopedia. – USA, Vol.12. – P.353-354.

Biography of the authors:Mykhalchuk Natalia Olexandrivna- a specialist in cognitive psychology and psycholinguistics,

Lecturer in English at Rivne State University of the Humanities, Ukraine (1995 – 2010). She remains in a

close co-operation with Supplement to Scientific project, directed by Prof. G. Ball. She completed her

PhD thesis, a problem of understanding novels by students, in 2010.

Bezcorovaina Olga Volodymyrivna a specialist in pedagogical science, Lecturer in English at the

Rivne State University of Humanities, Ukraine (1993 – 2010). She remains in a close co-operation with

Supplement to Scientific project, directed by Prof. M. Evtukh. She completed her PhD thesis, a problem

of upbringing of schoolchildren, in 2009.

Fauziia AbliakimovaCrimean Engineering Pedagogical University

Simferopol, Ukraine

Using video in the foreign language classroom

Authentic teaching materials, such as news reports, weather

forecasts, video, interviews, etc. have distinct beneficial points as they

provide learner’s exposure to the language naturally occurring in life.

Educators agree that authenticity of language materials is invaluable in developing learners’

communicative skills. Video is one of such effective tools. Although being a time-consuming and

challenging educative means, I value it immensely since video stimulates students’ critical thinking,

promotes enhancing of their vocabulary, facilitates consolidation of grammatical structures, and is just

fun and exciting.

This article provides teachers with insights on developing creative approaches to using video in a

foreign language classroom.




Video is a great resource to use in teaching a foreign language because it combines visual and

audio stimuli, provides real language and cultural information; it allows learners to see facial expressions

and body language at the same time as they hear the stress, intonation, and rhythm of the language.

Teaching tips

The selection of films is the most important step in the process and constitutes the biggest

challenge. It can be based on thematic content to reinforce and consolidate topics treated within the

language syllabus, such as moral issues, generation gap, problems of youth, ecology, education, or to

illustrate language functions and grammatical patterns in real use.

When choosing a film, decisions on subject matter should be based on well-thought-out criteria

since it may go beyond the learner’s linguistic and conceptual competence and may not be in keeping

with her/his needs and interests. The students’ age and psychological maturity must be also considered

when making a choice, and care should be taken so as not to offend the learner’s sensitivity.

There are three stages of working on video materials in class and every stage should be

accompanied by specific activities.

I. Preview

At this stage a teacher should first consider what movie length (or clips) will be used in the

classroom as there are two possible ways of showing a movie:

1. A teacher can split the film into 2 parts (45-50 minutes) and view it with the whole class.

2. A teacher can provide a limited exposure to a movie (no longer than 10-15 minutes) as longer

sessions can overwhelm learners.

Before showing a movie, teachers’ task should be to activate the students’ background

knowledge. This method serves as a kind of a hook for learners that relates the knowledge they

already possess and the one to be acquired, making the acquisition occur more smoothly. Choose one

of the possible ways to start work on the film:

1. Introduce the theme of the movie. Have a group discussion of the theme. Ask students what they

know already on the topic of discussion. Ask them to predict from the title what they think the

film will be about. Will it be a comedy? A drama? A documentary? Ask them to predict the story

line. Introduce students to the general vocabulary. Scan the items of the worksheet.

2. Another way is to show a scene without the sound to elicit where the people are, who they might

be, what they are talking about, etc. Have students write or discuss these items.

II. While-viewing activities




If you are showing a clip, have an aim. You should know why you are using the clip: to look at

greeting forms and practice them? To give students practice in giving a commentary, telling a story? To

lead to a discussion on an issue? Give a concrete task for students that should be short and not too

overwhelming to complete while viewing. Learners should watch attentively to be able to answer

true/false questions, what/when/why/how/who questions, focus on details, e.g. signs, buildings, vehicles

etc., follow some characters to describe them afterwards. The teacher may turn the sound down and

students imagine a possible line of dialogue between the characters, or try to predict what will happen

next and then check their guess after the teacher turns the sound on. While students watch, they should

pay attention to the language: conversational formulae, idioms; cultural and traditional issues.

III. Post-viewing

It is appropriate to begin a post-viewing session with language-development tasks:

1. Word partnership. Match the words with their definition.

2. Explain the underlined word combinations and phrases.

3. Finish the sentences in your own words.

4. Answer the questions.

5. Who said this/ Explain in your own words.

6. Complete the conversation with the words given below.

7. Restore the dialogue in the correct order.

8. Restore the events according to the order.

9. Use video to contextualize target vocabulary.

Discussion

In the discussion session try to relate the film to the students’ own lives or the world in

general.

Some suggestions for class or small group discussion

1. After the section ends, groups can summarize the events that occurred.

2. Choose a character. Compare that character’s life/actions/ideals with your own.

3. How would the movie have been different if certain characters had taken different actions?

4. Debate the pros and cons of a controversial theme in the movie.

5. How do cultural norms influence the action? (Would the plot be plausible in another culture?

Why or why not?).




Grammar practice ideas: Choose a grammatical structure that is used several times in the

film and create your own exercise. One possibility: if a particular scene uses future conditional tense,

transcribe the scene and omit the verbs. See if students can fill them in.

Expansion

1. Conduct a team competition based on detailed student-generated true-false statements or

who/what/when/where/ why/how questions about the segment (including visual content).

2. Imagine characters in other situations.

3. Retell the content of the segment based on notes taken earlier.

4. Use the transcript to note linguistic features such as slang, abbreviations, technical terms, word

formation or syntax.

Discuss customs or cultural stereotypes to be encountered in the segment.

5. Write a summary, journalist’s report, critic’s review.

The given framework for working on video materials can provide enjoyable language learning

opportunities for students if the teacher chooses appropriate films and tasks which are purp

References

1. Ishihara, N. & Chi Julie C. Authentic Video in the beginning ESOL Classroom: Using A Full-

length Feature Film for Listening and Speaking Strategy Practice. English Teaching Forum.

2004.(1).

2. Richard, P.A. 2003. Making It Happen: from interactive to participatory language teaching: a

more critical view of theory and practice. Longman.

3. Jo Budden. Using Video 2 at: http://www.teachingenglish.org.uk/language assistant/teaching-

tips




Iryna Vorobyova, PhD, Professor

the Rivne State University of Humanities

MOTIVATION AND CULTURAL STUDIES

The important component of educational brunch “Foreign language” is

the competence in language and area of particular country. In students'

activity should take place not simple imposition of new information on

schemata, but transition from general encyclopaedia knowledge to concrete, socially and culturally

conditioned.

The information about the country of studied language, which is contained in many prevailing school

textbooks and manuals, has not dynamic disposition. And though it needs to become contemporary

according to beginning of XXI cent. It should be oriented on maximum full image of the country and real

cross-cultural communication.

Therefore, it is necessary to point out the object of teaching process. Object category is one of the most

important in methodology and theory of teaching. We determine in the object such duplicate issue: first, its

conditionality; second, that it sets the way and character of person’s activity. In teaching process object is

an intermediate link between social and methodological points.

What are the social needs in language teaching nowadays? Undoubtedly – teaching foreign languages in

multiple ways. It means complex approach to teaching: practical, educational, pedagogical, and developing.

Thus, what do we teach when we teach language? Teaching means transmission of culture in corpore to

the youth. The common cultural fund becomes the property of the person through take-over of its

“branches”: physical, musical, aesthetic, and artistic. Foreign culture is that one a student gets through

foreign language in all its aspects. It, as one of the objects of teaching, has social, lingua-cultural,

educational and psychological content. But it can be taught not right away but gradually. Each lesson must

include certain number of different strategic elements. All these make teaching manageable and give the

possibility to study the foreign culture.

But we have to take note of motivation. This problem is still studying both in psychology and in

teaching theory. Motivation is as much an effect as a cause of learning. It is widely agreed that motivation

has a great effect on a student's capacity to learn. Motivation can be broken down into extrinsic and

intrinsic forms. Intrinsic motivation comes from within the learner, who wants to learn for the sake of

learning. It is much more likely that our students will be extrinsically motivated, meaning that their

motivation comes from external sources such as wanting to pass an exam or please their parents. But there

are many things to do in the classroom to increase the levels of extrinsic motivation.




Carl Rogers outlined 3 attitudinal qualities that a teacher should have to assist the learning process [2].

They are empathy (seeing things from the students' view point), authenticity (being yourself) and

acceptance (of students’ ideas and opinions).

The ways of solving the problem of motivation are usually connected with the following issues:

special system of tasks;

emphasizing;

teacher’s activity;

use of visual methods;

personality orientation.

During direct teaching process methods could be various: one should get an extra task so as not to be

bored, another barely manages to follow the lesson, yet another needs a lesser task and some extra

attention. A teacher should look for new sources of motivation and encouragement, which is quite difficult.

For setting socio-cultural knowledge for students it is necessary to take into account such factors as

sameness or distinction degree between native (Ukrainian) and certain peoples cultures; cultural distance;

meaningfulness of this information in intercourse process. So, we on ought to give up the base of general

encyclopaedia knowledge and develop the knowledge of:

conditions of contemporary language bearers life (standard of living, way of life, health protection,

education, social defence of young people in society);

mode of life (day order, work and spare time, food and drinks, food reception hours, leisure);

interpersonal connections (in family, between elder and younger; sexual, in youth groups; in

educational institutions, laboured mutual relations; official; between political and religious groups);

the cultural traditions;

the contemporary young people life aspects (studying, work, leisure, tourism, sport, fashion; youth

organisations etc.);

culture of verbal behaviour and etiquette, adopted in country of studied language, in typical

situations of everyday and business (limited) intercourse;

national peculiarities of non-verbal behaviour (Kinesics (body language): body motions such as

shrugs, foot tapping, drumming fingers, eye movements such as winking, facial expressions, and gestures;

Proxemics (proximity): use of space to signal privacy or attraction; Haptics: touch; Oculesics: eye contact;

Chronemics: use of time, waiting, pausing; Olfactics: smell; Vocalics: tone of voice, timbre, volume, speed;

Sound symbols; Silence Pausing; Posture Position of the body; Adornment Clothing, jewellery, hairstyle;

Locomotion Walking, running, staggering, limping).

One of the ways of developing socio-cultural knowledge is project work.

Project work is becoming an increasingly popular feature within the ELT classroom. Common projects

are class magazines, group wall displays about countries of studying language and designs for cities of the




future. A project involves students in deciding together what they want to do to complete a project while

the teacher plays a more supporting role.

Some advantages of project work are:

Increased motivation - learners become personally involved in the project.

All four skills, reading, writing, listening and speaking, are integrated.

Autonomous learning is promoted as learners become more responsible for their own learning.

There are learning outcomes – learners have an end product.

Authentic tasks and therefore the language input are more authentic.

Interpersonal relations are developed through working as a group.

Content and methodology can be decided between the learners and the teacher and within the group

themselves so it is more learner centred.

A break from routine and the chance to do something different.

A context is established which balances the need for fluency and accuracy.

There are several important moments in organizing any kind project work:

First – to give learners an idea of what projects are and what they should be aiming to produce, it is

good to have examples of past projects: a photocopy of a previous group newspaper or a photograph of a

wall display.

Second – after explaining the idea behind the project, ask learners to propose a scheme of work: - what

to include in the project; - what form it will take; - who will be responsible for what; - the time it will take

to produce each part of the project; - needed materials or resources.

Third – to allocate an agreed amount of time for the project.

Forth – to provide the learners with necessary materials. It is fairly common now for learners to want to

use the Internet to find information for their projects.

Fifth – presentation of the project. It needs to be seen, read and admired so schedule the last project

session as a presentation.

Sixth – to evaluate the project. As with any piece of work a project needs to be acknowledged and

evaluated. Use a simple project evaluation report, which comments on aspects of the project such as

content, design, language work and also evaluates the oral presentation stage of the project.

Each teacher has his own method of teaching. But he should be quite flexible depending on the certain

situation in a classroom. The teacher must not dominate but guide. His roles are different: knowledge

source, tutor, supervisor, and organiser. He is a person who helps to choose the right way in the world of

knowledge. But the student has to study only by himself.

References

1. www.teachingenglish.org.uk /




http://www.teachingenglish.org.uk/

2. http://scholar.urc.ac.ru/LANG

Iryna Vorobyova graduated from RSHU in 1997, presented her Master of Arts thesis devoted to

language peculiarities of J.Brodsky poetry. In 2003 she defended her PhD dissertation in which she dealt

with process of socio-cultural competence of senior pupils’ formation. She is now working at the Foreign

Languages Department of the Rivne State University of Humanities, Ukraine, teaching different courses

of lingua-cultural approach, history of the English language and English phraseology.

British Council | BBC TeachingEnglish

TeachingEnglish Newsletter

05 January 2011~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Tessa Woodward is just one of the high profile names who have been Guest Writer on the TeachingEnglish site. You can check out the blogs of the other Guest Writershere [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&et=1104080850344&s=0&e=001WhD6bxMzdqoYn1VcbHg0ar8yaDSJC_MgYtl9N_WqlS6pFjS5OvgkWRqGhZuHnw79ikQBq7hlWlijTM3BdMvHxGFwFz4BYnOGeI5Pm27tDdxPF014ZUFtoEA7fDg3ZoznyIf5bY18xyI=].~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Facebook [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.x8yjbsdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.facebook.com%2FTeachingEnglish.BritishCouncil]Facebook [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.x8yjbsdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.facebook.com%2FTeachingEnglish.BritishCouncil]Keep up to date with the latest updates on TeachingEnglish via our Facebook page.Kids website [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.eu9v9udab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglishkids.britishcouncil.org%2Fen]LearnEnglish Kids [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.eu9v9udab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglishkids.britishcouncil.org%2Fen]Children can develop their English skills with topic-based games, songs, stories.LearnEnglish website [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.zkefjudab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglish.britishcouncil.org%2Fen]LearnEnglish [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.zkefjudab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglish.britishcouncil.org%2Fen]Develop your English, with language games, downloads, stories and articles.BritLit [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.y84ycbdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F




http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.y84ycbdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Ftry%2Fbritlit


http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.zkefjudab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglish.britishcouncil.org%2Fen






http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.eu9v9udab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Flearnenglishkids.britishcouncil.org%2Fen






http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.x8yjbsdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.facebook.com%2FTeachingEnglish.BritishCouncil






http://r20.rs6.net/tn.jsp?llr=hudrm5cab&et=1104080850344&s=0&e=001WhD6bxMzdqoYn1VcbHg0ar8yaDSJC_MgYtl9N_WqlS6pFjS5OvgkWRqGhZuHnw79ikQBq7hlWlijTM3BdMvHxGFwFz4BYnOGeI5Pm27tDdxPF014ZUFtoEA7fDg3ZoznyIf5bY18xyI=



http://scholar.urc.ac.ru/LANG

%2Fwww.teachingenglish.org.uk%2Ftry%2Fbritlit]The aim of BritLit is to help teachers from around the world to exploit Englishliterature in the ELT classroom.PremierSkills [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.5rdc4odab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fpremierskills.britishcouncil.org%2F]Premier Skills [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.5rdc4odab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fpremierskills.britishcouncil.org%2F]Enabling learnersand teachers to communicate in two of the world's global languages -football and English.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Welcome to this year's first TeachingEnglish newsletter. If you had a holiday overthe New Year period we hope it was a good one. We start the 2011 with a bumper cropof things for you to try, think about and comment on. There's a new version of thephonemic chart that you can use to help your students with pronunciation and there'sa new video tip that looks at ways of helping your students with stress timing.In our regular blogs section there's a contribution from one of our former Guest Teachers, Dario Banegas, who looks at ideas about theory and practice in languageteaching. There are also some tasks from Nik Peachey who has posted some ideas tohelp to teaching with technology.Happy New Year,Duncan and RobTeachingEnglish Team | British Council | BBCFollow us on Twitter [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.g9maetdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Ftwitter.com%2Fteachingenglish]Find us on Facebook [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.hornjvdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.facebook.com%2FTeachingEnglish.BritishCouncil%3Fv%3Dwall%23%2521]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

CLIL - how to do it

If you've not worked in CLIL before, this article will give you a point to start from, in terms of both learners and materials. TeachingEnglish is currently growingits CLIL resources, and you can find more articles and activities on this page:www.teachingenglish.org.uk/clil [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.f9vev6dab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fclil].Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.tl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fthink%2Farticles%2Fclil-%25E2%2580%2593-how-do-it]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Stress timing

How do you teach English pronunciation? One area often problematic for learners




http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.tl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fthink%2Farticles%2Fclil-%25E2%2580%2593-how-do-it



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.f9vev6dab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fclil



http://www.teachingenglish.org.uk/clil

http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.hornjvdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.facebook.com%2FTeachingEnglish.BritishCouncil%3Fv%3Dwall%23%2521



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.g9maetdab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Ftwitter.com%2Fteachingenglish



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.5rdc4odab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fpremierskills.britishcouncil.org%2F







is stress timing [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.ul5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fthink%2Fknowledge-wiki%2Fstress-timed].Watch Rachael below, using chants and rounds to help her learners. Do you have anyideas to add? Leave a comment below!Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.vl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Ftry%2Ftips%2Fstress-timing]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Phonemic chart

This is the new British Council phonemic chart. Help your students hear the soundsof English by clicking on the symbols below. Click on the top right hand cornerof each symbol to hear sample words including the sounds.Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.wl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Ftry%2Factivities%2Fphonemic-chart]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

5 tasks to teach yourself to teach with technology

With the holiday season coming for many of us, we can actually find some time to concentrate on developing our own skills, so that's what I have been doing. I decidedto write this series of tasks to help teachers upgrade their own skills and developthe kinds of literacies and resources that I believe are becoming essential forteachers and students all round the world.Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.xl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fblogs%2Fnikpeachey%2F5-tasks-teach-yourself-teach-technology]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Theory and practice in language teacher education - part 1

It has been said that it is teachers who have fuelled the theory-practice divide as their own craft knowledge is what determines what makes a good teacher. Becauseof the way that the profession has been institutionalised, teachers feel context bound and, because of the pressure within a certain context, theory seems detachedfrom the real world.

Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.zl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fblogs%2Fdario-banegas%2Ftheory-practice-language-teacher-education-part-1]~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Grouping students

When you're planning your lessons how much time do you spend thinking about how




http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.zl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fblogs%2Fdario-banegas%2Ftheory-practice-language-teacher-education-part-1



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.xl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fblogs%2Fnikpeachey%2F5-tasks-teach-yourself-teach-technology



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.wl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Ftry%2Factivities%2Fphonemic-chart



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.vl5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Ftry%2Ftips%2Fstress-timing



http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.ul5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Fthink%2Fknowledge-wiki%2Fstress-timed



you're going to group students for the activities in your plan? Do you think aboutwhether you've got a balance between pairs, groups, whole class and individual work?Read more [http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.8l5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Flanguage-assistant%2Fteaching-tips%2Fgrouping-students]

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Forward emailhttp://ui.constantcontact.com/sa/fwtf.jsp?llr=hudrm5cab&m=1102678888071&[email protected]&a=1104196495122

This email was sent to [email protected] by [email protected].

Update Profile/Email Addresshttp://visitor.constantcontact.com/do?p=oo&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab

Instant removal with SafeUnsubscribe(TM)http://visitor.constantcontact.com/do?p=un&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab

Privacy Policy:http://ui.constantcontact.com/roving/CCPrivacyPolicy.jsp

Email Marketing byConstant Contact(R)http://www.constantcontact.com/home.jsp?pn=britishcouncil&cc=BCTeachingEng_N

British Council TeachingEnglish | British Council | 10 Spring Gardens | London | SW1A 2BN | null

PARTNERSHIP NEWS:

Drowning in the Sea of EnglishBy: Matoba Yoshitaka

To learn a foreign language is very hard even though there are people who use several languages

freely. Someone said that learning a foreign language costs too much time and too much endeavor, so it

is wiser to use the time and the endeavor for other matters. I agree with it. As a person drowning in the

Sea of English, I can share the stress which Malcolm X had with his poor vocabulary, and also I can feel

the delight which Malcolm X had when his enriched vocabulary opened the new world in front of him.




http://www.constantcontact.com/home.jsp?pn=britishcouncil&cc=BCTeachingEng_N

http://ui.constantcontact.com/roving/CCPrivacyPolicy.jsp

http://visitor.constantcontact.com/do?p=un&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab

http://visitor.constantcontact.com/do?p=un&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab

http://visitor.constantcontact.com/do?p=oo&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab

http://visitor.constantcontact.com/do?p=oo&m=0013ewRCpuew82tgzz4ED1o9g%3D%3D&se=001HVzC9-r4xI4%3D&t=001aNLs7cqhLbSu5YMRizfyTg%3D%3D&llr=hudrm5cab



http://ui.constantcontact.com/sa/fwtf.jsp?llr=hudrm5cab&m=1102678888071&[email protected]&a=1104196495122

http://ui.constantcontact.com/sa/fwtf.jsp?llr=hudrm5cab&m=1102678888071&[email protected]&a=1104196495122

http://r20.rs6.net/tn.jsp?llr=hudrm5cab&t=syz9tleab.0.8l5quleab.hudrm5cab.35134&ts=S0577&p=http%3A%2F%2Fwww.teachingenglish.org.uk%2Flanguage-assistant%2Fteaching-tips%2Fgrouping-students



I am not a linguist, so all my following opinions are from my experience and inference. I think a

language consists of words and grammar. Very simply saying, a language is just putting words together

according to grammar. Furthermore, without grammar, we can communicate enough in many cases; “I”,

“Want”,” Water” or “I”, “Water”, “Want”. Those sentences can be understood. However, if I don’t know

“Water”, it is hard to show what I want. Thus, in my opinion, to learn a language is almost like learning

words by heart; it is vocabulary. Nevertheless, to enhance vocabulary is a most boring and agonizing task

to learn a foreign language. Actually, I had imagined that jail was the ideal place to learn a language.

There is plenty of time, lots of teachers (inmates), and anyway it is free.

How many words do I need? Dr. Wren said the amount of vocabulary which six year old children

have is 5000 ~ 6000 words, 13-year-olds have around 30.000, 20-year-olds have 45.000 ~ 50.000

although these figures vary depending on information. He said “But it is hard to say exactly what is

typical [vocabulary ability].” Anyway, the figures are enough to make me despair and give up to

continue learning. English teachers say, “Don’t worry. Memorize just 10 words per day”. Calculate it,

how many days does it take to achieve the level of a 13-year-old kid? Imagine how hard it is to memorize

10 words per day.

Drowning in the Sea of English, which has the largest vocabulary among the languages, I had

noticed one thing while it is just my impression. In English, the words are categorized more strictly

according to the levels: high school level, college level, or university level. Of course in Japanese, which

is my mother language, there are categories or levels, but in English these categories are clearer than in

Japanese. There is a considerable difference between newspapers, or magazines in regard to diction. It

seems that writers consciously choose the word not only for rhetoric, but also choosing the readers or

filtering the readers. It means that vocabulary decides the intellectuality of a person. I am not sure

whether this speculation is right or not. I would like to confirm it.

A few days ago, I had a happy development. I could “take off” to go surfing after one month of

struggle. It was very few seconds, might be less than 1 second. But I felt I stood on the board. For me,

this was a very significant incident equivalent to the experience which Malcolm X had in jail. Struggling

does not always pay, but sometime it does. I hope I will surf the wave of vocabulary in the Sea of

English someday.

Works cited

Wren, Sebastian, Ph.D. “Developing Research-Based Resources for the Balanced Reading

Teacher:

Vocabulary” BalancedReading.com, 3 Jan 2009. Web. 26 Sep 2010.




ANNOUNCEMENTS:

International Writing Olympics

Dear Colleagues,

This is a message for those of you who may be interested in participating as judges at the

International Writing Olympics, a project currently coordinated by Peace Corps Volunteers in Ukraine

who are organizing the International Writing Olympics for Ukrainian students in the framework of a

bigger competition happening internationally. Please see below the details and contact Melissa Krut if

you would like to assist.

IN GENERAL: The International Writing Olympics is a contest designed to encourage students

to strengthen their critical thinking and creative writing skills. Participating students have one hour to

answer a previously unseen, creative and unusual question.

JUDGING: Essays will be graded on a provided rubric, with great value given to creativity of ideas.

Essays will be graded on a local, and then oblast, and then national level.

TIMELINE: Oblast-winning essays will be submitted, by email, to national judges, on or about March

18. Judges will need to read and score essays and submit their scores to a "main" judge for the

appropriate age range [grades 6-8, 9-11, and university 1-4]. This can be done online, and will need to

be done in advance of the April 1 announcement of national winners.

CONTACT: Melissa Krut, Peace Corps Volunteer, TEFL

Volyn National University, Lutsk, Volynska Oblast

063 483 9107

[email protected]

Alyona Sukhinina

RELO Assistant

U.S. Embassy, Kyiv

International Writing OlympicsBackground

Writing Olympics was launched in 2003 by Peace Corps Georgia volunteers to promote

creativity, critical thinking, and free expression among students under the thumb of rote, formulaic





English classes. Within three years Azerbaijan and Armenia joined, creating the Trans-Caucasus Writing

Olympics. In 2010 the addition of Moldova bolstered the competition to Eurasian Writing Olympics

status, and now the contest is open to all countries being served by Peace Corps volunteers. Countries

participating in the 2011 contest include: Albania, Armenia, Azerbaijan, Bulgaria, Cambodia, Cape

Verde, Georgia, Kazakhstan, Moldova, Mongolia, Philippines, Romania, Tonga, and Ukraine.

General Timeline and Tasks for PCV’s

The contest timeline is fairly straightforward:

Advertise the contest to potential contestants (grades 6-12, university 1-4) in schools and

universities.

Provide students some weeks of creative writing preparation.

Conduct writing sessions in schools, universities, or anywhere else that is comfortable to sit and

write (without cheating). Contestants will have one hour to respond without assistance to

previously-unseen prompts (e.g. What would you do with a million watermelons?, How would you

feel if learning became illegal?, What would the world be like if all coffee and tea disappeared

forever?).

Assemble teams of PCVs and HCNs to judge the essays in each respective country. Oblast and

National coordinators will assist with this. A rubric will be sent out to ensure we're all assessing

along the same lines.

Send the winning essays to International Judging.

Prizes/Funding

Oblast and National coordinators will provide prizes for winners at the Oblast and National level.

PCV’s may opt to provide prizes for their participants in their communities. Participation prizes can be

something as simple as a Peace Corps certificate of appreciation for the final submissions sent to the

Oblast level for judging, pencils, pens, notebooks, or something small that recognizes their involvement

and encourages them to continue writing.

Writing Prompts

Participants will cut a large cross-cultural swath and writing prompts will be chosen so they do

not disadvantage/confuse anyone. For example, a prompt like What would you do with a million

watermelons? might be weird for a country where watermelons aren't available or symbolize the devil.

Three writing prompts will be selected for each level (grades 6-12, university 1-4).

Judging Criteria

Essays will be judged on the merits of their ideas and creativity, NOT on grammar and spelling.

Our goal is not merely to encourage the Queen's English, but to give students the opportunity to develop

original thoughts and share them with the international community.




Ministry of Education and Science of UkraineIvan Franko Zhytomyr State University, Zhytomyr

U.S. Embassy in UkraineTESOL – Ukraine

XVI TESOL – Ukraine International Conference:Current Studies in English: Linguistics and Methodology

PerspectivesApril 13-15, 2011

Annual 16th TESOL – Ukraine Conference is devoted to the Linguistics and Methodology perspectives which determine the ways the English language is taught and learnt in Ukraine. Invited Ukrainian, American, and British key-note speakers are going to participate.

LocationThe conference will be held at Ivan Franko Zhytomyr State University, Educational Scientific Institute for Foreign Philology, Zhytomyr, Ukraine. For more information about the site, visit http://www.zu.edu.ua/map.html, http://zhytomyr.osp-ua.info

TransportationConference participants are responsible for arranging their own transportation to and from the conference site. Sessions will begin on Wednesday morning, April 13, 2011. They will end early in the afternoon on Friday, April 15, 2011. Please make your travel arrangements accordingly.

Hotel InformationComplimentary two-night lodging will be provided for the TESOL-Ukraine members only whose registration fees are received by February 10, 2011. Further details on the hotels will be available shortly at http://www.tesol-ukraine.at.ua/

Book of PapersThe Book of Papers will be published by the Conference. If you are interested, please submit a paper of up to two pages by February 10, 2011 to [email protected]. Please refer to the requirements on page 3.

Registration Deadlines and Fees

Registration before February 10, 2011: TESOL-Ukraine members 2011- UAH 90/ Non-members - UAH 180Registration before March 1, 2010: TESOL-Ukraine members 2011- UAH 110 / Non-members - UAH 210Registration on-site: TESOL-Ukraine members 2011- UAH 140 / Non-members - UAH 250

Registration fee covers a conference pack with a Conference Program, an edited Book of Papers, a certificate, 2 lunches, and coffee-breaks.

Organizing CommitteeIryna Semenuik, Head of English Department, ZDU Educational Scientific Institute for Foreign PhilologyMaryna Polkhovska, Assistant Director, ZDU Educational Scientific Institute for Foreign PhilologyAlisa Mykolaychuk, TESOL-Ukraine President, Kamianets-Podilsky Ivan Ohiyenko National University

For more details contact the Organizing Committee at: [email protected], [email protected], [email protected]









http://zhytomyr.osp-ua.info/

http://www.zu.edu.ua/map.html

XVI TESOL – Ukraine International Conference:

Current Studies in English: Linguistics and Methodology Perspectives

April 13-15, 2011

Registration FormSubmission Deadline: February 10, 2011

Last name, First nameE-mail addressInstitution name Contact phone numberMailing address For participants from Ukraine who need a hard copy of the invitation by regular mail. Please fill out this box in Ukrainian. Please check one of the following options in each line:I need lodging in Zhytomyr one night ________ two nights ___________

I need my invitation by e- mail ________ by regular mail _______

I want to attend without making a presentation ________________ and make a presentation _________________

Presentation FormSubmission Deadline: February 10, 2011

Last name, First name .Position, Institution Name

Presentation Title Abstract for the conference program50 words. Please write exactly as you would like it to appear in the Conference Program. It should reflect the conceptual content of your presentation.

Type of presentation, duration, equipment needed (choose from options on pages 3-4)2011 TESOL-Ukraine membership number Mailing addressContact phone number work/ home/mobile

E-mail address




Guidelines on submitting registration/presentation set.

1. Complete Registration Form.2. Complete Presentation Form if you would like to present. The abstract will be used by the

reviewers in the selection process. Proposals may be submitted by an individual or a group.3. Pay Registration fee using the bank information below:

Банк: ПриватБанк

р/р 29243825510602

МФО 315405

ЗКПО 22772795

Призначення платежу: благодійний

внесок

Номер карти: 6762 4620 3851 8095Отримувач: Миколайчук Аліса Іванівна

4. E-mail the following set of documents to [email protected] by February 10, 2011: Registration Form Copy of your payment receipt Presentation Form (for presenters only) Two-page article (optional and for presenters only)

IMPORTANT: Please indicate the following details in the subject line of your e-mail: Last name Oblast name (or country name for foreign guests) Type of your participation (presenter or attendee) Topic of your paper for those who send articles to be published in the Books of papers

(linguistics, methodology, or literature)

5. Invitations will be sent out after February 10, 2011

Requirements for Paper Publications

Language is English. Format - MS Word 97-2003 or RTF. Font - Times New Roman, 14 pt. Line spacing – 1.5. Paragraph indent - 1.25. Margins (mm) - left(inside)/right(outside)/top/bottom - 20/15/15/15. Images - embedded in publications. See page 4 for the sample of the article submission.

Presentation content focus:





Cognitive Exploration of Language and Linguistics

English Grammar: Communicative Approach

English Phonetics: Research and Language Teaching

Content-based Teaching and Learning Sociolinguistics and Language Critical Thinking Approach Text Linguistics and Discourse Analysis Lingua-Cultural Aspects of Human

Communication Foreign Literature: Innovative Trends in

Analysis Methods of Language Teaching and

Learning English for Specific Purposes Challenges Use of Computers, Video, Audio, in EFL

classes Testing and Evaluation Syllabus Design ELT Project (New Ideas for Language

Teaching) Teacher Development ELT Management Techniques of Teaching Different

Learning Styles Techniques of Teaching Writing for

Professional Purposes Group Work Techniques for EFL Using Drama, Poetry and Songs in EFL

Teaching Other (please specify)

Types of sessions:

1. Short Session/ Paper (10 minutes). This format allows for a presentation (including literature review of recent research) on a relevant topic. Short Sessions are oral summaries with occasional references to notes or text which describe and discuss what the presenter is doing or has done. They often include visual aids and handouts.2. Panel (60 minutes). A panel involves both a formal presentation and participant discussion. Panel members generally give 10-15 minute presentation under the guidance of a chairperson who moderates the discussion and summarizes the session at its conclusion. Panel organizers should submit a summary outlining the topic and objectives.3. Demonstration (30 minutes). A demonstration is used for showing rather than telling about a

technique. The presenter’s statement of theory should take no longer than 10 minutes. Often the presenter models teaching techniques, usually has handouts and/or audiovisual aids. The summary should include a brief statement of the central purpose and description of the presentation.4. Workshops (60 minutes). A workshop involves very little lecturing; it mainly emphasizes participation in a carefully structured activity. The leader/leaders work with the group, helping them to solve a problem or develop a specific teaching or research technique. The workshop summary should include a statement of the goal(s), a synopsis of the theory behind it, and a description of the tasks to be performed during the workshop.5. Poster Session. In a poster session, the presenter makes her/his own visual poster of an activity or concept, and then explains it to individuals or small groups during the time the exhibit is on display.

SAMPLE of the article submission:

ON-LINE TOOLS FOR

TEACHING GRAMMAR

Olha Kaprovchuk (Sumy,

Ukraine)

One of the most common challenges

to teaching online is the use of appropriate

technology. Appropriate technology is

technology that doesn't get in the way

when teaching online. Imagine you walk

into the classroom, you have prepared the

lesson, and have the materials ready.

Students are most likely prepared as well.

Teaching online requires the same sort of

planning skills. However, teaching online



also includes technological planning skills.

Here are some of the most important

questions to ask yourself when teaching

online…

References

1. Benz, P. (2001). ‘Webquests, a

Constructivist Approach’.

http://www.ardecol.ac-grenoble.fr/

english/tice/enwebquests.htm

2. Brabbs, P. (2002). ‘Webquests’ English Teaching Professional, issue 24: 39



Call for Submissions:

Dear TESOL members,

On this page we bring to your attention the main rules set for submissions for Teacher Journal and the TESOL-Ukraine Newsletter. Following the requirements you will easily choose the field and format for your article. You will save your time and efforts while preparing it and ensure the best result for it as to be accepted for publication either in the TESOL-Ukraine Newsletter or in any other TESOL International journal. The Editorial Board may suggest the author to send the material for partner’s TESOL-Hawaii Newsletter. You are always welcome in your articles to share research-based practices, to report on practice at all levels and in all contexts that is grounded in theory and has immediate relevancy to practitioners.

In our coming issues of the TESOL-Ukraine Newsletter we plan to open the rubric: English in the 21st Century World: Issues Related to Teaching EFL/English as an International Language.

Book reviews should be between 300 and 500 words and should evaluate books relevant to teacher education practice and theory.

The main requirements to the material submitted:

1. The submission must be original and not a revision or restatement of extant research in the field.

2. The submission must not have been previously published or be under consideration for publication elsewhere.

3. Authors may use British or American spelling, but they must be consistent.4. The authors should submit manuscripts electronically to the Editorial Board of the TESOL-

Ukraine Newsletter. Submissions should be in Microsoft Word or compatible program. Please submit figures, graphs, and other graphic elements in a standard graphic format (e.g., JPEG) or Excel. Tables should be created in Microsoft Word or compatible program.Authors who want to submit video or music files should contact [email protected] for further information.

5. All quoted material must be cited in text and in a reference list.

English in the 21st Century World: Issues Related to Teaching EFL/English as an International Language.

These articles can be related to both students and teachers of English as an International Language and may encompass questions related to the status of English in the context under discussion, policy, practice, and the cultural aspects of language teaching and learning. We expect to have the submissions which will focus on the ways in which English language learners around the world must master language functions that will prepare them for success in a global society whose technology is changing and developing on an almost daily basis. Submissions should discuss these new language demands and how teachers are addressing these demands in their teaching. In addition, submissions may discuss innovative and effective ways that emerging technologies (FaceBook, Wikis, blogs, Skype, etc.) have been incorporated into English language instruction.

The Editorial Board will be thankful to authors of the new rubrics and always welcome the material for our traditional sections of the TESOL-Ukraine Newsletter.


TESOL-UKRAINE€¦ · Web view1) Nominative phraseological units are represented by word-groups,...

Documents

Transcript of TESOL-UKRAINE€¦ · Web view1) Nominative phraseological units are represented by word-groups,...