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How to Write a Case Study What Is a Case Study? A case study is a puzzle that has to be solved. The first thing to remember about writing a case study is that the case should have a problem for the readers to solve. The case should have enough information in it that readers can understand what the problem is and, after thinking about it and analyzing the information, the readers should be able to come up with a proposed solution. Writing an interesting case study is a bit like writing a detective story. You want to keep your readers very interested in the situation. A good case is more than just a description. It is information arranged in such a way that the reader is put in the same position as the case writer was at the beginning when he or she was faced with a new situation and asked to figure out what was going on. A description, on the other hand, arranges all the information, comes to conclusions, tells the reader everything, and the reader really doesn't have to work very hard. When you write a case, here are some hints on how to do it so that your readers will be challenged, will "experience" the same things you did when you started your investigation, and will have enough information to come to some answers. There are three basic steps in case writing: research, analysis, and the actual writing. You start with research, but even when you reach the writing stage you may find you need to go back and research even more information. The Research Phase: 1. Library and Internet research. Find out what has been written before, and read the important articles about your case site. When you do this, you may find there is an existing problem that needs solving, or you may find that you have to come up an interesting idea that might or might not work at your case site. For example, your case study might be on a national park where there have been so many visitors…...

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...CLASSIFICATION OF TEACHING METHODS IN LANGUAGE (final) A teacher‘s responsibility is not only to say all things in books, he has to convey knowledge in them to students. To do that, the teacher of language has to choose effective and suitable teaching methods. We can classify them into two groups, the former is a deductive approach and the latter is an inductive one. For the deductive approach, we can mention the grammar translation method which appeared from 1800. Through translation exercise into the students‘ mother tongue, the teacher can instruct the student’s grammar and vocabulary deductively. Students are taught to write sentences by imitating the grammar rules which they have read. “They also quickly understand the sentences by translating solely words which are taught through bilingual word lists, dictionary studies, memorization” (Richards & Rodgers, 2001, cited by Zhang, n.d). So “this method focuses on reading and writing skill rather than other skills” (Arthur, 2007). This approach is the oldest one and is excessively teacher-centered (Klapper, 2006). The teacher has to give grammar rules and the meaning of words so that students can learn by heart. The more knowledge the teacher provides, the more knowledge the students get. Although it has many weak points, it is suitable for students who start to study second language. It is the easiest and shortest way to learn new words because students hear the explanation in their native language. The inductive......

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Influence of Gay Language to the English Competencies of Students

...An experience from Brazil. In M. Carroll (Ed.), Developing a New Program or Curriculum for Adults (TESOL Curriculum Development Series). Alexandria, VA: Teachers of English to Speakers of Other Languages. de Almeida Mattos, & Machado A. (1997). Native and non-native teacher: A matter to think over. Forum, 35(1). Retrieved March 29, 2002, from the World Wide Web, http://exchanges.state.gov/forum/vols/vol35/no1/p38.htm de Oliveira, L. C., & Richardson, S. L. (2001). Collaboration between native and nonnative English-speaking educators. The CATESOL Journal, 13(1), 123-134. Dewi, A. (2007). Shifts in NNESTs’ Professional Identity:An Impact of Language and Culture Immersion. Asian EFL Journal, 9 (4). Ding, D. (2000). Another multicultural classroom: Non-native teachers of native students. In T. L. Good & L. B. Warshauer (Eds.), In our own voice: Graduate students teach writing (pp. 146-152). Needham Heights, MA : Allyn & Bacon. Dormer, J. E. (2006). Strength through difference?:  A study of coworker relationships between native English-speaking and nonnative English-speaking teachers in two school sites in Brazil and Indonesia. Unpublished doctoral thesis, Ontario Institute for Studies in Education, University of Toronto. Toronto, Ontario, Canada. Edge, J. (1988). Natives, speakers, and models. JALT Journal, 9(2), 153-157. Eguiguren, A. (2000). Expanding TESOL programs to include a world Englishes perspective. Australian Language Matters, 8(3),......

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...presentation skills development? Chapter 12 in Stewart, T. (Ed), Insights on Teaching Speaking in TESOL, Virginia, USA: TESOL International Publications Inc. Chun, M., 2010. Taking teaching to (performance) task: Linking pedagogical and assessment practices. Change, 42(2): 22-29. 81 International Journal of Education and Practice, 2013, 1(7):75-86 Cianflone, E., 2011. A preliminary description of abstracts and poster presentations in food sciences. English for Specific Purposes World, 10(32). EL- Sakran, T.M. and A. Awad, 2012. Voices from the United Arab Emirates: Engineering graduates’ labour market requisite competencies, International Journal of Engineering Education, 3(2): 105-114. El-Sakran, T.M., D. Prescott and A. Ankit, 2011; 2012; 2013. Business Multi-Disciplinary Projects (BMDPs) in ESP classes to develop workplace communication skills. English for Specific Purposes World, 12(35): 1-41. EL-Sakran, T.M., D. Prescott and M. Mesanovic, 2012; 2013. Contextualizing teamwork in a professional communication course for engineering students. International Journal of Engineering Education, 29(2): 1–11. Ferris, D. and T. Tagg, 1996a. Academic oral communication needs of EAP learners: What subject-matter instructors actually require. TESOL Quarterly, 30(1): 31–58. Ferris, D. and T. Tagg, 1996b. Academic listening / speaking tasks for ESL students: Problems, suggestions, and implications. TESOL Quarterly, 30(2): 297-320. Herrington, J. and R. Oliver, 2000. An......

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...Second Language Acquisition and Second Language Learning Stephen D Krashen University of Southern California Copyright © 1981 Stephen Krashen All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 0-08-025338-5 First internet edition December 2002 i Acknowledgments I would like to thank the following journals and organizations for granting permission to reprint material: Newbury House, the Center for Applied Linguistics, Language Learning, TESOL, the SPEAQ Journal, Academic Press. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are Marina Burt, Earl Stevick, Heidi Dulay, Robin Scarcella, Rosario Gingras, Nathalie Bailey, Carolyn Madden, Georgette Ioup, Linda Galloway, Herbert Seliger, Noel Houck, Judith Robertson, Steven Sternfeld, Batyia Elbaum, Adrian Palmer, John Oller, John Lamendella, Evelyn Hatch, John Schumann, Eugene Brière, Diane Larsen-Freeman, Larry Hyman, Tina Bennet, Ann Fathman, Janet Kayfetz, Ann Peters, Kenji Hakuta, Elinor Ochs, Elaine Andersen, Peter Shaw, and Larry Selinker. I also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S...

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...Microsoft | The Power Relationship between Teachers and Learners in a TESOL context | [Type the document subtitle] | Student 9/6/2013 | Contents Introduction 2 Literature 3 Theories 3 Identity Formation of a Teacher 3 Language and Identity 4 Poststructuralist Perspectives on Identity 5 Positioning 7 Pronunciation factor of learners 7 Culturally relevant pedagogy 9 Conclusion 10 Works Cited 11 Introduction With rise in economic globalisation and information technology, the need for a common language became a necessity for all. It wasn’t possible to trade and have subsidiaries in foreign countries without being able to converse. Now, world has become a global village and IT has further reduced the regional barriers, that is why English came up as a common language to communicate. English became a global language and it became the necessity for every country to be equipped with English performance (Khamkhien, 2010). It has been seen that with the rise of globalization of English language teaching, the total of Non Native English Speaking (NNES) in the US who are graduated in the TESOL teaching programs have increased at a massive rate (Brain, 2004). From the last decade a considerable growth has been observed in the research of NNES and their experiences in school and society. Experts gave their views related to non-native English speaking and its advantages and drawbacks in TESOL, NNESs attitude and their behaviour in classroom,......

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Investment of Esl Educational Business in China

...Economist. Retrieved from http://www.economist.com/node/348342 Anonymous. (2006, April 12). The language business in China: English beginning to be spoken here. The Economist. Retrieved from http://www.economist.com/node/6803197 Boardman, A. E., Greenberg, D. H., Vining, A. R., & Weimer, D. L. (1996). Cost benefit analysis: concepts and practice. Englewood Cliffs, NJ: Prentice Hall. Kam, H. W. (2002). English Language Teaching in East Asia today: an overview. Asia Pacific Journal of Education, 22(2), 1-22. doi:http://dx.doi.org/10.1080/0218879020220203 Matsuda, A. (2003). Incorporating world Englishes in teaching English as an international language. TESOL Quarterly, 37(4), 719-729. Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613. Wonacott, P. (2012, March 7). CIC Wants to Invest More in Emerging Markets. The Wall Street Journal. Retrieved from http://online.wsj.com/article/SB10001424052702304070304577396171982362032.html Worcester State University Intensive English Language Institute (2013). Fees and Cost. Retrieved from http://ieli.worcester.edu/programs/intensive/fees-and-costs/...

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...in school. It was due to their support and perseverance that my siblings and I succeeded in acquiring English. Furthermore, we all went to college and are now professionals. My K-12 education history was demanding but gratifying. Prior Coursework that Prepared You to Teach English Learners I received my undergraduate degree from California State University of Fullerton with a major in child development and a minor in Spanish. Many of the Spanish classes I completed for my minor focused on language acquisition. I obtained my CLAD through the University of Phoenix and my bilingual certification through the University of California in Riverside. I’m currently I am continuing my education to receive my Master’s degree in TESOL education. The TESOL master degree will prepare me to address the needs of ELL students. Your Life and Teaching Experiences Prior to becoming a teacher I worked as a bilingual instructional aide for 3 years. I was responsible for a small group of newcomers and level 1 and 2 students. I worked for a highly qualified group of teachers with a lot of experience in the language acquisition field. They planned lessons for me and I used them with my newcomers. In addition to working with newcomers, I used to administer the CELDT test yearly. Following my bilingual instructional aide experience, I obtained a teaching position in a school that was composed of a large EL population. I was assigned to the Structured English Immersion (SEI) classroom.......

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...theory to the development of effective coaching practice. International Journal of Evidence Based Coaching and Mentoring Vol. 3, No. 1, Spring 2005, 18. Retrieved from http://ijebcm.brookes.ac.uk/documents/vol03issue1-paper-02.pdf LAD – Malone, D. (2012). Theories and Research of Second Language Acquisition. Retrieved from http://www.sil.org/sites/default/files/files/theories_and_research_of_second_language_acquisition.pdf Interaction Hypothesis theory study – Moussa, L. (n.d.) An Investigation of Social Interaction in the Second Language Learning Process: An alternate approach to second language pedagogy in Greece. Retrieved from http://arts.brighton.ac.uk/__data/assets/pdf_file/0004/19741/TLM22-Second-Language-Aquisition-MA-TESOL-University-of-Brighton-Laura-Moussa.pdf...

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Expository Essay

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Is Data-Driven Learning Lead to Better Academic Writing?

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...edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html Harris, R. (2010). Some ideas for motivating students. Last retrieved by January 05 from http://www.virtualsalt.com/motivate.htm Harmer, J. (2003). The practice of English language teaching. Oxford: Longman Karaoglu, S. (2008). Motivating language learners to succeed. Last retrieved by January 01, 2016 from http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-5-issue-2-(june-2008)/motivating-language-learners-to-succeed Littlejohn, A. (1982). Teacherless language learning group: an experiment. Manuscript, University of Lancaster, United Kingdom. Long, Michael H. & Porter Patricia A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, Vol. 19, No. 2, 207-228. Last retrieved by December 03 from: http://links.jstor.org/sici?sici=0039-8322%28198506%2919%3A2%3C207%3AGWITAS%3E2.0.CO%3B2-5 Martine, L. (2006). The advantages and disadvantages of using small group and pair work in the classroom. Himeji Dokkyo University, 2, 35-39 Mattson, D. (2015). Six benefits of teamwork in the workplace. Last retrieved by January 05 from http://www.sandler.com/blog/6-benefits-of-teamwork-in-the-workplace Retter, C. (1980). Teaching children. Great Britain, Loughborough, Leicestershire, 11....

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Qualitative Approaches to Classroom Research

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