ºÝºÝߣshows by User: ASMMustafizur / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: ASMMustafizur / Thu, 27 Jul 2017 17:01:32 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: ASMMustafizur Why Grammar should be Investigated in New Englishes? /slideshow/why-grammar-should-be-investigated-in-new-englishes/78318245 mustafiz-grammarinnewenglishes-170727170132
Why Grammar should be Investigated in New Englishes? This slide will help you to understand the grammar of new Englishes comparing with British English and American English. ]]>
Why Grammar should be Investigated in New Englishes? This slide will help you to understand the grammar of new Englishes comparing with British English and American English. ]]> Thu, 27 Jul 2017 17:01:32 GMT /slideshow/why-grammar-should-be-investigated-in-new-englishes/78318245 ASMMustafizur@slideshare.net(ASMMustafizur) Why Grammar should be Investigated in New Englishes? ASMMustafizur Why Grammar should be Investigated in New Englishes? This slide will help you to understand the grammar of new Englishes comparing with British English and American English. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mustafiz-grammarinnewenglishes-170727170132-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Why Grammar should be Investigated in New Englishes? This slide will help you to understand the grammar of new Englishes comparing with British English and American English.
Why Grammar should be Investigated in New Englishes? from ASM Mustafizur Rahman
]]> 479 2 https://cdn.slidesharecdn.com/ss_thumbnails/mustafiz-grammarinnewenglishes-170727170132-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 English For Today - Class 9 [Unit 3, Lesson 6: Pahela Boishakh] /slideshow/english-for-today-class-9-unit-3-lesson-6-pahela-boishakh/75736224 englishfortoday-classixunit3-lesson6pahelaboishakh-170506162138
This content is made for the simulation class at B.Ed program but it will help the teachers to take a class effectively on Pahela Boishakh. After completing the lesson, learners will be able to 1. talk about Pahela Boishakh. 2. read, comprehend and summarise text. 3. ask and answer questions. 4. write about their cultural and religious festivals. 5. use vocabulary: traditional, ethnic, festive, procession.]]>
This content is made for the simulation class at B.Ed program but it will help the teachers to take a class effectively on Pahela Boishakh. After completing the lesson, learners will be able to 1. talk about Pahela Boishakh. 2. read, comprehend and summarise text. 3. ask and answer questions. 4. write about their cultural and religious festivals. 5. use vocabulary: traditional, ethnic, festive, procession.]]> Sat, 06 May 2017 16:21:38 GMT /slideshow/english-for-today-class-9-unit-3-lesson-6-pahela-boishakh/75736224 ASMMustafizur@slideshare.net(ASMMustafizur) English For Today - Class 9 [Unit 3, Lesson 6: Pahela Boishakh] ASMMustafizur This content is made for the simulation class at B.Ed program but it will help the teachers to take a class effectively on Pahela Boishakh. After completing the lesson, learners will be able to 1. talk about Pahela Boishakh. 2. read, comprehend and summarise text. 3. ask and answer questions. 4. write about their cultural and religious festivals. 5. use vocabulary: traditional, ethnic, festive, procession. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/englishfortoday-classixunit3-lesson6pahelaboishakh-170506162138-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This content is made for the simulation class at B.Ed program but it will help the teachers to take a class effectively on Pahela Boishakh. After completing the lesson, learners will be able to 1. talk about Pahela Boishakh. 2. read, comprehend and summarise text. 3. ask and answer questions. 4. write about their cultural and religious festivals. 5. use vocabulary: traditional, ethnic, festive, procession.
English For Today - Class 9 [Unit 3, Lesson 6: Pahela Boishakh] from ASM Mustafizur Rahman
]]> 9880 5 https://cdn.slidesharecdn.com/ss_thumbnails/englishfortoday-classixunit3-lesson6pahelaboishakh-170506162138-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Professional Communication: Email Correspondence /slideshow/professional-communication-email-correspondence/71826294 professionalcommunication-presentation-170206183359
In this presentation, we have discussed about the importance of email, structure and procedure, style and guidelines as well as security and precautions for using email. ]]>
In this presentation, we have discussed about the importance of email, structure and procedure, style and guidelines as well as security and precautions for using email. ]]> Mon, 06 Feb 2017 18:33:59 GMT /slideshow/professional-communication-email-correspondence/71826294 ASMMustafizur@slideshare.net(ASMMustafizur) Professional Communication: Email Correspondence ASMMustafizur In this presentation, we have discussed about the importance of email, structure and procedure, style and guidelines as well as security and precautions for using email. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/professionalcommunication-presentation-170206183359-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In this presentation, we have discussed about the importance of email, structure and procedure, style and guidelines as well as security and precautions for using email.
Professional Communication: Email Correspondence from ASM Mustafizur Rahman
]]> 1869 4 https://cdn.slidesharecdn.com/ss_thumbnails/professionalcommunication-presentation-170206183359-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teachers' and Students' Attitudes Toward Error Correction in L2 Writing /slideshow/teachers-and-students-attitudes-toward-error-correction-in-l2-writing/71248461 teachersandstudentsattitudestowarderrorcorrectioninl2writing-170121174433
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers. Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.]]>
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers. Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.]]> Sat, 21 Jan 2017 17:44:33 GMT /slideshow/teachers-and-students-attitudes-toward-error-correction-in-l2-writing/71248461 ASMMustafizur@slideshare.net(ASMMustafizur) Teachers' and Students' Attitudes Toward Error Correction in L2 Writing ASMMustafizur Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers. Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachersandstudentsattitudestowarderrorcorrectioninl2writing-170121174433-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers. Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Teachers' and Students' Attitudes Toward Error Correction in L2 Writing from ASM Mustafizur Rahman
]]> 1401 7 https://cdn.slidesharecdn.com/ss_thumbnails/teachersandstudentsattitudestowarderrorcorrectioninl2writing-170121174433-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Investigating Differences in the Reading Processes of Advanced and Intermediate Readers /slideshow/investigating-differences-in-the-reading-processes-of-advanced-and-intermediate-readers/64410857 investigatingdifferencesinthereadingprocessesofadvancedandintermediatereaders-160726200626
This study investigates the differences between advanced and intermediate readers, focusing on the reading process of Japanese EFL students at the university level. A reading test was conducted among English learners with advanced and intermediate reading skills, with three people in each respective group. Subsequently, interviews were held to determine how the participants had read the English texts. The results of a qualitative analysis of this interview data revealed three differences between the reading processes of the advanced and intermediate readers. The first difference concerned vocabulary size (larger in the advanced group), while the second concerned their knowledge of syntactic structures: the advanced group was sufficiently knowledgeable about sentence structures to understand the material, but the intermediate group was not, and therefore sometimes made mistakes in understanding the sentences. The third difference involved automaticity: the advanced group was able to carry out lower-level reading processing nearly automatically, while the intermediate group could not. These findings indicate that to improve reading skills, it is not only necessary to increase vocabulary size, but to also build up learners’ knowledge of sentence structures.]]>
This study investigates the differences between advanced and intermediate readers, focusing on the reading process of Japanese EFL students at the university level. A reading test was conducted among English learners with advanced and intermediate reading skills, with three people in each respective group. Subsequently, interviews were held to determine how the participants had read the English texts. The results of a qualitative analysis of this interview data revealed three differences between the reading processes of the advanced and intermediate readers. The first difference concerned vocabulary size (larger in the advanced group), while the second concerned their knowledge of syntactic structures: the advanced group was sufficiently knowledgeable about sentence structures to understand the material, but the intermediate group was not, and therefore sometimes made mistakes in understanding the sentences. The third difference involved automaticity: the advanced group was able to carry out lower-level reading processing nearly automatically, while the intermediate group could not. These findings indicate that to improve reading skills, it is not only necessary to increase vocabulary size, but to also build up learners’ knowledge of sentence structures.]]> Tue, 26 Jul 2016 20:06:26 GMT /slideshow/investigating-differences-in-the-reading-processes-of-advanced-and-intermediate-readers/64410857 ASMMustafizur@slideshare.net(ASMMustafizur) Investigating Differences in the Reading Processes of Advanced and Intermediate Readers ASMMustafizur This study investigates the differences between advanced and intermediate readers, focusing on the reading process of Japanese EFL students at the university level. A reading test was conducted among English learners with advanced and intermediate reading skills, with three people in each respective group. Subsequently, interviews were held to determine how the participants had read the English texts. The results of a qualitative analysis of this interview data revealed three differences between the reading processes of the advanced and intermediate readers. The first difference concerned vocabulary size (larger in the advanced group), while the second concerned their knowledge of syntactic structures: the advanced group was sufficiently knowledgeable about sentence structures to understand the material, but the intermediate group was not, and therefore sometimes made mistakes in understanding the sentences. The third difference involved automaticity: the advanced group was able to carry out lower-level reading processing nearly automatically, while the intermediate group could not. These findings indicate that to improve reading skills, it is not only necessary to increase vocabulary size, but to also build up learners’ knowledge of sentence structures. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/investigatingdifferencesinthereadingprocessesofadvancedandintermediatereaders-160726200626-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This study investigates the differences between advanced and intermediate readers, focusing on the reading process of Japanese EFL students at the university level. A reading test was conducted among English learners with advanced and intermediate reading skills, with three people in each respective group. Subsequently, interviews were held to determine how the participants had read the English texts. The results of a qualitative analysis of this interview data revealed three differences between the reading processes of the advanced and intermediate readers. The first difference concerned vocabulary size (larger in the advanced group), while the second concerned their knowledge of syntactic structures: the advanced group was sufficiently knowledgeable about sentence structures to understand the material, but the intermediate group was not, and therefore sometimes made mistakes in understanding the sentences. The third difference involved automaticity: the advanced group was able to carry out lower-level reading processing nearly automatically, while the intermediate group could not. These findings indicate that to improve reading skills, it is not only necessary to increase vocabulary size, but to also build up learners’ knowledge of sentence structures.
Investigating Differences in the Reading Processes of Advanced and Intermediate Readers from ASM Mustafizur Rahman
]]> 175 4 https://cdn.slidesharecdn.com/ss_thumbnails/investigatingdifferencesinthereadingprocessesofadvancedandintermediatereaders-160726200626-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Presentation on Code Switching /slideshow/presentation-on-code-switching-60267258/60267258 code-switchingpresentation-160331072343
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts. Here, we have tried to present all things based on English and Bengali language.]]>
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts. Here, we have tried to present all things based on English and Bengali language.]]> Thu, 31 Mar 2016 07:23:43 GMT /slideshow/presentation-on-code-switching-60267258/60267258 ASMMustafizur@slideshare.net(ASMMustafizur) Presentation on Code Switching ASMMustafizur Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts. Here, we have tried to present all things based on English and Bengali language. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/code-switchingpresentation-160331072343-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts. Here, we have tried to present all things based on English and Bengali language.
Presentation on Code Switching from ASM Mustafizur Rahman
]]> 29161 13 https://cdn.slidesharecdn.com/ss_thumbnails/code-switchingpresentation-160331072343-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-ASMMustafizur-48x48.jpg?cb=1700654748 ASM Mustafizur Rahman is formally known as Mohammad Mustafizur Rahman currently pursuing MEd in Language Education at the Institute of Education and Research (IER), University of Dhaka. He has completed MA in ELT, BA (Hons.) in English and Bachelor of Education (BEd). He has worked as a Resource Teacher (English) of Secondary Education Sector Investment Program (SESIP) under the Ministry of Education (MoE), Bangladesh. Moreover, he worked as a part time teacher of English at Motijheel Government Boys' High School, Dhaka. His research interest includes education in rural context, teacher education, technology in education and sociolinguistics. www.mustafizur.net/ https://cdn.slidesharecdn.com/ss_thumbnails/mustafiz-grammarinnewenglishes-170727170132-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/why-grammar-should-be-investigated-in-new-englishes/78318245 Why Grammar should be ... https://cdn.slidesharecdn.com/ss_thumbnails/englishfortoday-classixunit3-lesson6pahelaboishakh-170506162138-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/english-for-today-class-9-unit-3-lesson-6-pahela-boishakh/75736224 English For Today - Cl... https://cdn.slidesharecdn.com/ss_thumbnails/professionalcommunication-presentation-170206183359-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/professional-communication-email-correspondence/71826294 Professional Communica...