�ݺ�ߣshows by User: parthbbhatt

�ݺ�ߣshows by User: parthbbhatt / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: parthbbhatt / Tue, 23 Aug 2016 03:29:00 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: parthbbhatt SLTE ELT1 UNIT 4 /slideshow/slte-elt1-unit-4/65258711 unit4slte-160823032900
Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991). ]]>
Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991). ]]> Tue, 23 Aug 2016 03:29:00 GMT /slideshow/slte-elt1-unit-4/65258711 parthbbhatt@slideshare.net(parthbbhatt) SLTE ELT1 UNIT 4 parthbbhatt Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/unit4slte-160823032900-thumbnail.jpg?width=120&height=120&fit=bounds" /> Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991).

SLTE ELT1 UNIT 4 from Parth Bhatt

]]> 606 4 https://cdn.slidesharecdn.com/ss_thumbnails/unit4slte-160823032900-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 MA Sem 3, Elt 1: Course Content Division /slideshow/ma-sem-3-elt-1-course-content-division/64927123 sem3elt1coursecontent-160812032457
ELT 1, Semester 3, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University ]]>
ELT 1, Semester 3, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University ]]> Fri, 12 Aug 2016 03:24:57 GMT /slideshow/ma-sem-3-elt-1-course-content-division/64927123 parthbbhatt@slideshare.net(parthbbhatt) MA Sem 3, Elt 1: Course Content Division parthbbhatt ELT 1, Semester 3, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sem3elt1coursecontent-160812032457-thumbnail.jpg?width=120&height=120&fit=bounds" /> ELT 1, Semester 3, Department of English, Maharaja Krishnakumarsinhji Bhavnagar University

MA Sem 3, Elt 1: Course Content Division from Parth Bhatt

]]> 518 2 https://cdn.slidesharecdn.com/ss_thumbnails/sem3elt1coursecontent-160812032457-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 Bilingualism by Agnes Lam /slideshow/bilingualism-by-agnes-lam/64188380 bilingualismbyagneslam-160720043050
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism. ]]>
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism. ]]> Wed, 20 Jul 2016 04:30:50 GMT /slideshow/bilingualism-by-agnes-lam/64188380 parthbbhatt@slideshare.net(parthbbhatt) Bilingualism by Agnes Lam parthbbhatt Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bilingualismbyagneslam-160720043050-thumbnail.jpg?width=120&height=120&fit=bounds" /> Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.

Bilingualism by Agnes Lam from Parth Bhatt

]]> 1845 6 https://cdn.slidesharecdn.com/ss_thumbnails/bilingualismbyagneslam-160720043050-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 Second Language Acquisition by David Nunan /slideshow/second-language-acquisition-by-david-nunan/64010501 slabydavidnunan-160714030507
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.]]>
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.]]> Thu, 14 Jul 2016 03:05:07 GMT /slideshow/second-language-acquisition-by-david-nunan/64010501 parthbbhatt@slideshare.net(parthbbhatt) Second Language Acquisition by David Nunan parthbbhatt The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slabydavidnunan-160714030507-thumbnail.jpg?width=120&height=120&fit=bounds" /> The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.

Second Language Acquisition by David Nunan from Parth Bhatt

]]> 4475 10 https://cdn.slidesharecdn.com/ss_thumbnails/slabydavidnunan-160714030507-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 Intercultural Communication by Claire Kramsch /slideshow/intercultural-communication-by-claire-kramsch/63897233 interculturalcommunicationbyclairekramsch-160711051053
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies how people understand each other across group boundaries of various sorts: national, geographical, ethnic, occupational, class or gender. In the United States it has traditionally been related to the behavioural sciences, psychology and professional business training; in Europe it is mostly associated with anthropology and the language sciences. Researchers generally view intercultural communication as a problem created by differences in behaviours and world views among people who speak different languages and who belong to different cultures. However, these problems may not be very different from those encountered in communication among people who share the same national language and culture.]]>
Intercultural or cross-cultural communication is an interdisciplinary field of research that studies how people understand each other across group boundaries of various sorts: national, geographical, ethnic, occupational, class or gender. In the United States it has traditionally been related to the behavioural sciences, psychology and professional business training; in Europe it is mostly associated with anthropology and the language sciences. Researchers generally view intercultural communication as a problem created by differences in behaviours and world views among people who speak different languages and who belong to different cultures. However, these problems may not be very different from those encountered in communication among people who share the same national language and culture.]]> Mon, 11 Jul 2016 05:10:53 GMT /slideshow/intercultural-communication-by-claire-kramsch/63897233 parthbbhatt@slideshare.net(parthbbhatt) Intercultural Communication by Claire Kramsch parthbbhatt Intercultural or cross-cultural communication is an interdisciplinary field of research that studies how people understand each other across group boundaries of various sorts: national, geographical, ethnic, occupational, class or gender. In the United States it has traditionally been related to the behavioural sciences, psychology and professional business training; in Europe it is mostly associated with anthropology and the language sciences. Researchers generally view intercultural communication as a problem created by differences in behaviours and world views among people who speak different languages and who belong to different cultures. However, these problems may not be very different from those encountered in communication among people who share the same national language and culture. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/interculturalcommunicationbyclairekramsch-160711051053-thumbnail.jpg?width=120&height=120&fit=bounds" /> Intercultural or cross-cultural communication is an interdisciplinary field of research that studies how people understand each other across group boundaries of various sorts: national, geographical, ethnic, occupational, class or gender. In the United States it has traditionally been related to the behavioural sciences, psychology and professional business training; in Europe it is mostly associated with anthropology and the language sciences. Researchers generally view intercultural communication as a problem created by differences in behaviours and world views among people who speak different languages and who belong to different cultures. However, these problems may not be very different from those encountered in communication among people who share the same national language and culture.

Intercultural Communication by Claire Kramsch from Parth Bhatt

]]> 2604 6 https://cdn.slidesharecdn.com/ss_thumbnails/interculturalcommunicationbyclairekramsch-160711051053-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 Specific Purposes by Tony Dudley Evans /slideshow/english-for-specific-purposes-by-tony-dudley-evans/63798695 englishforspecificpurposestonydudley-evans-160707031338
English for specific purposes (ESP) has for about 30 years been a separate branch of English Language Teaching. It has developed its own approaches, materials and methodology and is generally seen as a very active, even 'feisty' movement that has had considerable influence over the more general activities of TESOL and applied linguistics. ESP has always seen itself as materials-driven and as a classroom-based activity concerned with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials production and text analysis rather than with the development of a theory of ESP.]]>
English for specific purposes (ESP) has for about 30 years been a separate branch of English Language Teaching. It has developed its own approaches, materials and methodology and is generally seen as a very active, even 'feisty' movement that has had considerable influence over the more general activities of TESOL and applied linguistics. ESP has always seen itself as materials-driven and as a classroom-based activity concerned with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials production and text analysis rather than with the development of a theory of ESP.]]> Thu, 07 Jul 2016 03:13:38 GMT /slideshow/english-for-specific-purposes-by-tony-dudley-evans/63798695 parthbbhatt@slideshare.net(parthbbhatt) English for Specific Purposes by Tony Dudley Evans parthbbhatt English for specific purposes (ESP) has for about 30 years been a separate branch of English Language Teaching. It has developed its own approaches, materials and methodology and is generally seen as a very active, even 'feisty' movement that has had considerable influence over the more general activities of TESOL and applied linguistics. ESP has always seen itself as materials-driven and as a classroom-based activity concerned with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials production and text analysis rather than with the development of a theory of ESP. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/englishforspecificpurposestonydudley-evans-160707031338-thumbnail.jpg?width=120&height=120&fit=bounds" /> English for specific purposes (ESP) has for about 30 years been a separate branch of English Language Teaching. It has developed its own approaches, materials and methodology and is generally seen as a very active, even 'feisty' movement that has had considerable influence over the more general activities of TESOL and applied linguistics. ESP has always seen itself as materials-driven and as a classroom-based activity concerned with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials production and text analysis rather than with the development of a theory of ESP.

English for Specific Purposes by Tony Dudley Evans from Parth Bhatt

]]> 12604 10 https://cdn.slidesharecdn.com/ss_thumbnails/englishforspecificpurposestonydudley-evans-160707031338-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 Academic Purposes by Liz Hamp-Lyons /slideshow/english-for-academic-purposes-by-liz-hamplyons/63661296 englishforacademicpurposesbylizhamp-lyons-160702045211
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.]]>
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.]]> Sat, 02 Jul 2016 04:52:11 GMT /slideshow/english-for-academic-purposes-by-liz-hamplyons/63661296 parthbbhatt@slideshare.net(parthbbhatt) English for Academic Purposes by Liz Hamp-Lyons parthbbhatt Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/englishforacademicpurposesbylizhamp-lyons-160702045211-thumbnail.jpg?width=120&height=120&fit=bounds" /> Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.

English for Academic Purposes by Liz Hamp-Lyons from Parth Bhatt

]]> 11455 8 https://cdn.slidesharecdn.com/ss_thumbnails/englishforacademicpurposesbylizhamp-lyons-160702045211-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 Teaching English as a Second Language in India Focus on Objectives by Shivendra K. Verma (Central University of Foreign Languages Hydrabad) /slideshow/teaching-english-as-a-second-language-in-india-focus-on-objectives-by-shivendra-k-verma-central-university-of-foreign-languages-hydrabad-63594014/63594014 teachingenglishasasecondlanguageinindiafocusonobjectivesbyshivendrak-160630042504
Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners�� language-learning mechanism.. and more..]]>
Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners�� language-learning mechanism.. and more..]]> Thu, 30 Jun 2016 04:25:03 GMT /slideshow/teaching-english-as-a-second-language-in-india-focus-on-objectives-by-shivendra-k-verma-central-university-of-foreign-languages-hydrabad-63594014/63594014 parthbbhatt@slideshare.net(parthbbhatt) Teaching English as a Second Language in India Focus on Objectives by Shivendra K. Verma (Central University of Foreign Languages Hydrabad) parthbbhatt Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners�� language-learning mechanism.. and more.. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingenglishasasecondlanguageinindiafocusonobjectivesbyshivendrak-160630042504-thumbnail.jpg?width=120&height=120&fit=bounds" /> Role of L1, L2, L3, Foreign Language, Classical Language, Objectives of Teaching English as Second Language in India, Functions of a Language, Languages in a multilingual setting , Teaching, a non unidirectional process, Learners�� language-learning mechanism.. and more..

Teaching English as a Second Language in India Focus on Objectives by Shivendra K. Verma (Central University of Foreign Languages Hydrabad) from Parth Bhatt

]]> 7223 10 https://cdn.slidesharecdn.com/ss_thumbnails/teachingenglishasasecondlanguageinindiafocusonobjectivesbyshivendrak-160630042504-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 Teaching of English: A Plea for Practical Attitude /slideshow/teaching-of-english-a-plea-for-practical-attitude/63555701 teachingofenglishapleaforpracticalattitude-160629071745
English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on..]]>
English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on..]]> Wed, 29 Jun 2016 07:17:45 GMT /slideshow/teaching-of-english-a-plea-for-practical-attitude/63555701 parthbbhatt@slideshare.net(parthbbhatt) Teaching of English: A Plea for Practical Attitude parthbbhatt English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on.. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingofenglishapleaforpracticalattitude-160629071745-thumbnail.jpg?width=120&height=120&fit=bounds" /> English Teaching requires a practical attitude. How teachers should be adaptable to change! How does a teacher should implement a flexible approach to teach English in India, a multilingual nation. This presentation reflects the highlights to improve teacher's approach and make a learning environment more learner centered. Communication and it's importance, role of motivation and so on..

Teaching of English: A Plea for Practical Attitude from Parth Bhatt

]]> 2256 8 https://cdn.slidesharecdn.com/ss_thumbnails/teachingofenglishapleaforpracticalattitude-160629071745-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post

http://activitystrea.ms/schema/1.0/posted

0 Socio-cultural Dimensions of English as a Second Language by Rekha Aslam (University of Delhi) /slideshow/sociocultural-dimensions-of-english-as-a-second-language-by-rekha-aslam-university-of-delhi/63552634 socio-culturaldimensionsofenglishasasecondlanguagebyrekhaaslam-160629050010
The creative exploration of linguistic resources reflect the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creation to idiom, metaphor, symbolism and so on.. ]]>
The creative exploration of linguistic resources reflect the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creation to idiom, metaphor, symbolism and so on.. ]]> Wed, 29 Jun 2016 05:00:10 GMT /slideshow/sociocultural-dimensions-of-english-as-a-second-language-by-rekha-aslam-university-of-delhi/63552634 parthbbhatt@slideshare.net(parthbbhatt) Socio-cultural Dimensions of English as a Second Language by Rekha Aslam (University of Delhi) parthbbhatt The creative exploration of linguistic resources reflect the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creation to idiom, metaphor, symbolism and so on.. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/socio-culturaldimensionsofenglishasasecondlanguagebyrekhaaslam-160629050010-thumbnail.jpg?width=120&height=120&fit=bounds" /> The creative exploration of linguistic resources reflect the values of different socio-cultural traits. The Indian reality is manifested at many levels of language organization from borrowing, lone creation to idiom, metaphor, symbolism and so on..

Socio-cultural Dimensions of English as a Second Language by Rekha Aslam (University of Delhi) from Parth Bhatt

]]> 2717 9 https://cdn.slidesharecdn.com/ss_thumbnails/socio-culturaldimensionsofenglishasasecondlanguagebyrekhaaslam-160629050010-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 Teaching of est in indian conditions by r s sharma /parthbbhatt/teaching-of-est-in-indian-conditions-by-r-s-sharma teachingofestinindianconditionsbyrssharma-160624034945
R. S. Sharma points out the drawbacks of EST in India and suggests the changes for improvisation of EST Teaching in India. This research article offers a scope to study the pitfalls and the limitations of EST in India.]]>
R. S. Sharma points out the drawbacks of EST in India and suggests the changes for improvisation of EST Teaching in India. This research article offers a scope to study the pitfalls and the limitations of EST in India.]]> Fri, 24 Jun 2016 03:49:45 GMT /parthbbhatt/teaching-of-est-in-indian-conditions-by-r-s-sharma parthbbhatt@slideshare.net(parthbbhatt) Teaching of est in indian conditions by r s sharma parthbbhatt R. S. Sharma points out the drawbacks of EST in India and suggests the changes for improvisation of EST Teaching in India. This research article offers a scope to study the pitfalls and the limitations of EST in India. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingofestinindianconditionsbyrssharma-160624034945-thumbnail.jpg?width=120&height=120&fit=bounds" /> R. S. Sharma points out the drawbacks of EST in India and suggests the changes for improvisation of EST Teaching in India. This research article offers a scope to study the pitfalls and the limitations of EST in India.

Teaching of est in indian conditions by r s sharma from Parth Bhatt

]]> 3115 8 https://cdn.slidesharecdn.com/ss_thumbnails/teachingofestinindianconditionsbyrssharma-160624034945-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 M.A. Sem.3 ELT1 Unit 1 Teaching English as 'Second Language' in India by Kapil Kapoor /slideshow/ma-sem3-elt1-unit-1-teaching-english-as-second-languge-in-india-by-kapil-kapoor/63360261 elt1unit1teachingenglishassecondlangugeinindiabykapilkapoor-160623032236
Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor. ]]>
Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor. ]]> Thu, 23 Jun 2016 03:22:36 GMT /slideshow/ma-sem3-elt1-unit-1-teaching-english-as-second-languge-in-india-by-kapil-kapoor/63360261 parthbbhatt@slideshare.net(parthbbhatt) M.A. Sem.3 ELT1 Unit 1 Teaching English as 'Second Language' in India by Kapil Kapoor parthbbhatt Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/elt1unit1teachingenglishassecondlangugeinindiabykapilkapoor-160623032236-thumbnail.jpg?width=120&height=120&fit=bounds" /> Kapil Kapoor, a JNU ELT Scholar, marks the reflections of English Teaching in India as Second Language in this research paper. The presentation is an excerpt from his essay. The essay also reflects socio-political conditions, language movements, and acceptance of English as Second Language (L2) in India, The fundamentals of ELT i.e. L1, L2, L3 and more.. What are the problems of Teaching English in India? What are the possible solutions to those problems? Where do we leg behind in understanding of Teaching English? Kapil Kapoor sarcastically compares the modern language learning with the traditional language learning. Kapil narrates The three language formula and the importance of Methodology in this essay. A wonderful comparison of Western and Indian English Teaching is given by Kapil Kapoor.

M.A. Sem.3 ELT1 Unit 1 Teaching English as 'Second Language' in India by Kapil Kapoor from Parth Bhatt

]]> 4164 10 https://cdn.slidesharecdn.com/ss_thumbnails/elt1unit1teachingenglishassecondlangugeinindiabykapilkapoor-160623032236-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 Ma sem 3 Elt1 Unit 1 Sarasvati and Satan /slideshow/ma-sem-3-elt1-unit-1-sarasvati-and-satan/63317242 masem3elt1unit1sarasvatiandsatan-160622023731
English plays a conflicting double role in India. The presentation is an excerpt from the research paper by E. Annamalai from Central Institute of Indian Languages, Mysore. This presentation is made for academic learning purposes.]]>
English plays a conflicting double role in India. The presentation is an excerpt from the research paper by E. Annamalai from Central Institute of Indian Languages, Mysore. This presentation is made for academic learning purposes.]]> Wed, 22 Jun 2016 02:37:31 GMT /slideshow/ma-sem-3-elt1-unit-1-sarasvati-and-satan/63317242 parthbbhatt@slideshare.net(parthbbhatt) Ma sem 3 Elt1 Unit 1 Sarasvati and Satan parthbbhatt English plays a conflicting double role in India. The presentation is an excerpt from the research paper by E. Annamalai from Central Institute of Indian Languages, Mysore. This presentation is made for academic learning purposes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/masem3elt1unit1sarasvatiandsatan-160622023731-thumbnail.jpg?width=120&height=120&fit=bounds" /> English plays a conflicting double role in India. The presentation is an excerpt from the research paper by E. Annamalai from Central Institute of Indian Languages, Mysore. This presentation is made for academic learning purposes.

Ma sem 3 Elt1 Unit 1 Sarasvati and Satan from Parth Bhatt

]]> 1346 5 https://cdn.slidesharecdn.com/ss_thumbnails/masem3elt1unit1sarasvatiandsatan-160622023731-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 Objective English /slideshow/objective-english/22481587 english-130605043610-phpapp02
Objective English]]>
Objective English]]> Wed, 05 Jun 2013 04:36:10 GMT /slideshow/objective-english/22481587 parthbbhatt@slideshare.net(parthbbhatt) Objective English parthbbhatt Objective English <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/english-130605043610-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Objective English

Objective English from Parth Bhatt

]]> 735 2 https://cdn.slidesharecdn.com/ss_thumbnails/english-130605043610-phpapp02-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 Paper �CXIII: The New Literatures /slideshow/paper-xiii-the-new-literatures/17737496 exploringalternativereligioushistory-130326222729-phpapp01
Exploring Alternative Religious History - The Da Vinci Code]]>
Exploring Alternative Religious History - The Da Vinci Code]]> Tue, 26 Mar 2013 22:27:28 GMT /slideshow/paper-xiii-the-new-literatures/17737496 parthbbhatt@slideshare.net(parthbbhatt) Paper �CXIII: The New Literatures parthbbhatt Exploring Alternative Religious History - The Da Vinci Code <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/exploringalternativereligioushistory-130326222729-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Exploring Alternative Religious History - The Da Vinci Code

Paper �M��III: The New Literatures from Parth Bhatt

]]> 284 4 https://cdn.slidesharecdn.com/ss_thumbnails/exploringalternativereligioushistory-130326222729-phpapp01-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 Paper �CXIV: The African Literature /parthbbhatt/paper-xiv-the-african-literature-17735159 paperxiv-theafricanliterature-130326213752-phpapp01
Chinua Achebe's Use of Language in 'Things Fall Apart']]>
Chinua Achebe's Use of Language in 'Things Fall Apart']]> Tue, 26 Mar 2013 21:37:51 GMT /parthbbhatt/paper-xiv-the-african-literature-17735159 parthbbhatt@slideshare.net(parthbbhatt) Paper �CXIV: The African Literature parthbbhatt Chinua Achebe's Use of Language in 'Things Fall Apart' <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/paperxiv-theafricanliterature-130326213752-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Chinua Achebe's Use of Language in 'Things Fall Apart'

Paper �M��IV: The African Literature from Parth Bhatt

]]> 701 6 https://cdn.slidesharecdn.com/ss_thumbnails/paperxiv-theafricanliterature-130326213752-phpapp01-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 Paper-XV: Mass Communication and Media Studies /slideshow/communication-and-mass-media-17735056/17735056 communicationandmassmedia-130326213420-phpapp02
Misrepresentation of Facts in News]]>
Misrepresentation of Facts in News]]> Tue, 26 Mar 2013 21:34:19 GMT /slideshow/communication-and-mass-media-17735056/17735056 parthbbhatt@slideshare.net(parthbbhatt) Paper-XV: Mass Communication and Media Studies parthbbhatt Misrepresentation of Facts in News <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/communicationandmassmedia-130326213420-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Misrepresentation of Facts in News

Paper-XV: Mass Communication and Media Studies from Parth Bhatt

]]> 1914 9 https://cdn.slidesharecdn.com/ss_thumbnails/communicationandmassmedia-130326213420-phpapp02-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 Paper-XVI �C A: English Language Teaching -2 /slideshow/paperxvi-a-english-language-teaching-2/17716284 learningthroughvideoresources-130326092117-phpapp02
Learning through video resources was a project assigned to a team of students of Maharaja Krishnakumarsinhji Bhavnagar University during DELL Workshop in H. M. Patel Institute of Language Learning.]]>
Learning through video resources was a project assigned to a team of students of Maharaja Krishnakumarsinhji Bhavnagar University during DELL Workshop in H. M. Patel Institute of Language Learning.]]> Tue, 26 Mar 2013 09:21:17 GMT /slideshow/paperxvi-a-english-language-teaching-2/17716284 parthbbhatt@slideshare.net(parthbbhatt) Paper-XVI �C A: English Language Teaching -2 parthbbhatt Learning through video resources was a project assigned to a team of students of Maharaja Krishnakumarsinhji Bhavnagar University during DELL Workshop in H. M. Patel Institute of Language Learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/learningthroughvideoresources-130326092117-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Learning through video resources was a project assigned to a team of students of Maharaja Krishnakumarsinhji Bhavnagar University during DELL Workshop in H. M. Patel Institute of Language Learning.

Paper-XVI �C A: English Language Teaching -2 from Parth Bhatt

]]> 443 7 https://cdn.slidesharecdn.com/ss_thumbnails/learningthroughvideoresources-130326092117-phpapp02-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 Paper 1 The Renaissance Literature /parthbbhatt/paper-1-the-renaissance-literature-14848679 paper1therenaissanceliterature-121023070350-phpapp01
Milton is more popular because of his grand style. In this presentation the theme of Rebellion is presented. Please comment after viewing the presentation. Thanks..]]>
Milton is more popular because of his grand style. In this presentation the theme of Rebellion is presented. Please comment after viewing the presentation. Thanks..]]> Tue, 23 Oct 2012 07:03:47 GMT /parthbbhatt/paper-1-the-renaissance-literature-14848679 parthbbhatt@slideshare.net(parthbbhatt) Paper 1 The Renaissance Literature parthbbhatt Milton is more popular because of his grand style. In this presentation the theme of Rebellion is presented. Please comment after viewing the presentation. Thanks.. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/paper1therenaissanceliterature-121023070350-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Milton is more popular because of his grand style. In this presentation the theme of Rebellion is presented. Please comment after viewing the presentation. Thanks..

Paper 1 The Renaissance Literature from Parth Bhatt

]]> 320 8 https://cdn.slidesharecdn.com/ss_thumbnails/paper1therenaissanceliterature-121023070350-phpapp01-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 Paper 2 The Neoclassical Literature /slideshow/paper-2-the-neoclassical-literature/14848444 paper2theneoclassicalliterature-121023064626-phpapp01
Its a first attempt to rewrite the story of ��Tom Jones��, ��Gulliver��s Travels��, and ��Robinson Crusoe��. Your comments are true source of motivation for me. Please motivate me. Thanks...]]>
Its a first attempt to rewrite the story of ��Tom Jones��, ��Gulliver��s Travels��, and ��Robinson Crusoe��. Your comments are true source of motivation for me. Please motivate me. Thanks...]]> Tue, 23 Oct 2012 06:46:23 GMT /slideshow/paper-2-the-neoclassical-literature/14848444 parthbbhatt@slideshare.net(parthbbhatt) Paper 2 The Neoclassical Literature parthbbhatt Its a first attempt to rewrite the story of ��Tom Jones��, ��Gulliver��s Travels��, and ��Robinson Crusoe��. Your comments are true source of motivation for me. Please motivate me. Thanks... <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/paper2theneoclassicalliterature-121023064626-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Its a first attempt to rewrite the story of ��Tom Jones��, ��Gulliver��s Travels��, and ��Robinson Crusoe��. Your comments are true source of motivation for me. Please motivate me. Thanks...

Paper 2 The Neoclassical Literature from Parth Bhatt

]]> 338 6 https://cdn.slidesharecdn.com/ss_thumbnails/paper2theneoclassicalliterature-121023064626-phpapp01-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-parthbbhatt-48x48.jpg?cb=1720189600 I am a student of Literate and I'm interested in language learning. I'm a die hard fan of Computer Assisted Language Learning (CALL). https://profiles.google.com/102688789521462387507 https://cdn.slidesharecdn.com/ss_thumbnails/unit4slte-160823032900-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/slte-elt1-unit-4/65258711 SLTE ELT1 UNIT 4 https://cdn.slidesharecdn.com/ss_thumbnails/sem3elt1coursecontent-160812032457-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ma-sem-3-elt-1-course-content-division/64927123 MA Sem 3, Elt 1: Cours... https://cdn.slidesharecdn.com/ss_thumbnails/bilingualismbyagneslam-160720043050-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/bilingualism-by-agnes-lam/64188380 Bilingualism by Agnes Lam