cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
TEFLIN Journal: A publication on the teaching and learning of English
Published by Association of Teachers of English as a Foreign Language in Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The Journal of International Commercial Law and Technology (JICLT) is a peer-reviewed free open-access scholarly journal dedicated to furthering the understanding of international commercial law and technology. It is published by the International Association of IT Lawyers (IAITL). The journal is a quarterly publication in online formats. By publishing on-line, a scholar’s research is made available more quickly and is available to those who do not have access to a well stocked research library. Submitted articles are reviewed anonymously and are subjected to a rigorous editorial process. The journal aims to stimulate research and become a major publication which will provide an opportunity for academics, practitioners and consultants from different backgrounds to discuss the significant legal developments in commercial law and diverse aspects of information technology. We invite authors to submit original manuscripts for consideration ranging from full articles to book reviews.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue " Vol 16, No 1 (2005)" : 8 Documents clear
Linguistic Relativity, Cultural Relativity, and Foreign Language Teaching Ahmad Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Every language is assumed to be unique, structurally and culturally. Taking this neo-Bloomfieldian assumption at the outset, this paper first points out the inadequacy of sentence grammars for foreign language teaching. Toward this end, the paper further argues for the necessity of understanding linguistic and cultural relativity. Linguistic relativity, or better known as the Sapir-Whorf hypothesis, suggests that the way we perceive and categorize reality is partly determined by the language we speak; and cultural relativity implies that verbalization of concepts in a particular language is often culturally conditioned. As related to the field of foreign language teaching, relativity across languages and cultures presupposes contrastive analysis in a very broad sense. Thus pointing out differences in language structures and cultural conventions should lead students to better acquisition of linguistic and cultural sensitivity.
Cross-Cultural Communication: Linguistic and Cultural Dimensions – Implications for the Language Classroom Gloria Poedjosoedarmo
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Differences in cultural perspectives can be one of several pos­sible causes for communication breakdowns in cross-cultural communica­tion. This paper will attempt to classify possible causes for communica­tion breakdown and explore sorts of knowledge and skills students need to avoid these situations, as well as classroom activities that can develop the needed knowledge and skills.
English Language Teaching Materials and Cross-Cultural Understanding: Are There Bridges or Divides? Jayakaran Mukundan
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: English Language Teaching (ELT) materials can contribute immensely to cross-cultural understanding in the emerging globalised and borderless world. This is because there are common denominators present when materials are used in the teaching of the language across borders. An attempt to teach a language, for instance, must also consider the ways or the contexts in which it is used. Thus language cannot be detached from culture. The textbook or coursebook has been "standard equipment" for teachers for decades, maybe centuries. However the culture of the tar-get language has hardly ever been associated with the learning of the lan­guage within textbooks. This paper discusses the importance in which the essential elements of language and communication and culture in text-books contribute towards language competency and cross-cultural under-standing. The writer also discusses the relevance and the importance of the awareness of the connections between language and cross-cultural un­derstanding amongst curriculum developers and materials developers and users.
Incorporating Culture into Listening Comprehension Through Presentation of Movies Kusumarasdyati Kusumarasdyati
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to vari­ous pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages: previewing, viewing and postviewing. In the previewing stage, learners read a brief description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize themselves with the main characters. Next, the learners view the movies---either with or without any subtitles—and while doing so they are supposed to answer several questions in written form. Finally, the learners are engaged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sensitizing them to the target culture, which is an inseparable aspect of language learning.
Strategic Competence: Bridging The Cross-Cultural Communication Lila Musyanda
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The writer of this article is interested in examining the strategic competence, i.e., the ability to solve communication problems an inade­quate command of the linguistic and sociocultural code because it, can contribute to the development of an overall communicative competence. The concept of strategic competence is within the general framework of interlanguage development. The article describes two basic types of communication strategies: reduction and achievement, concentrating par­ticularly on the use of achievement strategies at the discourse level for English learners to manage a communication across culture appropriately.
EFL Teachers Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education Nenden Sri Lengkanawati
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This is a report of a study which was intended to respond to criticism of the English Curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in compet­ing with those from other nations. The study tried to portray EFL teach­ers competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the chal­lenge of the implementation of the 2004 English Curriculum and its im­plication for teacher education. The data concerning teachers proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-equivalent test, while the writing skill was gained through a writing test. Interviews were used to gather information concerning prob­lems faced by the teachers in the implementation of and their perception on the new curriculum. The data were then analyzed, described, and in­terpreted analytically. It was found that the qualification of the majority of the teachers was not yet at a level of presumably sufficient to imple­ment the 2004 curriculum successfully.
English for Non English Departments at Brawijaya University: How Essential? Indah Winarni
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: For years, English has been a compulsary subject for the stu­dents of non-English departments (henceforth English for SNED). The success of English for SNED at the tertiary level of education has largely been questioned due to various constraints in all levels of its operation. Related to the large resources involved, overall evaluation is necessary. This can be started with analysis of needs, which, in a large organization like university, should be done in two stages (Coleman, 1988). While the present study does not pretend that it could be regarded as Colemans first stage of needs analysis, it would offer a significant contribution to such an undertaking. Carried out in Brawijaya University, this study was aimed at describing, through a set of questionnaires, the perception of graduates, English instructors and subject lecturers on (1) the aim of English for SNED, and (2) the role of references written in English in the level of study programs. As previous studies suggested, conflicting aims of Eng­lish for SNED in the perception of respondents were identified. This study delienated four different groups with regards to the use of references written in English in the level of study programs.
Globalization and the de-Anglicization of English Gillian Perrett
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 1 (2005)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: With the development of globalization cultural issues associ­ated with TEFL are inevitably being transformed. In the modern world peoples were grouped within nations and communicated in speech com­munities largely within their own countries; communication outside the boundaries of the national speech community was not the norm for the majority of people. In the post-modern world the position of these vertical boundaries is changing to horizontal and an upper stratum of society (wherever it is located) is able, with computer technology, to communi­cate relatively freely across national boarders. The lingua franca of this communication is English. It is not the English of any particular country and it is developing new cultural norms, especially in the electronic me­dia. In one stratum professional functions dominate and electronic usage closely reflects familiar print genres. In other strata more interpersonal functions occur and at the same time the language is moving away from old standard forms; this is most apparent in email and chat room dis­course. Teachers have to shift from traditional notions of culture and situation and embrace the new electronic forms, finding ways to help their students participate fully in the new intercultural situation.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2005 2005


Reset
Filter By Issues
All Issue Vol 25, No 2 (2014) Vol 25, No 1 (2014) Vol 24, No 2 (2013) Vol 24, No 1 (2013) Vol 23, No 2 (2012) Vol 23, No 1 (2012) Vol 22, No 2 (2011) Vol 22, No 1 (2011) Vol 21, No 2 (2010) Vol 21, No 1 (2010) Vol 20, No 2 (2009) Vol 20, No 1 (2009) Vol 19, No 2 (2008) Vol 19, No 1 (2008) Vol 18, No 2 (2007) Vol 18, No 1 (2007) Vol 17, No 2 (2006) Vol 17, No 1 (2006) Vol 16, No 2 (2005) Vol 16, No 1 (2005) Vol 15, No 2 (2004) Vol 15, No 1 (2004) Vol 14, No 2 (2003) Vol 14, No 1 (2003) Vol 13, No 2 (2002) Vol 13, No 1 (2002) Vol 12, No 2 (2001) Vol 12, No 1 (2001) Vol 11, No 1 (2000) Vol 10, No 1 (1999) Vol 9, No 1 (1998) Vol 8, No 1 (1997) More Issue