This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of th...

the writing skill is often perceived as the most difficult language skill since it requires a higher level of productive language control than other skills (celce-murcia & olshtain, 2000). the present study introduced a discourse-based framework for the teaching of writing on the basis systemic functional linguistics (sfl). to this end, 60 students majoring in teaching english as a foreign ...

This study addresses the restricted attention of critical thinking in Teaching English as a Foreign Language (TEFL) Moroccan high schools, which is one new issues investigated recent times. Many students could not think critically since their instructors implement into instructional practices every day. The primary bjective this inquiry to examine teachers’ attitude towards use classroom. In pa...

To self-present in the EFL classroom is a key productive skill for an learner whether beginner or advanced. self-represent empowerment option student who would rather ward off arbitrary identity attribution judgements. Given critical role played by as host to complicated network of cultural backgrounds, acknowledgment does not have be solely commensurate with curriculum-related obligation discl...