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All Journal SAGA: Journal of English Language Teaching and Applied Linguistics Academic Journal Perspective : Education, Language, and Literature
Anthony Porras
St. John Paul II College of Davao
Education Languange, Linguistic, Communication & Media

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EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES Anthony Porras
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 1 (2020): February 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (350.178 KB) | DOI: 10.21460/saga.2020.11.7

Abstract

The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.
Exploring the genre of undergraduate teacher education acknowledgments Anthony Porras
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.992 KB) | DOI: 10.33603/perspective.v7i1.1838

Abstract

Genre-based studies in various disciplines have continuously flourished throughout the years. Despite this proliferation, local studies dealing with the acknowledgment section of the undergraduate theses tend to be premature most specifically in the field of Teacher Education (TE). The study aimed to analyze, through the presence of moves, the overall structure of the thirty (30) randomly sampled undergraduate acknowledgments from the field of TE using Hyland’s model. The findings revealed that the undergraduate acknowledgment structure was comprised of Thanking Move which is the most pervasive move, followed by the Reflecting Move. Though the Announcing Move was notpresent, one unique move, which is Thanking God, appeared to be dominating in the corpus. It is suggested for future studies to increase the number of the corpus in order to yield more interesting results and explore the socio-cultural aspect of the investigated genre.
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