Elt

The volume is a result of the latest conference in a series of ELT conferences at Purkinye University, Usti nad Labem. It contains submissions by national and international scholars with contributions relevant to applied linguistics and education, ELT methodology, TEFL/TESOL and cultural studies. This volume reflects, on the one hand, the international spectrum of activities, and, on the other, the more locally focused research projects of individuals which are displayed in the various...
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The volume is a result of the latest conference in a series of ELT conferences at Purkinye University, Usti nad Labem. It contains submissions by national and international scholars with contributions relevant to applied linguistics and education, ELT methodology, TEFL/TESOL and cultural studies. This volume reflects, on the one hand, the international spectrum of activities, and, on the other, the more locally focused research projects of individuals which are displayed in the various articles in this volume. Further, this volume represents a comprehensive companion piece to the 2011 volume ELT: Converging Approaches and Challenges, edited by Christoph Haase and Natalia Orlova.The volume contains 18 chapters that are organized in four main sections dedicated to broad fields in ELT. The first, Issues in Grammar Teaching and EAP, starts with a paper by David Newby on his very individual take on a cognitive-communicative grammar. This important contribution sketches a hybrid grammar model with underpinnings in recent findings in cognitive linguistics. The second section, entitled Teaching Expressivity and Culture offers a diverse array of studies that include, among other contributions, a systematic survey of English address forms used by non-native speakers by Josef Nevaril and Blanka Babicka, and a paper on the heterogeneous situation of English and French as competitors in Cameroon by Samuel Atechi. Section number three is the most technical with studies on Methodology, Technology and ELT. This section also spans across all levels of language teaching. In it, Natalia Orlova for example analyzes the self-perception of teachers. The final section collects shorter contributions, including, for example, reflections on a networked teaching of tenses by Stanislava Kaiserova.