Anu Upadhaya
Simon Fraser University, Languages, Cultures, and Literacies, Graduate Student
- The English and Foreign Languages University, English Langauge Education, Graduate Studentadd
- Gender and education, Gender Equality, Women and Gender Studies, Gender Issues and Women Empowerment, Gender and Ethnicity, Intersectionality and Social Inequality, and 4 moreGirls Education, Literacy programmes for rural women, Teaching English As A Foreign Language, and Equity and Social Justice in Higher Educationedit
- I am currently a PhD student at Simon Fraser University, Canda.I did my MPhil degree from The English and Foreign Languages University, India and an M.Ed from Tribhuvan University, Nepal.edit
Research Interests:
The need for integrating spoken grammar in the Nepalese ELT course and material design | NELTA ELT Forum... more
The need for integrating spoken grammar in the Nepalese ELT course and material design | NELTA ELT Forum https://neltaeltforum.wordpress.com/2017/10/02/the-need-for-integrating-spoken-grammar-in-the-nepalese-elt-course-and-material-design/ 1/7 NELTA ELT Forum NELTA ELT Forum is an official e-zine of Nepal English Language Teachers' Association (NELTA) which works for the professional development of English teachers and teacher educators. With the aim of disseminating the contextual and global issues of ELT, it has incepted the blog where a team of editors will be liaising with ELT professionals and echo the noble voices to it. Abstract It is likely that many non-native speakers of English, especially from expanding circle countries, use almost the same form of English in both spoken and wriien communication. Although this does not prove their lack of competence in the language, it hinders fluency and natural flow of communication in conversational seeings. This indicates a need for assimilating spoken grammar in ELT course and materials. This article deals with the Nepalese ELT context and argues for the relevance of incorporating spoken grammar into the existing Nepalese ELT courses, which may help Nepalese learners of English to communicate naturally with beeer fluency and accuracy in spoken discourse.
Research Interests:
'Intervention' in language teaching has been used for the past few decades so as to improve and help problematic classroom situations. The dictionary meaning of the term is a process 'to become involved in a situation in order to improve... more
'Intervention' in language teaching has been used for the past few decades so as to improve and help problematic classroom situations. The dictionary meaning of the term is a process 'to become involved in a situation in order to improve or help it' (Oxford Advanced Learners' Dictionary). When the term is applied to language teaching, it is generally taken as a process uyand/or a set of services designed by language teaching professionals either to prevent false learning or to enhance the problematic teaching-learning situations through the means of classroom research. This paper proposes an intervention that is designed to help EFL learners develop their reading comprehension skills through Think-Aloud Approach. The present intervention is dedicated to the struggling undergraduate readers of Tribhuvan University to enhance their reading skills and drive positive motivation towards learning language rather than reading language. Introduction 'Intervention' in language teaching has been used for the past few decades so as to improve and help problematic classroom situations. The dictionary meaning of the term is a process 'to become involved in a situation in order to improve or help it' (Oxford Advanced Learners' Dictionary). When the term is applied to language teaching, it is generally taken as a process uyand/or a set of services designed by language teaching professionals either to prevent false learning or to enhance the problematic teaching-learning situations through the means of classroom research. This paper proposes an intervention that is designed to help EFL learners develop their reading comprehension skills through Think-Aloud Approach.
Research Interests:
The rise of English as a global lingua franca and the increasing use of it into the multilingual and multicultural contexts appears to be further indexing a number of new issues. These issues include from the discussion of its ownership –... more
The rise of English as a global lingua franca and the increasing use of it into the multilingual and multicultural contexts appears to be further indexing a number of new issues. These issues include from the discussion of its ownership – that it is no longer only the language of native speakers of it, as statistically non-native speakers make up 75 per cent of all English users (Crystal, 2003) - to establishing Englishes in different outer and expanding circles as distinct varieties rather than erroneous forms. Some forms that Indian speakers of English use are considered erroneous forms according to the inner circle variety, albeit they do not breakdown the communication. Therefore, this article examines the present role of English as an international language that incorporates consideration to legitimate non-native varieties rather than erroneous forms. It also introduces historical background of Indian English and supports Indian English as a distinct variety as evidenced by localization and indigenization. Finally, the article reviews the resulting pedagogical implications, i.e. the issues that English language teachers in India need to take into consideration while designing and delivering ESL lessons.