Browsing by Author "Ali, Md. Maksud"

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    Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh
    (CRP, International Islamic University Chittagong, Bangladesh, 2017-12) Ali, Md. Maksud
    This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners
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    The Study of Errors and Feedback in Second Language Acquisition (SLA) Research: Strategies used by the ELT practitioners in Bangladesh to address the errors their students make in learning English
    (CRP, International Islamic University Chittagong, Bangladesh, 2011-12) Ali, Md. Maksud
    The study of errors and feedback is one of the major issues in Second Language Acquisition (SLA) research. The research in this area is so important because it gives the English language teaching (ELT) practitioners an opportunity to have an insight in understanding the nature of learners’ errors and in giving feedback to learners. Following quantitative method, this paper carries out an empirical cross-sectional survey research on errors and feedback in SLA in the context of Bangladesh in order to generalize the way in which the Bangladeshi ELT practitioners view their students’ errors and the ways they correct the errors.