Searching for coherence in language teaching: the issue of teaching competencies

OpenAIRE

Carlos Rico Troncoso

2011-01-01

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field....

Technology in Language Use, Language Teaching, and Language Learning

Science.gov (United States)

Chun, Dorothy; Smith, Bryan; Kern, Richard

2016-01-01

This article offers a capacious view of technology to suggest broad principles relating technology and language use, language teaching, and language learning. The first part of the article considers some of the ways that technological media influence contexts and forms of expression and communication. In the second part, a set of heuristic…

The Language; his study and his teaching

Directory of Open Access Journals (Sweden)

Álvaro William Santiago Galvis

2007-01-01

Full Text Available This text talks about language and its relationship with language teaching. In which the concept of language is characterized by presenting an overall vision of some language schools; the applied linguistics current issues and, finally, it makes a reflection about the language teaching process.

Paradigm Shift in Language Teaching and Language Teacher Education

Directory of Open Access Journals (Sweden)

Elaine Ferreira do Vale Borges

2014-11-01

Full Text Available In this article, I intend to conduct a short literature review and discussion about paradigm shift in language teaching and language teacher education from Cartesian to the complexity paradigm. For that, I use the Kuhnian notion of scientific revolution to present a short compilation of works related to paradigm shift in different sciences, including psychology, linguistics and, more emphatically, applied linguistics. The main proposal is to show the evolutions of paradigm shift in language and social sciences and its impact on the emergence of the complexity paradigm in language teaching and language teacher education fields.

Language Teaching and Its Contexts

Science.gov (United States)

Byram, Michael

2013-01-01

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners…

Resources and Resourcefulness in Language Teaching and Learning

African Journals Online (AJOL)

Attempts will be made in this paper to examine what we mean by language, language teaching and learning, resources and resourcefulness in language teaching and learning and the benefit of teachers being resourceful in language teaching and learning to both the learners, the teachers, the society and the nation at ...

Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

Science.gov (United States)

Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

2013-01-01

Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

Culture in Foreign Language Teaching

Science.gov (United States)

Kramsch, Claire

2013-01-01

In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…

Teaching language teachers scaffolding professional learning

CERN Document Server

Maggioli, Gabriel Diaz

2012-01-01

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

First Language Acquisition and Teaching

Science.gov (United States)

Cruz-Ferreira, Madalena

2011-01-01

"First language acquisition" commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child's natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. "First language teaching" concerns schooling in…

Culture Input in Foreign Language Teaching

Institute of Scientific and Technical Information of China (English)

胡晶

2009-01-01

Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.

FOREIGN LANGUAGE TEACHING WITH AUGMENTED REALITY APPLICATION

OpenAIRE

GÜNDOĞMUŞ, Niyazi; ORHAN, Gökhan; ŞAHIN, İsmail

2016-01-01

One of the main aims in Foreign Language Teaching is to actualize naturaland entertaining educational environment. Foreign Language Teaching Activitiesshould stress on motivational goals furthering interests and motivation oflearners and minimizing their anxiety in language teaching activities. So as toadopt that, these activities should be designed to incite students’ interests,curiosity and include some diverse alternatives from school textbooks tohandheld technological devices and other el...

THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

OpenAIRE

Zulfiya SAHIN

2014-01-01

The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a f...

Foreign Language Teaching and Cultural Identity.

Science.gov (United States)

Nasr, Raja T., Ed.; And Others

A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…

Current Approaches to the Teaching of Foreign Languages.

Science.gov (United States)

Barrett, Martin T.; And Others

Five papers presented at a language conference are compiled in this report. They include: (1) "Le Francais au Pot-Pourri," or "Adapting the 'Open-Classroom' to the Teaching of Foreign Languages," (2) "We Can Teach Anyone to Speak French," (3) "The Use of Puppetry in the Teaching of Foreign Languages," (4) "A New Perspective for Integrated Foreign…

Using Scripting Languages to Teach Programming

OpenAIRE

Syropoulos, Apostolos; Stavrianos, Athanasios

2014-01-01

Nowadays, scripting programming languages like Python, Perl and Ruby are widely used in system programming, scientific computing, etc. Although solving a particular problem in these languages requires less time, less programming effort, and less concepts to be taught to achieve the desired goal, still they are not used as teaching tools. Therefore, the use of scripting languages as a teaching vehicle for programming course is very promising. On the other hand, GUI programming, when performed ...

Teaching foreign language during adaptation process to European Union

Directory of Open Access Journals (Sweden)

Hidayet TOK

2008-06-01

Full Text Available In this study, we aimed to give information about language teaching in EU and Turkey which started negotiations for being full member in EU. Language teaching in both EU countries and in Turkey is studied comparatively in respect of some variables. These variables are: the age at which pupils are first taught foreign languages as a compulsory subject; the number of language taught during compulsory education, using “ CLIL” type provision in education; percentage distribution of all pupils according to the number of foreign languages learnt in primary and secondary education; percentage of all pupils in primary and secondary education who are learning English, German and/or French; relative priority given to the aims associated with the four major skills in curricula for compulsory foreign languages in full-time compulsory education; the minimum number of hours recommended for teaching foreign languages as a compulsory subject during a notional year in primary and secondary education; minimum number of hours recommended for teaching the first foreign language as a compulsory subject in a notional year in full-time compulsory general education and number of years spent for teaching; the proportion of minimum total time prescribed for the teaching of foreign languages as a compulsory subject, as a percentage of total teaching time in primary and fulltime compulsory general secondary education; and regulations or recommendations regarding maximum class sizes for foreign languages in primary education. In the end of this study, there are regulations and recommendations about teaching foreign languages which are foreseen to be implemented in the adaptation process of EU.

Sociokultural Context in Teaching Lithuanianas a Second Language

Directory of Open Access Journals (Sweden)

Vaida Buivydienė

2011-04-01

Full Text Available As Lithuania joined European Union (EU, there is an opportunity to reach a higher level of scientific know-ledge. Therefore, it is extremely important to use all chances in communicating with international programs like Socrates and Erasmus. These programs provide ability to strengthen not only professional competence, but also foreign language skills and understanding different cultures. Every year students and teachers come to universities of Lithuania, so there must exist the best circumstances to achieve cultural, educational and linguistic experience. A lot of foreign students in Lithuania choose to study the Lithuanian language. Therefore it is important to organize the studies of the Lithuanian language in a way that it would be interesting and useful.The survey has showat students that come under Socrates Erasmus student exchange programme should be introduced to cultural awareness and competencies rather than to grammar patterns. There should be more emphasis on teaching functional language. The Lithuanian language teachers faced with the lack of modern course books for foreign students that would cater the needs of those students, teaching functional language and introducing to socio cultural issues. Therefore there is a strong demand to compile and publish a new updated and modern textbook for the Lithuanian language learners.Modern language teaching is the way to socio cultural awareness and teaching cultural values. Teaching culture is one of the most important aspects of the Lithuanian language teaching in modern and open society.

Study of the Relationship between Cultural differences and Language teaching

Institute of Scientific and Technical Information of China (English)

孟庆瑜

2014-01-01

Language is an important part of culture,each language belong to a certain culture.Language and culture are interdependent from each other.So,language teaching must be concerned with teaching the culture which it belongs to.Language teaching should pay more attention to the cultural differences.

Evaluation of the Grammar Teaching Process by Using the Methods Used in Turkish Language Teaching as a Foreign Language: A Case Study

Science.gov (United States)

Öztürk, Basak Karakoç

2018-01-01

The preferred methods for the success of foreign language teaching and the reflection of these methods on the teaching process are very important. Since approaches and methods in language teaching enable the teacher to use different techniques in his/her lectures, they provide a more effective teaching process. The methodology in teaching the…

The Employment of Pop Culture in Middle School English Language Teaching

Institute of Scientific and Technical Information of China (English)

杨才英

2007-01-01

Nowadays,culture teaching is more emphasized in language teaching. But less attention is paid to the influence of pop culture in language teaching. The important role of pop culture in middle school English language teaching will be discussed in this thesis through its correlation with some factors in English language teaching.

New generation - new methods of foreign language teaching

OpenAIRE

KAPPAS A.ZH.

2017-01-01

Nowadays, there is a need to fit into a world increasingly globalized, in which communication and foreign languages have more importance than some years ago. The English language is the language of international communication. Present day English is the simplest adaptation of a very old language and yet it is still difficult to teach this language effectively, especially to those who speak English as a second or even third language. Teaching only the rules is found to be boring by most studen...

The Didactics of Foreign Language Teaching with Multimedia

NARCIS (Netherlands)

Kanselaar, G.

1993-01-01

The way computers are used in foreign language teaching reflects teachers’ ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT’S English. In this program, different types of exercises

English Language Teachers' Perceptions on Knowing and Applying Contemporary Language Teaching Techniques

Science.gov (United States)

Sucuoglu, Esen

2017-01-01

The aim of this study is to determine the perceptions of English language teachers teaching at a preparatory school in relation to their knowing and applying contemporary language teaching techniques in their lessons. An investigation was conducted of 21 English language teachers at a preparatory school in North Cyprus. The SPSS statistical…

TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

Directory of Open Access Journals (Sweden)

Ioana Claudia Horea

2014-12-01

Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

HASAN COŞKUN

2015-09-01

Full Text Available The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment, the nature and method of central examinations (multiple choice and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.

Making a Difference: Language Teaching for Intercultural and International Dialogue

Science.gov (United States)

Byram, Michael; Wagner, Manuela

2018-01-01

Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as…

Axiological Significance of Historical Pedagogic Expertise of Foreign Language Teaching

Directory of Open Access Journals (Sweden)

M. V. Bulygina

2012-01-01

Full Text Available The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society. 

The Diffusion of Innovation in Language Teaching.

Science.gov (United States)

Markee, Numa

1992-01-01

The last 20 years in applied linguistics have seen the evolution of the communicative approach in language teaching and the development of a number of language teaching innovations. Investigating the problems associated with implementing these innovations is essential. Frameworks for evaluating and tracking the diffusion of innovations are…

FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

Directory of Open Access Journals (Sweden)

Abdel Rahim Hamid Mugaddam

2012-07-01

Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

Grammatical terminology for the teaching of African languages at ...

African Journals Online (AJOL)

The article addresses the question of the elaboration and modernisation of African languages to enable them to be used as language media for the teaching of African languages, particularly grammar. Whereas all institutions at tertiary level of education have undergone a paradigm shift from teaching African languages in ...

Tasks for Integrating Language and Culture Teaching

Science.gov (United States)

Neff, Peter; Rucynski, John, Jr.

2013-01-01

This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language…

The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

Directory of Open Access Journals (Sweden)

Mazlina Baharudin

2016-06-01

Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students

TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

Directory of Open Access Journals (Sweden)

I Made Purna Wijaya

2015-11-01

Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

Minority Language Teaching

NARCIS (Netherlands)

Monique Turkenburg

2001-01-01

Original title: Onderwijs in alochtone levende talen. At the request of the Dutch Ministry of Education, Culture and Science, an exploratory study was carried out of minority Language teaching for primary school pupils. This exploratory study in seven municipalities not only shows the way in

Language Models and the Teaching of English Language to Secondary School Students in Cameroon

Science.gov (United States)

Ntongieh, Njwe Amah Eyovi

2016-01-01

This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

Teachers' understanding of the communicative language teaching ...

African Journals Online (AJOL)

Teachers' understanding of the communicative language teaching approach: The case of English language teachers in Thohoyandou. ... with CLT theories and practice. Keywords: communicative competence, approach versus method, Grammar translation method, direct method, first additional language, second language ...

Sources, Developments and Directions of Task-Based Language Teaching

Science.gov (United States)

Bygate, Martin

2016-01-01

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position…

Communicative Language Teaching in Second Language Class

Institute of Scientific and Technical Information of China (English)

Xiao Juan

2010-01-01

IntroductionReturn the class to the students and let the students be the masters of the class.This is what I have changed during the last three years in my class.I have been using Communicative Language Teaching method instead of Grammar Translation method.In the Grammar Translation method, students only study grammar and learn lists of words and then translate what they have learned into Chinese.In the classroom,the teacher uses the students' first language to explain the grammar and vocabulary in the text and then helps the students to translate it.This method is based on the idea that language is made up of words and that language changes according to the grammar rules.

Linguistics, pedagogy and teaching of the language

Directory of Open Access Journals (Sweden)

Álvaro William Santiago Galvis

2005-02-01

Full Text Available This article tackles the relationship that exists between linguistics and pedagogy with regards to pedagocical language practices. From this relationship, the approach that has been given to practical native language teaching can be determined as well as characterized. Finally, the paper provides reasons for the communicational approach to teaching spanish.   

Probing Language Teacher Accountability in Utilizing Self-developed Language Teaching Resources

Directory of Open Access Journals (Sweden)

Marjan Vosoughi

2018-03-01

Full Text Available This study was aimed at recognizing constraints on the way of some Iranian language teachers' utilization of self-developed, localized, English language teaching resources. To this aim, three sets of teacher variables on pedagogical and personal accounts were examined including Language teachers' experience (novice/experienced, their educational level (BA/MA/PhD and their gender. Data were collected in two phases. In the first phase, through stratified sampling, some eighty-three volunteering, English language teachers (Male and Female, who were indulged in the Iranian Ministry of Education (MoE, university settings (public and private and language institutes were randomly selected.  Teachers’ responses to a validated researcher-made questionnaire on language teacher curriculum autonomy revealed an overall significant Multiple R with F (3, 80 =.88, (0.04 but each individual above-cited predictors could not significantly predict teacher curriculum autonomy score. In the second phase for triangulation aims, three above-cited teacher variables were mapped over the insights gained through written interview sessions with some fourteen English language teachers.  Language teachers' self-reported 'challenges' and 'opportunities' for using self-developed language teaching resources for class use were content analyzed. It became evident that teaching experience was mystified in some respects in terms of its influence over interviewed teachers since diverse intentions on the part of the language teachers in this research might have deterred them not to use their full potential over using their own materials in class. Possible reasons for this situation have been fully discussed in the end.

Teaching in a foreign language

DEFF Research Database (Denmark)

Preisler, Bent

2008-01-01

to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties......The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact...... of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching...

GENERAL ASPECTS OF NLP IN TEACHING LANGUAGES

Directory of Open Access Journals (Sweden)

Clementina Niţă

2011-11-01

Full Text Available This article is focus on NLP as a tool helping to improve personal excellence in teaching languages. NLP states that learning begins in the students’ frame of reference and thus, it is important for teachers to increase their interpersonal skills and ability to recognize it. A map of how language operates is drawn by the Meta Model - a tool for a fuller understanding of what people say -, which deals with the concepts of surface structure and deep structure. The meta programs deal with deletions, distortions and generalisations which appear in language during communication. Establish rapport is a helpful method to create favourable teaching atmosphere and humanising teaching is a way to improve students’ performance.

The Metapedagogic Function of Language: Language for Language Teaching (Cases from the Nepalese Context)

Science.gov (United States)

Poudel, Kamal Kumar

2017-01-01

The metalingual (also called "metalinguistic") function of language is a well-discussed concept in the literature of functional linguistics. It is often conceived as a purpose in which language is used to define or talk about language itself. Similarly, the purpose in which language is used for teaching in general is explained as the…

Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language.

Science.gov (United States)

Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K

1991-01-01

Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.

Implications of Hegel's Theories of Language on Second Language Teaching

Science.gov (United States)

Wu, Manfred

2016-01-01

This article explores the implications of Hegel's theories of language on second language (L2) teaching. Three among the various concepts in Hegel's theories of language are selected. They are the crucial role of intersubjectivity; the primacy of the spoken over the written form; and the importance of the training of form or grammar. Applying…

Teaching culture in the Japanese language classroom: A NSW case study

Directory of Open Access Journals (Sweden)

Caroline Mahoney

2009-12-01

Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their culture teaching.

Cross-Language Mediation in Foreign Language Teaching and Testing

Science.gov (United States)

Stathopoulou, Maria

2015-01-01

This book contributes to the growing field of foreign language teaching and testing by shedding light on mediation between languages. Stathopoulou offers an empirically-grounded definition of mediation as a form of translanguaging and offers tools and methods for further research in multilingual testing. The book explores what cross-language…

Linguistic Corpora and Language Teaching.

Science.gov (United States)

Murison-Bowie, Simon

1996-01-01

Examines issues raised by corpus linguistics concerning the description of language. The article argues that it is necessary to start from correct descriptions of linguistic units and the contexts in which they occur. Corpus linguistics has joined with language teaching by sharing a recognition of the importance of a larger, schematic view of…

Teaching Statistics in Language Testing Courses

Science.gov (United States)

Brown, James Dean

2013-01-01

The purpose of this article is to examine the literature on teaching statistics for useful ideas that teachers of language testing courses can draw on and incorporate into their teaching toolkits as they see fit. To those ends, the article addresses eight questions: What is known generally about teaching statistics? Why are students so anxious…

Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review.

Science.gov (United States)

Sparks, R L; Miller, K S

2000-01-01

An overview of multisensory structured language (MSL) techniques used to teach a foreign language to at-risk students is outlined. Research supporting the use of MSL techniques is reviewed. Specific activities using the MSL approach to teach the phonology/orthography, grammar and vocabulary of the foreign language as well as reading and communicative activities in the foreign language are presented.

Improving Efficiency of Teaching the Tatar Language to a Foreign Audience

Science.gov (United States)

Abdullazyanovich, Yusupov Ruzal; Hanipovna, Aydarova Svetlana; Kamilovna, Sagdieva Ramilya; Faritovna, Harisova Gulnaz

2015-01-01

In the article we consider the state of teaching the Tatar language in Russian schools as one of the two official languages in the Republic of Tatarstan, we reveal reasons for teaching inefficiency of this language in schools, and give recommendations aimed at improving the effectiveness of teaching of the Tatar language, improving teaching…

Culture in teaching English as an international language in CLT curriculum

Institute of Scientific and Technical Information of China (English)

韩笑晨

2017-01-01

This thesis explored the role of culture in EIL teaching on the basis of CLT contexts by reviewing plentiful previous studies. Generally speaking, this thesis emphasized the relationship between language and culture, the necessity and importance of culture teaching in language teaching, what kind of culture should be included in cultural content for culture teaching and challenges of culture teaching in EIL teaching as well. In a word, Culture is correlated with language. Culture teaching plays a significant role in EIL teaching. In culture teaching, not only the target culture, but also various cultures related to EIL learners' daily life should be included.

Creativity in foreign language teaching

Directory of Open Access Journals (Sweden)

Monika Ševečková

2016-09-01

Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

Inter-functional influence of culture and language during the process of foreign language teaching of teenagers

Directory of Open Access Journals (Sweden)

Ergeshali kyzy A.

2017-01-01

Full Text Available this article describes some theoretical tasks of multicultural education of teenagers in foreign language teaching. The work also has analyzed inter-functional influence of the language and culture in the process of foreign language teaching.

Culture and Language Teaching through Media

Science.gov (United States)

Tanriverdi, Belgin; Apak, Ozlem

2008-01-01

The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past two decades. ESL students whose success in a new environment is conditioned not only by their mastery of the new language, but also, and…

TECHNOLOGICAL APPROACH TO TEACHING FOREIGN LANGUAGES IN TECHNICAL UNIVERSITIES

Directory of Open Access Journals (Sweden)

Mariia Kuts

2016-11-01

Full Text Available Modern learning foreign languages is based on a humanistic paradigm. The realization of the possibility of such activity researches consider in implementation of technological approach in educational process. The scientists connect the optimal and qualitative realization of this activity with the implementation of education technology into learning process. Modern studies are focused on questions of implementation of technological approach into teaching foreign languages. It is thought to allow to achieve guaranteed minimal level of learning results. At the same time there are some incompletely studied aspects such as content of pedagogical technologies, their conceptual and procedural characteristics, approaches to classification. In the article the essence of technological approach is revealed, the communicatively focused technologies of teaching foreign languages in non-linguistic universities are concretized. The interpretation of technological approach is given; characteristics and attributes in teaching foreign languages are selected. It is noticed that technological approach is social and engineering ideology in the sphere of didactics according to which teaching process is considered to be a completely designed process with strictly planned and fixed results (M. Klarin. In the article it is emphasized on feasibility and efficiency of technological approach while teaching foreign languages, the degree of its integration in educational process is defined. The communication-oriented technologies, based on a communicative method of E. Passov, are allocated as the most optimum. It is shown the communication-oriented technologies go beyond the conceptual idea of modelling in teaching process of real foreign-language communication, and their procedural component and contents are founded on certain principles. The most commonly used technologies of teaching foreign languages are classified as technologies of modernization and technologies of

Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements

Science.gov (United States)

Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir

2017-01-01

The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…

English Language Teaching Profile: Sweden.

Science.gov (United States)

British Council, London (England). English-Teaching Information Centre.

This profile in outline form of the English language teaching situation in Sweden discusses the role of English within Swedish society and within the Swedish educational system. The status of English as the principal foreign language since 1945 for use in business, the media and tourism is pointed out. The system of English instruction in the…

Collaborative Teaching from English Language Instructors' Perspectives

Science.gov (United States)

Tasdemir, Hanife; Yildirim, Tugba

2017-01-01

Collaborative teaching, a significant concept in the field of English language teaching, involves teachers in sharing expertise, decision-making, lesson delivery, and assessment. It is a common practice for instructors in many schools and universities where English is taught as a foreign/second language (EFL/ESL) in intensive programs or…

TEACHING ALGORITHMIZATION AND PROGRAMMING USING PYTHON LANGUAGE

Directory of Open Access Journals (Sweden)

M. Lvov

2014-07-01

Full Text Available The article describes requirements to educational programming languages and considers the use of Python as the first programming language. The issues of introduction of this programming language into teaching and replacing Pascal by Python are examined. The advantages of such approach are regarded. The comparison of popular programming languages is represented from the point of view of their convenience of use for teaching algorithmization and programming. Python supports lots of programming paradigms: structural, object-oriented, functional, imperative and aspect-oriented, and learning can be started without any preparation. There is one more advantage of the language: all algorithms are written easily and structurally in Python. Therefore, due to all mentioned above, it is possible to affirm that Python pretends to become a decent replacement for educational programming language PASCAL both at schools and on the first courses of higher education establishments.

The Semiotic Approach and Language Teaching and Learning

Directory of Open Access Journals (Sweden)

Müfit Şenel

2007-04-01

Full Text Available This study investigates the relation of the Foreign Language Teaching with the SemioticApproach that gains more importance recently and tries to explain how this concept has beenused as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learnerroles, strong-weak sides, types of activities, etc. have been handled.

A Study of Formulaic Language in Traditional Greek Tales and Its Cultural Implications in Language Teaching

Directory of Open Access Journals (Sweden)

Smaragda PAPADOPOULOU

2016-01-01

Full Text Available In our study we examine teaching mother tongue through faire and folk tales from the perspectives of recognizing clichés in fairy tales and myths, idiomatic phrases which work as morals, proverbs and very specific phrases of traditional tales’. We suggest that formulaic language can be involved in children’s language games at school and become a methodological tool for innovative approaches in Language and Teaching especially at the primary education. We search the sources from Greek traditional tales that could serve as teaching material for this option of teaching formulaic language in mother tongue. Cultural and geographical implications of the examples applied are noted as a suggestion for further discussion.

Cooperative learning in the teaching of foreign language

OpenAIRE

Zíková, Johana

2017-01-01

This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...

Cultural Diversity in English Language Teaching: Learners' Voices

Science.gov (United States)

Chinh, Nguyen Duc

2013-01-01

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

Digital Games in Language Learnıng and Teachıng

Directory of Open Access Journals (Sweden)

Buse Pekdemir

2017-02-01

Except these criticism, the book is quite useful to get some terms related to digital game- based language learning and teaching. Besides, its language pretty understandable to read even though they have lots of terminological information. So it doesn’t take a lot of time to read it. With all of these contents, the book can be considered as a good resource for investigating digital game-based language learning and teaching and it can be used for teaching some certain materials to the learners who are seeking for a good structured language teaching digital games.

Multimedia Products as Basis of New Teaching Organisation (Within Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Dobrinka Toteva

2014-05-01

Full Text Available University foreign language lecturers need to equalize prior language competence and expand students’ knowledge and skills. The existing teaching approaches prove insufficient, which is a reason to search for new and change the old ones. The development of learning skills using ICT extends basic information channels and thus stimulates the acquisition of new competences. When IT-assisted learning is used in cooperative environment, students gain more knowledge and retain it better. This article is based on practical experience in multimedia product development and study of international attempts to achieve identical teaching goals and turn products into good teaching materials.

Meaning and direction in foreign language teaching

Directory of Open Access Journals (Sweden)

Luis Carlos Estrada Naranjo

2005-02-01

Full Text Available This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.

Snapshots of Language and Literature Teaching in Denmark and England

Science.gov (United States)

Kelly, Peter; Dorf, Hans

2016-01-01

To illustrate differences in lower secondary-level language and literature teaching, we contrast a typical teaching episode in Denmark with one in England. Both reflect the dominant discourses in each country alongside recent policy initiatives, and each exemplifies a different orientation to language and literature teaching focussing on…

Stakeholders' Perceptions of Language Variation, English Language Teaching and Language Use: The Case of Hong Kong

Science.gov (United States)

Chan, Jim Yee Him

2017-01-01

This study examines Hong Kong major stakeholders' (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire…

Cultivating Bilingual Learners' Language Arts Knowledge: A Framework for Successful Teaching

Science.gov (United States)

Almaguer, Isela; Esquierdo, J. Joy

2013-01-01

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an…

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

Science.gov (United States)

Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

2013-01-01

Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

More than Numbers: Teaching ELLs Mathematical Language in Primary Grades

Science.gov (United States)

Sistla, Michelle; Feng, Jay

2014-01-01

Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…

Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers

Directory of Open Access Journals (Sweden)

Sedighe Jalili Kalangestani

2017-01-01

Full Text Available The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants.  The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80 = .83, p < .05, 2. There was also a statistically significant relationship between the language teaching conscience and the language proficiency of Iranian EFL teachers, rs(80 = .59, p < .05. And finally, there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, rs(80 = .52, p < .05. Teacher trainers, researchers in teacher education, and language teachers can benefit from the findings of this study.

Technology and English Language Teaching (ELT)

Science.gov (United States)

Kazzemi, Akram; Narafshan, Mehry Haddad

2014-01-01

This paper is a try to investigate the attitudes of English language university teachers in Kerman (Iran) toward computer technology and find the hidden factors that make university teachers avoid using technology in English language teaching. 30 university teachers participated in this study. A questionnaire and semi-structured interview were…

The Motivational Dimension of Language Teaching

Science.gov (United States)

Lamb, Martin

2017-01-01

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and…

The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

Science.gov (United States)

Baharudin, Mazlina; Ikhsan, Siti Ajar

2016-01-01

The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…

A Note on Internationalisation, Internationalism and Language Teaching and Learning

Science.gov (United States)

Byram, Michael

2012-01-01

In the editorial of "The Language Learning Journal" of July 2011, readers' attention is drawn to the decline in language teaching and learning in British schools and universities, and to the attempt of the British Academy to promote language teaching against this decline. The British Academy paper makes seven recommendations of which the…

The Cultural Dimensions of Language Teaching and Learning

DEFF Research Database (Denmark)

Risager, Karen

2011-01-01

Language teaching and learning has many different cultural dimensions, and over the years more and more of these have been the subject of research. The first dimension to be explored was that of content: the images of target language countries and the world that were offered in textbooks...... and presented in class. The next dimension was that of the learner: the (inter)cultural learning, competence and identity of the learner or subject. The next dimension was context: the situation and role of language teaching and learning in society and in the world....

The Use of Anime in Teaching Japanese as a Foreign Language

Directory of Open Access Journals (Sweden)

Chan Yee Han

2017-04-01

Full Text Available The study of popular culture is now becoming an emerging research area within the field of education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in teaching Japanese as a Foreign Language (JFL classroom. This paper attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classroom. By introducing the teaching idea of using anime in a Japanese language classroom, the present study is hoped to be able to encourage more Japanese language teacher to consider seriously about the use of anime in teaching JFL.

Task-based Language Teaching and Text Types in Teaching Writing Using Communicative Approach

Directory of Open Access Journals (Sweden)

Riyana Sari Ni Nyoman

2018-01-01

Full Text Available One of the most important language competencies in teaching learning process is writing. The present study focused on investigating the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency at SMP N 2 Kediri viewed from text types(i.e. descriptive, recount, and narrative. To analyze the data, the design of the experimental study was posttest-only comparison groups by involving 60 students that were selected as the sample of the study through cluster random design. The sample’s post tests were assessed by using analytical scoring rubric. The data were then analyzed by using One-way ANOVA and the post hoc test was done by computing Multiple Comparison using Tukey HSD Test. The result showed that there was significant difference of the effect of communicative approach with task-based language teaching and communicative approach on the students’ writing competency. These findings are expected to give contribution in teaching English, particularly writing.

LINGUISTICS AND SECOND LANGUAGE TEACHING: AN ...

African Journals Online (AJOL)

The relationship between linguistics and second language teaching has always been a controversial one. Many linguists have argued that linguistics has nothing to say to the teacher. Sampson (1980, p.10), for example, says: ·"1 do not believe that linguistics has any contribution to make to the teaching of English or the.

Contribution of Bilingualism in Language Teaching

Science.gov (United States)

Sipra, Muhammad Aslam

2013-01-01

This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students' communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design…

Prospective Foreign Language Teachers' Preference of Teaching Methods for the Language Acquisition Course in Turkish Higher Education

Science.gov (United States)

GüvendIr, Emre

2013-01-01

Considering the significance of taking student preferences into account while organizing teaching practices, the current study explores which teaching method prospective foreign language teachers mostly prefer their teacher to use in the language acquisition course. A teaching methods evaluation form that includes six commonly used teaching…

Teaching Adaptability of Object-Oriented Programming Language Curriculum

Science.gov (United States)

Zhu, Xiao-dong

2012-01-01

The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…

Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

Directory of Open Access Journals (Sweden)

Asha Khare

2011-01-01

Full Text Available India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What children learn can affect their later success or failure in school, work, and their personal lives. As such, the school teachers need to improve their own English language skills if they are teaching without any previous English language training. This paper throws light on the communicative approach of English language teaching. It introduces the Certificate in Teaching of English (CTE programme of the Indira Gandhi National Open University (IGNOU and outlines the syllabus and the methods used by the university to impart English Language Teaching skills to the elementary/secondary school teachers through this programme with the objective to enhance teacher’s understanding of  the learners and their learning process.

Teaching social skills in the language classroom | Venter | Journal ...

African Journals Online (AJOL)

Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...

Teaching English as a Language Not Subject by Employing Formative Assessment

Science.gov (United States)

Chandio, Muhammad Tufail; Jafferi, Saima

2015-01-01

English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional…

The Role of Irish Language Teaching: Cultural Identity Formation or Language Revitalization?

Science.gov (United States)

Slatinská, Anna; Pecníková, Jana

2017-01-01

The focal point of the article is Irish language teaching in the Republic of Ireland. Firstly, we deal with the most significant documents where the status of the Irish language is being defined. In this respect, for the purposes of analysis, we have chosen the document titled "20 Year Strategy for the Irish language" which plays a…

Language Teaching across the Digital Divide

Science.gov (United States)

Eamer, Allyson

This paper is an exploration of the reflexive relationships between language teaching, social justice and online networking. The overlapping objectives among these three pursuits are considered in the argument for the use of videoconferencing technology in virtual language classrooms for the purpose of revitalizing fossilized languages (in diasporic communities) and endangered languages (in aboriginal communities). The virtual classroom allows for a levelling of the playing field in that the absence of a shared physical space can potentially reduce the weight of cultural and linguistic hegemony. The capacity of the internet to overcome challenges of time and distance means that language speakers and learners in disparate locations can meet in real time to ensure a language's survival.

Teaching and Learning Language as Culture

Institute of Scientific and Technical Information of China (English)

刘朝晖

2007-01-01

It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

Science.gov (United States)

Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

Becoming a Do-it-yourself Designer of English Language Teaching Materials

Directory of Open Access Journals (Sweden)

Mark Wyatt

2011-01-01

Full Text Available Many language teachers around the world design materials to supplement those they are provided with to address the needs of the learners in their particular context. This is a task which requires practical knowledge of various kinds relating to learners and language learning, teaching and materials design. However, while there is a growing body of research into the practical knowledge of language teachers, little of this is longitudinal and there is a lack of research into how teachers develop as materials designers. This article focuses on one teacher's growth as a DIY (do-it-yourself designer of English language teaching materials during an in-service BA TESOL (teaching English to speakers of other languages programme in the Middle East. Using qualitative case study methodology, I follow the teacher's development over three years, exploring changes in ideas and teaching practices. Implications for in-service language teacher education are discussed. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101334

Teachers’ competences in the foreign language teaching/learning process

Directory of Open Access Journals (Sweden)

Douglas Altamiro Consolo

2012-10-01

Full Text Available In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001, Philippe Perrenoud (2000, Edgar Morin (2003, Maurice Tardif (2002 and Almeida Filho (1999, providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Learner motivation in teaching and learning Chinese as a foreign language

DEFF Research Database (Denmark)

Ruan, Youjin

-centred method, such as task-based teaching and learning or a method inspired by problem-based learning, can be employed as a motivating methodology to provide a supportive environment for language and culture learning (i.e., Chinese language and culture learning), particularly in an intercultural (or Danish......This PhD study explores the influence of teaching and learning methods on learner motivation in teaching Chinese as a foreign language in an intercultural (or Danish) context and illustrates how the learners are motivated to learn Chinese language and culture through task-based teaching...... and learning in a student-centred learning environment. Both qualitative and mixed methods approaches have been employed to examine learner motivation and the effects of certain teaching and learning methods (i.e. student-centred methods) in a given context. The findings have shown that a student...

The multiple intelligence theory for the teaching of languages

Directory of Open Access Journals (Sweden)

María Encarnación Carrillo García

2014-05-01

Full Text Available In the following essay we analyse the Multiple Intelligence Theory of Howard Gardner focus on the teaching of languages, in order to describe its main points, such us: its description; the types of intelligences explained in it; and the activities, that some authors describe, for developing this theory in the teaching and learning language context.

Accounting for Difference and Diversity in Language Teaching and Learning in Colombia

Directory of Open Access Journals (Sweden)

Fernay Cruz-Arcila

2013-04-01

Full Text Available This article calls for locally grounded approaches to the teaching of foreign languages in Colombia, in an attempt to recognize difference, diversity and heterogeneity. To that end, I first present a critical review of how traditional language teaching methods fail to offer a comprehensive accountability for the sort of multifarious cultural, ethnic, economic, and ideological factors that influence language learning and teaching. The review also considers the current historical moment in Colombia in which a nation-wide linguistic policy is being implemented. Second, there is a clear reference to the Post method Pedagogy in which principles such as particularity, practicality and possibility offer an alternative view to the language teaching enterprise. Third, I highlight the value of having glocal educational perspectives for foreign language teaching (FLT in the context of post method pedagogies. Finally, this reflection underlines the importance of research in general and action research in particular, to propose locally sensitive teaching actions as discussed throughout the paper.

The origins of language in teaching.

Science.gov (United States)

Laland, Kevin N

2017-02-01

I introduce seven criteria for determining the validity of competing theories for the original function of language. I go on to present a novel explanation that meets all the criteria: language originally evolved to teach kin. I suggest that the use of symbols subsequently generated evolutionary feedback at two levels, in the form of self-modified selection pressures that favored structures in the mind that functioned to manipulate and use symbols with efficiency, and cultural selection on languages for learnability.

Science &Language Teaching in Hands-on Education

Science.gov (United States)

Gehlert, Sylvia

2002-01-01

As announced in the paper presented in Toulouse, a trinational teacher training program addressing school teachers from France, Germany and Italy on teaching foreign languages together with science and history through Space related projects has been implemented and launched successfully. Supported by the French Ministry of Education (Académie de Nice), the bigovernmental French-German Youth Office (Office franco- allemand pour la Jeunesse) and the European Space Agency the first session was held in Cannes in October 2001 and brought together 36 language, science and history teachers, 12 from each country. Through different workshops, presentations and visits this five-day training encounter initiated the participants with Space activities and exploration as well as offering them back-up information on astronomy. It gave them furthermore the opportunity of improving their linguistic skills and of exchanging their teaching experience. The program was highly welcomed by all the participants who will meet this year in Germany for the second session devoted to establishing together bi- or trinational projects for future class encounters based on the same subjects. My paper will deal with the results of the program which have been beyond expectation and will encourage us to continue this pluridisciplinary approach of language &science teaching and extend it to other language combinations.

Teaching Monologue Type of Language in a Technical University

Directory of Open Access Journals (Sweden)

Aleksandras Velička

2011-04-01

Full Text Available The article deals with a very urgent issue of the methods of teaching foreign languages – teaching monologue type of language in a technical university. The author analyses psychological and linguistic aspects of monologue as a subject of teaching and what could influence scientifically motivated selection of teaching methods. There are three stages of teaching monologue. They comprise the ability to speak monologue as well as the process of gaining the skills – from elementary to intermediate and advanced. The article presents a number of recommendations for practice. The main principles of the article are based on the author‘s practical experience in the teaching process as well as on the analysis of scientific data in the field. The findings could be useful for practice and theory in the field.

The Simpsons: Translation and language teaching in an EFL class

Directory of Open Access Journals (Sweden)

Elisabetta Pavan

2013-10-01

Full Text Available My point of departure for this paper is that translation, so long neglected in foreign language teaching, can not only improve students’ linguistic competences in both a foreign language and their mother tongue, but also their awareness of cultural and intercultural elements. It is a widespread popular assumption, among those not involved in language teaching, that linguistic competences are the key to learning a language and to communicating in a foreign language; consequently, they assume that translation ought to play a major role in the study of a foreign language. Indeed, late 20th century theories of language teaching, apart from the grammar-translation method, have largely ignored or criticized the role of translation. I will focus on a translation course I taught to a class of a year three Italian undergraduate students studying foreign languages, and discuss the advantages of using translation to improve students’ linguistic competences, in their mother tongue and in the foreign language, and to develop their intercultural communicative competences and their cultural (Bassnett, 2002, 2007 and intercultural awareness (Kramsch, 1993, 1998. The translated text was taken from The Simpsons, season 21, episode 16.

Communicative English Language Teaching in Egypt: Classroom Practice and Challenges

Science.gov (United States)

Ibrahim, Mona Kamal; Ibrahim, Yehia A.

2017-01-01

Following a "mixed methods" approach, this research is designed to examine whether teaching English as a foreign language (EFL) in Egypt's public schools matches the communicative English language teaching (CELT) approach. Qualitative and quantitative data were collected from 50 classroom observations, 100 questionnaire responses from…

Teaching Object-Oriented Programming is more than teaching Object-Oriented Programming Languages

DEFF Research Database (Denmark)

Knudsen, Jørgen Lindskov; Madsen, Ole Lehrmann

1988-01-01

the research area gives additional insight into the research area and its underlying theoretical foundation. In this paper we will report on our approach to teaching programming languages as a whole and especially teaching object-oriented programming. The prime message to be told is that working from...... a theoretical foundation pays off. Without a theoretical foundation, the discussions are often centered around features of different languages. With a foundation, discussions may be conducted on solid pound. Furthermore, the students have significantly fewer difficulties in grasping the concrete programming...

Teaching English as a Language not Subject by Employing Formative Assessment

Directory of Open Access Journals (Sweden)

Muhammad Tufail Chandio

2015-12-01

Full Text Available English is a second language (L2 in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1 and second language (L2. In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide timely and continuous appraisal and feedback, remain ignored. Summative assessment employs only paper-and- pencil based test, while the other current means of alternative assessments like self-assessment, peer-assessment, and portfolio assessment have not been incorporated, and explored yet. Teaching English as a subject not as a language, employing summative assessment not formative, depending on paper-and-pencil based test, and not using the alternative modes of assessment are some of the questions this study will deal with. The study under discussion suggests that current approaches employed for teaching English are misplaced as these take a subject teaching approach rather than a language teaching approach. It also argues for the paradigm shift from a product to process approach to assessment by administering modern alternative assessments.

MODERN MEANS OF TEACHING A FOREIGN LANGUAGE IN PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Olena Iaburova

2016-04-01

Full Text Available The article reveals the problems of teaching tools and resources used in the process of teaching foreign languages in primary school. The author gives the definition of the meanings “teaching resources”, “additional materials for teaching foreign languages», and their classification. The author pays attention to the fact that in the academic and upbringing process primary school teachers use different teaching resources in addition to the text-books as the basic means of teaching. That is why there is an evident reason for deep study of these kind materials, their classification. According to the way of presenting, teaching flash-cards and hand-outs as additional materials are pointed out. That is why the necessity of optimal and effective choice of these means of teaching depends on professional preparation of a teacher and teaching tools implementing in the academic process alongside with the text-books as the basic means of teaching foreign languages. The author notes that all these learning tools are not universal. They cannot completely replace a teacher or other learning tools. The author supports the idea of the need for optimum, deeply conscious and scientific approach to using additional educational resources in academic and upbringing process along with the textbook as the primary means of learning.

Similarities and differences between Turkic languages and comparative methods in teaching them

Directory of Open Access Journals (Sweden)

Gyulzura Zhumakunova

2018-03-01

Full Text Available Turkic languages are cognate language which stem back to the single ancestor – Proto-Turkic language. In the course of long and convoluted history of Turkic-speaking peoples, all of their languages suffered various degrees of change on every level of its structure – in phonemes, morphemes, vocabulary and syntax. At the same time, all of these languages have preserved some of their common features which link them to their ancestor tongue. In this article, the author, from her long experience of teaching Kyrgyz at Ankara University, explains her vision of teaching Turkic languages in general and describes the methods and approaches which she deems helpful in successful teaching on university level. In teaching a Turkic language, the main objective is not to focus on language study as such, but take a breathtaking journey along the hidden paths of one’s mother tongue and get to understand it in a more profound way, in its historical retrospective. Turkic languages have always attracted linguists and were in the focus of their studies. Getting acquainted with various linguistic theories and the works of prominent Turkologists, as seen from teaching practice, is also very helpful to shape an enduring interest in learning both the target language and first language more profoundly. We also have to take into account such extralinguistic factors as the objective of language study, friendliness of the environment and the demand for language in a given environment. The article examines these issues through the alphabets and their various uses among Turkic peoples. When setting up a language study program, it is also important to take into account how familiar students are with the target language. Overall, this new type of work required a fundamental study of methodological foundations of language teaching. New types of academic and learners’ dictionaries have to be prepared, as well as new textbooks to help students of a specific Turkic language.

COMPARATIVE ANALYSIS OF EXISTING INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

Directory of Open Access Journals (Sweden)

Maria Mytnyk

2016-12-01

Full Text Available The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1 the assimilation of a large number of linguistic, lexical and grammatical units; 2 active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3 the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4 overcoming psychological barriers, including fear of the possibility of making a mistake; 5 high efficiency and fast learning; 6 too much new language material that is presented; 7 training of oral forms of communication; 8 decline of grammatical units and models.

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

Science.gov (United States)

Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

2014-10-01

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

Language Games in Communicative Language Teaching (CLT)

Institute of Scientific and Technical Information of China (English)

韩颖

2012-01-01

　　Games are an indispensible part of Communicative Language Teaching (CLT). They not only reduce EFL learners’ stress and increase their learning motivation, but also improve their communication competence and promote fluency. It is advo⁃cated that games should be implemented by EFL teachers in CLT, meanwhile paying attention to the communicative characteris⁃tics of games in the application and design of games.

THE USE OF 2ND LIFE IN LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Saziye YAMAN

2011-08-01

Full Text Available Approaches and methods are often based on the assumptions that the process of language learning is complex in nature, non linear, and active. Learners are getting more in need of communication with a second/foreign language both inside and outside the classroom while instructions are witnessing a major paradigm shift within language teaching in our century. Virtual worlds have the potential to dramatically change the traditional nature of language teaching through 3D spaces, information and communication technologies, etc… Second Life (SL Virtual World, as supplementing language instruction, has begun to shape both teachers and learners’ interaction with language. Learners are facilitated with 3D spaces in their own reality and environment, allowing them to interpret and apply a variety of experiences and tasks. SL offers rich sources and dimensions, facilitating the changing nature of learning experience.

Teaching Grammar through Task-Based Language Teaching to Young EFL Learners

Science.gov (United States)

Yildiz, Mustafa; Senel, Mufit

2017-01-01

The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there…

Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Marina Valeryevna Kuimova

2015-02-01

Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.

Snapshots of language and literature teaching in Denmark and England

DEFF Research Database (Denmark)

Kelly, Peter; Dorf, Hans

2016-01-01

To illustrate differences in lower secondary-level language and literature teaching, we contrast a typical teaching episode in Denmark with one in England. Both reflect the dominant discourses in each country alongside recent policy initiatives, and each exemplifies a different orientation...... to language and literature teaching focussing on performance in England and a personal formation in Denmark. Descriptions of the episodes are linked to wider debates and potential areas for further consideration are identified....

English Language Teachers' Perceptions of Professional Teaching

Science.gov (United States)

Oder, Tuuli

2014-01-01

During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

TEACHING DIALOGUES IN THE PROCESS OF PROFESSIONALLY ORIENTED AND FOREIGN LANGUAGE EDUCATION

Directory of Open Access Journals (Sweden)

Zvyagintseva Elena Petrovna

2013-05-01

Full Text Available The article is devoted to the problems in acquisition of speaking skills among students in such a subject as Foreign Language basing on the technologies used at the university of economics. Relying on theoretical knowledge the authors describe different forms of teaching dialogues (e.g. role plays, discussions, brainstorming, case-study, situational tasks, conferences, etc.. Basing on empirical research the authors prove that using these teaching technologies helps student to reach significant progress in learning foreign languages. The research results are being introduced in the teaching methods of English language at Finance University under the Government of the Russian Federation (Moscow. They may also be used in teaching other foreign languages demanded among financiers and economists to be. As a result utilization of these methods in teaching dialogues can help to prepare the competitive specialists for Russian industries, to develop cooperation and collaboration among students, to motivate them for foreign language studying, to create the skills of critical thinking and social behaviour.

Neurolinguistics and Second Language Teaching: A View from the Crossroads

Science.gov (United States)

Rastelli, Stefano

2018-01-01

The topic of this article is the link between research on the neurocognition of the teaching--acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner's brain…

Socio-Pragmatic Problems in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

İsmail ÇAKIR

2006-10-01

Full Text Available It is a fact that language is a means of communication for human beings. People who needto have social interaction should share the same language, beliefs, values etc., in a given society.It can be stated that when learning a foreign language, mastering only linguistic features of FLprobably does not ensure true spoken and written communication. This study aims to deal withsocio-pragmatic problems which the learners may be confront with while learning and using theforeign language. Particularly cultural and cultural values of the target language such as idioms,proverbs and metaphors and their role in foreign language teaching have been focused on.

Five hundred years of foreign language teaching in the Netherlands 1450-1950

NARCIS (Netherlands)

Noordegraaf, J.; Vonk, F.

1993-01-01

This collection of studies on the history of foreign language teaching was published in 1993. Dutch scholars from different universities outline different traditions in Dutch second language education from 1500 till 1970. The studies deal with different ways of teaching foreign languages and their

Intercultural Communication and Teaching Russian to International Students at Language Summer Courses

Directory of Open Access Journals (Sweden)

Yuriy A. Romanov

2017-09-01

Full Text Available Introduction: the article considers the content and methods of teaching Russian as a foreign language at language summer courses with due account to (as a form of study-abroad training the motives of intercultural communication. The specifics of teaching Russian to international students in the cultural field of Ukraine is revealed. The timeliness of the study is determined by constantly increasing academic mobility of students and the need for the development of modern educational technologies. The main purpose of the article is to present an integrated approach to Russian as a foreign language teaching at language summer courses, when cultural needs of the trainees and the motives of intercultural communication are considered. Materials and Methods: teaching methodology draws on specific methods of teaching Russian as a foreign language and models of intercultural competence development. Educational materials for practical teaching of the Russian language are presented; qualitative and quantitative methods to research intercultural communication motives (written questionnaires and interviews on key topics are used. Results: through working with the learners of language courses – students of Austrian universities – the data on the learners’ motivation factors, the most relevant topics for intercultural dialogue, some important aspects of Russian grammar, and also the data on the most popular knowledge about Ukraine are obtained and carefully analysed. The analysis of the obtained data, carried out by the authors of the study, allowed to optimise the content of the educational process and to incre ase its effectiveness. Discussion and Conclusions: teaching Russian to foreigners, showing a keen interest in the cultural values of Ukraine, suggests a parallel formation of intercultural competence based on understanding the local cultural realities. The presented approach to RFL teaching within the framework of the language summer courses

Developing Cultural Awareness in Foreign Language Teaching

Science.gov (United States)

Shemshadsara, Zahra Ghorbani

2012-01-01

Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

Significance of Literature in Foreign Language Teaching

Science.gov (United States)

Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan

2014-01-01

This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware…

The Importance of Games in Teaching Foreign Languages to Children

Science.gov (United States)

Alpar, Melek

2013-01-01

In teaching French as a foreign language, there is a constant development from traditional methods to action-oriented approaches. This development has arisen as a result of students' needs and of innovations in technology. Particularly in the last decade, there has been increasing interest in teaching foreign languages to children. Because of…

Mobile technologies in teaching a foreign language to non-linguistic major students

OpenAIRE

KAPRANCHIKOVA KSENIYA

2014-01-01

The paper addresses methodological potential of mobile technologies in teaching a foreign language to non-linguistic students. The author a) gives definition of the term "mobile education", b) suggests a list of mobile technologies used in foreign language teaching; c) develops a list of non-linguistic major students'' language abilities and language skills, which can be developed via mobile technologies.

Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

Directory of Open Access Journals (Sweden)

Olga Malova

2016-10-01

Full Text Available The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English.

Language learning strategy research and modern foreign language teaching and learning in England

OpenAIRE

Grenfell, Michael

2005-01-01

This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...

The Teaching of Additional Languages in Israel.

Science.gov (United States)

Hallel, Michael; Spolsky, Bernard

1992-01-01

Describes the linguistic situation in Israel and the language teaching policies and practices in Israeli schools. Policy is dominated by the ideological role and practical value of Hebrew, and is further driven by the large numbers of non-Jewish minorities, the status of English as a world language, and the political values of Arabic. (21…

Integrating Culture into Language Teaching and Learning: Learner Outcomes

Science.gov (United States)

Nguyen, Trang Thi Thuy

2017-01-01

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

Critical Thinking Skills to Literary Works: A Method of Teaching Language through Literature

Directory of Open Access Journals (Sweden)

Fithriyah Inda Nur Abida

2016-05-01

Full Text Available Teaching a language has become a challenging task for the teachers to train and to teach language for their students. In present time, the ability to master a language is vital for a language is a powerful means of  communicating. Most of us will not focus on the language present in the literature part because our mind sets only towards the grammar. This has made both the teacher and students to ignore the literature part and made them to focus only on grammatical part to learn language. The urge behind using literary works in the teaching a language is to argue that the current attempts to implant literary works to the teaching of a language definitely develop students’ critical thinking in such a way that help them to easily master a particular language. Learning literary works in a classroom not only make the students learn about a story but also study how the language are structured and how its structured bring a great difference in meaning. Through a literary works student sees the language of real-life contexts. They learn the feelings, ideas, and experiences of linguistics components that give a realistic touch and help them to learn a language in a comprehensive way. It is also found that using literary works in the teaching learning process can improve student’s ability both in micro-linguistics and macro-linguistics.

A Case Study of Japanese Language Teaching in a Multicultural Learning Environment

Science.gov (United States)

Winch, Junko

2016-01-01

An increasing number of international students, whose teaching and learning practices are very different from that of the UK, is studying in the U.K. This study poses the question of whether Communicative Language Teaching (CLT) is the most optimum language teaching approach in today's multicultural society regardless of cultural differences. The…

Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms

Science.gov (United States)

Lochland, Paul W.

2013-01-01

This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

Resistance to change in language teaching: some African case ...

African Journals Online (AJOL)

The conviction with which teachers justify their traditional styles of teaching suggests that they do not teach without deliberation. This presentation looks in some detail at two investigations that serve as case studies for this phenomenon. Is resistance to change in language teaching unique to the African continent? It appears ...

The Language of Teaching Mathematics: Implications for Training ITAs.

Science.gov (United States)

Byrd, Patricia; Constantinides, Janet C.

1992-01-01

Because of national concern about the effect of having basic college mathematics courses taught by so many international teaching assistants whose English skills may be limited, this paper reports on the use of language in teaching by regular college faculty, rather than teaching assistants, at Georgia State University. (eight references)…

The Native Language in Teaching Kindergarten Mathematics

Science.gov (United States)

Espada, Janet P.

2012-01-01

The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old…

JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

Directory of Open Access Journals (Sweden)

Yee-Han Chan

2017-05-01

Full Text Available Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006. However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participants think about the use of anime as a teaching tool. A course named “Learning Japanese language and Culture through Anime” was planned and conducted in a public university in Malaysia. During the administration of the course, the data were collected via the participants’ learning diaries at 7 intervals and a group interview at the end of the semester. The findings presented from the data analysis on the participants' perception of the use of anime as a teaching tool include motivation, language and cultural awareness, critical thinking, sense of prejudice, and stereotypes. The findings reveal that giving a place for anime in the Japanese language classroom is like opening a new door for educators to connect with the students and deepen understanding about the students’ learning experiences of using anime as a language and culture learning tool. This is important to provide insightful ideas to the Japanese language educators regarding the option of using anime as a teaching tool.

Changes in Beliefs about Language Learning and Teaching by Foreign Language Teachers in an Applied Linguistics Course

Science.gov (United States)

Abreu, Laurel

2015-01-01

This article presents the results of a study on the language learning and teaching beliefs of graduate students enrolled in an applied linguistics course in a language teaching program. Ten participants completed a questionnaire at the start of the course and another at the end; their responses were analyzed both quantitatively and qualitatively.…

Teacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts

Directory of Open Access Journals (Sweden)

Juli Palou Sangrà

2015-03-01

Full Text Available This article is part of a thesis dissertation focused on cognition and belief systems about prior language learning experience, teacher education and classroom practice. This document examines teacher identity construction in relation to plurilingual competence. We want to study a dynamic identity, which is constructed in the here and now. We use the European Council contents for language teaching. The central purpose is analyzing belief systems in relation to the teaching of languages in plurilingual contexts. We focus our analysis on teacher understandings of their new social challenges and how they respond in and to these situations. The interactional data was gathered from five focus groups of ten teachers from different educational stages. Prior to this, we collected recurrent questions which had emerged in reflective narrative and individual interviews. Data was analysed using a qualitative approach. Activity theory is the conceptual framework to identify which tensions appear when we identify not only the theoretical discourse, but also the everyday practical classroom reality. For this reason, we distinguish between dilemmas, conflicts, critical conflicts and double binds. The impact of this proposal can be summarized in relation to the following results: urgent necessity for teacher training, sharing experiences to help developing professional identity and transferring positive experiences in schools.

Teaching English as a Foreign/Second Language in Nepal: Past and Present

Science.gov (United States)

Bista, Krishna

2011-01-01

In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques…

Arabic Instructors' Attitudes on Communicative Language Teaching (CLT

Directory of Open Access Journals (Sweden)

Deniz Gokcora

2004-01-01

Full Text Available This is a study on Arabic instructors' perceptions on some aspects of communicative language teaching. The data were gathered through an attitude scale and some focus group and one-on-one interviews in a major foreign language institute involving 96 Arabic instructors. The survey included a the significance of grammar; b error correction; c pair and group work; and d student and teacher roles dimensions of communicative language teaching. Discussion of the survey results in relation to these four constructs is followed by the discussion of emergent themes in these four areas in the interviews. We argue that the results of the study are revelations of teachers at certain time in their career, and more professional development could come true through carrying out action research projects.

Influences of Early English Language Teaching on Oral Fluency

Science.gov (United States)

de Wolf, Stephana; Smit, Nienke; Lowie, Wander

2017-01-01

Elementary-level foreign language education is currently receiving a lot of attention in the literature on second language learning, and has emerged as an important educational policy issue. The present study aims to contribute to this discussion by focusing on the fluency benefits gained from early foreign language teaching. The participants were…

Foreign Language Teaching in Rudolf Steiner Schools. Guidelines for Class-Teachers and Language Teachers. First Edition.

Science.gov (United States)

Stott, Michael

This book is intended for foreign language teachers interested in the approaches used in Rudolf Steiner schools, and also classroom teachers who teach foreign languages. Chapters address these issues: what the language lesson is to achieve; how the language lesson differs from other lessons; lesson design; examples of actual lessons; avoiding the…

Factors of Quality Improvement of the Foreign Language Teaching in Technical University

Directory of Open Access Journals (Sweden)

Ira R. Agasieva

2017-03-01

Full Text Available In the article the problem of quality of teaching and knowledge of the English language has been considered. The factors that influence the improvement of the quality of teaching and knowledge of the English language in a technical college, the use of various methods of enhancing the quality of teaching and knowledge of the English language has been analyzed. It has been distinguished the necessity of taking into account the factors such as emotional maturity of the student, the desire for success, student cognitive style, its consistency and independence.

Rethinking Conventional Teaching In Language Learning And Proposing Edmodo As Intervention: A Qualitative Analysis

Directory of Open Access Journals (Sweden)

Farha Alia Mokhtar

2016-04-01

Full Text Available In recent times, educators are urged to transform the techniques in conducting language learning by incorporating technological tools because new technologies stimulate an explosion of new methods for teaching and learning. This article emphasizes the conventional teaching pedagogy and the urgency to rethink its practice in language learning while proposing a possible platform for learners’ and teachers’ needs. I outline the perceptions of future teachers on conventional teaching, shifting of teaching style from conventional to digital designs and the possibility of implementing Edmodo to curb the concerns arising. The argumentset forward isregarding conventional teaching that hinders potentials of students, followed by participants’ hopes for teaching approaches and the likelihood of implementing Edmodo to assist in the language learning classroom with grammar, vocabulary, self‐efficacy and target language and practice.  

The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia

OpenAIRE

Pritz Hutabarat

2016-01-01

English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in g...

Proceedings, Pacific Northwest Council on Foreign Languages, Volume 28, Part 2: Second Language Teaching 77.

Science.gov (United States)

Benseller, David P., Editor

The twenty-eight papers that make up the second part of the proceedings of the twenty-eighth annual meeting of the Pacific Northwest Council on Foreign Languages cover a wide range of topics relating to foreign language teaching and linguistic theory: German culture and civilization; sexism in language; bilingual education; bilingualism and…

GLOBAL EDUCATION IN SECOND LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Kip Cates

1999-01-01

Full Text Available This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education.

Task-Based EFL Language Teaching with Procedural Information Design in a Technical Writing Context

Science.gov (United States)

Roy, Debopriyo

2017-01-01

Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In…

Does the teaching of thinking promote language acquisition?

Directory of Open Access Journals (Sweden)

Puhl, Carol A.

1991-12-01

Full Text Available Combining the teaching of thinking skills and a second language seems a plausible way to promote language acquisition. The teaching of thinking is explained, with an example from the curriculum of de Bono. Arguments supporting the thinking-L2 combination come from theory, practice, its benefits to teaching skills, national needs, and successful implementation. Research literature is reviewed, and a major study in South Africa is summarized. Die kombinasie van die onderrig van denkvaardighede en tweede taal blyk 'n aanneemlike metode om taalverwerwing te bevorder. Die onderrig van denke word aangedui, met 'n voorbeeld uit die kurrikulum van De Bono. Argumente wat die kombinasie van denke en tweede taal ondersteun, word gebaseer op teorie, praktyk, voordele vir onderwysvaardighede, nasionale behoeftes, en suksesvolle toepassing. Navorsingsartikels word in oi!nskou geneem, en 'n belangrike navorsingstudie word opgesom.

Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

Science.gov (United States)

Sucaromana, Usaporn

2012-01-01

The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people's lives, it can be extended to language teaching and…

Belles-Lettres Reading Strategies in the Process of Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Alexander S. Komarov

2015-01-01

Full Text Available The article is devoted to some of the teaching strategies based on the peculiarities of belles-lettres text. The author of the article analyses the peculiarities of the belles-lettres text which exert influence on the process of teaching reading skills and thus should be taken into account by foreign language teachers in their work with this type of text. The author argues that teaching belles-lettres reading skills should be centered on the five-level communication process between writer and reader. The teacher's aim is to create or adjust a system of reading instruction within the five levels so that he/she could improve students' reading skills. In the article, it is stated that the process of teaching reading skills should be congruent with the process of interpersonal communication between writer and reader. The author outlines the content of the teacher's approach to the work with this type of text within the process of foreign language instruction. The author describes two approaches to teaching belles-lettres reading skills as well as shows the prospects for the subjective approach. He also states high productivity and effectiveness of the subjective approach in teaching foreign languages. The article shows the importance of involving students who specialize in sciences into the process of belles-lettres reading while studying a foreign language for specific purposes.

Intercultural Exposure through English Language Teaching: An Analysis of an English Language Textbook in Bangladesh

Science.gov (United States)

Siddiqie, Shamsun Akhter

2011-01-01

The treatment of culture in foreign language textbooks is comparatively a new trend in English Language Teaching (ELT) which is based on the growing consensus that language textbooks should attempt to raise students' awareness of international culture as well as that of their own. Being influenced by this thought, Bangladesh too like many other…

Modern Approaches to Foreign Language Teaching: World Experience

Science.gov (United States)

Shumskyi, Oleksandr

2016-01-01

The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

Communicating and Teaching Languages: A Module for Life

Science.gov (United States)

Koglbauer, René; Andersen, Elizabeth; Stewart, Sophie

2016-01-01

This case study introduces a final year undergraduate module in the School of Modern Languages at Newcastle University. The module offers a model for embedding careers in modern languages teaching into the curriculum, and thereby enhancing student employability. The case study gives an insight into the various strands of activity undertaken by the…

The Use of Anime in Teaching Japanese as a Foreign Language

Science.gov (United States)

Han, Chan Yee; Ling, Wong Ngan

2017-01-01

The study of popular culture is now becoming an emerging research area within education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in the teaching Japanese as a Foreign Language (JFL)…

The role of text in teaching foreign languages

Directory of Open Access Journals (Sweden)

Tatyana A. Baranovskaya

2014-01-01

Full Text Available The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation. Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.

Linking English First Additional Language teaching and learning ...

African Journals Online (AJOL)

English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

Using reading to teach a world language strategies and activities

CERN Document Server

Spangler, Donna

2015-01-01

To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

Resistant or Favorable? Chinese Learners' Beliefs towards Task-Based Language Learning and Teaching

Directory of Open Access Journals (Sweden)

Damien Le Gal

2015-04-01

Full Text Available English as Foreign Language (EFL in East Asia involves major sociocultural issues. Modern, Western-based methodologies such as Communicative Language Learning (CLL, Communicative Language Teaching, CLT in this paper and its further development Task-Based Language Learning and Teaching (TBLLT, Ellis, 2003, feature principles which can conflict with some of the fundamental values of Confucian Heritage Cultures (CHC education and hinder their adoption in Korea, Taiwan, Japan, Singapore, Hong-Kong and Vietnam. This article introduces a sociocultural, ethnographic perspective on EFL in East Asia which contextualizes language teaching in its broader educational and cultural environment. Teacher-centeredness, book and writing focuses, memorization strategies within a grammar-translation approach are in contradiction with modern language teaching methodologies' focuses on learner-centeredness and teachers' facilitating roles, student participation and interactions, communication competence and learner autonomy. The text advocates for a mean between Western and Eastern learning cultures through a context-based, culturally-sensitive approach and introduces classroom's strategies for the implementation of CLL and TBLLT in China and East Asia.

The Use of Anime in Teaching Japanese as a Foreign Language

OpenAIRE

Chan Yee Han; Wong Ngan Ling

2017-01-01

The study of popular culture is now becoming an emerging research area within the field of education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in teaching Japanese as a Foreign Language (JFL) classroom. This paper attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classroom. By intro...

89 SOCIOLINGUISTICS AND FIRST LANGUAGE TEACHING Kay ...

African Journals Online (AJOL)

use to teachers. (ii) ... participant observers (for example, Denison"s study of the use ... in an English-speaking society because it is. Opening gambits are normally .... Disadvantage. (b) Language and literature teaching. Besides the insights.

Language teaching and dictionary use: an overview | Carstens ...

African Journals Online (AJOL)

The main objective of language teaching is to improve language proficiency with regard to reading, writing, speaking and listening. The dictionary is one of the aids that can be used to attain this goal. There are however a number of stumbling blocks in the way of optimal utilization of dictionaries. Poor reference skills and a ...

Experimental evidence for the co-evolution of hominin tool-making teaching and language.

Science.gov (United States)

Morgan, T J H; Uomini, N T; Rendell, L E; Chouinard-Thuly, L; Street, S E; Lewis, H M; Cross, C P; Evans, C; Kearney, R; de la Torre, I; Whiten, A; Laland, K N

2015-01-13

Hominin reliance on Oldowan stone tools-which appear from 2.5 mya and are believed to have been socially transmitted-has been hypothesized to have led to the evolution of teaching and language. Here we present an experiment investigating the efficacy of transmission of Oldowan tool-making skills along chains of adult human participants (N=184) using five different transmission mechanisms. Across six measures, transmission improves with teaching, and particularly with language, but not with imitation or emulation. Our results support the hypothesis that hominin reliance on stone tool-making generated selection for teaching and language, and imply that (i) low-fidelity social transmission, such as imitation/emulation, may have contributed to the ~700,000 year stasis of the Oldowan technocomplex, and (ii) teaching or proto-language may have been pre-requisites for the appearance of Acheulean technology. This work supports a gradual evolution of language, with simple symbolic communication preceding behavioural modernity by hundreds of thousands of years.

Transdisciplinary Approach and Intensity in Second Language Learning/Teaching

Directory of Open Access Journals (Sweden)

Joan Netten

2000-12-01

Full Text Available Abstract Abstract This article explores the concept and role of intensity in the research project on Intensive Core French in the province of Newfoundland and Labrador. Intensity in this project is characterized by a reorganization of the timetable and a reorientation of the curriculum. The theoretical foundation of the project – a transdisciplinary approach to second language learning/teaching – is based on Cummins's hypothesis on the interdependence of languages, a sociopsychological theory of development, and Vygotsky's conception of the relationship between instruction and development. A model is developed in order to illustrate the relationship between second language learning and the development of cognitive, social and personal capacities and organizational skills. It is argued that the types of teaching strategies used in second language classrooms have important effects on the development of these capacities. The transdisciplinary approach developed in our research project, which tests on the concept of intensity and implies the compacting of the curriculum both in English and other subjects, enhances the effects of second language instruction.

Teaching and Learning Through a Foreign Language - A Challenging Task

DEFF Research Database (Denmark)

Lauridsen, Karen M.

2011-01-01

learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed....... And in an interactive format, you will be invited to share your experience within this field and discuss possible solution to the problems identified....

DISTANCE LEARNING FOR DEVELOPING KNOWLEDGE AND SKILLS IN ENGLISH LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Natalia A. Kameneva

2013-01-01

Full Text Available The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

Teaching Effective Second Language Listening

OpenAIRE

Lieske, Carmella

2007-01-01

In Japan, listening is given focused attention in the second language (L2) classroom.This paper begins by reviewing the nature of listening as well as the processinginvolved when listening. Content validity, purposefulness and transferability,listening or memory considerations, a teaching or testing orientation, and authenticlistening are discussed. By examining these five elements of effective listeningmaterials and also factors that affect comprehension, instructors can evaluatetextbooks an...

Language Teaching in Nativist Times: A Need for Sociopolitical Awareness.

Science.gov (United States)

McKay, Sandra Lee; Wong, Sau-Ling Cynthia

1988-01-01

Outlines a historical context for the nativist ideology of the English-only movement in the United States, and the movement's effect on language teaching. A survey of journal contents of TESOL Quarterly, Modern Language Journal, and Foreign Language Annals from 1974-1987 identifying eight categories of articles checked particularly for…

Teaching Idioms in German as a Foreign Language Lesson

Directory of Open Access Journals (Sweden)

Lucija Križaj

2013-12-01

In my opinion that is how, with sufficient knowledge and use of idioms, students also get to know and learn about the culture of the target language - which by itself culturally connects them closer to the language. Key words: phrase, phraseodidactic, phraseodidactic step, teaching, lesson plan.

Teaching English to speakers of other languages an introduction

CERN Document Server

Nunan, David

2015-01-01

David Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs.

The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi

Science.gov (United States)

Rai, Dhiraj Kumar

2017-01-01

The multilingual surrounding of Spanish Language Teaching (SLT) in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1) to combine several methods for teaching-learning Spanish language (as FL2). However, the effectiveness and appropriateness of this linguistic…

Integrating Culture and Second Language Teaching through Yoruba Personal Names

Science.gov (United States)

Akinyemi, Akintunde

2005-01-01

Using Yoruba as a case study, this article demonstrates the fact that the languages of Africa and the cultures of its peoples are inseparable. Therefore, the study advocates that appropriate aspects of these cultures should form an integral part of African language teaching. This article discusses specifically how language teachers can transmit…

A Literary Approach to Teaching English Language in a Multicultural Classroom

Science.gov (United States)

Choudhary, Sanju

2016-01-01

Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Murni Mahmud

2010-08-01

Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

Concept of Best Practices in English Language Teaching to Pakistani ELT Fraternity

Directory of Open Access Journals (Sweden)

Muhammad Arif Soomro

2016-08-01

Full Text Available Teaching industry of English as a second or foreign language has grown massively in recent times in Pakistan. There are many public sectors universities and English academies established all over Pakistan offering English language proficiency courses. Therefore, this wave led to conduct this research. The purpose of conducting this study was to investigate contemporary pedagogical techniques used for teaching and learning English and to introduce the concept of ESL /EFL Best Practices for effective language teaching in Pakistan. Purposive Sampling method was used to collect the information from respondents regarding their contemporary-used teaching techniques in ESL/EFL class. The questionnaire was implied as the main tool for data collection among twenty English language teachers from two public sector universities. The results of the study indicated that teachers were attached  with some outdated techniques and activities secondly, they also faced problems applying new techniques while teaching in a large multilevel classrooms, thirdly, teachers’ had willingness to adopt and employ innovative techniques in classrooms and lastly, the notion of ESL best practices was uncommon among them. Most of the teaching strategies do not create better learning environment, and learners do not interestingly participate due outdated activities. Therefore, the suggested solution was utilizing best practices that are based on modern techniques, approaches considerable for multiple levels depending upon the needs and developmental state of the individual learners. Keywords: pedagogical strategies, ESL/EFL Best Practices, Pakistani teachers, English teaching/learning

Corpora in Language Teaching and Learning

Science.gov (United States)

Boulton, Alex

2017-01-01

This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive…

A Qualitative Research on the Teaching Strategies and Class Applications of the High School Teachers Who Teach English in Turkey as a Foreign Language

Science.gov (United States)

Gocer, Ali

2010-01-01

Nowadays, whichever position the individuals work in, they feel the need to learn a foreign language even a second foreign language. In parallel with the need for a foreign language, the importance of the foreign language teaching increases. In language teaching, conditions such as the facilities of the environment, learner's features, the social…

Language therapy space teaching English as a foreign language to the visually impaired

CERN Document Server

Wyszynska, Beata

2016-01-01

The author describes the psycho-linguistic therapy «touching the World» for the visually impaired and explores language as a therapeutic tool with great possibilities for a teaching-learning process.

Annotated Bibliography of Dr Salmani Nodoushan's Research on Education and Language Teaching

Science.gov (United States)

Etemadfar Kashani, Abbas Ali

2016-01-01

This is an annotated bibliography of the research conducted on education and language teaching and assessment by Dr. Mohammad Ali Salmani Nodoushan in the past 25 years. This bibliography is a precise picture of the current state of education and language teaching and assessment in Iran. Dr. Salmani Nodoushan is the most distinguished Iranian…

Using Literary Texts to Teach Grammar in Foreign Language Classroom

Science.gov (United States)

Atmaca, Hasan; Günday, Rifat

2016-01-01

Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be…

THE TEACHING OF FUNCTIONAL LANGUAGE SKILLS IN A SECOND LANGUAGE TO A CHILD WITH AUTISM

Directory of Open Access Journals (Sweden)

Renee Chong

2006-01-01

Full Text Available This article examined the rate of self-initiated communication acquisition, in a second language, of a child with autism. The language treatment objective was to teach functional communication skills in English through the use of Picture Exchange Communication System (PECS. The findings of this study show that it is possible for a child with autism to acquire functional communication skills in his second language even though he did not possess such communication skills in his first language.

Pedagogical Model for Explicit Teaching of Reading Comprehension to English Language Learners

Directory of Open Access Journals (Sweden)

Al Tiyb Al Khaiyali

2017-09-01

Full Text Available Reading comprehension instruction is considered one of the major challenges that most English language teachers and students encounter. Therefore, providing a systematic, explicit, and flexible model to teaching reading comprehension strategies could help resolve some of these challenges and increase the possibility of teaching reading comprehension, particularly in language learners’ classrooms. Consequently, the purpose of this paper is to provide a model to teach reading comprehension strategies in language learning classrooms. The proposed instructional model is divided into three systematic phases through which strategies are taught before reading, during reading, and after reading. Each phase is explained and elaborated using recommended models for teachers. Finally, suggested considerations to consolidate this model are provided.

On Using Intelligent Computer-Assisted Language Learning in Real-Life Foreign Language Teaching and Learning

Science.gov (United States)

Amaral, Luiz A.; Meurers, Detmar

2011-01-01

This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…

Learning the Language of Statistics: Challenges and Teaching Approaches

Science.gov (United States)

Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

2016-01-01

Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

Comics in language and literature teaching in lower primary school grades: Instructional potential

Directory of Open Access Journals (Sweden)

Stojanović Buba D.

2017-01-01

Full Text Available The purpose of this paper is presenting possibilities for using comics in teaching mother tongue, literature and linguistic culture in foreign language teaching, specifically the English language. Comics in teaching can motivate students to experience literary creation, to comprehend grammatical categories and spelling rules more completely or to be the feedback on the experience of what has been read. They boost the reading perception of students and develop students' ability to separate the key segments which are represented by picture and text. In modern age, dominated by digital media, comics surely deserve a special place in teaching in order to consolidate the value of books. The paper presents elements of comics, their structure and role the in teaching language and literature. Comics are visual aids for communication characterized by time dimension which is achieved by ordering scenes, which makes them similar to film. Their important characteristic is simultaneous expression by picture and text, which makes it a powerful aid in teaching language and literature. Dialogues are typical for comics, as well as dynamic storyline, which makes them especially interesting to students. Brief remarks on the historical development of comics are given because of the review on their general development, as well as on the possibilities for their application in teaching. The reading crisis occurs when children start school because they are supposed to acquire complex mental skills-technique of reading and writing. When aversion to the written media is obvious, comics can be of great help. The paper illustrates the use of comics in teaching literature, grammar, and linguistic culture as the motivational tool for reading and analysing a literary text. Special emphasis is placed on the possibilities of motivation to experience literary creation. Stimulated by comics, with compulsory reading, students can experience the work in pictures, which they will

First additional language teaching in the foundation phase of schools in disadvantaged areas

Directory of Open Access Journals (Sweden)

Ellen Lenyai

2011-12-01

Full Text Available Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.

Is Second Language Teaching Enslavement or Empowerment? Insights from an Hegelian Perspective

Science.gov (United States)

Wu, Manfred Man-fat

2018-01-01

Whether second language (L2) teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it…

Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

Science.gov (United States)

Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

2012-01-01

This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

A language-based approach to literature teaching for ESL undergraduates

OpenAIRE

2015-01-01

M.A. (Applied Linguistics) To account for the characteristic linguistic needs of second language students, psycholinguistic theories of second language acquisition are taken into account. Sociolinguistic factors such as possible future language policies regarding English in the South African context, and societal attitudes towards English are also considered. An overview of the more significant approaches and methods in second language teaching is followed by a brief survey of undergraduat...

Culture and English Language Teaching in the Arab World

Science.gov (United States)

Mahmoud, Montasser Mohamed AbdelWahab

2015-01-01

This article discusses the relationship between culture and English language teaching (ELT) in the Arab World. A critical question arises in terms of ELT, that is, whether to teach culture along with English. To answer such a bewildering question, this article presents related literature and studies and discusses a theoretical frame based on…

Research Tasks on Identity in Language Learning and Teaching

Science.gov (United States)

Norton, Bonny; De Costa, Peter I.

2018-01-01

The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of…

Do English Teaching Materials Foster Foreign Language Education Affectively?

Science.gov (United States)

Isik, Ali

2018-01-01

The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students…

A History and Historiography of Foreign Languages Teaching and Learning in Portugal

Science.gov (United States)

Santos, Ana Clara

2018-01-01

This "state of the art" review on the history of language teaching in Portugal provides an opportunity for a historiographical analysis, highlighting the relationships between languages, the links between languages and educational policy and implementation, and the cultural implications resulting from this. Researching language teaching…

Task Based English Language Teaching in Saudi Intermediate Schools

Directory of Open Access Journals (Sweden)

Sultan A. Al Muhaimeed

2015-11-01

Full Text Available This study investigates the effectiveness and appropriateness of a constructivist instructional practice for EFL. It strives to determine whether adopting Task-Based Language Teaching (TBLT is a more effective means to increase students’ reading comprehension when compared to that of the traditional teaching method. It also attempts to gain understandings that accompany TBLT implementation through constant comparison and contrast them with those that accompany the traditional teaching method. The mixed-method study covers quasi-experimental approach that uses one pretest and several posttests to collect quantitative data, as well as classroom observation and researcher log to collect qualitative data. The independent variable is the use of TBLT and the dependent variable is the students’ reading comprehension achievement scores. A Two-Factor Split Plot analysis with pretest as the covariate is used for analyzing the quantitative data. The analysis of qualitative data includes synthesis, rich, and detailed descriptions for classroom observation and grounded theory for researcher log data. Keywords: Task Based Language Teaching, Constructivist Instructional Practices

The Implementation of A Flipped Classroom in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Ahmet BASAL

2015-10-01

Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

English language proficiency and the accommodations for language non-concordance amongst patients utilizing chiropractic college teaching clinics.

Science.gov (United States)

Saporito, Richard P

2013-02-01

The number of households in the United States that are not proficient in the English language is growing and presenting a challenge to the health care system. Over nineteen percent of the US population speak a language other than English in the home. This increase in language discordance generates a greater need to find and implement accommodations in the clinical setting to insure accurate and efficient diagnosis and treatment as well as provide for patient safety. The purpose of this study is to determine the percentage of patients accessing the chiropractic college teaching clinics who are not proficient in the English language and to what extent the colleges provide accommodations for that language disparity. The clinic directors and deans of the Association of Chiropractic Colleges were surveyed via an on-line survey engine. The survey queried the percentage of the patient population that is not English language proficient, the accommodations the college currently has in place, if the college has a language specific consent to treat document and if the college has a written policy concerning patients without English proficiency. Fifty percent of the contacted chiropractic colleges responded to the survey. In the respondent college clinics 16.5% of the patient population is not proficient in English, with over 75% speaking Spanish. All but one of the respondents provide some level of accommodation for the language non-concordance. Forty five percent of the responding colleges employ a language specific consent to treat form. The implementation of accommodations and the use of a language specific consent to treat form is more prevalent at colleges with a higher percentage of non-English speaking patients. The percentage of patients with limited English proficiency accessing services at the teaching clinics of the chiropractic colleges mirrors the numbers in the general population. There is a wide disparity in the accommodations that the individual colleges make

First additional language teaching in the foundation phase of schools in disadvantaged areas

OpenAIRE

Ellen Lenyai

2011-01-01

Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication sk...

Duenna-An experimental language teaching application

Science.gov (United States)

Horváth, Balázs Zsigmond; Blaske, Bence; Szabó, Anita

The presented TTS (text-to-speech) application is an auxiliary tool for language teaching. It utilizes computer-generated voices to simulate dialogs representing different grammatical problems or speech contexts. The software is capable of producing as many examples of dialogs as required to enhance the language learning experience and thus serve curriculum representation, grammar contextualization and pronunciation at the same time. It is designed to be used on a regular basis in the language classroom and students gladly write materials for listening comprehension tasks with it. A pilot study involving 26 students (divided into control and trial groups) practicing for their school-leaving exam, indicates that computer-generated voices are adequate to recreate audio course book materials as well. The voices used were able to involve the students as effectively as if they were listening to recorded human speech.

Duenna—An experimental language teaching application

Directory of Open Access Journals (Sweden)

Balázs Zsigmond Horváth

2016-01-01

Full Text Available The presented TTS (text-to-speech application is an auxiliary tool for language teaching. It utilizes computer-generated voices to simulate dialogs representing different grammatical problems or speech contexts. The software is capable of producing as many examples of dialogs as required to enhance the language learning experience and thus serve curriculum representation, grammar contextualization and pronunciation at the same time. It is designed to be used on a regular basis in the language classroom and students gladly write materials for listening comprehension tasks with it. A pilot study involving 26 students (divided into control and trial groups practicing for their school-leaving exam, indicates that computer-generated voices are adequate to recreate audio course book materials as well. The voices used were able to involve the students as effectively as if they were listening to recorded human speech.

Techniques of Teaching Arabic as a Foreign Language through Constructivist Paradigm: Malaysian Perspective

Science.gov (United States)

Faryadi, Qais

2007-01-01

This analysis discusses the constructivist paradigm of teaching Arabic as a foreign language in Malaysian settings. This review examines the role of interactive multimedia in enhancing the chalk and talk methods of teaching Arabic in Malaysian schools. This paper also investigates the importance of Arabic Language in Malaysia. Furthermore, the…

Using humour in teaching English as a foreign language at more advanced levels

Directory of Open Access Journals (Sweden)

Prodanović-Stankić Diana

2011-01-01

Full Text Available The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students’ level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students’ proficiency level. Moreover, using humour both as a tool and as a resource affected students’ motivation and willingness to study.

The History of Language Learning and Teaching in Britain

Science.gov (United States)

McLelland, Nicola

2018-01-01

This article provides an introduction, based on the most recent research available, to the history of language learning and teaching (HoLLT) in Britain. After an overview of the state of research, I consider which languages have been learnt, why and how that has changed; the role of teachers and tests in determining what was taught; changes in how…

Crossing borders: High school science teachers learning to teach the specialized language of science

Science.gov (United States)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

Science.gov (United States)

De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

Science.gov (United States)

Córdoba Zúñiga, Eulices

2016-01-01

This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative…

Language Teacher Candidates' Self-Assessment Process for Teaching to Young Learners in EFL Classes

Science.gov (United States)

Genç Ilter, Binnur

2017-01-01

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

Teaching weight to explicitly address language ambiguities and conceptual difficulties

Science.gov (United States)

Taibu, Rex; Schuster, David; Rudge, David

2017-06-01

Language ambiguities in concept meanings can exacerbate student learning difficulties and conceptual understanding of physics concepts. This is especially true for the concept of "weight," which has multiple meanings in both scientific and everyday usage. The term weight has been defined in several different ways, with nuances, but in textbooks and teaching the term is almost always defined in one of two ways: operationally either as the contact force between an object and a measuring scale or as the gravitational force on an object due to some other body such as Earth. The use of the same name for different concepts leads to much confusion, especially in accelerating situations, and to conflicting notions of "weightlessness" in free fall situations. In the present paper, we share an innovative approach that initially avoids the term weight entirely while teaching the physics of each situation, and then teaches the language ambiguities explicitly. We developed an instructional module with this approach and implemented it over two terms in three sections of an introductory physics course for preservice elementary teachers. Learning gains for content understanding were assessed using pretests and post-tests. Participants achieved remarkably high gains for both static and accelerating situations. Surveys pre- and postinstruction showed substantially improved appreciation of language issues and ambiguities associated with weight, weightlessness, and free fall. Interviews with instructors teaching the module provided additional insight into the advantages and teaching demands of the new approach.

Questions of professional-oriented teaching of foreign language for students of economic specialty

Directory of Open Access Journals (Sweden)

Sibul Victoria Vladimirovna

2015-03-01

Full Text Available The article discusses the problem of the content of professional-oriented teaching of a foreign language to students of non-linguistic specialties, which is particularly relevant from the viewpoint of the increasing role of foreign language communication in the professional activity of modern professionals. The purpose of foreign language teaching in non-linguistics universities is to achieve a level that is sufficient for practical use of a foreign language in future career. Thus, if foreign language at linguistic university is a special base, at non-linguistic universities it is an application to general professional knowledge base and skills, so at non-linguistic universities the statement of ultimate goal requires specification. Thus, it is sufficient to consider the contents of foreign language teaching at non-linguistic faculties as the totality of what students should learn in the education process, the quality and level of foreign language should correlate with their needs and goals, as well as the goals and objectives of this level of training. Selection of the content is intended to promote the broad development of the student’s personality, its preparation for future careers.

Is it a Practical Strategy of Foreign Language Teaching? Unpacking the Integrated Language and Culture Instruction (ILCI Method in its Application to Learning of German as a Foreign Language in Zimbabwe

Directory of Open Access Journals (Sweden)

Alfred Ndhlovu

2017-12-01

Full Text Available It is without doubt, that most contemporary methods of language teaching are based on the Communicative language Teaching (CLT model. The principle that these methods share is that language can only be considered meaningful when it is not taught separately from its context, which is the context of the target language speakers. In other words, second and foreign language teachers are encouraged to pursue methods of instruction that seek to simultaneously improve not only the linguistic knowledge of the L2/foreign language learners (such as vocabulary and grammar but also their learning of the “appropriate” contextual meaning of this knowledge. To mention a few, these methods include the integrated content and language learning instruction (ICLI, theme based language instruction (TBI, Task based instruction (TBI and the integrated language and culture Instruction (ILCI. The last method of instruction which is the central subject of discussion in this study is not commonly addressed by most researchers despite its growing popularity in most foreign language teaching classrooms. It is mainly related to the theme based language instruction since it advocates for the teaching of language in tandem with topics in culture and civilisation and realises the importance of both culture (as content and language (as a medium of communication. This study unpacks this method, looking at its benefits and limitations when it comes to its application to the foreign language classroom. The major concern of this study therefore, is pedagogical implications of this method in actual foreign language teaching. To illustrate this, the study gives insights into learning of German in Zimbabwe, with the University of Zimbabwe as a close example. The underlying position in this study is that, while the integrated language and culture Instruction (ILCI method is a very attractive method on paper, there are a number of obstacles that can censor its practical application

About using serious games to teach (Portuguese) sign language

OpenAIRE

Gameiro, João Manuel Ferreira

2014-01-01

Sign language is the form of communication used by Deaf people, which, in most cases have been learned since childhood. The problem arises when a non-Deaf tries to contact with a Deaf. For example, when non-Deaf parents try to communicate with their Deaf child. In most cases, this situation tends to happen when the parents did not have time to properly learn sign language. This dissertation proposes the teaching of sign language through the usage of serious games. Currently, similar soluti...

English language teaching textbooks content, consumption, production

CERN Document Server

Harwood, N

2013-01-01

English language teaching textbooks (or coursebooks) play a central role in the life of a classroom. This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

Science.gov (United States)

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

The Role of Films in the Teaching of Foreign Languages Ildiko ...

African Journals Online (AJOL)

In historical films there are many different elements which are not very much ... foreign language teaching departments in many countries. Reasons .... as body language, mimicking, distance between the ..... if the class size is small. With a ...

Task-Based Language Learning and Teaching: An Action-Research Study

Science.gov (United States)

Calvert, Megan; Sheen, Younghee

2015-01-01

The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

Teaching listening to older second language learners: Classroom implications

Directory of Open Access Journals (Sweden)

Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

Teaching Film with Blinders On: The Importance of Knowing the Language.

Science.gov (United States)

Blakely, Richard

1984-01-01

Suggests the use of foreign films as a teaching aid for foreign language study. However, a thorough knowledge of the film's oral language (or languages) and culture is essential as a first step toward a clear understanding of the film's visual aesthetic. A dependence on subtitles or dubbing is discouraged, due to frequent errors and…

A Literary Approach to teaching English Language in a Multi – Cultural Class - Room

Directory of Open Access Journals (Sweden)

Sanju Choudhary

2016-12-01

Full Text Available Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite   their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.

Implications of Second Language Acquisition Theory for Business English Teaching in Current China

Science.gov (United States)

Wenzhong, Zhu; Muchun, Wan

2015-01-01

Second language acquisition (SLA) as a sub-branch of applied linguistics has been researched by Chinese and foreign scholars for over 40 years, but few researches have been done on its implications for Business English teaching which needs more language teaching theories to support. This paper makes a review of related studies, and puts forward a…

The peculiarities of the direct method usage in teaching speaking Foreign languages in Galicia and Bukovina (1890–1918

Directory of Open Access Journals (Sweden)

Bohdana Labinska

2012-12-01

Full Text Available The given article researches the peculiarities of the usage of the direct method in teaching foreign language speaking in Galicia and Bukovina (1890–1918. It analyses the preconditions of appearance of the direct method of teaching of foreign languages, the influence of contiguous sciences on the methodology of teaching of foreign languages. The peculiarities of realization of the direct method of teaching of foreign languages in Galicia and Bukovina is observed in the article. The methodology of teaching of foreign language speaking in the process of realization of the direct method in the west of Ukraine is described.

Ideology in Applied Linguistics for Language Teaching

Science.gov (United States)

Waters, Alan

2009-01-01

It is contended that much of present-day applied linguistics for language teaching (ALLT) fails to mediate effectively, primarily because an ideological construction, emanating from a critical theory perspective, is too often imposed on everyday pedagogical practices. This has resulted in an exaggerated level of concern about the power imbalances…

Visual advertisements: a tool for English language teaching?

Directory of Open Access Journals (Sweden)

Babocká Mária

2016-05-01

Full Text Available Advertising as one of the phenomena of modern times is often an inseparable, though undesirable part of our everyday lives. Current trends indicate that there are still more and more anglicisms, internationalisms, and particles of different cultures penetrating billboard advertisements in many towns and cities around the world, and Slovakia is no exception. The crucial question of this article is: How is it possible to use advertisements in English language teaching and learning? To answer this question, the examination is focused on: (1 defining the role and characteristic traits of advertisements; (2 searching for the linkage between the psychological principles of advertising and psychology of learning foreign languages; (3 the frequency of anglicisms and internationalisms in billboard advertisements in particular areas of selected Slovak cities; (4 concrete suggestions for teaching practice based on the previous findings.

A Brief Analysis of the Acrostic in Chinese Language in Teaching Chinese as a Foreign Language

Directory of Open Access Journals (Sweden)

Lydia Anggreani

2014-05-01

Full Text Available Acrostic is a special phenomenon of the modern Chinese language. It is a combination of lexical and syntactical that across “vocabulary” and “grammar” categories. The morphemes can be combined and can also be separated by various form changes depending on its development. Acrostic is always been a crucial part in teaching Chinese language to foreigners and less developed than other parts of the teaching. This study used quantitative method to analyze the problems associated with the acrostic in teaching Chinese to foreigners. Source of the data was learners’ exercise and assignment. The discussion in this article was viewed from the perspective of the outside-oriented teaching, grouped into 3 main sections. The first was in terms of the usability characteristics to the acrostic developments in the acrostic grammar study. The second, based on the results of the questionnaire regarding the use of acrostic, research analyzed students’ main mistakes and their causes. The third was to observe the condition of teaching acrostic. This research is expected to help teachers and learners of Mandarin understand and overcome the difficulties in learning acrostic.

Teaching Chinese Film in an Advanced Language Class

OpenAIRE

Chen, Luying

2011-01-01

Instructors often face a dilemma when using film in language classes. While film is appealing for the rich cultural and linguistic information it offers, finding the balance between teaching content and building language skills can present significant challenges for an instructor. Common approaches to using film in courses taught in English, such as screening one film a week, reading critical essays about the films, and class discussions and lectures, seldom offer the same benefits in a forei...

Different approaches to teaching English as a second language

OpenAIRE

Muñoz Pedraza, Mario

2016-01-01

Nowadays teaching and learning English as a second language is becoming more important than ever. This emphasis is due, to some extent, to the lack of work vacancies in Spain and the necessity of Spanish people to learn the English language properly. Having the ability to speak and understand the English language at a good level is thought of as beneficial as a way of either improving an individual’s curriculum with a qualification or certificate, or simply as a way of aiding that individual ...

Internet-Assisted Technologies for English Language Teaching in Turkish Universities

Science.gov (United States)

Celik, Serkan

2013-01-01

Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL instructors'…

The old an the new: reconsidering eclecticism in language teaching

Directory of Open Access Journals (Sweden)

Albert Weidemann

2008-08-01

Full Text Available A method of language teaching is a style of instruction that expresses the professionalcommitment of the teacher in support of an assumption of how language is learned. After theideological excesses of the audio-lingual method, it is understandable that teachers adopteda 'once bitten, twice shy' approach, which for many amounted to adopting eclecticism. Thisarticle considers five arguments against eclecticism, the inevitable continuities with the oldin what are paraded as innovative methodologies, and how one may handle professionallythe truly new in language teaching methods. Turning to arguments for eclecticism, the articlesuggests two main conditions for adopting it as professional stance, and gives three exampleswhere combinations of language teaching methods have in fact enriched our practice. Thearticle concludes with a set of explanations, with two examples from other African countries(Eritrea and Namibia that have emerged from recent studies (Tesfamariam 2000;Shaalukeni 2000, as to why the communicative approach to language teaching, even thoughit is regarded by teachers as the reigning orthodoxy in language teaching, has not beenadopted by teachers on our continent.'n Taalonderrigmetode is 'n onderrigstyl waarin uitdrukking gegee word aan die professionele toegewydheid van die opvoeder ter ondersteuning van 'n aanname oor hoe taal aangeleer word. Nil die ideologiese buitensporighede van die oudio-linguistiese metode, is dit verstaanbaar dat opvoeders 'n houding sal inneem van "n esel stamp nie sy kop twee maal teen dieselfde klip nie', wat vir baie op 'n aanvaarding van die eklektisisme gedui het. Hierdie artikel bekyk vyf argumente teen die eklektisisme, die onvermydelike verbintenisse van die oue met wat as vernuwende metodologiee voorgehou word, en hoe 'n mens die ware nuwighede in taalonderrigmetodes sou kon hanteer. Aan die ander kant bied die artikel in argumente ten gunste van die eklektisisme twee hoofvoorwaardes aan vir die

Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

Science.gov (United States)

Michel, Joseph; Patin, Paul

Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

OpenAIRE

ASTUTI, AGRIT DWI

2015-01-01

Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

The Role of Grammar Instruction in Language Teaching

Institute of Scientific and Technical Information of China (English)

无

2001-01-01

@@ The role of grammar instruction in foreign or second language acquisition is one of the most con troversial issues in foreign/second language teach ing and learning research. The advocators of gram mar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, crit ics naintain that the grammar knowledge has lim ited uses and may hinder the students from acquir ing the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?

Communicative Language Teaching: Changing Students’ Speaking Skill

Directory of Open Access Journals (Sweden)

Juni Bayu Saputra

2015-04-01

This article points out the results of the study attempting to solve the speaking problem faced by students in one of the Higher School of Teacher Training and Education (STKIP in Central Lampung. For the purpose of the topic, 30 fellow students were selected as the subject. Research method was Classroom Action Research with Kemmis and Taggart model. It was conducted for about four cycles. According to the results of speaking test, findings showed that using Communicative Language Teaching (CLT had positive meaningful effect on improving students’ speaking skill. To sum up, CLT is an effective method to teach speaking to the subject.

Teaching and learning English as a Home Language in a ...

African Journals Online (AJOL)

The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of ...

"The Simpsons": Translation and Language Teaching in an EFL Class

Science.gov (United States)

Pavan, Elisabetta

2013-01-01

My point of departure for this paper is that translation, so long neglected in foreign language teaching, can not only improve students' linguistic competences in both a foreign language and their mother tongue, but also their awareness of cultural and intercultural elements. It is a widespread popular assumption, among those not involved in…

Language teachers and teaching global perspectives, local initiatives

CERN Document Server

Ben Said, Selim

2013-01-01

This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice--the dynamic negotiation of classroom situations, socialization into the professional teaching culture, and "on the ground experimentation" with pedagogical skills/techniques.

Transformative New Teaching: Adolescent English Language Learners' Multidimensional Language and Identity Development

Science.gov (United States)

Kim, Namsook

2011-01-01

In the highest of need for a transformative new pedagogy with adolescent English Language Learners, I designed and conducted this qualitative case study to answer the questions on the in-depth meaning of innovative teaching practices in new times. Grounded in the sociocultural perspectives, and in accordance with the qualitative case study…

Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature

Directory of Open Access Journals (Sweden)

mustafa naci kayaoğlu

2013-07-01

Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the

Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature

Directory of Open Access Journals (Sweden)

mustafa naci kayaoğlu

2013-06-01

Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the

Relationship between EFL In-service Teachers’ Language Learning Strategies and their Beliefs toward Teaching Methodologies

Directory of Open Access Journals (Sweden)

Musa Farmanlu

2014-11-01

Full Text Available By the advent of new theories and approaches toward language teaching, a lot of attention has been paid to the role of those approaches on language learners. Superiority of psychology and linguistics in the area of language teaching urged scholars to develop new theories and techniques through a defined procedure. Most of the time the role of teacher’s experience as learner has been neglected. The present study was an attempt to investigate the relationship between EFL In-service teachers’ language learning strategies and their beliefs toward teaching methodologies. To find the relationship, a questionnaire was applied. The questionnaire in the study consists of three measures: (1 the individual background; (2 strategy inventory for language learning (Version 7.0 for ESL/EFL, Oxford, 1990; and, (3 beliefs toward English teaching methodologies (Chen, 2005. It was given to 252 in-service English teachers (136 female, 116 male majoring in TEFL. To analyze the quantitative data of the present study, descriptive as well as inferential analysis including ANOVA and Pearson’s correlations were used to investigate the relationships between language learning strategies and teaching beliefs toward EFL methodologies. Based on the teachers’ answers to the questionnaire, there was a meaningful relationship between language learning strategies and teacher’s methodology. The information provided in the present research can be helpful for teachers, policy holders of institutes and material developers. This study has also some implications for the researchers interested in teacher’s education studies.

TG Grammar's Implications for the Foreign Language Teaching

Institute of Scientific and Technical Information of China (English)

殷彩

2009-01-01

Chomsky's Transformational-Generative (TG) grammar is another revolution to linguistics after Saussure's strueturalism, and it plays an important role in the modem linguistics. Introducing the research perspective and method of TG grammar, this paper analyses its implications for the foreign language teaching.

Originality of Foreign Language Teaching Technologies in Higher Educational Establishments of the Danube River Basin Countries

Directory of Open Access Journals (Sweden)

Olga Demchenko

2014-08-01

Full Text Available The article is aimed at investigating the originality of foreign language teaching technologies in higher educational establishments of the Danube river basin countries. Definitions of teaching technologies, typology of some foreign language teaching technologies, analysis of activity learning technologies are given. The stress is made on the importance of competence and communicative approaches in Maritime English teaching in the Danube basin higher educational establishments.

A formative approach to cultural content learning in intercultural foreign language teaching

Directory of Open Access Journals (Sweden)

Andrijević Maja M.

2016-01-01

Full Text Available The paper outlines the effectiveness of the formative approach in the adoption of cultural content as part of intercultural foreign language teaching. In contrast to the informative, the formative approach is based on a constructivist approach to foreign language acquisition; in other words, it is a process of tertiary socialization through the construction of an intercultural identity, by means of experiential acquisition, interaction and cognitive conflict with previously adopted patterns. Byram's (1997 propositions about the importance of acquiring intercultural competence in foreign language teaching represent a complete shift towards a formative approach since they formulate general educational goals according to which it is impossible to have an insight into the language reality of a different culture unless an individual is aware of their own and the relative nature of both, which is vital to the development of critical intercultural awareness. Thus the focus of teaching shifts to the integration of the target and the source cultures through participatory tasks and constructive analysis, and to the construction of the learner's identity as intercultural speaker with a range of affective, cognitive and behavioral competences enabling successful contact with difference. The formative approach enables the foreign language teacher, whose role has also been redefined, to use appropriate materials in order to develop critical thinking and intercultural competence in students through their active involvement in the process of target language acquisition.

Teaching Chinese Film in an Advanced Language Class

Directory of Open Access Journals (Sweden)

Luying Chen

2011-04-01

Full Text Available Instructors often face a dilemma when using film in language classes. While film is appealing for the rich cultural and linguistic information it offers, finding the balance between teaching content and building language skills can present significant challenges for an instructor. Common approaches to using film in courses taught in English, such as screening one film a week, reading critical essays about the films, and class discussions and lectures, seldom offer the same benefits in a foreign language course due to the fact that students with only three years of foreign language study frequently lack the language skills necessary to discuss films in a foreign language. Yanfang Tang and Qianghai Chen, authors of the textbook 'Advanced Chinese: Intention, Strategy, & Communication '(2005, have argued that “[n]either interpreting textual meanings nor decoding linguistic patterns leads naturally to the productive skills needed” for communicating in the target language at the advanced level. They further suggest that “practice, in a conscious but meaningful way is the key to successful transformation of input knowledge into productive output skills.”

Reforms in the Policy of English Language Teaching in Malaysia

Science.gov (United States)

Rashid, Radzuwan A. B.; Abdul Rahman, Shireena Basree; Yunus, Kamariah

2017-01-01

This paper reviews reforms related to English language teaching in the Malaysian education system. It begins by tracing the history of Malaysia as a former British colony which has had significant influences on the status of English in the country. Then, it reviews the key educational reforms which have mainly centred on language policy, thus…

The National Security Language Initiative and the Teaching of Hindi

Science.gov (United States)

Shinge, Manjula

2008-01-01

This article discusses the teaching of Hindi in the USA, with special reference to the National Security Language Initiative (NSLI). Asian Indian languages are briefly described, as are the growth and diversification of the Asian Indian population in the USA. The inclusion of Hindi in the NSLI, and the implications of this decision for the…

The Importance of Strategies of Social Language Learning and Cooperative Learning in the Process of Teaching Turkish as a Foreign Language

Science.gov (United States)

Varisoglu, Mehmet Celal

2016-01-01

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative…

Grammar of Binding in the languages of the world: Innate or learned?

Science.gov (United States)

Cole, Peter; Hermon, Gabriella; Yanti

2015-08-01

Languages around the world often appear to manifest nearly identical grammatical properties, but, at the same time, the grammatical differences can also be great, sometimes even seeming to support Joos's (1958) claim that "languages can differ from each other without limit and in unpredictable way" (p. 96). This state of affairs provides a puzzle for both nativist approaches to language like Generative Grammar that posit a fixed "Universal Grammar", and for approaches that minimize the contribution of innate grammatical structure. We approach this puzzling state of affairs by looking at one area of grammar, "Binding", the system of local and long distance anaphoric elements in a language. This is an area of grammar that has long been central to the Generative approach to language structure. We compare the anaphoric systems found in "familiar" (European-like) languages that contain dedicated classes of bound and free anaphors (pronouns and reflexives) with the anaphoric systems in endangered Austronesian languages of Indonesia, languages in which there is overlap or no distinction between pronouns and reflexives (Peranakan Javanese and Jambi Malay). What is of special interest about Jambi anaphora is not only that conservative dialects of Jambi Malay do not distinguish between pronouns and reflexives, but that Jambi anaphora appear to constitute a live snapshot of a unitary class of anaphora in the process of grammaticalization as a distinct system of pronouns and reflexives. We argue that the facts of Jambi anaphora cannot be explained by theories positing a Universal Grammar of Binding. Thus, these facts provide evidence that complex grammatical systems like Binding cannot be innate. Our results from Austronesian languages are confirmed by data from signed and creole languages. Our conclusion is that the human language learning capacity must include the ability to model the full complexity found in the syntax of the world's languages. From the perspective of child

Research on foreign-language teaching and learning in the Netherlands (2002-2006)

OpenAIRE

Verspoor, M.; Cremer, M.

2008-01-01

This overview of applied linguistics research in the Netherlands between 2002 and 2006 is the fifth in a cyclical series of country-specific reviews of published research on foreign-language teaching and learning. About 75 papers have been selected from about twenty journals, conference proceedings, books and reports edited during the period 2002-2006 reporting on experimental or quasi-experimental research that has considerable value for those working in the field of language teaching. The r...

THE CONTRIBUTIONS OF PSYCHOLOGICAL THEORY AND EDUCATIONAL RESEARCH TO THE TEACHING OF FOREIGN LANGUAGES.

Science.gov (United States)

CARROLL, JOHN B.

THIS ADDRESS, GIVEN AT THE INTERNATIONAL CONFERENCE ON MODERN FOREIGN LANGUAGE TEACHING (BERLIN, SEPTEMBER 1964), PRESENTS A GENERAL DISCUSSION OF THE PRESENT SCOPE, ROLE, AND POTENTIAL USE OF RESEARCH IN FOREIGN LANGUAGE TEACHING METHODOLOGY, AND MAINTAINS THAT THE BEST RESEARCH IS THAT WHICH IS CLOSELY ALLIED WITH THEORY, AND THE HARDEST TO…

Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom

Science.gov (United States)

Yeh, Ellen

2014-01-01

This paper will demonstrate how to enhance second language (L2) learners' linguistic and cultural competencies through the use of the Multiple Intelligences Film Teaching (MIFT) model. The paper will introduce two ideas to teachers of English as a Second/Foreign Language (ESL/EFL). First, the paper shows how L2 learners learn linguistic and…

Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

Science.gov (United States)

Lyttle, LeighAnne

2011-01-01

This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

An argument for peer teaching role play in home language reading ...

African Journals Online (AJOL)

The Foundation Phase Curriculum and Assessment Policy Statement (2010) recommends Paired Reading for teaching reading literacy in both Home Language and Additional Language classrooms. This article describes research on the reading histories of teachers enrolled in an in-service Bachelor in Education (B.Ed.) ...

The Lab of the Future: Using Technology to Teach Foreign Language.

Science.gov (United States)

Underwood, John H.

1993-01-01

Describes the role of technology in teaching foreign languages. Offers a brief history of language lab technologies, including computer use for drill-and-practice, text reconstruction, and simulations and games. Discusses tool programs, intelligent systems, video technology, satellite television, videodisc and interactive video, hypertext and…

English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method

Science.gov (United States)

Ahmed, Sofe

2012-01-01

The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation…

La ensenanza de idiomas en Puerto Rico (Language Teaching in Puerto Rico)

Science.gov (United States)

Llorens, Washington

1976-01-01

The poor command of Spanish common to many Puerto Ricans is due, not to the teaching of English as a second language, but to the poor instruction of the native language and the lack of emphasis on reading good Spanish literature. The two languages can coexist. (Text is in Spanish.) (CHK)

Smuggling Language into the Teaching of Reading.

Science.gov (United States)

Heilman, Arthur W.; Holmes, Elizabeth Ann

Techniques and procedures for teaching reading as a meaning-making, language-oriented process are the focus of this book. The underlying premise is that children are taught to read so that they have an important tool for developing and expanding concepts. In order to accomplish this aim, children must be exposed to the precision and ambiguities of…

The Task-Based Approach in Language Teaching

Science.gov (United States)

Sánchez, Aquilino

2004-01-01

The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting…

Exploiting the Theory of Universals in Adult Second Language Teaching.

Science.gov (United States)

Kandiah, Thiru

1994-01-01

This article presents a bilingual teaching strategy based on Noam Chomsky's universalist hypothesis, which emphasizes the "universal" aspects of human language. The strategy focuses on the matching process that all learners carry out between the first (L1) and second (L2) language, as well as the differences between L1 and L2. (58…

Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh

Directory of Open Access Journals (Sweden)

Md. Kawser Ahmed

2016-10-01

Full Text Available Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational institutes be- it secondary or higher secondary are inclined to accept and apply the CLT in classroom, though there has been a lack of resources, materials and language experts. Ignoring the reality, the policy makers would like to follow the other countries, though they are self-sufficient and self-dependent on their strategic plans and strong funds who have already executed CLT with success. This paper attempts to present the reality behind the implementation of CLT in the language teaching and learning environment and outlines the malpractices widely obvious in educational institutes of Bangladesh. This paper also focuses on the strategic points, data collection and analysis and probable remedy regarding the real picture of CLT in Bangladesh. Keywords: CLT, methodology, context, hurdles, Bangladesh

Phonology in English language teaching an international approach

CERN Document Server

Pennington, Martha C

2014-01-01

Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom.An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a pre

English in Education Policy Shift in Senegal: From Traditional Pedagogies to Communicative Language Teaching

Science.gov (United States)

Diallo, Ibrahima

2014-01-01

Despite its allegiance to French, language-in-education planning in Senegal has given top priority to English in its education system. In the 1980s, policy-makers shifted English language teaching pedagogy from the Centre de Linguistique Appliquée de Dakar (CLAD) [Centre for Applied Linguistics of Dakar] teaching methods to Communicative Language…

INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE FOR SPECIAL PURPOSES

OpenAIRE

Sergey S. Chromov; Nadezda A. Gulayeva; Irina S. Zelenetskaya

2015-01-01

The paper is untended to draw attention to information communication technologiesin teaching Russian as a foreign language for special purposes at level B 2. In thisregard the educational process of teaching Russian as a foreign language is examinedfor promoting quality improvement in the process of ELT.Technology-enhances language learning(TELL) is described through computer-assisted language learning(CALL)-presentations, webinars, videolectures. The authors share their experience obtained d...

The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi

Directory of Open Access Journals (Sweden)

Dhiraj Kumar Rai

2017-12-01

Full Text Available The multilingual surrounding of Spanish Language Teaching (SLT in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1 to combine several methods for teaching-learning Spanish language (as FL2. However, the effectiveness and appropriateness of this linguistic principle, whereby English language instructions are used for SLT, remain undiagnosed. In fact, the technique of SLT in India needs to take into account the local linguistic or dialectical make-up of the actual or potential learners. As such, the process of Spanish Language acquisition in India as inspired by an exposure to local languages/dialects needs to be creatively explored. Furthermore, the recently increasing entries of specific Spanish words/terms in the Indian ‘popular language usage’, and their implications for SLT in India require to be sufficiently investigated. This article aims at filling in the above-mentioned lacunae by conducting a case study of the status of Spanish Language Teaching in Delhi. It draws the conclusion that the maximum flexibility in the process of eclectically mixing various pedagogical methods of SLT could go a long way in motivating and benefitting both the teachers as well as the students, thereby enhancing the overall efficiency of SLT in multilingual India.

Serbian schools and teaching of Serbian language in Greece in the 20th century

Directory of Open Access Journals (Sweden)

Blagojević Gordana

2007-01-01

Full Text Available The topic of this work is Serbian schools and the teaching of Serbian language in Greece in the 20th century. During the first half of the 20th century the existence of Serbian people in Turkey (later in Greece was acknowledged through school and church. Thanks to the Serbian schools, Serbs as an invisible minority became a visible one. In the second half of the 20th century there is primarily a teaching of Serbian language as a foreign language. During this period, Serbian was accepted primarily by Greeks at courses and private classes. At the beginning of the nineties in the 20th century because of the war in the territory of Yugoslavia, a large number of refugees went to Greece. Teaching of Serbian as a native language was organized only ten years later (at the beginning of 21st century. In some places, the schools are located in consular sections and have the assistance of the country of origin (Thessalonica, Katerini while in Hani (Crete immigrants organized them-selves without the assistance from the country of origin. By studying Serbian schools and the teaching of Serbian language, this work considers relation towards language as a symbol of ethnic identity - at the individual level, at the level of receiving country and at the level of country of origin.

Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

Directory of Open Access Journals (Sweden)

Shaila Shams

2014-08-01

Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

Applying CLIL to English Language Teaching in Thailand: Issues and Challenges

Science.gov (United States)

Suwannoppharat, Khwanchit; Chinokul, Sumalee

2015-01-01

Most countries in the world have been influenced by the trends of globalization and interculturality; accordingly, the English language and related cultures have come to play more important roles in global communication. Educational research, a primary source for language teaching and learning development, has increasingly emphasized the…

Corrupt Language, Corrupt Thought: The White Paper "The Importance of Teaching"

Science.gov (United States)

Lumby, Jacky; Muijs, Daniel

2014-01-01

This article deconstructs the language of the 2010 UK Coalition Government's White Paper, "The Importance of Teaching". It uses analytical frameworks related to rhetoric established by Aristotle and Cicero. It explores the mechanisms of language using both critical discourse analysis and content analysis, offering quantitative data on…

English Foreign Language Learners Kinesics on Teaching Performance

Directory of Open Access Journals (Sweden)

Hajjah Zulianti

2017-12-01

Full Text Available This research entitle English foreign language learners kinesics on teaching performance aims to mention and to describe the forms and the function of kinesics used by EFL learners on teaching performance, and to describe the importance of kinesics in teaching activity. This research is descriptive qualitative research. The data of the research are taken from EFL learners’ teaching performance on sixth semester at STKIP PGRI Bandar Lampung. The researcher observes the learners’ kinesics in teaching activity by using observing method and noting technique. In analyzing the data, the researcher uses description method. The result shows that there are twenty kinds of kinesics acted by the trainee, those are sitting in relaxing, arms crossed in front of the chest, standing in relaxing, walking around the class, checking the time, stroking the chin or beard, smile, happily surprised, wrinkle forehead, nodding head, shaking head, thumbs up, pointing finger, counting hand, waving hand, looking up, eye following, squinting, look in eye and breaking or making eye contact. Keywords: Kinesics, EFL Learners, Teaching Performance

The tongue in between: Some thoughts on the teaching of Chinese as a second language in Singapore

Directory of Open Access Journals (Sweden)

Chee Lay Tan

2014-12-01

Full Text Available In Singapore’s unique and complex linguistic environment, it is common to have Chinese-language learners from many different backgrounds in the same school classroom, which is why Singapore is nicknamed as a “language laboratory.” In this paper, I hope to examine our linguistic environment and response strategies from different angles, including theories of second-language acquisition and Singapore’s teaching methods and distinguishing features. This paper argues that Singapore’s approach to teaching Chinese as a second language have to be highly diverse and specialized, in cohesion with Singapore’s constantly evolving sociolinguistic landscape and Chinese-language teaching environment.

English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh

Directory of Open Access Journals (Sweden)

Md.Mahroof Hossain

2016-06-01

Full Text Available Language is one of the medium of expressing our ideas, feelings and emotions. And if we think about language in present world then English is one of the most used languages in the world and English is used as a second language in Bangladesh. English is introduced here at the primary level and its inclusion continues till the tertiary level of education. Most of the students of the primary schools in rural areas are weak in English language due to lack of skilled and trained teachers who are familiar to the modern methods and approaches of teaching and lack of materials for teaching in the classroom. Primary level English curriculum implementation is essential in Bangladesh to achieve the set English language competency in the rural areas. Students in the rural areas are performing poorly in English compared to their urban counterparts. Statistics showed that there was a gulf of difference between the facilities enjoyed by rural schools and urban schools. The study explores the challenges of teaching English language in rural areas in context of Bangladesh. This study investigated the factors affecting student’s performance in English language in rural areas. Data were collected using interviews, classroom observation and questionnaire. Result of the study reveals that students were highly motivated to learn English for future expectations such as local and international communication, academic advancement and employment prospects. It also provide a scenario of English teaching system in rural areas of Bangladesh as well as the problems and prospects of English language in perspective of Bangladesh. Keywords: English language, rural areas, education, learning and teaching, competency

English Language Teaching Research in South Korea: A Review of Recent Studies (2009-2014)

Science.gov (United States)

Moodie, Ian; Nam, Hyun-Jeong

2016-01-01

This article reviews recent studies on English language teaching (ELT) in South Korea, where a great deal of research has been produced in recent years in local journals. In this article we review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English language teaching and learning, focusing on research within the public…

TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE

Directory of Open Access Journals (Sweden)

Alberth Alberth

2013-01-01

Full Text Available The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored.

Teachers’ competences in the foreign language teaching/learning process

OpenAIRE

Douglas Altamiro Consolo; Cristina Francisca de Carvalho Porto

2012-01-01

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practic...

THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

Directory of Open Access Journals (Sweden)

Cecilia Titiek Murniati

2016-07-01

Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

Teachers' Language on Scientific Inquiry: Methods of teaching or methods of inquiry?

Science.gov (United States)

Gyllenpalm, Jakob; Wickman, Per-Olof; Holmgren, Sven-Olof

2010-06-01

With a focus on the use of language related to scientific inquiry, this paper explores how 12 secondary school science teachers describe instances of students' practical work in their science classes. The purpose of the study was to shed light on the culture and traditions of secondary school science teaching related to inquiry as expressed in the use of language. Data consisted of semi-structured interviews about actual inquiry units used by the teachers. These were used to situate the discussion of their teaching in a real context. The theoretical background is socio-cultural and pragmatist views on the role of language in science learning. The analysis focuses on two concepts of scientific inquiry: hypothesis and experiment. It is shown that the teachers tend to use these terms with a pedagogical function thus conflating methods of teaching with methods of inquiry as part of an emphasis on teaching the children the correct explanation. The teachers did not prioritise an understanding of scientific inquiry as a knowledge goal. It discusses how learners' possibilities to learn about the characteristics of scientific inquiry and the nature of science are affected by an unreflective use of everyday discourse.

Using Songs as Audio Materials in Teaching Turkish as a Foreign Language

Science.gov (United States)

Keskin, Funda

2011-01-01

The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching…

The Film in Language Teaching Association (FILTA): A Multilingual Community of Practice

Science.gov (United States)

Herrero, Carmen

2016-01-01

This article presents the Film in Language Teaching Association (FILTA) project, a community of practice (CoP) whose main goals are first to engage language teachers in practical uses of film and audio-visual media in the second language classroom; second, to value the artistic features of cinema; and third, to encourage a dialogue between…

Adopting a Cultural Portfolio Project in Teaching German as a Foreign Language: Language Teacher Cognition as a Dynamic System

Science.gov (United States)

Feryok, Anne; Oranje, Jo

2015-01-01

Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…

METHODS IN THE POST-METHODS ERA. REPORT ON AN INTERNATIONAL SURVEY ON LANGUAGE TEACHING METHODS'

Directory of Open Access Journals (Sweden)

Jun Liu

2004-06-01

Full Text Available Do methods still have a place in 21" century language teaching? To answer this question, an international survey was conducted in the surnmer of 1999. A sample of 800 language teachers world-wide randomly drawn from 17,800 TESOLers were each given a 2-page survey. The return rate was 58.5% with the actual usable data set of448, which was analyzed by using both descriptive and inferential statistics. Among the ten commonly recognized teaching methods surveyed, both the Communicative Language Teaching Approach and an eclectic method seem to have the highest rate in familiarity, preference, and use. But when multiple factors, such as teaching contexts, instructional settings, learners' proficiency levels, class size, teaching experience and educational backgrounds of the teachers, and the status of being a native or nonnative English speaking professional were taken into consideration, various patterns and themes emerged. One interesting finding is that Grammar Translation is still used in EFL contexts, in larger classes, and with learners at low proficiency levels, though the ratio between the actual use of this method and teachers' preference does not match. Based on the results of the survey, a new theoretical framework is proposed to conceptualize language teaching methods in the post-methods era.

Focus on Form in task-based language teaching

NARCIS (Netherlands)

van de Guchte, M.

2015-01-01

This dissertation presents research on the way in which learners focus on grammar in task-based language teaching (TBLT). Such a focus on grammar during meaningful task performance is called a Focus on Form (FonF). For this PhD research project we conducted three experimental studies which

Teaching the Romanian Neighbors Hungarian: Language Ideologies and the Debrecen Summer School

Science.gov (United States)

Kiss, Attila Gyula

2016-01-01

This article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the…

Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers

Directory of Open Access Journals (Sweden)

Harjanne Pirjo

2017-09-01

Full Text Available This article reports Chilean and Finnish foreign-language (FL teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”, whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

A Study on the Textbook Designed to Teach Korean as a Foreign Language

Science.gov (United States)

Lee, Sun-Min

2012-01-01

It is the reality of Korean language education that the development of teaching materials for Korean language for academic purposes are not so brisk, compared to that of the materials for general purpose, as the education of Korean language as a foreign language has just begun to proceed. The focuses of this study are to survey the brief history…

Grand Challenges and Great Potential in Foreign Language Teaching and Learning

Science.gov (United States)

Hlas, Anne Cummings

2018-01-01

This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable…

The "Contextual Contact" in Grammar Microteachings in Teaching English as a Foreign Language: A Teacher Training Perspective

Science.gov (United States)

Sarigöz, Iskender Hakki

2015-01-01

The grammar microteachings carried out by trainees in teacher education is a critical issue due to the fact that the teaching of grammar has always been a controversial issue throughout the foreign language teaching (FLT) acculturation. There is always some negative reaction to isolated teaching of grammar in communicative language teaching…

Syllabus Development Studies in Turkey and in the World for Teaching Arabic as a Foreign Language - Some Suggestion for Teaching Arabic in Primary Schools in Turkey

Directory of Open Access Journals (Sweden)

Murat ÖZCAN

2015-08-01

Full Text Available The importance of Arabic in Turkey and in the world is rising in the last years because of some developments in Middle East. Beside this, Arabic is the language o f Holy Quran and hadiths. As it is known the non - Arab, Muslims need to learn this language in order to understand their religion. After all, of these needs, some countries opened some courses for teaching Arabic. In addition , people started to write some new materials for teaching Arabic in these courses as a foreign language. In Turkey, there are Arabic lessons in intermediate, middle and high school periods. The Education Ministry is publishing syllabus for these lessons. A s Turkey, some countries are teaching Arabic as a foreign language in their schools. In this paper, we tried to analyze the similarities and differences between the syllabuses of these countries and Turkey for teaching Arabic as a foreign language. At the end of the analyze we suggested some suggestions for teaching Arabic in primary schools in Turkey.

Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

Science.gov (United States)

Bozavli, Ebubekir

2017-01-01

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of…

The "SignOn"-Model for Teaching Written Language to Deaf People

Directory of Open Access Journals (Sweden)

Marlene Hilzensauer

2012-08-01

Full Text Available This paper shows a method of teaching written language to deaf people using sign language as the language of instruction. Written texts in the target language are combined with sign language videos which provide the users with various modes of translation (words/phrases/sentences. As examples, two EU projects for English for the Deaf are presented which feature English texts and translations into the national sign languages of all the partner countries plus signed grammar explanations and interactive exercises. Both courses are web-based; the programs may be accessed free of charge via the respective homepages (without any download or log-in.

TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE

Directory of Open Access Journals (Sweden)

Yuyun Yulia

2013-07-01

Full Text Available Abstract: This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.

Effective Teaching Strategies for Predicting Reading Growth in English Language Learners

Science.gov (United States)

Melgarejo, Melina

2017-01-01

The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…

Multidisciplinary Approach in Teaching Foreign Languages to Information Security Professionals

Directory of Open Access Journals (Sweden)

N. M. Nikiforova

2012-12-01

Full Text Available The program of teaching foreign languages to information security professionals is aimed at unifying linguistic, extra linguistic and professional information distributed in the contents of the course.

Task-based teaching and learning of Igbo as second language: A ...

African Journals Online (AJOL)

This study shares the view that there is need for vocabulary development for the Igbo second and foreign language (Igbo L2/FL) programmes of tertiary institutions in Igbo land. The purpose is to contribute towards facilitating the learners' effective communication in Igbo. Tenets of task-based language teaching (TBLT) and ...

The Future of Foreign Language Teaching on the North American Continent.

Science.gov (United States)

Bouton, Charles P.

Following a brief review of the history of interest in foreign languages in America, facts to be considered when interpreting falling enrollment statistics, such as a drop in the birth rate, are discussed. It is stressed that foreign language teaching cannot be neglected in a world having improved and extensive communication between people…

Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

Science.gov (United States)

Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

2016-01-01

This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…

Reflective teaching and its impact on foregin language teaching

Directory of Open Access Journals (Sweden)

Quesada Pacheco, Allen

2005-03-01

Full Text Available Este artículo manifiesta la importancia que tiene la enseñanza reflexiva en el área de la enseñanza del inglés, como segunda lengua. Su análisis presenta la relevancia del pensamiento reflexivo como un elemento clave para mejorar y desarrollar la práctica profesional. Por tal motivo, se valoran los alcances de las actividades y prácticas en el aula de lenguas extranjeras para disminuir la distancia entre la teoría y la práctica. Además, se plantean las ventajas del maestro reflexivo. Finalmente se indica cómo se logra visualizar la enseñanza reflexiva y se ofrecen sugerencias prácticas para aplicar esta teoría en el aula. This article deals with the impact of reflective teaching on the ESL/EFL field. Reflective thinking is seen as key on the road to professional growth. There is a need to reflect on our actions and classroom practices in the foreign language teaching in order to bridge the gap between theory and practice. A model is suggested as to how a teacher’s practice in the classroom can be improved through reflective teaching and action research.

Communicative Language Teaching: A Practical Scenario in the Context of Bangladesh

Science.gov (United States)

Ahmed, Md. Kawser

2016-01-01

Communicative Language Teaching, popularly known as CLT, has become a newly adopted methodology in the teaching and learning context of Bangladesh. This methodology, since the initiation, has encountered and is still encountering a number of hurdles that need to be dealt with best care and feasible strategy. Of all methods, most of the educational…

Task-Based Language Teaching and Expansive Learning Theory

Science.gov (United States)

Robertson, Margaret

2014-01-01

Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit…

The Arabic Language in Israel: official language, mother tongue, foreign language. Teaching, dissemination and competence

Directory of Open Access Journals (Sweden)

Letizia Lombezzi

2018-02-01

All this proves the need to intentionally teach colloquial Arabic and assign to it priority for being ‘the language in use‘, which detains a strongest communicative power. The Israeli education system remains based on the acquisition of skills in standard Arabic only. It is proved that standard Arabic it is not enough for developing the necessary competence in our students, in Israel as well as in Europe.

A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching

Science.gov (United States)

Wigham, Ciara R.

2017-01-01

Higher education institutions are increasingly interested in offering more flexible teaching and learning delivery methods that are often independent of place. Where foreign language learning is concerned, telecollaboration is gaining ground. This paper focuses on synchronous webconferencing-supported teaching and examines how different semiotic…

Using the "Common European Framework of Reference for Languages" to Teach Sign Language to Parents of Deaf Children

Science.gov (United States)

Snoddon, Kristin

2015-01-01

No formal Canadian curriculum presently exists for teaching American Sign Language (ASL) as a second language to parents of deaf and hard of hearing children. However, this group of ASL learners is in need of more comprehensive, research-based support, given the rapid expansion in Canada of universal neonatal hearing screening and the…

Innovative and Organized Approaches to Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Max Florian Hertsch

2013-03-01

Full Text Available Innovation and organization in language education are more than just a teacher and students gathered in the same classroom at the same time, using the same materials and current motivation. The importance of innovations is highlighted by the European Label for innovative projects in language teaching and learning. For Turkey and its European Union membership ambitions, education is a prior section whose standard can be raised by innovations in foreign language education. Heyworth created a formula for innovations [C=(abc>x] which declares changes and its costs. The formula expresses that change for innovation equals several factors which must be more effective than the costs. In this article, Heyworth’s formula is transferred towards the language education system in Turkey. It will theoretically show advantages and changes and a way how Turkish organizations could change to provide more sustainable language education. Furthermore, the article will explain the already existing approaches and show their advantages and disadvantages. As a conclusion, a theoretical approach for innovations will be given and discussed.

Teaching English Language Skills for School Teachers: CTE Programme of IGNOU

OpenAIRE

Asha Khare

2011-01-01

India is a multilingual country. English is the second most important language in the country after the national language Hindi since it is taught as a compulsory subject in all the Indian schools. In the educational system of a multilingual country, it becomes imperative to improve the English Language teaching skills of the school teachers who come from various linguistic backgrounds. The school teacher plays a vital role in the development of linguistic skills of the students. What childre...

JAPANESE LANGUAGE STUDENTS’ PERCEPTION OF USING ANIME AS A TEACHING TOOL

OpenAIRE

Yee-Han Chan; Ngan-Ling Wong; Lee-Luan Ng

2017-01-01

Studies showed that interest in anime motivates students to learn the Japanese language and culture (Manion, 2005; Fukunaga, 2006; William, 2006). However, little has been written about the practical use of anime in a Japanese language classroom. By employing the method of classroom research, this study will try to narrow the gap between theory and practice of using anime as a teaching tool in the Japanese language classroom. This qualitative study will focus on discussing what the participan...

The Relationship between Iranian ELT Instructors' Beliefs about Language Teaching and Their Practices in Real Classrooms

Science.gov (United States)

Mellati, Morteza; Fatemi, Mohammad Ali; Motallebzadeh, Khalil

2013-01-01

Teachers play different roles in multidimensional process of language teaching and their beliefs about language teaching might influence their practices. Donaghue (2003) stated that beliefs guide teachers in their practice. However, Argyris and Schon (1978) claimed that there is almost a discrepancy between teachers' beliefs about language…

CONVERGING LINES: TOWARDS THE INTEGRATION OF SECOND LANGUAGE RESEARCH AND TEACHING

Directory of Open Access Journals (Sweden)

Bambang Yudi Cahyono

1999-01-01

Full Text Available Despite the increasing research in second language acquisition, a gap seems to exist between researchers' technical knowledge and teachers' practical knowledge. This is evident from a review of research studies in form-focused instruction summarized in this article. Additional review of articles in the teaching of writing also leads to a similar conclusion. The theoretical development of the writing process does not seem to provide many insights for teachers to apply the process approach to the teaching of writing. The results of the two reviews then indicate that an attempt is required to relate second language research to teaching. Theoretical-pedagogical research, action research, and participatory research are referred to as models of research that can bridge the gap. A review of sample studies recently conducted demonstrates how the integration between technical and practical knowledge can be achieved through the three types of research.

The Effect of Language Teaching Methods on Academic Success in Turkey

Science.gov (United States)

Ökmen, Burcu; Kilic, Abdurrahman

2016-01-01

The aim of this research is to observe the effect of language teaching methods on students' TEOG foreign language exams, the exam which is necessary to pass from secondary school to high school, administered by the Ministry of Education. The research sample consisted of 95 English teachers who taught in secondary schools in Duzce in 2013-2014, and…

Dynamic Learning Objects to Teach Java Programming Language

Science.gov (United States)

Narasimhamurthy, Uma; Al Shawkani, Khuloud

2010-01-01

This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

Using Public Speaking Tasks in English Language Teaching

Science.gov (United States)

Iberri-Shea, Gina

2009-01-01

The purpose of this article is to provide suggestions for using public speaking tasks in English language teaching (ELT) and to highlight some of their many advantages. For the purpose of this article, the author will focus on two types of these tasks: student presentations and debates. Student presentations may consist of either individual or…

The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary

Science.gov (United States)

Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M.

2015-01-01

Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…

From Cultural Knowledge to Intercultural Communicative Competence: Changing Perspectives on the Role of Culture in Foreign Language Teaching

Science.gov (United States)

Piatkowska, Katarzyna

2015-01-01

Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…

The self and the new language: identities and foreign language learning and teaching

Directory of Open Access Journals (Sweden)

Letícia Coroa do Couto

2012-01-01

Full Text Available Students’ attitudes towards a FL they are learning can have considerable influence on the language acquisition process. Identities determine how teachers’ and students’ relationship with the world is built across time and space (NORTON, 2000, and so they permeate the whole teaching/learning process. They also bear a close relationship with the context, and are socially constructed, thus influencing actions and interactions, while also being influenced by them (HALL, 2000; MOITA LOPES, 2003; NORTON, 2000; SILVA, 2000; WOODWARD, 2000. The goal of this work is to sensitize  the agents in the FL teaching/learning process to the importance of the issue of identities. Thus, further research may be carried out for a better understanding of this complex web of relationships and (reconstructions that can influence the whole FL teaching/learning process, and thereby advance improvements to it.

Methods Matter: Teacher-Trainee Perspectives on Language Teaching Methods in a South Korean TESOL Certificate Program

Science.gov (United States)

Jobbitt, Todd

2014-01-01

The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students…

LEARNING AND TEACHING RUSSIAN LANGUAGE IN CHINA AND TAIWAN: PAST AND PRESENT

Directory of Open Access Journals (Sweden)

Lidiya Z. Tenchurina

2016-01-01

Full Text Available The paper presents the main study results on the analysis of processes of establishing and development of Russian language studies and Russian language training practices in mainland China and Taiwan since the early XVIII century until now. Basing on the postulates of the social-and-cultural, systemic and historical, historiographical and axiological approaches, the authors attempt to describe the development of the theory and practice of teaching and studying Russian as a foreign language (RFL with a view to form a complete picture of the past and present of the Russian language in China and Taiwan, to evaluate the role and importance of the Russian language, primarily, in the socialand-cultural, as well as in the social-and-political and even economic aspects, not only from historic perspectives but also in terms of the future development – basing on evolving cooperation between Russia, on the one hand, and China and Taiwan – on the other. Methods. The main applied research methods are the comparative-historical and historical-and-logical analysis, historical reconstruction methods, systematization, theoretical generalizations and, partly, prediction. Scientific novelty. The novelty of the study lies in the fact that for the first time in the broader period (1700–2000 s it offers a generalized description of the establishment and development of Russian studies and practice of teaching the Russian language in China and Taiwan. Practical significance. The implementation of the research outcomes can be useful due to a possibility of carrying on its basis of new studies on the problems of Russian philology and teaching Russian as a foreign language, the history of pedagogy and education, and comparative pedagogy (comparative linguistics.

Going Beyond the Native Speaker in Teaching Chinese as a Foreign Language

DEFF Research Database (Denmark)

Zhang, Chun

In recent years, researchers within the field of TCFL (teaching Chinese as a foreign language) have begun to examine the notion of Chinese language teacher identity (see e.g., Moloney, 2013; Gao, 2012; Wu et al., 2014); however, whilst insightful, this research has not addressed the ways in which...... a period of three years has been carried out. The study findings reveal that despite they teach Chinese in their own home cultures, the teachers face challenges in constructing their identities as CFL teacher, and that the challenges that arose with their Chinese learning trajectory and their intercultural...

Position Paper: Moving Task-Based Language Teaching Forward

Science.gov (United States)

Ellis, Rod

2017-01-01

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces--such as how a "task" should be…

Learning theories and skills in online second language teaching and learning

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2014-01-01

For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning...... in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in...

Computers in the Teaching of English as a Foreign Language: Access to the Diversity of Textual Genres and Language Skills

Science.gov (United States)

Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of

The Implementation of A Flipped Classroom in Foreign Language Teaching

OpenAIRE

Ahmet BASAL

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

SPECIFIC CHARACTERISTICS OF IMPLEMENTING THE COMBINED METHOD OF TEACHING FOREIGN LANGUAGES IN WESTERN UKRAINE AND IN RUSSIA (1918–1939

Directory of Open Access Journals (Sweden)

Богдана Лабінська

2014-04-01

Full Text Available The paper investigates the specific characteristics of implementing the combined method in teaching foreign languages in Western Ukraine and in Russia (1918–1939. Preconditions of the origin of the combined method have been ascertained. Teaching language aspects and communicative activities has been analyzed on the basis of curricula, manuals and scientific articles of those times. Comparative studies of foreign language teaching methodology in Ukraine and in Russia have been carried out. Fundamentals of the combined method of teaching foreign languages have been substantiated and peculiarities of their realization in the region under investigation have been formulated.

Issues of Teaching Tuvan Language in Turkey

Directory of Open Access Journals (Sweden)

Margarita B. Kungaa

2018-03-01

Full Text Available Tuvan language is taught and studied both in the Republic of Tuva and beyond its borders. Alongside with other Turkic languages, it is taught at a number of universities in Turkey – and like all languages belonging to the same group, it is taught to Turkish students not as a foreign, but as a cognate tongue. Speaking from her own experience as lecturer in Tuvan language and literature at the University of Ankara (1997-2003, the author shares her opinions on the issues language instructors frequently face when teaching Tuvan to Turkish students. Since all Turkic languages are understood to stem back to a single ancestor – Proto-Turkic language, the absolute majority of Turkologists see them as dialects of this ancestor tongue. Correspondingly, in their learning experience Turkish students distinguish between foreign languages and those cognate to their mother tongue. Overall, about 20 Turkish universities offer courses in various Turkic languages. At the moment, quite a lot of specialists in Tuvan – both researchers and educators – work in Turkey. However, there is a marked lack of student motivation to study Tuvan. Students see little incentives of professional career growth except becoming an academic linguist. Another notable issue is the absence of textbooks, study manuals, or Tuvan-Turkish and Turkish-Tuvan phrasebooks which could facilitate achieving the required level of command of Tuvan by Turkish students. This problem as yet remains unsolved. For Turkish students, learning Tuvan opens the prospect of becoming a Turkologist. For the Republic of Tuva, the presence of such specialists would help popularize Tuvan culture and enhance collaboration between Tuva and Turkey in the areas of science, culture and economy. This will also help develop the relations between Turkey and Russian Federation.

A Model for Community-based Language Teaching to Young Learners: The Impact of University Outreach

Directory of Open Access Journals (Sweden)

Martha Nyikos

2015-01-01

Full Text Available A primary challenge given to university foreign language departments and Title VI National Resource Centers is to increase interest and participation in foreign language learning, with particular emphasis on less commonly taught languages (LCTLs. Given that many LCTLs in high demand by the US government, including Arabic, Chinese, Persian and Turkish, rarely find their way into the school curricula, this article offers a successful ongoing community-based model of how one university-town partnership addresses advocacy with programming for pre-K-grade 9. Non-native and heritage undergraduate language students who volunteered as community language teachers found the experience invaluable to their pedagogical development. Teacher education programs or language departments can employ this approach to community-based teaching, by providing free, sustained language teaching in existing community centers. This article offers guidance for how to start and expand such a program.

A review of teaching second/ foreign language listening comprehension research(Part 5 Text production and comprehension)

OpenAIRE

尹, 松

2002-01-01

Among the four skills of the language acquisition, it has been pointed out that listening comprehension is the most difficult skill. The research on effective methods of teaching listening comprehension has been carried out from various viewpoints. After introducing the theory of listening comprehension, this review will describe recent trends in the teach-ing of listening as a second/foreign language. This will be done by focusing primarily on schema activator and strategy-instruction in tea...

AWARENESS AND MOTIVATION IN CROSS-CULTURAL LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Elena SAVU

2013-11-01

Full Text Available The focus in language education in the twenty-first century does no longer fall on grammar, memorization and learning from rote, but rather on using language alongside with cultural knowledge as a means to communicate and connect to other people all over the world. Our learners are going to become part of today’s intercultural communication network and they will need to use both their language and cultural skills for real life communication. Therefore, teachers themselves should be ready to assume the responsibility of teaching their learners how to become culturally competent. To do this properly and successfully, practitioners need to build and develop their own awareness of and motivation for an intercultural approach. The current paper will present and analyze some recent research findings on higher education practitioners’ motivation to adopt a cross-cultural approach in their classrooms.

Japanese Language and "Characters": From the Perspective of Teaching Japanese as a Foreign Language

Directory of Open Access Journals (Sweden)

Yukiko SHUKURI

2015-12-01

Full Text Available This paper introduces current status of "role language" and the "speaker's character" and their applications in Japanese teaching materials. Besides it studies the knowledge of Russian learners of Japanese and carefully examines their knowledge of four typical kinds of "role language" in Japanese anime and manga by using a questionnaire and follow-up interviews. From the results of the textbook research, the following two things are revealed; (a first person pronouns except for watashi are rarely used, (b there is not enough explanations about different "speaker's characters" in detail. Furthermore, findings of the questionnaire show that some of the learners who have the same impression of the characters as Japanese native speakers, wrongly connect a certain "role language" to illustrations of a character, and results of as much as three kinds of "role language" have a low positive correlation with the learners' results of the Japanese Language Proficiency Test. Results also reveal that all four kinds of "role language" have no correlation with other factors, such as student's duration of learning Japanese, or frequency of the use of Japanese outside the classroom.

On Present State of Teaching Russian Language in Russia

Science.gov (United States)

Tekucheva, Irina V.; Gromova, Liliya Y.

2016-01-01

The article discusses the current state of teaching Russian language, discovers the nature of philological education, outlines the main problems of the implementation of the standard in school practice, analyzes the problems of formation of universal educational actions within the context of the implementation of cognitive-communicative approach,…

Preparing teachers to teach English as an international language

CERN Document Server

Matsuda, Aya

2017-01-01

This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

A Debate over the Teaching of a Legacy Programming Language in an Information Technology (IT) Program

Science.gov (United States)

Ali, Azad; Smith, David

2014-01-01

This paper presents a debate between two faculty members regarding the teaching of the legacy programming course (COBOL) in a Computer Science (CS) program. Among the two faculty members, one calls for the continuation of teaching this language and the other calls for replacing it with another modern language. Although CS programs are notorious…

Teachers' Views on Ways of Improving English Language Teaching in Hong Kong.

Science.gov (United States)

Lai, Fung-kuen Eva

A study investigated the attitudes of Hong Kong English-as-a-Second-Language teachers concerning English language teaching problems in that context. The study was prompted by perceptions of declining interest in use of English, less frequent requirement of English skills for employment, increased use of colloquial Cantonese in social contexts, and…

Application of Learner Corpora to Second Language Learning and Teaching: An Overview

Science.gov (United States)

Xu, Qi

2016-01-01

The paper gives an overview of learner corpora and their application to second language learning and teaching. It is proposed that there are four core components in learner corpus research, namely, corpus linguistics expertise, a good background in linguistic theory, knowledge of SLA theory, and a good understanding of foreign language teaching…

The communicative teaching task-interactive for teaching Spanish as a foreign language

Directory of Open Access Journals (Sweden)

Liliana Valdés Aragón

2005-06-01

Full Text Available The teaching tasks that are presented in this article respond to a conception of interactive language learning with strong cognitive and humanist bases. Each main task contains a group of supporting tasks that offer opportunities to the students for interacting with the language they are learning in problem solution which demand their attention to content more than to form. The tasks are directed to the formation of values, the protection of the environment, the communicative competence, the declarative, procedural and attitudinal knowledge, to the development of learning strategies that favor interaction, the exchange of meaning, the reflection, the cooperation, the socialization, and the pleasant learning with a strong cultural component that reflect the life and the history of all the people of the world.

An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

Science.gov (United States)

Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

2015-01-01

Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

THE RESULTS OF ENGLISH TEACHING AS A FOREIGN LANGUAGE FOR ACADEMIC STAFF IN THE ARTIFICIAL BILINGUALISM ENVIRONMENT

Directory of Open Access Journals (Sweden)

T. P. Rasskazova

2017-01-01

Full Text Available Introduction. In the conditions of the modern globalization, one of the most significant indicators of competitiveness of the universities is the academic mobility of students, graduate students, teachers and research associates that implies their free and competent enough foreign language skills, first of all English. Yet, until recently, comparatively little attention has been paid to foreign language skills of the Russian academic teaching staff. However, in recent years, with regard to the process acceleration of internationalization of the higher education to provide own effective functioning and remain a demanded one in education and training market, domestic higher education institutions are forced to quickly fill in the gaps of foreign language knowledge among academic teaching staff. The aim of this article is to analyse and describe the tuition outcomes for academic teaching staff based on the official exam results from Cambridge English Language Assessment for three years (2015–2017. Methodology and research methods. The research, which is grounded in interdisciplinary approach and lies at the intersection of psychology, linguistics and pedagogics, was conducted on the basis of the statistical analysis and generalization of mean scores of English language testing results, taking into account qualitative and quantitative standards of speech skills: reading, writing, listening, speaking and use of English (for levels B2, C1. Results and scientific novelty. The essential strengthening and development of the Cambridge English system for level increase of proficiency in English among the Russian academic teaching staff is proved. The data of external peer evaluation provided by exam centre Cambridge English Language Assessment including the foreign language training results of academic teaching staff are analysed. The results obtained show that contrary to the wide-spread opinion that productive skills (speaking and writing take longer

Language Teacher Candidates’ Self-Assessment Process for Teaching to Young Learners in EFL Classes

Directory of Open Access Journals (Sweden)

Binnur GENÇ İLTER

2017-12-01

Full Text Available Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher candidates should learn the correct methods and techniques during their training period. Although some teacher candidates think the solution for training is simply to get all theoretical knowledge, some of them think that solution lies in encouraging the teacher candidates to create their own activities. This descriptive action research paper arises of a quantitative study the purpose of which is to seek the process of ELT students’ development and reflection on teaching English to children. In order to find out language teacher candidates’ ideas about how they improve themselves, five point Likert scale was prepared. Data collection was achieved by giving the same questionnaires at the beginning and the end of the term at One State University, ELT students in the academic year 2015–2016. 16 male and 32 female students answered the questionnaire. The data were analysed using factor analyses and Levene Test. Findings were examined and some suggestions that focused on language teacher training candidates were put forward.

Teaching in the Foreign Language Classroom: How Being a Native or Non-Native Speaker of German Influences Culture Teaching

Science.gov (United States)

Ghanem, Carla

2015-01-01

The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence…

Taking Teacher Education to Task: Exploring the Role of Faculty Education in Promoting Values and Moral Education of Task-Based Language Teaching

Directory of Open Access Journals (Sweden)

Dr. Gabriel C. Delariarte

2014-02-01

Full Text Available - This study aimed to determine the taking teacher education to task: exploring the role of teacher education in promoting values and moral education of task-based language teaching in the college of education of West Visayas State University Calinog-Campus for the school year 2012-2013. Descriptive research method was utilized in the study. The findings revealed that the respondents perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; the entire group of respondents has perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; both male and female respondent have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching; all age brackets have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching except 19 to 20 brackets that perceived very highly observable Teachers’ role in promoting values and moral education of taskbased language teaching. Finally, there is no significant difference in the perceived teacher’s role in promoting values and moral education of task-based language teaching when classified as to sex and age.

Virtualization for Cost-Effective Teaching of Assembly Language Programming

Science.gov (United States)

Cadenas, José O.; Sherratt, R. Simon; Howlett, Des; Guy, Chris G.; Lundqvist, Karsten O.

2015-01-01

This paper describes a virtual system that emulates an ARM-based processor machine, created to replace a traditional hardware-based system for teaching assembly language. The virtual system proposed here integrates, in a single environment, all the development tools necessary to deliver introductory or advanced courses on modern assembly language…

Rethinking Culture Teaching in English Language Programmes in Thailand

Science.gov (United States)

Snodin, Navaporn S.

2016-01-01

This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers' understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices…

Innovative Language Teaching and Learning at University: Enhancing Employability

Science.gov (United States)

Álvarez-Mayo, Carmen, Ed.; Gallagher-Brett, Angela, Ed.; Michel, Franck, Ed.

2017-01-01

This second volume in this series of papers dedicated to innovative language teaching and learning at university focuses on enhancing employability. Throughout the book, which includes a selection of 14 peer-reviewed and edited short papers, authors share good practices drawing on research; reflect on their experience to promote student…

New Bottles, Old Wine: Communicative Language Teaching in China.

Science.gov (United States)

Hui, Leng

1997-01-01

As the largest English-learning population in the world, China is deeply involved in communicative language teaching (CLT). Because of economic, administrative, cultural, and population constraints, and the academic abilities of classroom teachers, China has to work to Adapt CLT to local conditions. This situation must be overcome or traditional,…

Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

Directory of Open Access Journals (Sweden)

Aruna Ankiah-Gangadeen

2014-12-01

Full Text Available Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

Stages of didactic games organizing in junior pupils’ foreign language teaching

Directory of Open Access Journals (Sweden)

Tamara Marchii-Dmytrash

2017-02-01

Full Text Available The feasibility of didactic games using as a method of educational activity organizingand learning of a foreign language in primary school in the context of realization theregularity and consistency principle are justified in the article. It is concretized the stages ofdidactic games organizing in foreign language teaching (preparatory, executive, analyticalcorrectiveand the tasks of each of them, and the impact of didactic games on the forming ofjunior pupils’ foreign language knowledge are defined.Key words: didactic game, method, educational activity, primary school, foreignlanguage, junior pupils, stages.

Cultural Sensitivity in English Language Teaching Materials

OpenAIRE

MEHMET, Sean Collin

2008-01-01

This expository paper will begin by uncovering and examining some lesser known, Western journal articles, ones that deal specifically with the issue of cultural sensitivity in language classrooms. This opening discussion will attempt to reveal that cultural sensitivity in teaching materials is by no means an issue limited solely to the Western world. After this, the discussion will focus on Edward Said's widely-known Culture and Imperialism. Said's monograph will be used as a springboard to e...

Some Aspects of Culture Teaching in Foreign Language and ESP Classes: Cultural Scripts and Small Talk

Directory of Open Access Journals (Sweden)

Ivona Baranovskaja

2011-12-01

Full Text Available The present paper deals with the problem of teaching culture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.

German Politics "auf Deutsch": Teaching Comparative Politics in a Language across the Curriculum Format.

Science.gov (United States)

Hallerberg, Mark; Cothran, Bettina

1999-01-01

Explores how language and political science professors can co-teach a course using the Language Across the Curriculum format to increase student understanding of a country's language and politics. Describes a Georgia Tech course taught in German on post-war German politics. Addresses the elements of a successful course and student and course…

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

Science.gov (United States)

Galvis, Héctor Alejandro

2015-01-01

This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

Marginal Words--Sophisticated Attitudinal Meaning Making Resources in the Vietnamese Language: Implications for the Shaping of Vietnamese Teaching in the Australian Curriculum: Languages (Vietnamese)

Science.gov (United States)

Ngo, Thu Thi Bich

2014-01-01

Evaluation is an important aspect in communication in any language as it not only functions to express language users' evaluative stance but also to construct and maintain relations between interactants. In the teaching of languages in addition to English, paying attention to evaluative language contributes to an understanding of the…

Understanding Legitimate Teacher Authority in a Cross-Cultural Teaching Context: Pre-Service Chinese Language Teachers Undertaking Teaching Practicum in International Schools in Hong Kong

Science.gov (United States)

Lai, Chun; Gu, Mingyue; Hu, Jingjing

2015-01-01

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools…

Discussion and Outline of a Course on Methods of Teaching a Foreign Language.

Science.gov (United States)

Heiser, Mary

This course, designed for instructing potential teaching assistants to teach college students a foreign language, concentrates on six major areas of preparation. A detailed outline covers: (1) course introduction and definitions, (2) applied linguistics, (3) approaches and methods, (4) testing, (5) classroom techniques, and (6) demonstrations.…

Development of pedagogical design in technology-rich environments for language teaching and learning

OpenAIRE

Jalkanen, Juha

2015-01-01

This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

Teaching Life Sciences to English Second Language Learners: What Do Teachers Do?

Science.gov (United States)

Ferreira, Johanna G.

2011-01-01

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language,…

Teaching Cultural Taboos and Taboo Language for Intercultural Awareness and Understanding

Directory of Open Access Journals (Sweden)

Georgeta Rata

2017-11-01

Full Text Available The goal of the paper is to show that language can support social and intercultural competence of both students and teachers: one of the ways to do it is teaching cultural taboos and taboo language for intercultural awareness and understanding. The current state of the art in the field points to an increasing interest in the teaching of taboos. The material we analysed consisted in 238 offensive, vulgar and obscene English words that both students and teachers should know to attain social and intercultural competence. The method used is the descriptive one. The degree of novelty is rather high in our cultural area. Results show that there are 134 offensive (slang words and expressions (referring to the country of origin or to an ethnic group, to sex and sex-related issues (sexual orientation, to race, etc., 75 vulgar words and expressions (referring to sex and sex-related issues, to body parts, to people, etc., and 29 obscene words and expressions (referring to body secretions, to sex and sex-related issues, to people, etc.. There seems to be no research limitations given the lexicographic sources that we used. The implications of teaching cultural taboos and taboo language at tertiary level concern both the students and teachers and the organisation they belong to. The paper is original and relevant given the process of globalisation.

Teaching Culture and Identifying Language Interference Errors through Films

Science.gov (United States)

Argynbayev, Arman; Kabylbekova, Dana; Yaylaci, Yusuf

2014-01-01

This study reflects intermediate level learners' opinion about employing films in the EFL classroom for teaching culture and avoiding negative language transfer. A total of 63 participants, aged 21-23, took part in the experiment in the Faculty of Philology at Suleyman Demirel University in Almaty, Kazakhstan. During the experiment the subjects…

Programming-Languages as a Conceptual Framework for Teaching Mathematics

Science.gov (United States)

Feurzeig, Wallace; Papert, Seymour A.

2011-01-01

Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…

The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness

Science.gov (United States)

Khodabakhshzadeh, Hossein; Arabi, Mahdi; Samadi, Farideh

2018-01-01

The main purpose of this study is to investigate the relationship between English Foreign Language (EFL) teachers' willingness and conformity with post-method pedagogy and their teaching effectiveness. The participants comprised 134 EFL teachers teaching and 487 EFL learners studying at different language institutes in several cities of Iran.…

English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity

Directory of Open Access Journals (Sweden)

M. Marcellino

2008-01-01

Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country.  Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition.  Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions.  This study offers some practical suggestions to cope with those problems.

English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity

Directory of Open Access Journals (Sweden)

M. Marcellino

2006-01-01

Full Text Available The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students’ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country’s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students’ cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers’ performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

REVIEW OF TURKISH SCIENTIFIC TEXTS ON TEACHING TURKISH AS A FOREIGN LANGUAGE

Directory of Open Access Journals (Sweden)

Kamil İŞERİ

2017-04-01

Full Text Available The functions of the scientific texts under the informative text type are referring to the results of a research, reinterpreting certain research results, or reaching original results. When literature reviewed, it is observed that although the studies for creating scientific text have increased recently, it seems that the desired outcome is not achieved. In addition to teaching Turkish as a mother tongue, teaching it as a foreign language has also started to gain importance. For this reason, it is necessary to carry out such studies in order to increase the productivity in the field of teaching Turkish to foreigners. The aim of the study is to determine the orientations related to the rhetorical arrangement of the scientific texts on teaching of Turkish as a foreign language, which are included in the textbooks of the International Training and Education of Turkish Language Congresses as a full text and to evaluate these texts in terms of their specific functions. Findings and determinations revealed in the study are based on a corpus comprised of a total of 64 texts included in proceedings books, written in Turkish and related to teaching Turkish to foreigners. The study is structured by qualitative research method. The data were obtained by qualitative data collection techniques through document scanning and were examined within the framework of the scientific text criteria specified by Huber and Uzun (2001. Two out of 64 articles in the sample of the study revealed that none of the expected functional steps in the introduction, main and final sections were found. No work has been found that covers all of the functional steps in the introduction, main and final sections.

SOCIAL NETWORKSANALYSIS AND LITERACY: CONTRIBUITION TO THE PORTUGUESE LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Eliane Vitorino de Moura Oliveira

2016-06-01

Full Text Available This paper, part of a study in language studies, by mapping the speech of 24 teenagers come from a rural district of Londrina, Paraná, shows social networks analysis as an analytical metode appropriate to recognize the linguistic reality of the students, because this recognition is necessary for the development of teaching materials that respond to current needs. Under the bias of Sociolinguistica, especially its educational component, that carry the studies of literacy, discussions on the results certify the work with the Social Network Analysis (ARS as an efficient answer to the search for ways to effective teaching of Portuguese language as mother tongue. It is the school’s responsibility to take into consideration factors such as the social interaction networks in which students, identity issues, and the level of literacy of the students’ out-of-school lives for the ideal learning.

Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

Directory of Open Access Journals (Sweden)

Elio Jesús Cruz Rondón

2016-07-01

Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

Language teaching is no panacea: A theoretical perspective and critical evaluation of language in education within the South African context

Directory of Open Access Journals (Sweden)

Heila Jordaan

2011-12-01

Full Text Available Language competence is both the means and the end to educational achievement, and multilingualism in particular has important cognitive, academic and societal advantages. The linguistic diversity in South Africa creates an ideal context to provide learners with the educational opportunities that promote high levels of linguistic proficiency in their home and additional languages. Unfortunately, the education system has not delivered on the constitutional imperatives of promoting multilingualism. English continues to dominate as the preferred language of teaching and learning, at the expense and marginalisation of the African languages. This is regarded by many researchers as the primary reason for the disturbingly low numeracy and literacy achievement levels of the majority of South African schoolchildren. However, the effects of language-in-education practices on academic achievement are not straightforward. This paper analyses recent research pertaining to the effects of language-in-education practices and argues that the critical role of educational linguistics is neglected in the South African education system. This affects the quality of teaching irrespective of the language of instruction and has a significant impact on the achievement of our children. The purpose of this paper is to present a critical theoretical perspective on language in education in order to influence policy and practice. An additional aim is to promote the role of speech-language therapists (SLTs in education, since these professionals are well positioned to work in collaboration with educators to enhance language learning in mainstream/ordinary classrooms. However, SLTs also need to be well informed about the challenges in education and the theory underlying language-in-education practices.

A Comparison of Discrete Trial Teaching with and without Gestures/Signs in Teaching Receptive Language Skills to Children with Autism

Science.gov (United States)

Kurt, Onur

2011-01-01

The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second…

SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Sri Ratnaningsih

2017-12-01

Full Text Available The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning, the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.

Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning

Science.gov (United States)

Brooks-Lewis, Kimberly Anne

2014-01-01

Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

Teaching a Foreign Language in a Desktop Videoconferencing Environment

Science.gov (United States)

Kotula, Krzysztof

2016-01-01

This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a…

Teaching of science and language by elementary teachers who emphasize the integrated language approach: A descriptive study

Science.gov (United States)

Blouch, Kathleen Kennedy

This research involved investigating the nature of science and language instruction in 13 elementary classrooms where teachers have restructured their language programs to reflect an integrated or holistic view of language instruction. The teachers were identified by school administrators and other professionals as teachers who have implemented instructional reforms described in the Pennsylvania Framework for Reading, Writing and Speaking Across the Curriculum (PCRPII), (Lytle & Botel, 1900). The instruction utilized by these teachers was described as atypical when compared to that of teachers utilizing the more traditional didactic skills oriented approach to language literacy. The research involved observing, recording and categorizing teaching behaviors during both science and language instruction. Videotaped observations were followed by analyses and descriptions of these behaviors. Interviews were also conducted to ascertain the basis for selection of the various instructional approaches. The instruction was compared on four dimensions: participation patterns, time the behaviors were practiced, type of tasks and levels of questioning. The instruction was then described in light of constructivist teaching practices: student collaboration, student autonomy, integration and higher order thinking. Constructivist practices differed among teachers for science and language instruction. During science instruction teachers spent more time involved in teacher-whole group participation patterns with more direct questioning as compared to language instruction in which children participated alone or in groups and had opportunity to initiate conversations and questions. Student inquiry was evidenced during language instruction more so than during science. The 13 teachers asked a variety of levels and types of questions both in science and language instruction. More hands-on science experiences were observed when science was taught separately compared to when integrated with

Parental Involvement and English Language Teaching to Young Learners: Parents' Experience in Aceh

OpenAIRE

Wati, Shafrida

2015-01-01

The interest of teaching English to young learners increased rapidly since the language has significant influence in the modern world. English is strongly associated with social and economic power in globalization's context. Introducing English earlier offers opportunities to awaken the learners' enthusiasm and curiosity about the language, to achieve native-like accent, and to enable them to learn the language easily at further levels. However, there are controversies, particularly, about th...

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

Science.gov (United States)

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

The Language Teaching Methods Scale: Reliability and Validity Studies

Science.gov (United States)

Okmen, Burcu; Kilic, Abdurrahman

2016-01-01

The aim of this research is to develop a scale to determine the language teaching methods used by English teachers. The research sample consisted of 300 English teachers who taught at Duzce University and in primary schools, secondary schools and high schools in the Provincial Management of National Education in the city of Duzce in 2013-2014…

Translation in Language Teaching: Insights from Professional Translator Training

Science.gov (United States)

Carreres, Angeles; Noriega-Sanchez, Maria

2011-01-01

The past three decades have seen vast changes in attitudes towards translation, both as an academic discipline and as a profession. The insights we have gained in recent years, in particular in the area of professional translator training, call for a reassessment of the role of translation in language teaching. Drawing on research and practices in…

Pilot Use of Digital Educational Comics in Language Teaching

Science.gov (United States)

Vassilikopoulou, M.; Retalis, S.; Nezi, M.; Boloudakis, M.

2011-01-01

This paper presents a case study about the use of digital comics in teaching modern Greek in high schools (aged 12-13). The ultimate goal of the educational use of digital comics is to promote students' acquisition of language skills and to help them apply their imaginations and reuse their cultural experiences in creating multimodal comic-like…

Bespoke Language Teaching (BLT): A Proposal for a Theoretical Framework. the Case of EFL/ELF for Italians

Science.gov (United States)

Santipolo, Matteo

2017-01-01

This paper deals with the problems of teaching English as a foreign language (EFL) and as a lingua franca (ELF) in the Italian educational system and, in particular, with introducing language variation in the English class. After briefly illustrating how English teaching has changed in the last few decades, an outline is drawn of what happens in…

Teaching Writing in the English as a Foreign Language Classroom in Canada

OpenAIRE

Koch, Glenn G.

1999-01-01

Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...

MODELLING OF THE PROCESS OF TEACHING READING ENGLISH LANGUAGE PERIODICALS

Directory of Open Access Journals (Sweden)

Тетяна Глушко

2014-07-01

Full Text Available The article reveals a scientifically substantiated process of teaching reading English language periodicals in all its components, which are consistently developed, and form of interconnection of the structural elements in the process of teaching reading. This process is presented as a few interconnected and interdetermined models: 1 the models of the process of acquiring standard and expressive lexical knowledge; 2 the models of the process of formation of skills to use such vocabulary; 3 the models of the development of skills to read texts of the different linguistic levels.

Let's not contribute to disparities: the best methods for teaching clinicians how to overcome language barriers to health care.

Science.gov (United States)

Diamond, Lisa C; Jacobs, Elizabeth A

2010-05-01

Clinicians should be educated about how language barriers contribute to disparities for patients with limited English proficiency (LEP). However, educators must avoid developing educational interventions that increase health disparities for LEP patients. For example, studies suggest that teaching "Medical Spanish" or related courses may actually contribute to health care disparities if clinicians begin using these non-English language skills inappropriately with patients. We discuss the risks and benefits of teaching specific cultural competence skills and make evidence-based recommendations for the teaching content and methods for educational interventions focused on overcoming language barriers in health care. At minimum, we suggest such interventions include: (1) the role of language barriers in health disparities, (2) means of overcoming language barriers, (3) how to work with interpreters, (4) identifying and fixing problems in interpreted encounters, and (5) appropriate and safe use of one's own limited non-English language skills.

The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing

Directory of Open Access Journals (Sweden)

Andrew D. Cohen

2016-12-01

Full Text Available The paper focuses on how nonnative teachers of a target language (NNTs deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2 and foreign-language (FL instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it. Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms and sociopragmatics (sociocultural knowledge. In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences. Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

Science.gov (United States)

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2017-01-01

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

Race and ethnicity in English language teaching Korea in focus

CERN Document Server

Jenks, Christopher Joseph

2017-01-01

This book examines racism and racialized discourses in the ELT profession in South Korea. The book argues that language teaching and learning is shaped by White normativity, an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession.

Virtual Linguistic Personas and Foreign Language Teaching in Higher Education

Science.gov (United States)

Popova, T. P.; Nenasheva, T. A.

2016-01-01

Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that…

Impact of early English language teaching on L1 and L2 development in children in Dutch schools

NARCIS (Netherlands)

Goorhuis-Brouwer, Sieneke; de Bot, Kees

This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week

The Spanish Foreign language teaching for specific purposes in The Formation of Physical Culture Professional

Directory of Open Access Journals (Sweden)

Liliana Valdés-Aragón

2012-09-01

Full Text Available This work is the result of an ended research about the Spanish foreign language teaching for specific purposes, that contains a proposal of theoretic methodological model based on interactive communicative tasks for speaking skills development in the students academic discourse, who are preparing as future professionals of Physical Culture. The model is derived of the dialectical materialistic interpretations of the interaction and the communication from diverse dimensions (philosophical, psychological, sociological, pedagogic and linguistic and it constitutes a theoretical contribution. In making of this work were used procedures and research techniques like oral records that facilitated to know the students' interlanguage and it was directed to check in what measure a correct use of the language was made. The contribution to Spanish's teaching as a foreign language for professional goals in the physical culture area, reflected in this work, precise the components of the teaching learning process and the teachers' and students' functions in an interactive process. It allows the students to express their ideas with correction and property making use of the scientific style and transactional functions of the language to be able to define, to describe, to argue, to synthesize, to narrate, to debate, among others. The making of a tasks program used in Spanish's teaching as foreign language, constitutes the practical contribution of the research carried out, as well as the application of the model in other courses of foreign languages for professional goals. The work in general sense is a professional experience directed to solve educational problems, particularly those related with the abilities of the Physical Culture professional of the country and the institution in question, where its results were applied during several courses.

There is More to the Teaching and Learning of Mathematics Than the Use of Local Languages: Mathematics Teacher Practices

Directory of Open Access Journals (Sweden)

Nancy Chitera

2016-11-01

Full Text Available In this article, we present a discussion about the type of mathematical discourse that is being produced in classrooms where the language of learning and teaching is local languages.  We also further explore the tensions in the mathematical discourse being produced. The study sample was 4 mathematics teachers from a semi-urban primary school in Malawi. The methods of data collection included classroom observations, pre-observation focus group discussions and reflective interviews. The results show that even though both students and teachers were able to communicate freely in local languages in the mathematics classroom, the mathematical discourse that came was distorted. This is mainly caused by lack of a well-developed mathematical discourse in local languages, which in turn takes away the confidence of mathematics teachers in the classroom. As a result, the mathematics classrooms are still being characterized by teachers not being creative, use of word by word from books, focus more on procedural than conceptual and thus teacher centered is still dominant in these classrooms. Furthermore, it is found that there are tensions between the formal and informal mathematical language in local languages. These results in turn have promoted a more in-depth understanding to the teaching and learning of mathematics when local language is the language of learning and teaching. Therefore, this article argues for a well-balanced approach when it comes to teaching and learning of mathematics rather than just focusing on the use of local languages.

The use of first language scaffolding to teach English as a foreign language to pre-school children during dramatic play in West Sumatera, Indonesia

Directory of Open Access Journals (Sweden)

Mulia Dewi

2015-01-01

Full Text Available The Indonesian community generally perceives that English language teaching should require phonology, vocabulary, grammar, discourse, and pragmatics. As a result, this often demands that pre-school teachers use English all the time. Code switching between English, Indonesian, and Minang – the local language of the region – is perceived negatively, and teachers are often criticized for using a multilingual approach that is “part snake and part eel” [sakarek ula sakarek baluik]. This refers to a negative perception of mixing languages in educational settings. In fact, code switching between Minang (first language, Indonesian (second language, and English (foreign language is the norm of language use in this part of Indonesia. However, in this community, there is a lack of respect for pre-school teachers' professionalism as well as scepticism towards the effectiveness of a multilingual teaching approach, which is used widely at the pre-school level. Vygotsky [14], the Russian psychologist, presents a different perspective on this phenomenon, noting that children learn languages by playing. Their first language can be the main tool to help them understand new words and utterances in context. By using code switching, teachers help pre-school children to link their prior knowledge and experience to the new forms of expression that enable them to derive the meaning of new words from the social context of language use. For this reason, scaffolding techniques should be used by pre-school teachers, particularly in ways which support children's cognitive development in constructing new meanings based on their first language experience. This paper, based on a research study-in-progress at Deakin University, Melbourne, Australia, explores patterns of interaction between pre-school teachers and their students as teachers scaffold the development of EFL through dramatic play in West Sumatera, Indonesia. This interaction is systemic in nature and

Role of Comparative Analysis in Cognitive Oriented Teaching Methods of Russian as Foreign Language

Directory of Open Access Journals (Sweden)

Diana M. Mironova

2017-12-01

Full Text Available This article discusses some basis for the comparative representation of the language material from the view point of cognitive approach in teaching Russian as a foreign language. There is an attempt to comprehend the conceptual significance of the native language consideration during the formation of metalinguistic knowledge of learners in the Russian language. On the example of interlingual lexical correspondences and prepositional-case constructions it is analysed mental structures and mechanisms that provide link between language and extralinguistic reality in the consciousness of the Spanish-speaking students.

The Foreign Language Teaching Profession in Finnish and Japanese Society: A Sociocultural Comparison

Science.gov (United States)

Sarja, Anneli; Nyman, Tarja; Ito, Harumi; Jaatinen, Riitta

2017-01-01

The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in a cultural context and to find out what it is to be a foreign language (FL)…

The Implementation of a Flipped Classroom in Foreign Language Teaching

Science.gov (United States)

Basal, Ahmet

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…

“Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Paolo Frascà

2016-05-01

Full Text Available Foreign language didactics is a field which, notwithstanding the many centuries of application and development, is still very methodologically problematic. Statistics clearly show that, in certain countries, the educational system provides foreign language instruction that is not apt and does not deliver effective linguistic competence; a few methods, however, have been developed to contravene this problem. In the specific case of Italy, a country which is renowned for its general monolingualism, Associazione Culturale Linguistica Educational (ACLE has developed an innovative language teaching method (Rational, Emotional, Affective Learning to attempt to fill the lacunae of the Italian school system, especially in regards to the teaching of English as a foreign language. This paper seeks to briefly outline the REAL method and its applications, describe its affinity to didactic and cognitive theories, and speculate on its potential effectiveness.

Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

Science.gov (United States)

Kareva, Veronika; Echevarria, Jana

2013-01-01

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

Tact training versus bidirectional intraverbal training in teaching a foreign language.

Science.gov (United States)

Dounavi, Katerina

2014-01-01

The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training. © Society for the Experimental Analysis of Behavior.

Foreign language education: Principles of teaching English to adults at commercial language schools and centers

Directory of Open Access Journals (Sweden)

Oleg Tarnopolsky

2016-12-01

Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

Task-based language teaching: how it is implemented effectively?

Science.gov (United States)

Somawati, N. P.; Wahyu Astuti, N. W.; Kanca, I. N.; Widanta, I. M. R. J.; Ardika, I. W. D.

2018-01-01

There have been a number of ideas on how task-based language teaching (TBLT) is applied in English instruction. This research attempted to investigate how the task-based language teaching (TBLT) should appropriately be implemented in vocational college. A group of twenty eight students majoring in tourism were involved as research participant. Prior to treatment, they were given pre-test (Tl) to see their basic level. The test, assessment rubric, learning materials, and learning syntax were developed and validated by an expert judge prior to their use. The treatment using task-based learning materials and learning syntax stages of “leading in - enriching - activating - naturalizing” (LEAN) was undertaken for three times. The post test (T2) was then given two days upon treatment to avoid their being able to answer the test because they just still remember of the materials during the learning. The analysis result of T1 and T2 using paired sample t-test showed that there was significant difference between means of T1 (M=6.14) and T2 (M=15.46), indicated by t (27) = -54.51, p development is recommended to use other English for specific purposes’ materials and different research participant.

Situated Task-Based Language Teaching in Chinese Colleges: Teacher Education

Science.gov (United States)

Liu, Yuying; Xiong, Tao

2016-01-01

This study investigated college EFL teachers' attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid…

"Inspiration, Ideas, Encouragement": Teacher Development and Improved Use of Technology in Language Teaching through Open Educational Practice

Science.gov (United States)

Borthwick, Kate; Gallagher-Brett, Angela

2014-01-01

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

Science.gov (United States)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Kumaravadivelu's Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges

Science.gov (United States)

Ahmad, Afnan Masaoud

2014-01-01

This paper discusses the issues with EFL teaching in Saudi Arabia, including the reliance on traditional teaching methodologies and banning use of first languages in classrooms. As a result, these traditional teaching practices produce less proficient learners who have limited knowledge about proper linguistic use. In order to overcome these…

Professionally-oriented teaching of foreign language to postgraduates of technical specialties

Directory of Open Access Journals (Sweden)

Gramma D.V.

2017-04-01

Full Text Available the practice of professionally-oriented teaching at English classes of Surgut State University is described in the article. The structure and content of the course for postgraduates of non-linguistic specialties is analyzed. Foreign language teaching in modern conditions is a priority direction and an essential component of professional activity of engineers. Particular attention is paid to such linguistic aspects as reading technical literature, writing activities and project work. The developed system of tasks is aimed at the activation of lexical and grammatical material.

The Model of Blended Learning and Its Use at Foreign Language Teaching

OpenAIRE

A. A. Kudysheva; A. N. Kudyshev

2013-01-01

In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

Realities of and perspectives for languages in the globalised world: Can language teaching survive the inadequacies of policies implemented today at Leeds Beckett University?

Directory of Open Access Journals (Sweden)

Saadia Gamir

2017-06-01

Full Text Available Various newspaper articles report that British ministers, university representatives, exam chiefs and business bodies agree that foreign languages skills in primary, secondary and tertiary UK education are in crisis. Lower funding and policy changes have caused language skills deficiencies felt gravely in the business sectors. Funding and support initiatives pledged by policy makers appear to be election-driven, barely outliving newly elected governments. Others blame secondary school language curriculum for failing to inspire students to take up a language when they reach 13 or 14. Others still argue that severe A-level examinations marking deters students from taking up a foreign language at 6th form level, producing fewer prospective language learners for university departments. Community languages are also undervalued as small-entry languages could soon be axed from GCSE and A-level examinations. In a world increasingly interconnected, it is essential the importance of language learning be reinstated in all our educational institutions. This paper reviews two decades of the conditions of language provision in the UK in general, with an emphasis on Leeds Beckett University. It also attempts to answer two questions emerging form the author’s personal teaching experience and reflections: What are the realities and challenges language teaching faces at Leeds Beckett University? And, how may we support language learners in fulfilling their ambition to acquire the required skills to communicate effectively in this globalised world?

Elementary Physical Education Teachers' Experiences in Teaching English Language Learners

Science.gov (United States)

Sato, Takahiro; Hodge, Samuel R.

2016-01-01

The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…

Research on Language Teaching and Learning in Austria (2004-2009)

Science.gov (United States)

Dalton-Puffer, Christiane; Faistauer, Renate; Vetter, Eva

2011-01-01

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these…

THE TASK-BASED APPROACH IN LANGUAGE TEACHING

Directory of Open Access Journals (Sweden)

Aquilino Sánchez

2004-06-01

Full Text Available The Task-Based Approach (TBA has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting towards a more tempered and moderate stand on their claims. Reasons for that are various: the difficulty in the implementation of the method in the classroom, the difficulty in elaborating materials following the TBA and the scarcity of task-based manuals count as important and perhaps decisive arguments. But there are also theoretical implications in the TBA which do not seem to be fully convincing or may lack sound foundations. In this paper I will attempt to describe the TBA criticaIly, pointing out what I consider positive in this approach, and underlining the inadequacy of some assumptions and conclusions. The design of a new TBA model is not the goal of this study. But the conclusions suggest that tasks may contribute to the production of a more refined and complete foreign language syllabus, helping to motivate the students and focus the attention of teachers and learners on meaning and communicative language use.

The Features of Using the Information Technologies to Solve the Problems of Teaching the Foreign Language for the Postgraduate Students

Directory of Open Access Journals (Sweden)

Marina Alexeevna Laskovets

2014-05-01

Full Text Available The strategy of forming a competitive linguistic space dictates a necessity to use modern IT and means of distance learning while teaching foreign languages to postgraduates of non-linguistics higher learning institutions. The problems of designing, implementation and support of the information security systems in the technologies of distant foreign language teaching become essential in a multidiscipline approach of teaching postgraduates.

Teaching a Foreign Language to Deaf People via Vodcasting & Web 2.0 Tools

Science.gov (United States)

Drigas, Athanasios; Vrettaros, John; Tagoulis, Alexandors; Kouremenos, Dimitris

This paper presents the design and development of an e-learning course in teaching deaf people in a foreign language, whose first language is the sign language. The course is based in e-material, vodcasting and web 2.0 tools such as social networking and blog The course has been designed especially for deaf people and it is exploring the possibilities that e-learning material vodcasting and web 2.0 tools can offer to enhance the learning process and achieve more effective learning results.

Global Access through Languages. Dimension '96. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the Alabama Association of Foreign Language Teachers (Mobile, Alabama, 1996).

Science.gov (United States)

Terry, Robert M., Ed.

Six conference papers are presented in this volume. They include: "Living Civilization: a Theoretical Model for Using Task-Based Activities To Combine the Teaching of Language and Culture" (Sharon Gwinn Scinicariello); "Foreign Language Reading versus Understanding: Using Think-Aloud Protocols To Identify L2 Reading Problems"…

Sign language teaching and assessment in higher education : Didactic use and effectiveness of the CEFR

NARCIS (Netherlands)

Eveline Boers-Visker; Annemiek Hammer; Dr. Beppie van den Bogaerde

2015-01-01