Teaching English as a Third Language in Primary and Secondary School: The Potential of Pluralistic Approaches to Language Learning

2019 ◽  
pp. 219-230
Author(s):  
Romana Kopečková ◽  
Gregory J. Poarch
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching English ◽  
Third Language ◽  
Primary And Secondary School

scholarly journals Reviewing English Teaching Curriculum: Communicative Skill to Literacy Skill

2018 ◽  
Author(s):  
Rohib Adrianto Sangia
Keyword(s):  
Secondary School ◽  
Government Policy ◽  
Literacy Skill ◽  
Teaching English ◽  
Communicative Skills ◽  
English Teaching ◽  
Student Role ◽  
Teaching Curriculum ◽  
Communicative Skill ◽  
Primary And Secondary School

This writing is trying to refresh the memory about Government policy in teaching English of primary and secondary school in Indonesia. The literacy approach is conducted to achieve the effective communicative skills for the students. The literacy has been developed not only read and write but also furthermore in using the knowledge in order to help student role in society. This writing reveals some theory and technique is supporting the literacy approach until in the classroom. It is suggested to the teacher to enrich their capacity in order to preparing the next curriculum so, they can understand and act in the classroom as the literate teacher.

scholarly journals Radio Drama Competition as an Effective Tool to Boost the Motivation and Self-Confidence of Primary and Secondary School English Learners in Hong Kong

2021 ◽  
Vol 15 (1) ◽  
pp. 154
Author(s):  
Kevin Kai-Wing Chan ◽  
William Ko Wai Tang
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Language Learning ◽  
Language Arts ◽  
English Learners ◽  
Positive Impact ◽  
Target Language ◽  
Radio Drama ◽  
Self Confidence ◽  
Primary And Secondary School

In this report, we investigate the use of a radio drama competition to boost motivation, self-confidence, and cooperation in language learning for primary and secondary school students in Hong Kong. The results suggest the radio drama competition had a positive impact on increasing motivation, collaboration, and confidence in language learning.  For the study, we used online surveys and interviews with students and teachers who participated in the radio drama competition to examine their perceptions of the competition. We have included the surveys and interview results of two competitions in consecutive years, and both years’ results indicate students had positive views about their experience. Both students and teachers believed the competition enhanced collaboration and teamwork, confidence, and communication skills most.  This paper contributes to the literature by shedding light on the pedagogical implications of English teachers incorporating more radio drama and language arts into their classrooms to improve students’ language learning. Well-selected language arts materials could increase students’ language learning process as well as their motivation and self-confidence to learn the target language.

scholarly journals Teacher Motivation and Practice in the Language Learning Classroom

2019 ◽  
Vol 2018 (1) ◽  
pp. 43
Author(s):  
Saki Suemori
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teacher Motivation ◽  
Classroom Observation ◽  
Classroom Observations ◽  
Teaching English ◽  
Learner Motivation ◽  
High Level ◽  
Level Of Motivation ◽  
Depth Interviews

Current studies on motivation in EFL focus mainly on learner motivation. However, teacher motivation, which is the motivation to teach, is as important to investigate as is learner motivation (Dörnyei & Ushioda, 2011) because it influences not only learners’ motivation but also their achievement and attitudes towards L2 learning. Teacher motivation is also directly connected to the lessons they provide, and a high level of motivation helps sustain professional development. This paper presents the findings of my investigation of 2 Japanese secondary-school English teachers’ motivation. Data was collected from in-depth interviews and classroom observation. The interviews focused on the teachers’ feelings about teaching English. The classroom observations were conducted to see how their feelings and motivation were reflected in their teaching. Analysis of the data suggests that teachers’ motivation and attitudes towards teaching are reflected in their behavior in the classroom. 外国語学習に関する動機づけ研究は、主に学習者の動機づけに焦点を置き、研究が行われている。しかしながら、教師が教えることに対して抱く教師の動機づけも、学習者の動機づけと同様に重要である（Dörnyei & Ushioda, 2011）。教師の動機づけは、学習者の動機づけに対してだけではなく、学習者がどのような外国語能力を身につけるかに対しても影響を与えるためである。また、教師の動機づけは、教師の教え方にも影響を与え、教師として成長する上でも重要である。本論文は、2名の日本人英語教師を対象に実施したインタビュー、授業観察の結果を提示する。インタビューでは、教師が英語を教える上で何を感じているかに焦点を置き、授業観察では、インタビューで見られた教師の考えや動機づけが、実際の授業にどのように反映されているかという点に着目した。データを分析した結果、教師の動機づけや授業に対する考えは、教室での行動に反映されていることが明らかになった。

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Sign in / Sign up

Export Citation Format

Share Document