Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers

System ◽  
2013 ◽  
Vol 41 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Marie-José Guilloteaux
Keyword(s):  
Secondary School ◽  
English Teachers ◽  
Motivational Strategies ◽  
Language Classroom ◽  
Classroom Perceptions

scholarly journals Exploring the Articulation of Sentence-Stress among Teachers of English in Selected Nigerian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. p166
Author(s):  
Eunice Fajobi ◽  
Adenike Onadipe
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Oral Communication ◽  
English Teachers ◽  
Communication Analysis ◽  
Intended Meaning ◽  
Language Classroom ◽  
The Right ◽  
Sentence Stress

A number of studies on Nigerian English intonation, of which sentence stress is a part, reveal that Nigerian English is devoid of accentuation; it is generally spoken with tone. Even at that, none of these studies has analyzed how teachers of English in Nigeria articulate or utilize sentence stress in speech, whether consciously or unconsciously. This present study focuses, therefore, on the performance of secondary school English teachers in the use of sentence stress for effective communication. Analysis of 24 (12 short and 12 long) elicited English sentences uttered by 32 secondary school English teachers in Lagos State of Nigeria reveal a performance of only 27% correct accentuation and 73% incorrect accentuation. The study concludes that secondary school teachers of English in Nigeria have not adequately mastered the art of accenting the right words in sentences to accurately generate the intended meaning. Finally, the study recommends that intensive trainings be organized for teachers of English, thereby creating awareness of the need to treat sentence stress not only as a mere English Language classroom topic, but also as an effective tool of oral communication beyond the shores of Nigeria. 

scholarly journals From Focus on Sounds to Focus on Words in English Pronunciation Instruction

2010 ◽  
Vol 8 ◽  
pp. 1-12 ◽  
Author(s):  
Jolanta Szpyra-Kozłowska ◽  
Sławomir Stasiak
Keyword(s):  
Secondary School ◽  
Major Goal ◽  
Special Training ◽  
Pronunciation Instruction ◽  
Successful Communication ◽  
Language Classroom ◽  
Phonetic Errors ◽  
Accented English ◽  
Designed Materials ◽  
Phonetic Instruction

The paper addresses a very important aspect of Polish-accented English, namely the issue of frequent phonetic errors made by Polish learners which do not result from their inability to produce foreign sounds correctly, but which stem from various interference factors (e.g foreign pronounced as [fo’rejn]). Following Szpyra-Kozłowska’s (in press a) claims that such errors hinder successful communication far more than other segmental and suprasegmental inaccuracies and should thus be treated as a top pedagogical priority, what is suggested is a shift in phonetic instruction from the focus on the production of sounds and prosodies to the focus on the pronunciation of problematic words. Our major goal is to demonstrate how this proposal can be implemented in the language classroom. The authors present a report on the experiment in which a group of 25 Polish secondary school pupils has undergone a special training in the pronunciation of 50 commonly mispronounced words with the use of special, teacher-designed materials. The effectiveness of the employed procedure as well as the pupils’ reactions to it are examined and pedagogical conclusions are drawn.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

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