Teacher perceptions of teaching and learning English as a lingua franca in the expanding circle: A study of Taiwan

English Today ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Wen-Hsing Luo
Keyword(s):  
Teacher Perceptions ◽  
English Learners ◽  
Teaching And Learning ◽  
Native Speaker ◽  
International Communication ◽  
Lingua Franca ◽  
English Teaching ◽  
Teachers Perceptions ◽  
L2 Learners ◽  
Expanding Circle

This study examines Taiwanese English teachers’ perceptions of English as a lingua franca (ELF) in relation to English teaching in classrooms. The definition of ELF is: English used as a lingual medium of communication among people of different linguacultural backgrounds (Jenkins, 2009: 200). Concerning the use of English, Taiwan is regarded as a country of ‘the expanding circle’ (Kachru, 1985, 1992), where English is not an official language, but is learned as a foreign language (EFL) at school and is considered essential for international communication. In Taiwan, English has been traditionally taught as a school subject and learners rarely have opportunities to use English outside the classroom, whereas the design of English pedagogy and curricula in Taiwan, following an EFL approach, is based on native-speaker (NS) norms with the aim of helping learners achieve native-like competence (cf. Suzuki, 2011). Due to the global spread of English, the majority of users of English for international communication are non-native speakers (non-NSs) (Crystal, 1997; Graddol, 1997, 2006); non-NSs of English now outnumber their native-speaker counterparts. In the global context, second language (L2) learners of English will mostly encounter non-NSs, whose ‘Englishes’ might deviate from NS English usage. Traditional EFL approaches to English teaching, which favor NS norms, may not ‘adequately prepare’ L2 learners of English to effectively interact and communicate with speakers ‘from other English-speaking contexts’ (Matsuda & Friedrich, 2011: 332). It has become important that English curricula and instruction are designed to prepare English learners to cope with international communication in which English variations are evident.

scholarly journals ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Arin Inayah
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Related Area ◽  
Teaching Process ◽  
English Teaching ◽  
Core Questions ◽  
Data Collections ◽  
Teaching Instruction

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

TRANSFER AND TRANSITION IN THE SLA OF ASPECT

2009 ◽  
Vol 31 (3) ◽  
pp. 371-402 ◽  
Author(s):  
Alison Gabriele
Keyword(s):  
English Learners ◽  
Native Speaker ◽  
Native Language ◽  
First Language ◽  
Japanese Learners Of English ◽  
L2 Learners ◽  
Input Cues ◽  
Japanese Learners ◽  
English Native Speaker ◽  
Rule Out

Previous studies have shown that it is particularly difficult for second language (L2) learners to overcome the effects of transfer when they need to unlearn specific aspects of the native language in the absence of explicit input that indicates which properties of the first language (L1) are ruled out by the L2 grammar (Inagaki, 2001; Westergaard, 2003; White, 1991a, 1991b). The present study focuses on the effects of transfer in the domain of aspectual semantics through an investigation of the interpretation of the present progressive in L2 English and the imperfective marker te-iru in L2 Japanese and examines whether L2 learners can rule out interpretations available in the L1 but not in the L2. Japanese learners of English (n = 101), English native-speaker controls (n = 23), English learners of Japanese (n = 31), and Japanese native-speaker controls (n = 33) completed an interpretation task in English or Japanese. The results show that the L2 Japanese learners were more successful than the L2 English learners in both acquiring the semantics of the imperfective in the L2 and ruling out interpretations available only in the L1. It is proposed that successful unlearning depends on both the grammatical complexity of the semantic target in the L2 and the transparency of the input cues available to the learner.

scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2021 ◽  
Vol 12 (4) ◽  
pp. 53-68
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

scholarly journals The Influence of Content Schema on L2 Learners’ Reading Comprehension: Evidence from Chinese Learners of English

2019 ◽  
pp. 31-36
Author(s):  
Jingyi Hu
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Schema Theory ◽  
Information Communication ◽  
Proficiency Level ◽  
Language Knowledge ◽  
L2 Learners

Reading plays a significant role in language learning and information communication. This study investigated the influence of content schema on Chinese English learners’ reading comprehension. Participants were 20 freshmen with the same English proficiency. Schema theory was adopted as the theoretical foundation. The results showed that: (1) Content schemata enhanced L2 learners’ reading comprehension performance; (2) Content schemata had a positive impact on the comprehension of expository passages and little effect on that of narrative passages; (3) Proficiency level correlated positively with reading comprehension performance. But the insufficiency of language knowledge could be supplemented by relevant schemata. Based on the above, some suggestions are provided for the teaching and learning of English.

scholarly journals The Use of Persian in the EFL Classroom–The Case of English Teaching and Learning at Pre-university Level in Iran

2011 ◽  
Vol 4 (1) ◽  
pp. 135 ◽  
Author(s):  
Leila Mahmoudi ◽  
Seyed Amirkhiz
Keyword(s):  
Teaching And Learning ◽  
Communicative Language Teaching ◽  
Efficient Tool ◽  
Classroom Dynamics ◽  
English Teaching ◽  
Teachers Perceptions ◽  
English Classes ◽  
Perceptions And Attitudes ◽  
Low Achieving Students ◽  
University Level

Inspired by the rise of Communicative Language Teaching, some scholars have vehemently rejected any use of L1 in L2 learning classes (e.g., Atkinson, 1987) while others have advocated the use of L1 as an efficient tool to facilitate communication (e.g., Nation, 2003). However, caution has been raised against the excessive use of L1 (Nation, 2001). This study was conducted to observe classroom dynamics in terms of the quantity of use of L1 in two randomly-selected pre-university English classes in Ahvaz, Iran. The objective was to seek both students and teachers’ perceptions and attitudes towards the use of L1 in L2 classes. The classes were observed and video-taped for 6 sessions and the teachers and four high-achieving/low-achieving students were interviewed. The findings showed that an excessive use of Persian could have a de-motivating effect on students. Hence, the interviewed students voiced dissatisfaction with the untimely use and domination of L1 in L2 classes.

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

2017 ◽  
Vol 45 (3) ◽  
pp. 390-423 ◽  
Author(s):  
Evan Gough ◽  
David DeJong ◽  
Trent Grundmeyer ◽  
Mark Baron
Keyword(s):  
Teacher Perceptions ◽  
High School Teachers ◽  
Middle School Teachers ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
School Teachers ◽  
Teachers Perceptions ◽  
South Central ◽  
K 12

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model.

Online Education

2019 ◽  
Vol 9 (4) ◽  
pp. 1-17
Author(s):  
Roofia Galeshi ◽  
Hamid Reza Taimoory
Keyword(s):  
Online Education ◽  
Teacher Perceptions ◽  
Interpersonal Relationships ◽  
Teaching And Learning ◽  
Interpersonal Relationship ◽  
Teaching Profession ◽  
Technology In The Classroom ◽  
Large Shift ◽  
Teachers Perceptions ◽  
Positive Learning Environment

Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.

FILLER-GAP DEPENDENCIES AND ISLAND CONSTRAINTS IN SECOND-LANGUAGE SENTENCE PROCESSING

2011 ◽  
Vol 33 (4) ◽  
pp. 563-588 ◽  
Author(s):  
Akira Omaki ◽  
Barbara Schulz
Keyword(s):  
Second Language ◽  
Sentence Processing ◽  
English Learners ◽  
Relative Clause ◽  
Native Speaker ◽  
Control Group ◽  
Structural Details ◽  
L2 Learners ◽  
Cast Doubt ◽  
Island Constraints

Second-language (L2) sentence processing may differ from processing in a native language in a variety of ways, and it has been argued that one major difference is that L2 learners can only construct shallow representations that lack structural details (e.g., Clahsen & Felser, 2006). The present study challenges this hypothesis by comparing the extent to which advanced L1 Spanish-L2 English learners and English native speakers make use of the relative clause island constraint in constructing filler-gap dependencies. In offline acceptability judgment and online self-paced reading experiments that used stimuli adapted from Traxler and Pickering (1996), both the L2 group and the native-speaker control group demonstrated clear evidence for application of the relative clause island constraint. These findings suggest that advanced L2 learners not only build abstract structural representations but also rapidly constrain the active search for a gap location. These results cast doubt on the proposal that L2 learners are unable to build structural representations with grammatical precision.

scholarly journals Englishes in the Expanding Circle: Focus on Asia

2020 ◽  
Vol 24 (3) ◽  
pp. 551-568
Author(s):  
Andy Kirkpatrick
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
English Language ◽  
Native Speaker ◽  
Language Education ◽  
English Language Education ◽  
Lingua Franca ◽  
Expanding Circle ◽  
Original Classification

In Kachrus original classification, the countries of the Expanding Circle were those where English was learned primarily as a foreign language in schools. English did not play an institutional role within the country. As such they were norm-dependent countries relying on exonormative native speaker standards as models and targets for learners of English. In recent years, however, the role(s) of English in many Expanding Circle countries of Asia - these include the economic powerhouses of China, Japan and South Korea - have increased exponentially both within the countries (as English becomes increasingly important as a language of education, for example) and between the countries as a lingua franca (English has been enshrined as the sole working language of the Association of Southeast Asian Nations (ASEAN), for example). The aim of this article is to describe how these roles of English in the Expanding Circle countries of Asia have developed. I shall focus on the role of English as a language of education in describing how the role of English has developed within countries and on the role of English as a lingua franca in describing how the role of English has developed between the Expanding Circle countries of Asia. I shall conclude by considering the implications of these developments for English language education pedagogy and policy.

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