Teaching from experience

2002 ◽  
Vol 25 (1) ◽  
pp. 71-107 ◽  
Author(s):  
Liz Ellis
Keyword(s):  
Second Language ◽  
Case Studies ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Speaker ◽  
Shared Resources ◽  
Native Teachers ◽  
High Level

Abstract This paper reports on case studies of three non-native English speaker teachers who teach English as a Second Language (ESL) to adults in Australia. It sets out to show that while there are differences in the teachers’ backgrounds, there are also similarities which derive from their non-native status, and from the fact that they are high-level bilinguals of English and at least one other language. The paper begins by reviewing the debate in English language teaching (ELT) internationally about the place of native and non-native speakers in ELT and goes on to outline the research which has been carried out to date in comparing native and non-native teachers in other countries. The paper then argues for the importance of examining these issues in the Australian context. The experience and insights of the three teachers are examined through the analysis of interviews and classroom transcripts, and are linked to the growing literature which suggests that teachers’ practices are heavily informed by their knowledge, beliefs and experience. I argue that the distinctive but shared resources of non-native teachers merit looking at their contribution in a new light.

scholarly journals ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

2017 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Rudha Widagsa ◽  
Ahmad Agung Yuwono Putro
Keyword(s):  
Second Language ◽  
English Language ◽  
Acoustic Analysis ◽  
Native Speakers ◽  
First Language ◽  
English Language Teaching ◽  
British English ◽  
Formant Frequencies ◽  
English Vowels ◽  
Second Formant

Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.Keywords: VSA, EFL, Indonesian learners, formant frequencies, acoustic

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals An Interlanguage Study of Request Perspective: Evidence from German, Greek, Polish and Russian Learners of English

2020 ◽  
Vol 1 (2) ◽  
pp. 180-209
Author(s):  
Eva Ogiermann ◽  
Spyridoula Bella
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Explanation ◽  
Native Speakers ◽  
Language Teaching ◽  
English Language Teaching ◽  
Strong Preference ◽  
Advanced Learners ◽  
Pragmatic Transfer ◽  
Language Groups

Abstract The present study examines request perspective, the least researched form of mitigation in requesting, while focusing on a type of request characterized by a strong preference for speaker perspective in English and for hearer perspective in most other languages researched to date. It examines requests produced by 900 speakers from nine different (inter)language groups: five groups of native speakers (English, German, Greek, Polish and Russian) and four groups of advanced learners of English as a foreign language (German, Greek, Polish and Russian L1s). While our learners used more conventionally indirect forms than did the native speakers of the respective L1s, showing awareness of this English pragmatic norm, they retained a preference for the hearer perspective. These results suggest reliance on pragmatic universals as an alternative explanation to pragmatic transfer, also illustrating the need to address less salient pragmatic features in English language teaching.

Rheme and reason: Why is English always the Theme rather than the Rheme in our acronyms?

English Today ◽  
2011 ◽  
Vol 27 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Alan James Runcieman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
World Englishes ◽  
English Language Teaching ◽  
English Speaker ◽  
Lingua Franca ◽  
Native English Speaker ◽  
Global Context ◽  
Leading Role

The position of ‘E’, for English, has always been at the forefront of all the acronyms of language learning and descriptions of world trends in English language teaching and acquisition, EFL, ESL, ELT, ESP, EIL, ELF, or second only to ‘T’ for teaching, TEFL and TESOL. We have become so used to seeing the letter ‘E’ out there in front, the Theme rather than the Rheme, that we do not even seem to question that position anymore. Despite developments in the study of World Englishes (Kachru, 1985, 1990, 1991, 2005; Jenkins, 2003; Bolton, 2005, 2006; Canagarajah, 2006, 2007, 2009) and a supposedly secondary role for so-called Native English and the Native English speaker, we continue to place the ‘E’ at the front, as though we have no option but to accept its primacy in every concept. If we always place ‘E’ at the beginning though, as the defining Theme, surely we are giving both it and its origin England a leading role in all conceptual beginnings. The Theme after all is always the principal actor, the familiar, whilst the Rheme is the unfamiliar and undefined object (Halliday & Matthiessen, 2004), but what English is now, in its global context, is exactly that, the unfamiliar and undefined object. In the following article I will argue for a rethinking of our terminology, particularly regarding the use of the acronym ELF (English as a Lingua Franca), and how perhaps we should be thinking more carefully about our choice of acronyms in order to be more precise about our approach to the study of English in the changing world.

scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Collaborative Work ◽  
Integrated Approach ◽  
English Language Teaching ◽  
Business English ◽  
The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

scholarly journals Implementation of Postmethod Pedagogy as an Alternative to Communicative Language Teaching at the Tertiary Level Education

2020 ◽  
Vol 5 (3) ◽  
pp. 135-154
Author(s):  
Naushin Nazifa Islam
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Subsequent Development ◽  
Communicative Language Teaching ◽  
Cultural Dimensions ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Language Classrooms ◽  
English Language Classrooms

Along with the subsequent development in the field of English Language Teaching, the idea of methods has been criticized for not being sensitive to the contextual factors and also for being imperialistic in nature. The linguistic and cultural dimensions of archetypal methods establish the culture and language of the native speakers as the only erudite variety by promoting monoculturalism and monolingualism. Furthermore, even in Bangladesh, it can be seen that CLT has been applied as a method to teach English as a foreign/second language since the mid-nineties, but it has not brought any significant changes. Therefore, to overcome the obstacles and limitations experienced by the application of the prototypical methods, the notion of postmethod pedagogy has been introduced which focuses on the significance of contextualized materials to bring authenticity in English language classrooms, which in turn ensures learners’ motivation and successful intake of the lesson. At the same time, it also emphasizes the importance of teacher and learner autonomy. Hence, this research paper explores the scopes of the implementation of postmethod pedagogy and its effectiveness at the tertiary level English language classrooms in Bangladesh.    

scholarly journals CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 239-242
Author(s):  
Olena Verovkina ◽  
Iryna Vietrova
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Teaching Process ◽  
English Language Acquisition ◽  
Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

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