5.'Got a date or something?': A corpus analysis of the role of humour and laughter in the workplace meetings of English language teachers

2008 ◽  
pp. 95-115 ◽  
Author(s):  
Elaine Vaughan
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Corpus Analysis ◽  
English Language Teachers

scholarly journals THE ROLE OF THE TEACHER IN THE FORMATION OF THE STUDENT - CITIZEN WITHIN THE PUBLIC SCHOOL IN HIGH SCHOOL: A REFLECTION DONE FROM EXPERIENCES AS A RESIDENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 136-138
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Abimael Junior Souza Santos ◽  
Jaiara Martins Aguiar Monteiro
Keyword(s):  
High School ◽  
Elementary School ◽  
Public School ◽  
English Language ◽  
Language Teachers ◽  
The Public ◽  
English Language Teachers

This work brings experiences lived in an Elementary School and High School, exposing the main difficulties in learning a new language and the challenges that English language teachers need to face in the exercise of the function, under the resident's gaze.

scholarly journals Role of Content Schema in Reading Comprehension Among Saudi EFL Students: EFL Teachers’ Perspective and Use of Appropriate Classroom Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 96
Author(s):  
AbdulRahman Al Asmari ◽  
Choudhary Zahid Javid
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Background Knowledge ◽  
Language Teachers ◽  
Efl Learners ◽  
Classroom Strategies ◽  
English Language Teachers

This empirical survey investigates the perceptions of English language teachers towards the role of content schemata in reading comprehension among Saudi EFL learners. Furthermore, it also attempts to explore the use of appropriate classroom strategies employed by English language teachers to activate content schemata to enhance learners’ reading comprehension. A modified Likert-scale strongly-agree to strongly-disagree questionnaire was administered to 61 male and female EFL faculty from English Language Center (ELC), Taif University to generate data. The findings have reinforced that background knowledge of Saudi EFL learners help them significantly in reading faster with better understanding. It has also been reported that pre-reading strategies of brainstorming, classroom discussions about the topic and questioning are the most favored ones to activate Saudi EFL learners’ background knowledge. It has also been learnt that while-reading strategies of directing the students’ attention to signal words, main idea, important phrases, titles, subtitles and effectively linking the target text to their students’ cultural and social experiences also contribute towards reading comprehension. The findings have also revealed that English language teachers consider low English language proficiency and poor reading skills of Saudi ELF leaners as well as the lack of appropriate teaching aids as the major obstacles in activating the content schemata. Several recommendations have been forwarded which have significant pedagogical implications in materializing much sought-after goal of effective ELT in the KSA by ensuring better reading skills among Saudi EFL learners.

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 145-154
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 681-691
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

scholarly journals Vocabulary Barriers Experienced by University Students in the Process of Learning English as a Foreign Language

2021 ◽  
Vol VI (I) ◽  
pp. 173-182
Author(s):  
Muhammad Ahsan ◽  
Shahid Nawaz ◽  
Syed Waseem Azhar Seemab
Keyword(s):  
Public Sector ◽  
Foreign Language ◽  
University Students ◽  
English Language ◽  
Social Needs ◽  
Language Teachers ◽  
Universities And Colleges ◽  
English Language Teachers ◽  
The Difference

The purpose of this research was to analyze the vocabulary barriers experienced by learners of public sector universities and colleges situated in South Punjab. SPSS version 23 was used to check the frequency and percentage of the responses of the respondents. The bulk of the learners indicated that they fail to achieve sufficient vocabulary to satisfy their educational and social needs due to certain factors such as the scope and magnitude of the assignments given to the students meaning the number of words that L2 learners need to learn is extraordinarily large. Similarly, the difference between spoken and written English becomes challenging on the way of learning L2 properly. To overcome all these barriers, the role of English language teachers is vulnerable as he is regarded as the custodian of L2 classroom, especially in EC and OC Circle countries and Pakistan is included in OC Circle countries.

scholarly journals Malaysian School English Language Teachers’ Perceptions on Teaching and Learning

2019 ◽  
Vol 8 (4) ◽  
pp. 11
Author(s):  
Foo Lung Choe ◽  
Nasreen Bhatti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Supportive Role ◽  
System Resource ◽  
English Language Teachers ◽  
English Classroom

Studies on school teachers’ perceptions toward teaching and learning have shown inconsistent results which call for further research in the area. This study was an attempt to investigate the perceptions of teachers towards Teaching and Learning of the English Language. A Likert scale questionnaire with 33 items was developed by the researchers. A randomly selected group of Malaysian School English language teachers (n = 165) responded to the questionnaire. The descriptive statistics results indicated that the Malaysian School English Language Teachers’ perceptions of teaching are mainly positive; such as having higher intrinsic interest in adopting teaching as profession, decreased tendency in perceiving Teaching as a stressful profession, understanding the significance of listening and speaking skills (commonly neglected skills), awareness of the advantages of having literature in the English classroom, showing interest in the knowledge about high frequency words and lexiles, and showing interest in knowing and understanding students’ interests and problems. However, teachers’ perceptions regarding the education system, resource adequacy, class size and in the teaching of the writing skill are negative in the analysis. The findings further indicate the teachers’ technology illiteracy and although they acknowledge the supportive role of books in teaching language skills they seem not to be positive on the use of textbooks in the English classroom. The results have interesting implications for policy makers and researchers.

scholarly journals English Language Teachers’ Oral Corrective Preferences and Practices Across Proficiency Groups

2020 ◽  
Vol 22 (2) ◽  
pp. 163-177
Author(s):  
Sajjad Sepehrinia ◽  
Nahid Fallah ◽  
Soad Torfi
Keyword(s):  
Second Language Acquisition ◽  
Error Correction ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Advanced Learners ◽  
English Language Teachers

Studies on oral error correction in second language acquisition have been tilted towards cognitive aspects ignoring the affective and practical dimensions. This study attempted to fill this gap by investigating the role of students’ proficiency levels in five English language teachers’ corrective behavior. Follow-up interviews were conducted with the observed teachers. The results showed that the teachers provided more corrections to less proficient learners though they preferred more correction for advanced learners and used mainly recast for both groups, avoiding explicit forms of correction. They were mainly concerned with the affective aspects of oral error correction and acted on their own value system and teaching experience. The findings carry important implications for teacher education programs and the studies in this regard.

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