scholarly journals Syntax for language teachers: Revisiting the nature of language

2021 ◽  
Vol 2 ◽  
pp. 10
Author(s):  
Muhammad Tolkhah Adityas ◽  
Ikmi Nur Oktavianti ◽  
Icuk Prayogi
Keyword(s):  
Language Teaching ◽  
Relevant Literature ◽  
Language Teachers ◽  
Teaching Materials ◽  
Teaching Language ◽  
Adequate Knowledge ◽  
Language Structure ◽  
Language Characteristics ◽  
Language Content

Teaching language is not only a matter of delivering language materials to the learners (e.g., using various methods or media), but it is also about what is thought and what is understood by the teachers that might contribute indirectly in designing and delivering the materials. Those aspects are the manifestations of teachers’ knowledge about language. Teachers who have sufficient understanding on language will be able to conduct better practice of language teaching since they understand what they are teaching. It is then intriguing to discuss the roles of syntax for language teachers: what can teachers benefit from it? This paper aims at revisiting the importance of syntax for language teachers by looking at the nature of language and the nature of syntax. This paper reviews the available relevant literature. The result of discussion emphasizes the potentiality of syntax to equip teachers with adequate knowledge on language, language structure and how to cope with changes in language. Moreover, reading syntax research can enrich teachers’ knowledge. This knowledge can be of beneficial for teachers, for instance in designing the language content of teaching materials. These are not surprising since language teachers are teaching language; therefore, they should also consider language characteristics of the language they are teaching.

scholarly journals SLIPS OF THE TONGUE IN INDONESIAN DAILY CONVERSATION: A PSYCHOLINGUISTIC VIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 127-132
Author(s):  
Merry Lapasau ◽  
Sulis Setiawati
Keyword(s):  
Native Speakers ◽  
Language Teaching ◽  
Language Teachers ◽  
Speech Errors ◽  
Speech Error ◽  
Teaching Language ◽  
Descriptive Approach ◽  
Slips Of The Tongue

Abstract: This research aims at analyzing speech errors, also known as slips of the tongue madeby adult Indonesians as native speakers. Those errors were analyzed regarding types andbackground of the occurence with Meringer’s theory of slips of the tongue as the framework ofthe research. This research is mainly qualitative with a descriptive approach within thepsycholinguistics view. The results show that slips of the tongue occurred by adult Indonesian asnative speakers were: 1. Exchange, 2. Anticipation, 3. Postposition, 4. Contamination, and 5.Substitution. Researchs about slips of the tongue can provide input to the language process whichis very important for language teaching. Language teachers can interact better with students if theproblems as the sources of the students' errors are identified. Above all, by comprehending varioustypes of speech errors we can increase our understanding of the acquisition, production, andperception of our language thoroughly.Key Words: speech error; slips of the tongue; psycholinguistics

Lessons from “communicative language teaching” for Māori language teachers in English medium schools

2020 ◽  
Vol 16 (3) ◽  
pp. 259-267
Author(s):  
Sophie Judy Nock
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Of Instruction ◽  
Generational Transmission ◽  
Ultimate Fate ◽  
High Level

Can the teaching approach “communicative language teaching” support Māori language teachers teaching te reo Māori (the Māori language) in English medium schools? Given that, in the absence of a high level of inter-generational transmission, and more than two-thirds of Māori school children attend schools in which the primary language of instruction is English, the ultimate fate of the language rests, to some extent at least, with the success of instructed language learning. This article will discuss and support the notion of adopting characteristics of communicative language teaching as a supportive teaching tool for language teachers. This article will also introduce a number of “focus points” derived from the review of a range of literature sources specific to the analysis of language lessons and relevant literature on the teaching and learning of second or additional languages and will provide anecdotal illustrations from lessons observed. Finally, this article will suggest some useful recommendations for already heavily burdened Indigenous language teachers.

scholarly journals COMIC STRIPS FOR LANGUAGE TEACHING: THE BENEFITS AND CHALLENGES ACCORDING TO RECENT RESEARCH

2021 ◽  
Vol 7 (1) ◽  
pp. 230
Author(s):  
Eka Anastasia Wijaya ◽  
Ni Komang Arie Suwastini ◽  
Ni Luh Putu Sri Adnyani ◽  
Kadek Eva Krishna Adnyani
Keyword(s):  
Literature Review ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
Language Teachers ◽  
Data Sources ◽  
Research Articles ◽  
Comic Strips ◽  
Teaching Language

Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation. 

scholarly journals USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

2020 ◽  
Vol 6 (1) ◽  
pp. 167-184
Author(s):  
HASAN COŞKUN
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
German Language ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Education In Turkey

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of  Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught.  The Board for Higher Education in Turkey, has introduced second foreign language lessons in  foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages.  Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

scholarly journals Constructive-Feedback: An Educational District Forma Theory to Practice in ELF Teacher Education

2014 ◽  
Vol 41 ◽  
pp. 123-137 ◽  
Author(s):  
Delaram Pourmandnia ◽  
Behnam Behfrouz
Keyword(s):  
Teacher Education ◽  
Language Teaching ◽  
Relevant Literature ◽  
Educational Environment ◽  
Language Teachers ◽  
Constructive Feedback ◽  
Theory To Practice

The aim of this study is to familiarize the readers with some key and basic issues about feedback which is an educational district these days, in a coherent and tangible manner. In this paper, through using relevant literature, issues such as teacher education, good language teaching constructive feedback, types of feedback and its effect on educational environment of language teachers are discussed.

scholarly journals TRANSLATION PEDAGOGY VERSUS PEDAGOGICAL TRANSLATION IN LANGUAGE LEARNING

2021 ◽  
Vol 6 (43) ◽  
pp. 83-96
Author(s):  
Nik Zaitun Nik Mohamed ◽  
Ameiruel Azwan Ab Aziz ◽  
Kamsilawati Kamlun ◽  
Irma Wani Othman
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Actual Process ◽  
Verbal Form ◽  
Adequate Knowledge ◽  
Conceptual Paper ◽  
Translation Pedagogy

This conceptual paper presents the review of literatures of a study related to Translation in Language Teaching (TILT) and Translation Training, It reviews related literature on translation theories and practices in bilingual/multilingual classrooms as well. The interplay of translation, multilingualism, multiculturalism and globalisation in today’s ESL pedagogical reality demands translation to be employed in improving students’ English language proficiency. Unfortunately, research indicates that teachers do not possess adequate knowledge on appropriate translation models to enable them to perform translation in language teaching (TILT). As a result, they ended up employing unplanned code switching and code-mixing techniques throughout their English language lessons. Studies have shown that translation educators also do not possess adequate competencies in training language teachers to translate due to discrepancy between the chosen modules and teachers’ motivation. As a result, teachers failed to understand the purpose of such training. This conceptual paper, thus, attempts to conjure up two important concepts in translation studies: Pedagogical translation and translation pedagogy. Translation Pedagogy refers to the acquired knowledge on how to translate, whereas pedagogical translation refers to the actual process or practice of translation either in written or verbal form. The relevance of these two concepts in TILT are highlighted and discussed throughout this paper. A translation model is suggested as a guideline in providing training in TILT area. The result of this upcoming study may provide a direction in translation training for language teachers in Malaysia. It suggests that the concepts of Pedagogical Translation (PT) and Translation Pedagogy (TP) should be incorporated into translation training modules. By doing so, both translation trainers and teacher trainees are able to understand the actual processes of translation itself in TILT.

scholarly journals Disinventing Native Speakerism in English Language Teaching

2021 ◽  
Vol 14 (11) ◽  
pp. 97
Author(s):  
Junshuan Liu
Keyword(s):  
Adverse Effects ◽  
English Language ◽  
Language Teaching ◽  
Relevant Literature ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Teaching Methodology ◽  
English Language Teachers ◽  
And Task

This article explores native speakerism, a chauvinistic ideology, in reference to relevant literature. It first exposes its ideological essence and adverse effects on English language teaching (ELT), and then moves to deconstruct the native speakerist practices concerning English language teachers, English language norm, cultural foundation of ELT curriculum, and teaching methodology, particularly the approaches of communicative language teaching (CLT) and task-based language teaching (TBLT). Through unearthing the culturist essence of native speakerism and the fallacies embedded in native speakerist ELT practices, this study is intended to contribute to eliminating native speakerism and building up more equitable and harmonious ELT profession.

Language teacher cognitions and intercultural language teaching: The New Zealand perspective

2017 ◽  
Vol 22 (3) ◽  
pp. 310-329 ◽  
Author(s):  
Jo Oranje ◽  
Lisa F Smith
Keyword(s):  
New Zealand ◽  
Language Teaching ◽  
Relevant Literature ◽  
School Curriculum ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
Applied Knowledge

The New Zealand school curriculum was last revised in 2007, at which time a new emphasis was placed on culture in language teaching. The practice of intercultural language teaching is implicit in the curriculum document and explicit in the curriculum guide, which features a set of principles for intercultural communicative language teaching (iCLT). This article presents a study on the extent to which New Zealand language teachers’ beliefs and practices are aligned with intercultural language teaching (ILT). A questionnaire administered to New Zealand language teachers included a number of items used in a seminal seven-nation comparative study conducted by Lies Sercu and her colleagues, as well as other items developed from relevant literature. Expanding on previous studies’ use of item-by-item analyses, multi-item scales to measure alignment of New Zealand teacher’s beliefs and practices with ILT were developed, which yielded good internal reliabilities. The findings revealed an apparent mismatch between beliefs and practices, with teachers being favourably disposed towards ILT but not practising the approach in their classrooms. Interpretation of the data using concepts from teacher cognition research suggested that the differences represented tensions between teachers’ abstract, theoretical beliefs and their concrete, practical beliefs. We argue that supporting teachers’ applied knowledge of developing intercultural communicative competence (ICC) will allow them to recognize that those beliefs need not be discordant.

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