scholarly journals Hedging in Iranian English language teachers’ spoken language: Any differential effect for gender?

2018 ◽  
Vol 4 (1) ◽  
pp. 310-322
Author(s):  
Leila Tajik ◽  
Ameneh Ramezani
Keyword(s):  
English Language ◽  
Cross Cultural ◽  
Language Teachers ◽  
Cultural Variation ◽  
Male And Female ◽  
Naturally Occurring ◽  
Actual Speech ◽  
English Language Teachers ◽  
And Gender

Abstract Despite the importance attached in the literature to the use of hedges, the study of hedging has been shown to target, mainly, the written corpora of various types and so remains neglected in naturally occurring speech. Moreover, the existing discussion predominantly encompass cross-cultural variation in the use of hedging devices and gender as a variable has largely been overlooked. This study was conducted to shed more light on the differences between 4 Iranian male and female English instructors’use of hedging and its different realizations in their actual speech. One teaching session of each instructor was videotaped and the instructors were asked to view their video and to recollect their reasons for resorting to different activities for teaching. Their recollections were recorded and transcribed. Based on Hyland’s classification of hedges, the frequency and realization of hedging in male and female corpus were identified. Results showed considerable differences in the overall distribution of hedges as well as certain types of hedging linguistic devices throughout the male and female corpus.

scholarly journals Choosing an English Teacher: The Influence of Gender on the Students’ Choice of Language Teachers

2015 ◽  
Vol 8 (12) ◽  
pp. 182 ◽  
Author(s):  
Hanan A. Taqi ◽  
Salwa H. Al-Darwish ◽  
Rahima S. Akbar ◽  
Nada A. Al-Gharabali
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Gender Segregation ◽  
Language Teachers ◽  
Male Teachers ◽  
Teacher Gender ◽  
English Major ◽  
English Language Teachers ◽  
The Difference ◽  
And Gender

<p>Gender and teaching are gaining increasing attention in the field of higher education. The significance of teacher gender seems even more crucial in an environment based on gender segregation. In the scope of language teaching and gender, this study investigates the influence of gender on the students’ selection of teachers in general, and language teachers more specifically. The participants, 146 English major students in an all-female college of education, were given a questionnaire of 32 statements--to be answered on a 5-point likert scale--and four open-ended questions; all of which aim at examining the difference between male and female English language teachers in terms of attitude, grades, teaching and even appearance. The statistics were analyzed in terms of frequency, mean and variance in correlation with the independent variables of age, social status, GPA and years in college. It was found that most students prefer male teachers as they believe that the positive personal traits of the male teachers far exceed those of the female teachers. Nonetheless, the statistics have revealed that both genders (and sometimes female more than male teachers) are good language teachers. Hence, reflecting the main finding: gender is not a criterion for good language teaching, but it is our students’ criterion for choosing a language teacher.</p>

scholarly journals English language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State Secondary Schools

2018 ◽  
Vol 7 (3) ◽  
pp. 86-91
Author(s):  
Rose Nwakaego Umezinwa ◽  
Christiana Obiageri Udogu
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teachers ◽  
Test Statistic ◽  
Teaching Materials ◽  
Male And Female ◽  
Anambra State ◽  
Significant Difference ◽  
English Language Teachers ◽  
Research Questions

The study investigated English Language teachers’ attitude and challenges to utilization of improvised teaching materials in Anambra State secondary schools. The area of study was Anambra State. The study was guided by two research questions and two research hypotheses. The design of the study was descriptive survey. A sample of one hundred and twenty-six (126) teachers were drawn from the six education zones in the state comprising of seventy-nine (79) female and forty-seven (47) male. To select this number of teachers, the researcher adopted simple random sampling technique using hat and draw method. A structured questionnaire with four-point scale was used as the instrument for data collection. The validation of the instrument was carried out by three experts – two experts in measurement and evaluation and one expert in English Language. The reliability of the instrument was 0.76 using Pearson Product Moment Correlation. Data analysis was done using mean and standard deviation for the research questions and the t-test statistic for the hypotheses. Results of the analysis indicated that there is no significant difference in the attitude of male and female English language teachers towards utilization of improvised teaching materials in secondary schools in Anambra State. There is significant difference in the challenges to utilization of improvised teaching materials by male and female English  language teachers in Anambra State Secondary schools. Based on the findings of the study, recommendations were made. Prominent among them is that Federal and State Government should arrange training and workshops for English language teachers on improvisation and utilization of improvised teaching materials.Keywords: Attitude, Challenges, Improvisation and Utilization

scholarly journals CLASSROOM MANAGEMENT IN CROSS – CULTURAL CONTEXT

2015 ◽  
Vol 1 ◽  
pp. 419
Author(s):  
Svetlana Iļjina
Keyword(s):  
Classroom Management ◽  
Present Article ◽  
Cultural Context ◽  
English Language ◽  
Cross Cultural ◽  
Language Teachers ◽  
Management Skills ◽  
Teaching Techniques ◽  
English Language Teachers ◽  
The Subject

The subject to be discussed in the present article is classroom management in cross-cultural context. The main reason for the choice of this particular choice was determined mostly by the necessity of varying English language teachers’ management skills and teaching techniques in a mixed linguistic classroom. The aim of the research is to explore the ways of improving classroom management skills in a cross-cultural context.

scholarly journals Realization of preemptive focus on form in the English-language teaching context

2020 ◽  
Vol 6 (1) ◽  
pp. 094-108
Author(s):  
Leila Tajik ◽  
Khadijeh Karimi ◽  
Ameneh Ramezani
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Male Teachers ◽  
Focus On Form ◽  
Male And Female ◽  
Female Teachers ◽  
Teaching Context ◽  
English Language Teachers

AbstractWhile reactive focus on form (FonF) has been addressed extensively in the literature, preemptive FonF has not attracted the attention it deserves. To fill in part of this gap in the English-language teaching (ELT) context, the present study was conducted to examine the occurrence of preemptive focus on form episodes (FFEs) in the classes of two male and two female English-language teachers. Additionally, it aimed to explore the frequency of student-initiated and teacher-initiated FFEs as well as the uptake and no uptake moves in four classes. To address these issues, all cases of preemptive FFEs were identified in 6 h of instruction obtained from videotaping of four classes. Results confirmed that preemptive FonF does occur in the process of meaning-focused communication and that they are used by male and female teachers almost equally to deal with linguistic difficulties. The findings further showed that student-initiated and teacher-initiated FFEs occurred almost equally in four classes. As to the type of moves, no uptake move was recorded to occur more frequently in male teachers’ classes and to occur more frequently in student-initiated episodes in all classes. Results can raise the awareness of ELT teachers about the benefits of employing preemptive FonF in the context of meaning-focused communications.

scholarly journals Attitudes of English Teachers towards Distance Learning programs in the Karak Kasabah Directorate of Education: اتجاهات معلمي اللغة الإنجليزية نحو برامج التعلم عن بعد في مديرية التربية والتعليم في قصبة الكرك

2020 ◽  
Vol 4 (33) ◽  
Author(s):  
Hanan Mohammad AbdAlkareem Alja'afreh
Keyword(s):  
Distance Learning ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Years Of Experience ◽  
Male And Female ◽  
Female Teachers ◽  
Education Study ◽  
Learning Programs ◽  
English Language Teachers

This study aimed to identify the attitude of English teachers toward distance learning programs in the Karak Kasabah Directorate of Education study sample consisted of (160) male and female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (27) paragraphs. The result showed that the attitude of English teachers toward distance learning programs was positive with (3.92) score The finding also showed there were no statistically significant differences between attitude refers to the sex (male and female) of teachers in addition there were statistically significant differences between teachers (5years and less) of experience and with (5-10) years of experience in favor of the second group and statistically significant differences between teachers (5-10) years of experience with (10 and more) years of experience in favor of the second group. Based on the results, the researcher presented a set of recommendations and proposals to enhance the attitudes of English language teachers towards distance learning programs in the Directorate of Education in the Karak Kasbah and throughout the Kingdom of Jordan.

scholarly journals Research into Teachers’ (Dis)Respect for Learners: A Cross-Cultural Study of English Language Teachers’ and Learners’ Perceptions

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Mahnaz Mostafaei Alaei ◽  
Amirhamid Forough Ameri
Keyword(s):  
English Language ◽  
Self Esteem ◽  
Cross Cultural ◽  
Language Teachers ◽  
Learning Context ◽  
Cross Cultural Study ◽  
Nonnative Teachers ◽  
Native Teachers ◽  
English Language Teachers ◽  
Interpersonal Characteristics

A safe learning context begins with teachers-students respectful interaction. This qualitative study drawing on the premises of grounded theory (GT) examined native and nonnative English language teachers’ and learners’ (n = 114) perceptions of teachers’ (dis)respect for learners. Content analysis of focus groups and online interviews revealed three overarching themes: (1) teachers’ interpersonal characteristics, (2) teachers’ insightfulness, and (3) teachers’ occupational attributes. Overall, 14 subthemes emerged. An important finding was that politeness, learners’ self-esteem, and care were the most recurrent subthemes, respectively, raised by all four groups of nonnative teachers (NNTs), nonnative learners (NNLs), native teachers (NTs), and native learners (NLs). Moreover, politeness, care, learners’ self-esteem, dedication, and interest were the five culture-general components of teachers’ (dis)respect for learners because they were mentioned by both natives and nonnatives. Conversely, other subthemes could be considered as culture-specific components because they were raised by either natives (fairness, encouragement, appreciativeness, kindness, punctuality, and learners’ freedom) or nonnatives (helpfulness, patience, and learners’ individuality). Furthermore, the three above-mentioned themes were common to all participants. Therefore, given this diversity within universality, we proposed a cross-cultural model of teachers’ (dis)respect. The pedagogical implications are discussed.

scholarly journals Balancing Professional Life and Motherhood: Lived Experiences of Female English Language Teachers in Nepal

2020 ◽  
Vol 4 (1) ◽  
pp. 100-111
Author(s):  
Krishna Kumari Khadka
Keyword(s):  
English Language ◽  
Phenomenological Study ◽  
Language Teachers ◽  
Professional Life ◽  
Dual Roles ◽  
Female Teachers ◽  
Professional Mothers ◽  
English Language Teachers ◽  
And Gender ◽  
At Home

Professional mothers’ responsibility regarding motherhood and a professional life management is highly confronted with gender roles whether to quit or continue the job. Understanding about the intersection between motherhood and professional life helps to navigate and negotiate the dual roles. This phenomenological study is based on qualitative method, which explores how female English language teachers are able to maintain their social and professional identity in Nepal. In this research I analyze the experiences of three secondary level female English language teachers with a focus on dual roles, multiple coping strategies and gender issues on its center. The study reveals that, balancing motherhood and professionalism as female teachers have a lot of challenges which results the incompatibility on both roles. The sensitive nature of job and inflexible and monotonous duties at home made female teachers impossible to undertake their duties perfectly at schools and at home vice –versa. Such role becomes tougher to them due to multilingual environment in the classrooms. This study can be the trajectory bridge to the professional women to get some ideas to balance motherhood and their professional lives.  

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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