scholarly journals From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar

2018 ◽  
Vol 34 (4) ◽  
pp. 1019-1043
Author(s):  
Adriana Cardoso ◽  
Susana Pereira ◽  
Teresa Leite ◽  
Encarnação Silva
Keyword(s):  
Exploratory Study ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Language Education ◽  
Paradigm Change ◽  
Language Awareness ◽  
Grammar Teaching ◽  
Self Perceptions ◽  
Conceptual Changes ◽  
The Relationship

ABSTRACT The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor’s students. The study focus on student’s and teacher’s acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices.

scholarly journals The Relationship between Teachers’ Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

2016 ◽  
Vol 9 (7) ◽  
pp. 70 ◽  
Author(s):  
Bayan Alghanmi ◽  
Nadia Shukri
Keyword(s):  
Learning Styles ◽  
Teacher Development ◽  
Classroom Environment ◽  
English Language ◽  
Classroom Practices ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
English Language Institute ◽  
The Relationship

<p>Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers’ beliefs of grammar and grammar instruction as well as their practices in the classroom. This case study investigates the relationship between teachers’ beliefs of grammar and grammar instruction and their instructional practices. In the first stage, a sample of 30 teaching faculty members at the English Language Institute (ELI) at the University of Jeddah (UJ), in Saudi Arabia completed a survey discussing their beliefs related to grammar instruction. In the second stage, ten of these teachers were observed in classroom in order to explore the relationship between their beliefs and practices. In the third and final stage, open-ended questions were distributed to the teachers after the observations to better understand the factors that influence their beliefs. The findings reveal that teachers’ beliefs are indeed reflected in their classroom practices. Students’ proficiency level, attitudes toward the language, needs, learning styles, classroom environment, and teacher development are six factors that influence the transformation of teachers’ beliefs regarding grammar and grammar instruction into practices. These findings will help broaden the discussion on how to improve the quality of grammar teaching, particularly in the Saudi EFL classroom.</p>

scholarly journals The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan Liu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Language Education ◽  
Academic Field ◽  
Language Classroom ◽  
The One ◽  
Relationship Of ◽  
The Relationship

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

An Exploratory Study of the Relationship Between Mood States and Creativity Self-Perceptions

2004 ◽  
Vol 16 (2) ◽  
pp. 341-344 ◽  
Author(s):  
Diane Montgomery ◽  
Pamela Hodges ◽  
Judith Kaufman
Keyword(s):  
Exploratory Study ◽  
Mood States ◽  
Self Perceptions ◽  
The Relationship

scholarly journals Multilingual awareness and metacognition in multilingually diverse classrooms

2020 ◽  
Vol 1 (1) ◽  
pp. 66-88
Author(s):  
Ulrike Jessner ◽  
Elisabeth Allgäuer-Hackl
Keyword(s):  
Cognitive Processes ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Building Blocks ◽  
Emergent Properties ◽  
Diverse Classrooms ◽  
Multilingual Learning ◽  
Key Factor ◽  
The Relationship

Research interest in multilingual development and multilingual awareness (MLA) has been growing over the last years, and MLA has been defined as a key component of multilingual learning and multiple language use. The first part of the article focuses on the development of MLA in learners as a subcomponent of metacognition and a key factor of emergent properties in multilinguals as presented from a dynamic systems and complexity theory perspective in the Dynamic Model of Multilingualism (DMM) (Herdina and Jessner, 2002). The second part describes a DMM-based language teaching and learning approach, the Five Building Blocks of Holistic Language Education/Learning, which visualises the relationship between linguistic and cognitive processes and enables teachers and learners to reflect on language acquisition and use in order to develop MLA.

An Exploratory Study of the Relationship Between Mood States and Creativity Self-Perceptions

2004 ◽  
Vol 16 (2-3) ◽  
pp. 341-344 ◽  
Author(s):  
Diane Montgomery ◽  
Pamela A. Hodges ◽  
Judith S. Kaufman
Keyword(s):  
Exploratory Study ◽  
Mood States ◽  
Self Perceptions ◽  
The Relationship

scholarly journals Unpacking the Processes of Materials Use: An Interdisciplinary Perspective of Language Teachers’ Use of Materials in China

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097787
Author(s):  
Zhan Li ◽  
Yueting Xu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Language Teachers ◽  
Instructional Materials ◽  
Pedagogical Reasoning ◽  
Efl Teachers ◽  
Inservice Professional Development ◽  
Knowledge And Practice ◽  
The Relationship

In light of the growing agreement on the critical impact that materials can have on teaching and learning, classroom-based research on materials use in natural educational contexts has become increasingly urgent. This study aims to explore language teachers’ use of instructional materials in classroom settings. Drawing on the analysis of materials, interviews, and lesson observations from cases of three Chinese English as a foreign language (EFL) teachers and their six students, this study identified six interactive processes of materials use, based on which teachers’ pedagogical reasoning that enabled each process of materials use was unpacked. Through the theoretical lens of Keller and Keller’s anthropology of knowledge and Wartofsky’s categorization of artifacts, this article unraveled the relationship between teacher knowledge and practice in materials use and disentangled the multilayered roles of curriculum materials. The findings not only contribute to the conceptualization of materials use in language education but also suggest effective ways of enhancing the inservice professional development through materials use and development in natural educational contexts.

scholarly journals Linguística Aplicada e o ensino de línguas adicionais

2019 ◽  
Vol 9 (2) ◽  
pp. 281
Author(s):  
Rodrigo Smaha Lopes ◽  
Jaqueline Laís Salles ◽  
Nelza Mara Pallú
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Applied Linguistics ◽  
A Priori ◽  
Pedagogical Practices ◽  
Research Development ◽  
Teacher Researcher ◽  
The Relationship ◽  
Method Approach

This article aims to highlight the importance of applied linguistics (AL) knowledge in the continuous construction of pedagogical practices involving language teaching and learning and, through the relationship between teaching methods and approaches, and the research development in AL, to show how the teacher’s role has changed, from the beginning of LA to what has been called today the Post-method – Prabhu (1990), Kumaravadivelu (1994, 2001) and Celani (2009). In this scenario, it is the teacher who determines – or should determine – which method/approach will be most profitable, based on the investigation of its context and not a priori. It is hoped that this work will contribute to the additional language teacher’s reflection on their classroom practices – why, what for, how and what to teach –, to transform them, to educate themselves critically-reflexively and to become, in fact, a teacher-researcher.

scholarly journals Digital and Multimodal Literacies in Foreign Language Learning: theories and application

2020 ◽  
Vol 8 (2) ◽  
pp. 65-79
Author(s):  
Elisa Da Lio
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning Theories ◽  
New Directions ◽  
Language Classrooms ◽  
The Relationship ◽  
Specific Learning

This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by suggesting new directions for further research. Keywords: Literacy, Multimodality, Digital Literacy, EFL, Teaching

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