scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Internationalization of the foreign language curriculum during the COVID-19 pandemic

2021 ◽  
Vol 127 ◽  
pp. 01005
Author(s):  
Tatiana Leonidovna Kopus ◽  
Nina Aleksandrovna Kozlovtseva ◽  
Elena Viktorovna Ganina ◽  
Nadezhda Mikhailovna Malugina ◽  
Rauza Ildarovna Polyakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Programs ◽  
Language Curriculum ◽  
Physical Mobility ◽  
Key Characteristics ◽  
Mobility Programs ◽  
Teaching Learning ◽  
Internationalization In Higher Education ◽  
Digital Delivery

The current reality has challenged higher education globally. With border closure and distancing, provoked by the COVID-19 pandemic, the paradigm of internationalization in higher education has considerably altered the way and scale of incorporating intercultural and international components into the academic agenda. The curriculum of the foreign language field at non-linguistic higher education institutions has always been positioned distinctively apart within the context of internationalization. This study is focused on the key changes that the internationalization of educational programs for foreign languages has undergone in the COVID-19 and post-pandemic periods. The paper analyzes and systematizes scientific works on internationalization, and also uses a comparative-analytical method to describe approaches to implement the internationalization of language programs. As a result of the study, the key characteristics of the internationalization of higher education in the pre-COVID, COVID, and post-COVID situations are summarized. The pre-COVID opposition of physical mobility vs internalization at home has been smoothed out by virtual format in the COVID period. In the post-COVID era, the changes have resulted in greater flexibility and diversity in teaching, learning, professional collaboration, and development through and/or physical, virtual, online, and/or digital delivery, hybrid forms of introducing an international and intercultural component into programs; reduction of the duration of mobility programs in favor of their effectiveness.

English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches

2017 ◽  
Vol 7 (11) ◽  
pp. 965
Author(s):  
Jessenia A. Matamoros-González ◽  
María Asunción Rojas ◽  
Johanna Pizarro Romero ◽  
Sara Vera-Quiñonez ◽  
Sandy T. Soto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
Visual Representation ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Learning

This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization of the information. The results show that the characteristics of each approach were determined for the epoch in which they were proposed and promoted. Some characteristics such as the use of books overlapped all approaches compared in this work; others were unique to certain approaches, supporting theories, for instance; and, others were common in two or three approaches, as in the case of the use of conversations and the role of learners as active learners, to cite some examples.

scholarly journals Estado de desarrollo de la habilidad de escritura en Inglés de estudiantes de primer año de Estomatología en Bayamo, Cuba

2015 ◽  
Vol 2 (7) ◽  
Author(s):  
Margarita Alejandrina Vázquez Rondón ◽  
Joaquín De Jesús Cisneros Somano ◽  
Oreste Peillón Verdecia
Keyword(s):  
Foreign Language ◽  
Oral Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Written Expression ◽  
Medical Sciences ◽  
Technology And Communication ◽  
Teaching Learning ◽  
Transversal Study

El presente trabajo ofrece resultados parciales de un estudio descriptivo transversal que se realiza en la Facultad de Ciencias Médicas de Bayamo Granma Cuba, a partir de la necesidad de conocer el estado actual del desarrollo de la habilidad de escritura en los estudiantes que matricularon la carrera de Estomatología en el curso escolar 2014-2015. Como parte del diagnóstico se identifican las principales fortalezas y debilidades en el desarrollo de la habilidad en relación con estudios previos realizados y las tendencias contemporáneas para perfeccionar el proceso de enseñanza y aprendizaje de una habilidad que toma cada vez más auge dentro del desarrollo de las tecnologías y las comunicaciones y como consecuencia sufre transformaciones que se reflejan en la esfera científico – pedagógica. Se brinda información acerca de los aspectos fundamentales relacionados con la escritura como proceso y la expresión escrita, sobre la base de dimensiones y sus respectivos indicadores para mayor precisión en el cumplimento de los objetivos propuestos. Igualmente se aborda la influencia que sobre la escritura ha tenido la expresión oral y su primacía a lo largo de la historia de la enseñanza de las lenguas extranjeras, así como la incidencia de la lengua materna sobre la extranjera y el papel de los errores y su corrección dentro de este proceso.  Palabras claves: Habilidad de escritura, errores de escritura, proceso de escritura, causa de los errores de escritura   State of development of writing skills in English of the students of Stomatology in Bayamo, Cuba  Abstract  This paper offers partial results about a descriptive transversal study that is being carried out in the Faculty of Medical Sciences in Bayamo Granma Cuba, up on the necessity to know about the real situation concerning the development of the skill of writing of the students registered on the Dentistry Career during the academic course 2014-2015. As part of the diagnosis, the main strengthening and weakness in the development of the ability were identified. This was done up on the bases of studies carried out previously and some contemporary tendencies for the improvement of the teaching learning process of an ability that is rapidly gaining in importance worldwide, due to the development in the fields of technology and communication. Because of this, some transformations are reflected on the scientific and pedagogical spheres. A great deal of information is provided concerning writing as a process and written expression, based on dimensions and their indicators for better precision in respect with the objectives. In the same way, the influence that the oral language has had all throughout history upon writing was also valued, as well as the incidence of the mother tongue upon the foreign language and the role of errors and their correction within this process.  Keywords: Written abilities, errors in writing, process of writing, cause of errors in writing.

scholarly journals ESTRATEGIA PARA EL APROVECHAMIENTO DE UN ENTORNO VIRTUAL EN EL APRENDIZAJE DE UNA SEGUNDA LENGUA.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Iliana Real Poveda ◽  
Yonaiker Navas Montes
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Support Tool ◽  
Engineering Sciences ◽  
Teaching Learning

La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), desde 1948, destaca la importancia del aprendizaje de una segunda lengua debido a las potencialidades que supone a nivel profesional, académico, social, cultural e incluso personal. Entendiendo que se avanza a una sociedad tecnológica, los procesos de enseñanza y aprendizaje rompen los esquemas tradicionales e incorporan entornos virtuales de aprendizaje que permiten la aplicación de tecnologías. Al aprender una lengua extranjera, se tiende a “traspasar” de alguna manera el conocimiento sobre las estructuras y rasgos de la lengua materna. A esta influencia de la lengua materna sobre la lengua extranjera se llama “transferencia” que en muchas ocasiones obstaculiza la producción en esta segunda lengua. El propósito de ésta investigación es describir una estrategia empleada para el aprovechamiento del entorno virtual en el aprendizaje de los módulos de inglés con el uso de la plataforma Moodle para los 114 estudiantes de Ciencias de la Salud y Ciencias de la Ingeniería, considerados parte de la generación “Y”, a través de un estudio de caso único, factual e intrínseco, teniendo un nivel descriptivo, heurístico e inductivo. Los resultados de la investigación determinaron que con el uso del entorno virtual a través de una estrategia el aprendizaje de una segunda lengua presenta mayores oportunidades ya que docente y alumnos pueden estar separados con respecto a la sincronía y esto no es obstáculo para que el aprendizaje se lleve a cabo con éxito, esta herramienta de apoyo ayuda a sellar el conocimiento adquirido para luego perfeccionarlo con la práctica.   Palabras clave: Entorno virtual de aprendizaje, Inglés, Proceso de enseñanza-aprendizaje, TIC   ABSTRACT   The United Nations Educational, Scientific and Cultural Organization (UNESCO) has highlighted since 1948 the importance of learning a second language because of its professional, social, cultural, academic, and even personal potentials. Understanding that it moves towards a technological society, the processes of teaching and learning break the traditional schemes and incorporate new virtual learning environments that allow the implementation of technologies. By learning a foreign language, it tends to “pass” in somehow the knowledge about the structures and features of the mother tongue into the foreign language. This influence of the mother tongue on the foreign language is called “transfer” which often impedes production in the second language. The purpose of this research is to create a virtual learning environment in the English modules using Moodle for 114 UNEMI students of Health and Engineering Sciences, who are considered part of the generation “Y” through a single, factual and intrinsic case study, with a descriptive, heuristic and inductive level. The results of this research determined that the use of ICT tools when learning a second language presents greater opportunities for the teacher and students because they both can be separated with respect to the synchrony and this is not an obstacle, so learning is conducted with success; this support tool helps the acquired knowledge to become perfect with practice.   Key words: Virtual Learning Environment, English, teaching-learning process, ICT   Recibido: febrero de 2015Aprobado: abril de 2015

scholarly journals Problèmes d’interférences arabe/français dans les productions écrites d’élèves de secondaire

FRANCISOLA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Ksentini IMENE
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Mother Tongue ◽  
Complex Activity ◽  
Important Place ◽  
Textual Production ◽  
Arabic Speakers ◽  
Pratiques Enseignantes ◽  
Teaching Learning ◽  
Langue Maternelle

RÉSUMÉ. L’expression écrite est une activité complexe qui occupe une place importante dans l’enseignement/apprentissage du français langue étrangère en Algérie. Enseigner le français aux arabophones donne lieu à des contacts entre l’arabe langue maternelle et le français langue étrangère. Ces contacts engendrent des erreurs qui influencent les écrits des apprenants. Cet article vise à repérer, analyser et comprendre les erreurs interférentielles dans les productions écrites des élèves algériens. Le but ultime étant d’y remédier. Pour ce faire, une analyse d’erreurs sera appliquée à un corpus de 30 copies de productions écrites réalisées par des élèves de 3éme année secondaire ainsi qu’une analyse contrastive des systèmes des deux langues en question : l’Arabe et le Français. L’analyse des données recueillies a révélé que ce problème pourrait être provoqué par 3 facteurs : les pratiques scripturales des élèves notamment la difficulté de mettre en œuvre les étapes du processus de production textuelle, les confrontations des deux systèmes linguistiques arabe et français au moment de l’apprentissage ainsi que les pratiques enseignantes, telle que l’évaluation, qui ne ciblent pas les erreurs interférentielles. Mots-clés : contact des langues, erreurs, évaluation, interférences, langue étrangère, langue maternelle, production écrite. ABSTRACT. Written expression is a complex activity that occupies an important place in the teaching / learning of French as a foreign language in Algeria. Teaching French to Arabic speakers leads to contacts between Arabic mother tongue and French as a foreign language. These contacts generate errors that influence student’s writings. This article aims to identify, analyze and understand interferential errors in the written productions of Algerian students. The ultimate goal is to fix it. To do this, an analysis of errors will be applied to a corpus of 30 copies of written productions made by students of the 3rd year secondary as well as a contrastive analysis of the systems of the two languages in question: Arabic and French.The analysis of the collected data revealed that this problem could be caused by 3 factors: the scriptural practices of the pupils notably the difficulty to implement the stages of the process of textual production, the confrontations of the two linguistic systems Arabic and French also to teaching practices, such as evaluation, that do not target interferential errors. Keywords: error, evaluation, foreign language, interference, language contact, mother tongue, written production.

scholarly journals Students’ Preferences on the Use of Mother Tongue in English as a Foreign Language Classrooms: Is it the Time to Re-examine English-only Policies?

2015 ◽  
Vol 9 (1) ◽  
pp. 148 ◽  
Author(s):  
Emre Debreli ◽  
Nadire Oyman
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Educational Background ◽  
Language Teachers ◽  
L2 Proficiency ◽  
English Only ◽  
Bilingual Teaching ◽  
Language Classrooms ◽  
Efl Classrooms

<p>In literature on bilingual teaching, different perspecttives exist for and against the use of first language (L1) in English as a Foreign Language (EFL) classrooms. There is a continuing matter of debate on whether L1 contributes to or precludes the learning of a second language (L2). Numerous studies have been conducted on this topic, but no clear consensus exists on whether L1 should be banned or its inclusion in EFL classrooms should be allowed. A significant body of literature has explored this phenomenon from teachers’ perspectives, and an adequate number of studies have explored the phenomenon from the students’ perspectives. However, few studies have identified the reasons for which students need such an inclusion. More importantly, no studies seem to have considered demographic variables that may directly influence students’ perceptions of the use of L1 in their (L2) classrooms, that is; educational background and their language proficiency level. This study primarily investigated whether students’ educational background and their L2 proficiency influenced their perceptions of the use of Turkish in their L2 classrooms as well as their perceptions and needs for the use of L1 in their classrooms. The study was conducted on a sample of 303 Turkish learners of EFL at English Preparatory School of European University of Lefke in Northern Cyprus. Data were collected using a questionnaire. Analysis of the data indicated that EFL students had high positive perceptions toward the inclusion of L1 in their L2 classes and that their perceptions were affected by their demographic characteristics. Students with lower level of L2 proficiency were also found to have more positive perceptions toward the use of L1. Furthermore, the particular issues where students needed L1 were also identified. Implications for language teachers and policy makers are discussed.</p>

scholarly journals Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?

2018 ◽  
pp. 173-189
Author(s):  
Quang Nam Pham
Keyword(s):  
High School ◽  
Data Analysis ◽  
Foreign Language ◽  
Error Correction ◽  
Mother Tongue ◽  
Target Language ◽  
Substantial Impact ◽  
Language Curriculum ◽  
Seating Arrangement ◽  
Communicative Activities

At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the language curriculum, the influences from the interlocutors, and the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct student errors during communicative activities. Data analysis shows that the strategy of error correction that a teacher uses will have a substantial impact on student use of L2 in oral activities. Drawing from such fi ndings, I suggest some practical teaching strategies to maximize L2 and minimize L1 in speaking activities.

scholarly journals Creando si impara

EL LE ◽  
2018 ◽  
Author(s):  
Giovanna Sciuti Russi
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Interaction ◽  
Comic Book ◽  
Conversational Interaction ◽  
Research And Teaching ◽  
Authentic Communication ◽  
Teaching Learning ◽  
Pair Work ◽  
Presentation Group

This contribution is part of research and teaching undertaken during the year 2015-16 at the Italian Cultural Institute in Paris (Istituto Italiano di Cultura di Parigi) and follows the didactic approach used in the participatory creation of a comic book with a group of adult French students. The description of the various teaching phases – through alternating lesson format (presentation, group interaction, pair work) and the adoption of an approach to fit the task – is intended to show a more dynamic way of teaching/learning a Foreign Language. It is aimed at the development of the group’s oral output and a more active conversational interaction. The analysis shows how it is possible to encourage authentic communication in the classroom through explorative techniques with both an adult and senior public, little accustomed to modern teaching methods. One must be aware that this is an interplay between content and methodology, both traditional and innovative.

Technology and Innovation in China's English as a Foreign Language (EFL) Classrooms

2017 ◽  
pp. 163-175 ◽  
Author(s):  
Casey Medlock Paul ◽  
Hong Juan Liu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Instruction ◽  
Innovative Teaching ◽  
Language Curriculum ◽  
Technology And Innovation ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Classrooms

This chapter will explore issues around technology and innovation in China's English as a Foreign Language (EFL) classrooms. In this chapter, the authors (a) discuss China's English language curriculum, (b) demonstrate the issues Chinese EFL teachers face with task-based language instruction, (c) explore how technology is currently used in EFL classrooms, and (d) examine how technology and innovative teaching methods can assist Chinese EFL teachers with integrating a communicative language approach in their classrooms. This chapter will also provide a case study of how one Chinese EFL teacher used technology to innovate EFL instruction.

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