scholarly journals “FORMATION OF STUDENTS’ SPEAKING SKILLS IN THE PROCESS OF TEACHING ENGLISH AT HIGHER EDUCATIONAL ESTABLISHMENTS”

2021 ◽  
Vol 58 (1) ◽  
pp. 5551-5557
Author(s):  
Khamzaev Sobir Amirovich Et al.
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
English Language ◽  
Foreign Language Teaching ◽  
Linguistic Knowledge ◽  
Speech Communication ◽  
Characteristic Methods ◽  
Higher Educational ◽  
Speaking Skills

In this article, the authors consider the main problems of forming speaking skills of learners in the process of English language learning at higher educational establishments and speech communication as the basis of cultural and linguistic knowledge. To solve the problem of learning a foreign language in higher educational establishments, the authors describe it in unity with the educational objectives of the characteristic methods of foreign language teaching, which includes, along with the absorption of a specific language, increase language literacy necessary for every person, a deeper familiarity with the cultural values of the countries of the languages studied and their achievements in various fields of science and technology.  

scholarly journals Evaluation of EFL Textbook ‘Traveller Elementary’ from the Perspectives of Instructors and University Students

2019 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Kürşat CESUR ◽  
Narin ÖZİŞLER
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
Linguistic Knowledge ◽  
Language Content

Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners’ four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors’ evaluations, observations, beliefs, and suggestions on the textbook. From the students’ perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.  

scholarly journals English teaching in the elementary school: Some critical issues

2016 ◽  
Vol 18 (1) ◽  
pp. 7
Author(s):  
Amparo Clavijo
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
National Plan ◽  
Public And Private ◽  
Critical Issues

Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

scholarly journals Foreign Language Teaching in Over-Crowded Classes

2018 ◽  
Vol 12 (1) ◽  
pp. 169 ◽  
Author(s):  
Halil Küçükler ◽  
Abdullah Kodal
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
International Language ◽  
Classroom Order

The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.

scholarly journals A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

2013 ◽  
Vol 10 (2) ◽  
pp. 97-124
Author(s):  
Janez Skela
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
Retrospective View ◽  
Historical Periods ◽  
Translation Methodology

Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL) materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula) and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.

scholarly journals Language: a ‘mirror’ of the culture and its application English language teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 93-103
Author(s):  
Hartono Hartono ◽  
Suparto Suparto ◽  
Ahdi Hassan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Cross Culture ◽  
Cross Cultural Communication

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Sign in / Sign up

Export Citation Format

Share Document