scholarly journals Application of TBLT in Primary School Classes--A Case Study of the Fourth Primary School in Awati County

2019 ◽  
Vol 4 (2) ◽  
pp. 25
Author(s):  
Li Ma
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Implementation Process ◽  
Key Characteristics ◽  
The Future ◽  
Underlying Causes

As a national event, education is important issue, which has an influence on thousands of generations. How to teach students to learn knowledge and apply it at the same time has turns out to be a challenging work for numbers of teachers. To solve this problem, some inspiration could come from a method founded in 1980s, which is also called Task Based Language Teaching. As its key characteristics, TBLT makes students learn the knowledge through using the knowledge. In particular, taking execution and communicating interactively are explored as the method to achieve the language learning. This paper investigates the application of the TBLT in the Fourth Primary School in Awati County of Xinjiang. Problems existing in the implementation process are revealed and the underlying causes are analyzed. The results of this study can provide reference for other teachers to use task-based teaching method in the future.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

2019 ◽  
Vol 14 (1) ◽  
pp. 84-106
Author(s):  
Alicia Chabert
Keyword(s):  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Teaching ◽  
Ecological Understanding ◽  
Attitude And Motivation ◽  
Initial Results

Summary This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

scholarly journals Critical language teaching in a dynamic language policy terrain: lessons from the Brazilian Science without Borders student mobility programme

2018 ◽  
Vol 18 (2) ◽  
pp. 367-388
Author(s):  
Jonathan Luke
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Student Mobility ◽  
Ethnographic Study ◽  
Language Teachers ◽  
Critical Approach ◽  
Science Without Borders ◽  
The Impact

ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.

scholarly journals Designing Scientific Writing Materials Using Task Based Language Teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Testiana Deni Wijayatiningsih ◽  
Enny Dwi Lestariningsih ◽  
Dwi Ampuni Agustina
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching Method ◽  
Language Teaching ◽  
Scientific Work ◽  
Scientific Publication ◽  
Scientific Writing ◽  
Continuous Professional Development ◽  
Self Concept

One of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (PKB), so they can carry out their duties and functions professionally. Continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (KTI) or academic writing. This study aims to determine the process of designing the Task Based Language Teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on Scientific Work Writing Techniques based on Task Based Language Learning. The subjects of this study were students who took the eight semester of Scientific Writing Techniques course. The method of this research used the modified 4-D instructional development model of Thiagarajan, Semmel and Semmel (4-D models). The methods of collecting data used interviewing, observing, test, and filling out questionnaires. The results show that the application of the Task Based Language Teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing RAT and SAT along with Engineering learning modules Writing Scientific Work. Furthermore, students' self-concept is good in learning the Scientific Writing Technique in the tutorial class. This means that students' self-concept had a good improvement and reached a percentage above 70%. This proves that the application of the Task Based Language Teaching method runs seamlessly and according to what is expected. All in all, the students are more enthusiastic and challenging in writing research articles.

scholarly journals The Future and challenge of Pragmatics in English Language Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 156-165
Author(s):  
Mazulfah Mazulfah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Learner ◽  
English Language Teaching ◽  
Pragmatic Competence ◽  
English Classes ◽  
The Future ◽  
Language Competencies ◽  
Listening And Speaking

This paper demonstrates about the future and challenge of pragmatics in English language teaching. In pragmatics, meaning in communication has an important role and it can be categorized into two elements such as verbal and nonverbal. It depends on various contexts, relationship between utterers, and social factors. In English language teaching, pragmatic is very important because the four language skills in language learning such as reading writing, listening and speaking do not occur in isolation in communicative texts or activities. So through forming a good pragmatic competence for the language learner, should be considered. As English has played an indispensable role in global communication, it is important for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable important in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication so teachers should teach pragmatic competence in language English classes through different activities and tasks.Keywords: Pragmatics, English language teaching, language competencies. 

scholarly journals ICT in the Application of Language Learning to TESOL in China

2021 ◽  
Vol 22 ◽  
pp. 282-289
Author(s):  
Hui Zhang
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Current Situation ◽  
Existing Problems ◽  
The Third ◽  
Language Class ◽  
Underlying Causes ◽  
Basic Concepts ◽  
Language Teaching And Learning

Science and technology has become more and more important in education, especially in language teaching and learning. Also, more and more teachers realize it is the popular issue nowadays. In China, the application of ICT in the language class to TESOL has already been a hot topic. This paper is divided into five parts: the first part is the introduction; the second part explains the definition and types of ICT and its advantages in the field of education; the third part describes the basic concepts of TESOL; the fourth part focuses on ICT in the application of language learning to TESOL in China through analyzing the existing problems and underlying causes and providing some suggestion to improve the current situation; the last part is the conclusion. All in all, this paper attempts to contribute to the growing understanding of the present application of ICT in language teaching and learning in China, which will be extremely beneficial for the improvement of the current ICT environment in TESOL, and hopefully offer some references for the future researches in this area.

scholarly journals 25 Years of HOW: A Celebration of Language Teaching and Learning

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 18-30
Author(s):  
Ana Clara Sánchez-Solarte
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Language Teaching ◽  
Academic Community ◽  
Language Teachers ◽  
Historical Background ◽  
Teaching Learning ◽  
Language Teaching And Learning

This article overviews the major themes and pedagogical developments that have emerged via the academic endeavors of practitioners and researchers in the last 30 years, while also touching on how my work adheres to these developments. The document starts with a brief historical background on the establishment of HOW as a resource for the academic community. The next part of the article deals with the theoretical tenets that have influenced my published works. One of those perspectives is the post-method pedagogy, which acknowledges the limitations of attempting to determine what the “best” language teaching method is for everyone, and proposes three parameters to guide language teaching and learning. The next perspective is the psychology of language learning, particularly positive psychology, which is a field that adds balance to the study of negative emotions in the classroom and can be the basis for interventions that aim at enhancing the language learning process. The final construct discussed in the article is metacognition, which refers to how language teachers adapt their mental processes and behaviors to the emerging demands of their context. The article concludes highlighting a number of topics that were relevant three decades ago and that will likely keep their relevance in the future: the complexity of education, the dynamic nature of context and meaning, and the examination of the role of context in the L2 teaching/learning processes, to name only three.

A case study of one teacher’s introduction to task-based language teaching

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Ariatna ◽  
Rod Ellis
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teacher Educators ◽  
Research Study ◽  
Language Teaching ◽  
School Teacher ◽  
Practitioner Research ◽  
Reflective Journal

Abstract This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.

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