scholarly journals Review of Empirical Research into Teachers’ Belief related to Intercultural LanguageTeaching

2021 ◽  
Vol 16 (4) ◽  
pp. 259
Author(s):  
Peng Zilian
Keyword(s):  
Language Teaching ◽  
Empirical Studies ◽  
Language Teachers ◽  
Factors Affecting ◽  
Teaching Language ◽  
Teaching Objectives ◽  
Culture Teaching ◽  
Students Attitudes ◽  
Teaching Time ◽  
The Way

<p>In recent years the topic of intercultural language teaching has attracted considerable research interest, few in the form of empirical studies of teachers' belief related to intercultural language teaching. Arguing the need to make a clear direction for further research of this kind, this paper intends to review the common issues investigated in these studies, and the similarities or differences between their findings. The review found the research focus of these studies can be mainly divided into six categories: teachers’ teaching objectives of language teaching and culture teaching; language teachers’ distribution of teaching time; the content and the way of language teachers culture teaching; language teachers’ belief on ICC and ILT; students’ attitudes towards ILT; and the degree of teachers familiarity with foreign culture. Apart from language teachers’ distribution of teaching time, the way of language teachers’ cultural teaching and language teachers’ belief on ICC, the findings of other aspects vary among different studies, even in the same study. In light of these findings, factors affecting the above differences and areas for further research are suggested.</p>

scholarly journals Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

2015 ◽  
Vol 1 (3) ◽  
pp. 197
Author(s):  
Enkeleda Jata
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
Culture Teaching ◽  
Teaching Time ◽  
The Way

Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transformation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood. Culture is listed nowadays the fifth element of learning the foreign language. However, the perception of the professors to include culture as part of their teaching is still vain. This article involves ten English professors to understand their opinions regarding culture, and why they cannot develop intercultural competence during their classes. How culture is served in the classrooms depends from the professors opinions. This research was conducted based on the need to investigate culture teaching in English language in Albania. The data collected show that all the professors perform their lessons based on a curriculum which is limited regarding the culture aspects.

scholarly journals Perception of Lecturer on Intercultural Competence and Culture Teaching Time (Case Study)

2015 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Enkeleda Jata
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
Culture Teaching ◽  
Teaching Time ◽  
The Way

Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transformation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood. Culture is listed nowadays the fifth element of learning the foreign language. However, the perception of the professors to include culture as part of their teaching is still vain. This article involves ten English professors to understand their opinions regarding culture, and why they cannot develop intercultural competence during their classes. How culture is served in the classrooms depends from the professors opinions. This research was conducted based on the need to investigate culture teaching in English language in Albania. The data collected show that all the professors perform their lessons based on a curriculum which is limited regarding the culture aspects.

scholarly journals Jurnal Al-Maraji' Volume 1. Nomor 1. Juni 2017

2018 ◽  
Author(s):  
PUJIA UNISMUH MAKASSAR
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Direct Method ◽  
Point Method ◽  
Learning Science ◽  
Teaching Language ◽  
First Time ◽  
Science Subject ◽  
The Way

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students’ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them .

scholarly journals Metode Langsung (Al-Tarīqah Al-Mubāsyarah) dan Strategi Pembelajarannya

2020 ◽  
Vol 8 (2) ◽  
pp. 161
Author(s):  
Sitti Aisyah Chalik
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Direct Method ◽  
Point Method ◽  
Learning Science ◽  
Teaching Language ◽  
First Time ◽  
Science Subject ◽  
The Way

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students‟ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them. 

scholarly journals SLIPS OF THE TONGUE IN INDONESIAN DAILY CONVERSATION: A PSYCHOLINGUISTIC VIEW

2021 ◽  
Vol 4 (2) ◽  
pp. 127-132
Author(s):  
Merry Lapasau ◽  
Sulis Setiawati
Keyword(s):  
Native Speakers ◽  
Language Teaching ◽  
Language Teachers ◽  
Speech Errors ◽  
Speech Error ◽  
Teaching Language ◽  
Descriptive Approach ◽  
Slips Of The Tongue

Abstract: This research aims at analyzing speech errors, also known as slips of the tongue madeby adult Indonesians as native speakers. Those errors were analyzed regarding types andbackground of the occurence with Meringer’s theory of slips of the tongue as the framework ofthe research. This research is mainly qualitative with a descriptive approach within thepsycholinguistics view. The results show that slips of the tongue occurred by adult Indonesian asnative speakers were: 1. Exchange, 2. Anticipation, 3. Postposition, 4. Contamination, and 5.Substitution. Researchs about slips of the tongue can provide input to the language process whichis very important for language teaching. Language teachers can interact better with students if theproblems as the sources of the students' errors are identified. Above all, by comprehending varioustypes of speech errors we can increase our understanding of the acquisition, production, andperception of our language thoroughly.Key Words: speech error; slips of the tongue; psycholinguistics

Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective

2016 ◽  
Vol 7 (4) ◽  
pp. 768
Author(s):  
Yinghao Li
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Chinese Perspective ◽  
Culture Teaching ◽  
The Status ◽  
English Culture

The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.

scholarly journals COMIC STRIPS FOR LANGUAGE TEACHING: THE BENEFITS AND CHALLENGES ACCORDING TO RECENT RESEARCH

2021 ◽  
Vol 7 (1) ◽  
pp. 230
Author(s):  
Eka Anastasia Wijaya ◽  
Ni Komang Arie Suwastini ◽  
Ni Luh Putu Sri Adnyani ◽  
Kadek Eva Krishna Adnyani
Keyword(s):  
Literature Review ◽  
Reading Skills ◽  
Language Teaching ◽  
Writing Skills ◽  
Language Teachers ◽  
Data Sources ◽  
Research Articles ◽  
Comic Strips ◽  
Teaching Language

Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation. 

scholarly journals Refleksje nad pożądanymi kierunkami zmian… w szkolnym kształceniu polonistycznym (głos w dyskusji)

2021 ◽  
Vol 12 (330) ◽  
pp. 42-59
Author(s):  
Jolanta Fiszbak
Keyword(s):  
Distance Learning ◽  
Language Teaching ◽  
Further Education ◽  
School Education ◽  
Language Teachers ◽  
The Past ◽  
Language School ◽  
Polish Language ◽  
Literature Culture ◽  
The Way

The author describes desirable paths of changes in Polish language school education. Base for the analysis is the research conducted in 2017 on students’ attitude towards Polish language as a subject, as well as students’ works created during the distance learning in 2020.  According to the author, any changes in the curriculum should be preceded by research conducted on students in order to determine their needs and skills. Addressing changes to unspecified target is the main reason for ill-success of the reforms which were introduced during the past 20 years. Polish language teaching in schools of each level should be more focused on enhancing students’ linguistic skills. The changes should also include the sphere of literature, culture, and media knowledge. The author points to the fact that the reform should involve also teachers-to-be and the way they are prepared for teaching, as well as further education of Polish language teachers. 

scholarly journals Online language teaching: The pedagogical challenges

2011 ◽  
pp. 428-447 ◽  
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Online Courses ◽  
Language Teaching ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Online Learning Community ◽  
University Of Technology ◽  
Bachelor Of Arts ◽  
The Way

Reflecting on the experience of teaching two fully online papers in Chinese at the Bachelor of Arts (Chinese) program at Auckland University of Technology (AUT) (delivered for a total of ten times since 2008), the object of this paper is to examine the problems along the way, and to address issues which arise. The problems are all pedagogical by nature, instead of being technical concerns upon which a large proportion of online language teaching research has been focused. The issues at stake are two very important assumptions: that there exists a Virtual Classroom, and that one can move the class to the cyberspace and build an Online Learning Community in online language teaching. Discussions are centred on the changing learner profile and the changed learner behaviours in online learning, and their far-reaching impacts on the way we traditionally teach. This author argues that both assumptions are mere myths, and urges a re-think of the online pedagogical approaches which still treat online courses as “classes” and insist on building the online learning community to re-invent traditional classroom-learning in cyberspace. An urgent call is then made for a radical pedagogical shift in online language teaching from teacher-centred approaches towards a personalised, small-group orientated, multi-dimensional model of teaching. In this spirits, a proposal on online language teaching design is formulated with specific and practical suggestions for online language teachers.

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