ON THE INFLUENCE OF HIGHER LANGUAGE EDUCATION ON THE DEVELOPMENT OF PSYCHOLOGICAL MATURITY AMONG STUDENTS OF TEACHER-TRAINING UNIVERSITIES

2021 ◽  
Author(s):  
Anna Dzyubenko ◽  
Inna Katsitadze ◽  
Natalia Khristianova
Keyword(s):  
Teacher Training ◽  
Language Education ◽  
Psychological Maturity

Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 260-278 ◽  
Author(s):  
Agnieszka Leńko-Szymańska
Keyword(s):  
Teacher Training ◽  
Language Education ◽  
Qualitative Evaluation ◽  
Pedagogical Issues ◽  
Educational Context ◽  
Training Course ◽  
Teacher Trainees ◽  
Language Classrooms ◽  
Future Work ◽  
Substantial Change

AbstractThe paper describes a teacher-training course on the use of corpora in language education offered to graduate students at the Institute of Applied Linguistics, University of Warsaw. It also presents the results of two questionnaires distributed to the students prior to and after the second edition of the course. The main aims of the course are: to introduce students to the concept of a corpus and its analysis; to familiarize them with a range of available corpora, corpus-based resources and tools; and to demonstrate to them various applications of corpora in language education, with special emphasis placed on the in-house preparation of courses, teaching materials and class activities. In the first part of the paper, the design, the syllabus, the progression and the outcomes of the course are outlined. In the second part, the responses of thirteen students who participated in the second edition of the course are analysed. The analysis indicates that on the whole the students reacted positively to the course and they saw the benefits of corpus-based materials and tools in language teaching. Yet the students also reported that they needed more time to gain full command of the resources and software presented and more guidance on the pedagogical issues related to corpus use. The paper concludes that fourteen sessions, designed as an overview of the whole range of corpus-based resources and applications, is not sufficient to encourage teacher trainees to use corpora in their future work if they have no contact with these resources and tools in other classes. Only extensive exposure to corpora by future teachers coupled with suitable teacher training in the applications of corpora in language education may bring a substantial change in the scope of corpus use in language classrooms in the wide educational context.

scholarly journals Learn from Home with a Simple Think Pair Share

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Luh Ketut Sri Widhiasih
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
English Language ◽  
Language Education ◽  
Learning Model ◽  
English Language Education ◽  
Study Program ◽  
Writing Skill ◽  
Education Study ◽  
Academic Year

When learn from home becomes a new normal, teachers should switch the class to online. Meanwhile, mastering writing skill is still important in online class because the subjects will be able to express their ideas, feeling and experiences in the written form appropriately. The objective of this study was to find out whether or not writing skill of second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic year 2019/2020 could be improved trough Think Pair Share with distance learning model. The study was designed in the form of classroom action research. Based on the result of the pre-test, post-test, and questionnaire, it could be concluded that writing skill of the second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic Year 2019/2020 could be improved trough Think Pair Share with distance learning model.

scholarly journals PENERAPAN PROJECT WORK PADA MATA KULIAH KAIWA MAHASISWA BAHASA JEPANG FKIP UNRI

2019 ◽  
Vol 9 (1) ◽  
pp. 31
Author(s):  
Dini Budiani ◽  
Merri Silvia Basri
Keyword(s):  
Teacher Training ◽  
Communication Skills ◽  
Language Education ◽  
Project Work ◽  
Japanese Language ◽  
Study Program ◽  
Training And Education ◽  
Education Study ◽  
Positive Impression ◽  
Almost All

This study aims to improve communication skills, in learning conversation(kaiwa) in Japanese language student of teacher training and education faculty Riau University.Many conversation exercises are only focused on practising sentence pattern and memorizing ofconversation examples contained in the textbook. Thus learning pattern causes learners not to beable to express what they want to convey in the real scope of communication in Japaneselanguage. This study tries to overcome the problem by implementing project work inconversation lectures. The purpose of this study is to see the involvement of learners in thelectures using project work and find out their opinions about the method. The data of this studywere 44 students of Japanese Language Education Study Program of Teacher Training andEducation Faculty Riau University. From the result of the study, it was seen that during theproject work implementation the learners were actively involved in learning even though theyexperience language barrier when communicating. From the result of the questionnaire thatasked about learners’ opinion, it was found that almost all learners had a positive impression ofthe project work on the Kaiwa 4 subject.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals Humor in kinderverhale in die tersiêre en intermediêre fases van taalonderwys

Literator ◽  
2004 ◽  
Vol 25 (3) ◽  
pp. 151-180
Author(s):  
J. Van Niekerk ◽  
B. Van der Westhuizen
Keyword(s):  
Teacher Training ◽  
Literary Theory ◽  
Life Skills ◽  
Developmental Psychology ◽  
Language Education ◽  
Tertiary Level ◽  
Graduate Studies ◽  
Young Readers ◽  
Intermediate Phases ◽  
Children's Stories

Humour in children’s literature in the tertiary and intermediate phases of language education Humour is essential in the development of an individual and in the development of a healthy society in general, and research on humour is currently regarded as important in a variety of disciplines in the humanities. There are various ways in which an individual may be exposed to humour, and one of these is children’s stories. An instrument or model for studying humour in children’s stories is necessary and very useful: an instrument that takes into account developmental psychology, literary theory and the nature of humour. When these are combined, the nature, scope and effect of humour in children’s stories can be determined. This article explores ways in which such a model can be used at tertiary level in undergraduate and graduate studies, in teacher training and at the intermediate level when facilitating reading as one of the learning aims in language teaching to children from eight to twelve years (roughly Grades 4 to 6). Humour can be an instrument in the hands of authors and of adults as mediator or facilitator to sensitise young readers to humour in stories. As a consequence of this process of sensitising, readers’ reading and life skills are developed and their horizon of experience is broadened.

Massification and diversification in tertiary language education: evaluating the parameters for a successful outcome

2020 ◽  
Vol 34 (1) ◽  
pp. 195-215
Author(s):  
Colleen du Plessis
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Language Learning ◽  
Student Performance ◽  
Basic Education ◽  
Language Education ◽  
Training Programme ◽  
School Level ◽  
Successful Outcome ◽  
Massification Of Higher Education

AbstractIn response to trends such as internationalization, migration and the knowledge economy, universities globally are under pressure to open their doors to as many students as possible. In South Africa, massification of higher education has two additional dimensions to the above. Firstly, it has to provide a forum for creating a socially inclusive society. Further to this, it has to compensate for the inferior standard of basic education. Together these factors compound the number of diversity variables that require management, particularly as far as language and academic literacy imperatives are concerned. This chapter examines how massification is unfolding at one institution of higher learning in the country and how it fuels systemic problems in a particular teacher training programme. What distinguishes the students in this undergraduate course from those in other programmes is that they constitute the future educators responsible for literacy development in the first years of schooling, precisely where literacy levels are deplorable and of critical concern. The study considers relevant policies, institutional support and curricula, before scrutinizing student performance. Two main findings emerge: Successful massification of higher education is highly dependent on quality basic education in which language instruction and the development of academic literacies are foregrounded at school level. This in turn requires comprehensive teacher training programmes that are attentive to sociolinguistic realities and theoretical underpinnings of language learning.

scholarly journals EXPLORING THE IMPORTANCE OF PLURILINGUAL COMPETENCE IN THE PRE-SERVICE TEACHER TRAINING: A CASE STUDY OF TEACHER TRAINING COLLEGES OF ALGERIA

2021 ◽  
Vol 03 (06) ◽  
pp. 315-322
Author(s):  
Souhila BENZERROUG ◽  
Samah BENZERROUG
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Language Education ◽  
Structured Interview ◽  
University Teachers ◽  
Language Studies ◽  
Teacher Training Colleges ◽  
French And English ◽  
Pre Service Teacher

The present research paper highlights the importance of plurilingual competence to language education in pre-service teacher training at the Teacher Training College of Bouzareah-Algeria-. The study is designed to gain insight into the development of pluringual competence in the pre-service program that is addressed to the students of the departments of French and English. It aims at enhancing the teaching and learning of foreign languages in order to meet the universal requirements related to interculturality and plurilingualism.To achieve the above mentioned aims, the researchers interviewed ENSB teacher trainers to investigate their perceptions towards the teaching of that competence. A qualitative method was then employed by using a semi-structured interview with university teachers of Didactics and Language Studies in order to identify the extent of interest that is assigned to the development of plurilingual competence in the teaching practices as well as the syllabus content‎.

scholarly journals Silogism Analysis of Indonesian Language Education's Students Teacher Training and Science Education Faculty (FKIP) of University of Muhammadiyah Sumatera Utara (UMSU) (Psycholinguistic Studies)

2018 ◽  
Vol 1 (4) ◽  
pp. 144-150
Author(s):  
Tepu Sitepu
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Language Education ◽  
Learning Model ◽  
Education Faculty ◽  
Education Students ◽  
Training And Education ◽  
The Mean ◽  
North Sumatra ◽  
Academic Year

This study aims to describe the ability of syllogism, both categorical syllogism, syllogism of hypotheses, alternative syllogisms and the entimem of Indonesian Language Education students in the Teacher Training and Education Faculty of North Sumatra Muhammadiyah academic year 2017-2018. The research method used is descriptive exploratory method or Description Exploration Development Research (DEDR). The population of this study amounted to 311 students with details of 160 5th semester students and 151 7th semester students. This research sample consisted of 74 students with details of 40 5th semester students and 34 semester 7 students. The results of the study were through pretest or before applying the cooperative learning model obtained mean = 60 for semester 5 students and mean = 59.53 for semester 7 students. The results of the study through posttest or after the cooperative learning model was applied, mean = 83.70 for semester 5 students and mean = 8 8.70 for 7th semester students. Thus, it can be concluded that the 5th semester of Indonesian Language Education is less capable in syllogism or does not reach the standard of success because the mean is <85, while 7th semester students of Indonesian Language Education are capable in syllogism because it reaches the mean> 85. the two meanings are combined or 74 students become samples, then reach a mean of 83.70 + 88.70 = 86.20> 85 with a success rate of> 85 as many as 48 students of Indonesian Language Education Teacher Training and Education Sciences University of Muhammadiyah North Sumatra (64.86%) 2017-2018 academic year.

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