scholarly journals position of culture in English language teaching

2021 ◽  
Vol 6 ◽  
Author(s):  
Md. Harun Rashid ◽  
A S M Shamem ◽  
Wang Hui
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Contentious Issue ◽  
Linguistic Hegemony ◽  
Points Of View ◽  
Globalized World ◽  
Present Thesis ◽  
Efl Learning

This thesis investigates the overlapping relationship between the community and English-language teaching in a descriptive manner. It sets out the various points of view and interpretations of linguistic scholars on the contentious issue of incorporating Culture into ESL/EFL classrooms. Although some accept that in today's globalized world, we must open our ESL/EFL learners to other cultures as part of their ESL/EFL learning, others disagree and dispute the value of doing so. Some are more radical, seeing it as linguistic hegemony that can be avoided. Including several observational findings, the present thesis also addresses the perspectives and views of scholars on the convergence of language teaching and community.

scholarly journals Towards Critique: The Place of Culture in English Language Teaching

2021 ◽  
Vol 10 (2) ◽  
pp. 28
Author(s):  
Mohammad Almutairi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Empirical Studies ◽  
English Language Teaching ◽  
Efl Learners ◽  
Linguistic Imperialism ◽  
Points Of View ◽  
Efl Classrooms ◽  
Efl Learning

This study explores in a descriptive way the overlapping relation between culture and English-language teaching. It lays out the different points of view and interpretations of linguistic researchers about the hot debate of the importance of introducing culture into ESL/EFL classrooms. While some believe that the current age of globalization needs us to expose our ESL/EFL learners to foreign cultures in their ESL/EFL learning, others disagree and deny the importance of doing so. Some go more radical and consider it as linguistic imperialism that should be excluded. The current study also discusses the opinions and views of researchers on the integration of language teaching and culture with some empirical studies.

scholarly journals Lexical and semantic errors in the English language teaching in homogenious groups

2021 ◽  
Vol 102 (2) ◽  
pp. 141-149
Author(s):  
G. Akhmetova ◽  
◽  
A. Bizhkenova ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Teacher ◽  
Semantic Errors ◽  
Lexical Competence ◽  
Incorrect Usage

The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes

scholarly journals Poetry Appreciation and Paraphrasing Skills of Grade 9 Students

2020 ◽  
Vol 3 (2) ◽  
pp. 79-80
Author(s):  
Jane Catherine A. Tobis ◽  
Chona G. Mascuñana
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Poetry ◽  
Points Of View ◽  
The Relationship

Among all the literary pieces used in English language teaching, poetry has always been regarded as an interesting and challenging literature genre used in English language teaching. Researchers that explored the appreciation of poetry and the factors that affect its approach had different points of view; however, they certainly agreed on the universal concern of research on the difficulty and lack of enthusiasm in dealing with poetry. Accordingly, recent neuroscientific research commenced using poetry in paraphrasing since both complement one another in language teaching. As a literary product, poetry requires a high analysis skill for adequate comprehension, while paraphrasing involves extensively analyzing ideas and forming new borrowed personal interpretation. Hence, this study aimed to see the relationship between students' degree of poetry appreciation and paraphrasing skills.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

The Influence Of L1 And L2 In English Stress Shift Production Of The Efl Learners In Indonesia

2017 ◽  
Vol 1 (3) ◽  
pp. 482
Author(s):  
Dhinar Arienintya
Keyword(s):  
Data Collection ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Language And Literature ◽  
Correct Pronunciation ◽  
L1 And L2 ◽  
Lack Of Knowledge

<p>EFL learners in Indonesia are varied in terms of their age, gender, and origin (places to live). They eagerly learn English productively by speaking although, most of the time, most of them mispronounce some words. Even worse, they still mispronounce a word after having given or heard the correct pronunciation. If this happens to learners whose major is not English, it is perhaps not a big problem; however, it should be a problem that should be immediately fixed by the lecturers if it happens to learners whose major is English. Many of the learners of English Language Teaching still frequently make mistakes in pronouncing English words, especially in giving stress in each word. It may happen due to the influence of their L1 and L2, the lack of knowledge in giving stress, or both. The participants of this study will be the freshmen of English Language Teaching of the Department of English Language and Literature of Universitas Negeri Malang attending Basic Reading Class. The design of this research is descriptive in which questionnaire and recording will be used as the instruments in the data collection. The result of this study is expected to answer whether or not L1 and L2 influence English stress shift production of the EFL learners in Indonesia.</p><p> </p><strong>Keywords: </strong><em>Stress shifts, pronunciation, EFL learners in Indonesia</em>

scholarly journals The Interconnectedness Between Experience and Intelligence to English Language Teaching

2018 ◽  
Vol 11 (5) ◽  
pp. 68
Author(s):  
Andrew Philominraj ◽  
Maria Bertilla ◽  
Bruno Ramirez-Munoz ◽  
Andrea Fuentealba
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Cultural Knowledge ◽  
English Language Teaching ◽  
Qualitative Descriptive ◽  
Vital Component ◽  
Descriptive Approach ◽  
Globalized World

In today’s globalized world the importance of English language is beyond discussion. The thrust and focus of all the existing English language teaching theories, approaches and methods is to enable teachers and learners attain optimum success in the teaching and learning of English language. In spite of using all these resources in teaching, English language learning seems a difficult task to be mastered by learners. The contemporary models of communicative competence show that there is much more to the learning of a language and that include the vital component of learners cultural knowledge and awareness. Hence, this article by means of a qualitative descriptive approach aims to explore two concepts: intelligence and experience, and their interconnectedness, which opens new avenues to the teaching of English language.

scholarly journals Whole-Language Approach: Improve the Speaking Ability at Early years School Level

2019 ◽  
Vol 13 (1) ◽  
pp. 15-28
Author(s):  
Gusti Yarmi
Keyword(s):  
New York ◽  
Elementary School ◽  
Foreign Language ◽  
Whole Language ◽  
English Language ◽  
Language Teaching ◽  
Early Years ◽  
English Language Teaching ◽  
Third Grade ◽  
Efl Learners

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

scholarly journals The Assessment of Speaking Skills at the Tertiary Level

2017 ◽  
Vol 7 (4) ◽  
pp. 95 ◽  
Author(s):  
Asma Ounis
Keyword(s):  
Oral Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Tertiary Level ◽  
Oral Performance ◽  
Efl Learners ◽  
Arts And Humanities ◽  
Central Interest ◽  
Speaking Skills

Since “English has become the lingua franca for academic interaction of learners and academics” (Koo, 2009, p. 77), the development of the EFL learners’ oral performance proficiency constitutes the central interest of current English language teaching methodologists and practitioners. The importance of speaking as a productive skill has been echoed in the literature. Indeed, it is viewed as a crucial “part of the curriculum in language teaching … and …an important object of assessment as well” (Luoma, 2004, p. 1). Thus, the prime aim of this study is to explore the prevailing conceptions and actual practices of the assessment of EFL learners’ speaking skills at the tertiary level. The respondents of the current research were 20 instructors who taught at the Higher Institute of languages in Gabes and at the Faculty of Arts and Humanities in Sfax, Tunisia. To collect the necessary data, a questionnaire survey was utilized. Then, the obtained data were analyzed using SPSS package. The findings revealed that the teachers’ conceptions of assessment are directed towards the development of the learners’ speaking skills. Despite the existence of a number of hardships, the teachers’ classroom teaching practices revealed a compete reliance on authentic, ongoing, organized and thoughtful oral language assessment procedures which were meant to sustain and boost the learners’ oral skill achievements.

English Language Teaching in Iran: Tradition versus Modernity

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Jane M. Ekstam ◽  
Elham Sarvandy
Keyword(s):  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Current State ◽  
New Ideas ◽  
Globalized World

AbstractThe present paper discusses the tension between tradition and modernity with respect to the teaching of English in Iran. It demonstrates that the second decade of the present century marks a shift, albeit nascent, in a) Iranian teachers and officials’ attitudes towards the content and method of English language teaching in terms of the need for greater interaction in the classroom, and b) raised awareness of the importance of culture in language teaching. We pose the question: “how can Iran continue to build on new ideas about English language teaching at school and tertiary levels with a view to improving not only pupils’/students’ performance but also embracing modernity in a globalized world?” The discussion is based on a survey of literature addressing the current state of English education in Iran.

scholarly journals EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING

2020 ◽  
Vol 9 (1) ◽  
pp. 78
Author(s):  
Dedi Turmudi ◽  
Bonjovi Hassan Hajan
Keyword(s):  
Education System ◽  
Foreign Students ◽  
English Language ◽  
Language Teaching ◽  
The Philippines ◽  
Lessons Learned ◽  
English Language Teaching ◽  
Target Language ◽  
English Literacy ◽  
Efl Learning

 The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.    

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