THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

Teaching English ◽

Teaching Practicum ◽

Efl Teachers ◽

Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study.

Falling on deaf ears

The Journal of Internationalization and Localization ◽

10.1075/jial.3.2.06rub ◽

2016 ◽

Vol 3 (2) ◽

pp. 196-212 ◽

Cited By ~ 1

Author(s):

Brian Rubrecht

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Teaching And Learning ◽

Language Teaching ◽

Target Language ◽

Pronunciation Instruction ◽

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

South East European University Review ◽

10.2478/seeur-2013-0002 ◽

2013 ◽

Vol 9 (1) ◽

pp. 9-20

Author(s):

Elena Spirovska

Keyword(s):

Foreign Language ◽

Language Learning ◽

Multiple Intelligences ◽

Language Learners ◽

Teaching And Learning ◽

Language Teaching ◽

Lesson Plan ◽

Teaching English ◽

Theory Of Multiple Intelligences

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability

Journal of language and Education ◽

10.17323/jle.2020.10083 ◽

2020 ◽

Vol 6 (2) ◽

pp. 44-55

Author(s):

Selami Aydin ◽

Ozgehan Ustuk

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

High Reliability ◽

Anxiety Scale ◽

Validity And Reliability ◽

Learning Context ◽

Teaching Anxiety

Although anxiety in the foreign language learning context has been studied extensively, the anxiety experienced by foreign language teachers, who are important stakeholders of classroom contexts and language learners themselves, seems to be overlooked. While research mainly focuses on foreign language anxiety in a learning context, there is not sufficient research to contextualize foreign language teaching anxiety (FLTA). In addition, in the current literature, few studies were performed to measure FLTA. In light of this, this study aims to present the preliminary results of the validity and reliability of the Foreign Language Teaching Anxiety Scale (FLTAS). A background questionnaire and the FLTAS were administered to 100 senior pre-service teachers of English as a foreign language (EFL), before performing Cronbach’s Alpha and exploratory factor analysis. The findings showed that the scale obtains a high reliability coefficient and internal consistency in a five-factor solution. The study ends with recommendations for further research.

Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

Asian-Pacific Journal of Second and Foreign Language Education ◽

10.1186/s40862-021-00123-4 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Hui Su

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Rapid Development ◽

Process Philosophy ◽

Innovation Research ◽

Teachers And Students ◽

Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch093 ◽

2019 ◽

pp. 1949-1972

Author(s):

Ellen Yeh ◽

Guofang Wan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Virtual Worlds ◽

Teaching And Learning ◽

Language Teaching ◽

Dynamic Environment ◽

Learning Instruction ◽

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

Armenian Folia Anglistika ◽

10.46991/afa/2006.2.1-2.101 ◽

2006 ◽

Vol 2 (1-2 (2)) ◽

pp. 101-105

Author(s):

Mariana Karapetyan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching Methods ◽

Teaching And Learning ◽

Language Teaching ◽

Teaching Methodology ◽

Language Teaching Methods ◽

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.8.2.3 ◽

2014 ◽

Vol VIII (2) ◽

pp. 28-43

Author(s):

Carola Surkamp

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Teaching ◽

Verbal Communication ◽

Willingness To Communicate ◽

Language Learner ◽

Positive Effects ◽

Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University Series pedagogy ◽

COMMUNICATIVE-ACTIVITY APPROACH IMPLEMENTATION IN THE MODERN SYSTEM OF FOREIGN LANGUAGE LEARNING

10.25128/2415-3605.21.2.14 ◽

2021 ◽

Vol 1 (2) ◽

pp. 103-113

Author(s):

INNA OBIKHOD ◽

NATALIIA ZAKORDONETS ◽

OLHA PLAVUTSKA

Keyword(s):

Foreign Language ◽

Language Learning ◽

Information And Communication Technologies ◽

Life Experience ◽

Language Teaching ◽

Self Control ◽

Modern System ◽

Communicative Activity

The review of communicative activity key features realization approach in a modern system of foreign languages learning has been carried out. It is defined that the communicative activity approach is based on the conceptual provisions of the activity and principles of communicative learning theory which gives students the opportunity to investigate problems independently, to observe, to analyze, to think critically, to argue and persuade the interlocutor as well as to make their own methods of learning a foreign language and to develop the ability to assess risks, to form constructive management of feelings, to use information and communication technologies, to interact in an adequate and creative way in all kinds of social and cultural contexts, to mobilize life experience, to apply basic / declarative knowledge and skills in practice, to create success situations, to form skills of self-control and mutual control. It is stated that modern paradigms of foreign language teaching outline the need to create conditions for active mastering of foreign language communication skills through the ability to understand and to achieve coherence in the reception and production of utterances within the communicatively significant speech formations. The main aspects of foreign language learning process on a communicative basis consider, namely: non-standard methods and forms of work that support students’ speech and mental activity and contribute to the maximum disclosure of their inner potential. It has been concluded that the effectiveness of communicatively oriented foreign language teaching depends on teachers’ understanding of the need to abandon authoritarian and scholastic methods and to apply teaching methods aimed at intensifying of the forming foreign language process and general cultural background of students in a creative way.

Kollokationen – ein vernachlässigtes Gebiet der DaF-Didaktik?

Linguistik Online ◽

10.13092/lo.68.1638 ◽

2014 ◽

Vol 68 (6) ◽

Author(s):

Joanna Targońska

Keyword(s):

Empirical Study ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Specific Group ◽

Collocations, a highly specific group of set phrases, play an important role in the process of foreign language learning and acquisition. While their importance is unquestioned, they constitute a frequent source of errors, because the learners do not focus their attention on a collocation's form. What's more, they frequently assume that specific fixed sequences of words may be freely transferred from one language to another. In this paper we argue that collocations are in fact a neglected or even unrecognized aspect of teaching German as a foreign language. First, we discuss the relevance of the issue in foreign language teaching and learning. Next, we present an overview of research on collocations. Finally, we turn to an account of the results of our empirical study supporting the thesis as framed in the title.

Qur’anic Perspective on Empowering Humanistic Foreign Language Teaching

Al-Bayan Journal of Qur an and Hadith Studies ◽

10.1163/22321969-12340074 ◽

2019 ◽

Vol 17 (2) ◽

pp. 168-194

Author(s):

Mahrus As’ad ◽

Ahmad Bukhori Muslim ◽

Imam Ghozali Budiharjo

Keyword(s):

Foreign Language ◽

Language Learning ◽

Social Relations ◽

Language Teaching ◽

Language Teachers ◽

Humanistic Education ◽

Teaching Content ◽

Self Actualization

Abstract Divinity-based humanistic education which includes foreign language teaching has become a growing concern. Within the development of humanistic foreign language teaching over decades, however, discussion on how Qur’anic perspective may have contributed to this area is still under study. This document analysis explores the contribution of Islamic scripture on the development of humanistic foreign language teaching. Data were derived from about 11 Qur’anic terminologies addressing aspects of Stevick’s pedagogy as a model of humanistic language teaching. Content analysis shows that these Qur’anic verses have provided some essential guidelines for developing an empowering humanistic foreign language learning necessarily required by language teachers, regardless of their faith affiliations. This issue is comprehensively addressed in various Qur’anic terms such as qawlan baliighan (effectiveness) qawlan sadiidan (responsibility), qawlan ma’ruufan (feelings and social relations) and bilisaani qawmih (intellectuality and self-actualization). Although these Qur’anic terminologies are more frequently used as communication principles, their impacts in developing a more empowering humanistic language teaching is also of paramount importance.