scholarly journals STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 7 (1) ◽  
pp. 9
Author(s):  
Fauzul Aufa
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners

Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.

scholarly journals Iraq EFL Learners’ Perceptions of Intercultural Communicative Education Through Online Platform

2021 ◽  
pp. 482-500
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Structured Interviews ◽  
Efl Learners ◽  
Cultural Aspects ◽  
Significant Difference ◽  
Efl Teaching

Intercultural communicative competence or intercultural competence (hence ICC or IC) refers to the essential competency or the awareness that EFL learners should have to act effectively and successfully in intercultural situations. However, ICC or IC’s integration in EFL classrooms is often a challenge and remains limited in EFL teaching. This is because language instructors usually tend to focus on knowledge especially the linguistic items of target language rather than its cultural aspects. Hence, the current research reports on a triangulated study aim to explore the Iraqi EFL learners’ perceptions before and after the integration of the ICC in the online course. The study also attempts to show the learners’ attitudes towards the intercultural communicative competence teaching (hence ICCT) model used to improve the learners’ ICC competency. The participants were 40 Iraqi EFL students studying English language at the department of English, College of Arts, University of Anbar. Data were collected via two research instruments, namely a questionnaire and semi-structured interviews with the learners. The questionnaire was used for quantitative data collection, while the interviews questions were used for collecting qualitative data. The findings obtained revealed that there was an interesting significant difference in the perceptions of the EFL learners after the ICC’s integration course. This is attributed to the increased knowledge and awareness of the learners about ICC's important role in the English culture. Similarly, learners had positive attitudes towards the ICCT model and its steps. Thus, with the obtained results, the study encourages the integration of ICCT in EFL teaching.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

2019 ◽  
Vol 10 (2) ◽  
pp. 34333
Author(s):  
Lívia Chaves Melo
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Applied Linguistics ◽  
English Language Teaching ◽  
Research Approach ◽  
Interdisciplinary Field ◽  
Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

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.

scholarly journals Corpora: From theoretical linguistics to language teaching

2021 ◽  
Vol 2 ◽  
pp. 19
Author(s):  
Ikmi Nur Oktavianti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Materials Development ◽  
Research And Teaching ◽  
English Usage ◽  
Language Data

Corpus has gained its popularity in linguistics over the past five decades, from the computerized storage of English language in Survey of English Usage in 1959 to the ongoing development of Corpus of Contemporary American English. Because of the huge size of actual language data compiled in corpora, many linguists and language teachers working with English language have benefited from them in linguistic research and teaching practice. Up to now, there are innumerable English online corpora recording data from various genres, modes, and regions as well as corpus tools to analyze self-compiled corpus. The massive development of corpora, however, has not been widely discussed among English language researchers and practitioners in Indonesia, let alone in English language teaching. Although linguistics and language teaching are two inseparable and firmly related fields, corpus as a concept and product of linguistics seems ignored or even avoided. This paper then aims to review the nature of corpus and how it is used to assist linguistic analysis. More importantly, this paper discusses another possible application of corpus, e.g., the use of corpus in teaching language. Considering the nature and the benefits of using corpora, it is then important to promote the use of corpus to enhance English language teaching and learning, either directly in the classrooms or indirectly in materials development.

scholarly journals Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

2019 ◽  
Vol 13 (10) ◽  
pp. 150
Author(s):  
Mohammed Abdulgalil Abugohar ◽  
Kamariah Yunus ◽  
Ghaleb Rabab'ah ◽  
Tarig Awad Eltahir Ahmed
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Virtual Community ◽  
Modern Technology ◽  
English Language Teaching ◽  
Target Language ◽  
Language Classrooms ◽  
The Rich

<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

scholarly journals Visual advertisements: a tool for English language teaching?

2016 ◽  
Vol 4 (2) ◽  
pp. 118-137
Author(s):  
Mária Babocká
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Modern Times ◽  
Current Trends ◽  
Psychology Of Learning ◽  
Different Cultures

Abstract Advertising as one of the phenomena of modern times is often an inseparable, though undesirable part of our everyday lives. Current trends indicate that there are still more and more anglicisms, internationalisms, and particles of different cultures penetrating billboard advertisements in many towns and cities around the world, and Slovakia is no exception. The crucial question of this article is: How is it possible to use advertisements in English language teaching and learning? To answer this question, the examination is focused on: (1) defining the role and characteristic traits of advertisements; (2) searching for the linkage between the psychological principles of advertising and psychology of learning foreign languages; (3) the frequency of anglicisms and internationalisms in billboard advertisements in particular areas of selected Slovak cities; (4) concrete suggestions for teaching practice based on the previous findings.

The First Step

2021 ◽  
pp. 127-149
Author(s):  
Voghn E. Tatem ◽  
Martha Kimberly Marrast
Keyword(s):  
Thematic Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Target Language ◽  
Language Awareness ◽  
Teacher Resources ◽  
Language Teaching And Learning

Many of the current teacher resources fail to address the differences between home and target language; therefore, teachers in Barbados need to intentionally incorporate language awareness in their English Language teaching. Based on Craig's three-step orientation for language teaching and learning, this chapter presents data that sought to assist in concretizing the theory through practical application. For the research, eight teachers participated in a workshop designed to facilitate exposure to innovative uses of language awareness and expressed views about the application of the strategy within a focus group. Moreover, rich textual information was gathered through a thematic analysis of data. While participants expressed mixed views on the value of Bajan Dialect in the classroom, they agreed that some element of language awareness was needed. Further, they held the perspective that the implementation of the strategy would advance English Language teaching and learning in Barbados and move toward transformation in pedagogical practices.

Teachers’ beliefs and students’ experiences

2016 ◽  
Vol 6 (4) ◽  
pp. 177-186
Author(s):  
Jana Beresova
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Language Teaching ◽  
Choice Response ◽  
Cultural Dimension ◽  
Intercultural Communicative Competence ◽  
Ongoing Research ◽  
Response Formats ◽  
Teachers Beliefs

The article is based on the preliminary results of an ongoing research project that seeks to explore intercultural communicative competence of language teachers and university students. The article reports teachers’ beliefs and students’ experiences concerning intercultural communicative competence teaching and learning, gained by means of questionnaires. As Likert-type scales use fixed choice response formats and are designed to measure attitudes and opinions, they were used in the measurement of students’ statements that were asked to be evaluated in a survey, carried out in three different periods (steps). Teachers’ beliefs result from a long questionnaire, focused on data about how teachers perceive the cultural dimension of English language teaching and learning. The conclusions are based on data collected in a five-year study that need further investigation in the currently run project. Several recommendations for pre-service and in-service teacher training are commented on in the end.   Keywords: teaching English, learning English, acquiring target culture, intercultural communicative competence.

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