scholarly journals Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse

2020 ◽  
pp. 16-25
Author(s):  
Olga Valigura ◽  
Valentyna Parashchuk ◽  
Liubov Kozub
Keyword(s):  
Foreign Language ◽  
Speech Intelligibility ◽  
Speech Rate ◽  
First Language ◽  
Teacher Education Programs ◽  
Accented Speech ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Range Interval ◽  
Efl Teacher Education

Particular durable second language (L2) pronunciation distinctions of speakers who belong to the same first language (L1) community serve as their instant audio-identification markers, creating their typical phonetic portrait. Deviations in non-native English as a foreign language (EFL) teacher pronunciation remain a vibrant area of research due to their impact on speech intelligibility and comprehensibility, their pragmatic and emotional potential in oral verbal communication. The purpose of this contribution was to establish standard pronunciation deviations in academic speech of Ukrainian EFL teachers, thus depicting their phonetic portrait. A research methodology included acoustic and auditory analyses of pronunciation of British and Ukrainian speakers of English. The findings showed that Ukrainian EFL teachers display a set of common pronunciation distinctions: on the tonal level of the beginning and the end of the intonation group, tonal range, interval, rate and tone movement change in different parts of the intonation group, volume realization, speech rate; lack of qualitative and quantitative differences in the pronunciation of long and short monophthongs in stressed and unstressed syllables, full pronunciation of unstressed vowels. The results will find their application in EFL teacher education programs and further research of the accented speech nature.

scholarly journals Phonetic Portrait of a Ukrainian EFL Teacher: Prosodic Parameters in Academic Discourse

2020 ◽  
Author(s):  
Olga Valigura ◽  
Valentyna Parashchuk ◽  
Liubov Kozub
Keyword(s):  
Foreign Language ◽  
Speech Intelligibility ◽  
Speech Rate ◽  
First Language ◽  
Teacher Education Programs ◽  
Accented Speech ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Range Interval ◽  
Efl Teacher Education

Particular durable second language (L2) pronunciation distinctions of speakers who belong to the same first language (L1) community serve as their instant audio-identification markers, creating their typical phonetic portrait. Deviations in non-native English as a foreign language (EFL) teacher pronunciation remain a vibrant area of research due to their impact on speech intelligibility and comprehensibility, their pragmatic and emotional potential in oral verbal communication. The purpose of this contribution was to establish standard pronunciation deviations in academic speech of Ukrainian EFL teachers, thus depicting their phonetic portrait. A research methodology included acoustic and auditory analyses of pronunciation of British and Ukrainian speakers of English. The findings showed that Ukrainian EFL teachers display a set of common pronunciation distinctions: on the tonal level of the beginning and the end of the intonation group, tonal range, interval, rate and tone movement change in different parts of the intonation group, volume realization, speech rate; lack of qualitative and quantitative differences in the pronunciation of long and short monophthongs in stressed and unstressed syllables, full pronunciation of unstressed vowels. The results will find their application in EFL teacher education programs and further research of the accented speech nature.

scholarly journals Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia

2018 ◽  
Vol 30 (2) ◽  
pp. 158
Author(s):  
Zifirdaus Adnan
Keyword(s):  
Foreign Language ◽  
Ad Hoc ◽  
Training Model ◽  
Online Mentoring ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Service Training ◽  
The Government ◽  
Efl Teacher Education ◽  
Mentoring System

Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.

scholarly journals Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom

2020 ◽  
Vol 83 ◽  
pp. 243-250
Author(s):  
Zhang Xiaodong
Keyword(s):  
Foreign Language ◽  
Pedagogical Strategies ◽  
Language Form ◽  
Dynamic Relationship ◽  
Efl Teacher ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Theoretical Paper ◽  
Efl Teacher Education ◽  
Pedagogical Relationship

This theoretical paper first explores how English-as-a-foreign-language (EFL) teachers’ beliefs impact their delivery of textbook content. In response to this important pedagogical relationship, as well as the trend of de-contextualized teaching in EFL settings, this paper argues for the compatibility of systemic functional linguistics (SFL) as an intervention tool to shape teachers’ beliefs and facilitate their deconstruction of textbook content in terms of the co-play between language form (i.e., grammar/vocabulary) and meaning representations. The paper ends with pedagogical strategies for pre-service and in-service EFL teacher education, enabling teachers to conceptualize the dynamic relationship between language form and meaning embedded in textbook content and to enact contextualized instruction in textbook-based classrooms.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

DESIGNING A FRAMEWORK FOR CLASSROOM OBSERVATION FOR EFL TEACHERS IN ARAB CONTEXT

2018 ◽  
Vol 7 (1) ◽  
pp. 18-27
Author(s):  
Hanan Kutubkhanah
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Research Study ◽  
Main Idea ◽  
Classroom Observations ◽  
Interpersonal Conflicts ◽  
Value Contribution ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education

This study outlines a framework for Foreign Language (EFL) teachers in Arab context helping them to implement classroom observations in English as education. The research study reflects on designing a wide-ranging multistep framework that helps EFL learner teachers (LT) in execution of classroom observations self-sufficiently. At the same time, it focuses on reducing the likely issue of interpersonal conflicts with other involved stakeholders. The main idea of this paper is to offer LT and instructors in EFL teacher education a practical framework in order toimplement an independent range of classroom observations, facilitating the process of classroom observations in order to add value contribution to overall professional growth of the teachers.

scholarly journals Upgrading EFL teachers’ Quality through An Online Mentoring System, An Innovative In-Service Training Model: The Case of Indonesia

2018 ◽  
Vol 30 (2) ◽  
pp. 158
Author(s):  
Zifirdaus Adnan
Keyword(s):  
Foreign Language ◽  
Ad Hoc ◽  
Training Model ◽  
Online Mentoring ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Service Training ◽  
The Government ◽  
Efl Teacher Education ◽  
Mentoring System

Many studies have been conducted in English as a Foreign Language (EFL) teacher education to improve teachers’ quality, some of these have been on mentoring teachers, with the purpose of improving teaching of English as a Foreign Language (TEFL). However, TEFL teaching is still problematic worldwide including Indonesia. Indonesian TEFL is seriously problematic because the expected levels of competencies are not adequately achieved. A major factor, teacher quality, is at issue. Even though the Government has provided models of training for its teachers, they have not been effective. This paper addresses this issue and proposes an innovative but cheaper mentoring system. This system also overcomes the shortcomings of the existing models of in-service training including its ad hoc nature, lack of practice and feedback, lack of the opportunity to upgrade poor English skills. The paper argues that the system can overcome these issues, and Indonesia is capable of running the system with its existing resources. The model could be adapted to address similar TEFL issues found elsewhere.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

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