scholarly journals ELT Comparison: Increasing Students Speaking Ability in Indonesia, South Korea, Russia, and Poland

2020 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Tresna Nur Andini ◽  
Lee Ye Eun ◽  
Alina Khramova ◽  
Alicja Żok
Keyword(s):  
South Korea ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
First Language ◽  
English Language Teaching ◽  
The People ◽  
Different Types ◽  
Global Language

English as a global language facilitates the people to communicate with each other despite different lingua-cultures or accent. Communication will be something important to build the socio condition of civilians in every single country. This background of research leads to get to know about English Language Teaching (ELT) to the people whose first language is not English. Each country in Asia or Europe whose English is not their first language has its differences in teaching and learning about English. The four basic things of English, such as reading, writing, and speaking will be the challenges that they need to be faced. According to the basics of four skills, speaking is the hardest one for most non-native speakers. Therefore, the teachers need to have particular ways to teach about speaking to increase students’ skill ability in EFL countries. This research is aimed to show the differences and comparisons among Indonesian and South Korea as the representatives of Asia, also Russia and Poland as the representatives of Europe whose first language is not English. This purpose means that people can distinguish among different types in each country for teaching and learning English, moreover for speaking skills.

scholarly journals Beyond ‘(non) native-speakerism’: Being or becoming a native-speaker teacher of English

2019 ◽  
Vol 10 (4) ◽  
pp. 677-703 ◽  
Author(s):  
Josie Leonard
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Actor Network Theory ◽  
English Language Teaching ◽  
Global Perspectives ◽  
Native Speaker Teacher ◽  
The Ideal

AbstractThe labelling of teachers of English as either ‘native’ or ‘non-native’ speakers in the field of English Language Teaching continues to promote ideals of ‘native-speakers’ that impact negatively on the teaching lives of those teachers using English as another language. In this paper, I explore constructs of ‘native-speakerism’ (Holliday, Adrian. 2015. Native-speakerism: Taking the Concept Forward and Achieving Cultural Belief. In Anne Swan, Pamela Aboshiha & Adrian. Hollliday (eds.),Encountering Native-speakerism: Global perspectives, 11–25. Basingstoke: Palgrave Macmillan) by examining them as networks or assemblages formed through interactions of people, technologies, discourses and other material objects integral to teaching and learning environments. Drawing on ‘Actor-network theory’, I analyse unique influences of ‘native’ and ‘non-native’ networks as experienced by individual teachers of English from different contexts. The data collected in this qualitative study shows how ‘native-speaker’ networks form and exert power to reinforce the ideal of ‘native-speaker’ teachers, and restrict the agency of those who are classed as ‘non-native’. By unravelling these networks, I challenge the notions on which they are constructed, and show how the categorising of teachers in this way undermines the legitimacy of those classed as ‘non-native’, and limits their professional development. I therefore argue that moving beyond these labels is an essential step for English Language Teaching to move forward as a profession.

English language teaching research in South Korea: A review of recent studies (2009–2014)

2015 ◽  
Vol 49 (1) ◽  
pp. 63-98 ◽  
Author(s):  
Ian Moodie ◽  
Hyun-Jeong Nam
Keyword(s):  
South Korea ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
National Curriculum ◽  
School Context ◽  
English Language Teaching ◽  
Future Research ◽  
Second Language Teacher Education

This article reviews recent studies on English language teaching (ELT) in South Korea, where a great deal of research has been produced in recent years in local journals. In this article we review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English language teaching and learning, focusing on research within the public school context. Using themes from the national curriculum as an organizing principle, the review covers selected studies in the following areas: (1) second language teacher education, (2) communicative language teaching, (3) language use and interaction in classrooms, (4) co-teaching with native-speaking English teachers, (5) curriculum and materials analysis, (6) treatments of teaching methods, and (7) assessment, testing and washback. We include commentary on the research undertaken in each area and conclude by discussing the limitations of the review and summarizing ideas for future research directions, perhaps the most important of which is questioning whether or not there is enough research of reasonable quality being produced to sustain roughly 60 journals publishing articles on English education in South Korea.

scholarly journals Offering in English and Vietnamese

2019 ◽  
Vol 16 (2) ◽  
pp. 42
Author(s):  
Nguyen Thi Lap
Keyword(s):  
Social Distance ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Relative Power ◽  
Vietnamese Speakers ◽  
Natural Way

The study aims to help speakers of English find out types of general English offering which are widely applied in everyday communications and how to use offering forms correctly according to social distance and relative power of English native speakers and Vietnamese speakers in particular situations. The study is carried out with the hope of contributing to a better English language teaching and learning status and it is also expected that Vietnamese learners of English would have a chance to get used to the natural way of making offers in English so as to be successful cross-cultural communicators.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals Evaluation of the intensive English language teaching programme for the fifth grade according to teachers’ views

2021 ◽  
Vol 13 (3) ◽  
pp. 106-124
Author(s):  
Yoones Tavoosy
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Fifth Grade ◽  
International Exchange ◽  
Intensive English ◽  
Teaching Programme ◽  
Universal Language ◽  
Intensive Course

With the increase in international exchange of information, language policies of countries have focused especially on the teaching and learning of English, the universal language of communication. The aim of the study is to evaluate the intensive English language teaching programme for the fifth grade according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018–2019 academic year, data were collected by interviewing with 26 volunteer English teachers in 7 different districts of İstanbul. Descriptive and content analysis methods were used for analysing the data. From the results, most of the teachers generally have expressed positive opinions about the intensive English language course for the fifth grade and its curriculum. This paper recommends that the content should be eased by reducing the number of unit numbers and grammar subjects in the curriculum.   Keywords: Intensive course, English language, teaching programme, programme evaluation, teachers’ views, the fifth grade.

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