Aspectos discursivos sobre/no ensino-aprendizagem de língua inglesa e na formação de professores em um curso EaD

Resumo Este trabalho visa apresentar resultados parciais de uma investigação sobre o ensino-aprendizagem de língua inglesa (LI) e formação de professores, desenvolvida em um curso de graduação em língua e literatura inglesas, em uma universidade pública mineira. À luz dos pressupostos teórico-metodológicos da Análise do Discurso francesa em interface com os estudos em Linguística Aplicada, propomo-nos a discutir: (i) o desenho do curso e materiais e seu possível impacto na formação dos licenciandos; (ii) as representações por eles construídas acerca dos processos de ensino-aprendizagem de LI a distância; e (iii) as práticas de aprendizagem que têm sido desenvolvidas no curso. As análises apontam que a relação dos sujeitos com a LI vai se delineando e se ressignificando ao longo do curso e que as práticas de linguagem desenvolvidas no contexto das novas tecnologias se dão em processos de descontinuidade e não de uma suposta ruptura, trazendo à tona a relação singular que os sujeitos estabelecem com a língua que aprendem-ensinam. Palavras-chave: EaD, ensino-aprendizagem de língua inglesa, discurso, formação de professores. Discursive aspects about/in English teaching-learning and teacher education in a distance course Abstract This paper presents partial results of a research on the teaching and learning of English language (EL) and teacher education, developed in an undergraduate course in English language and English language literature at a public university in the State of Minas Gerais, Brazil. In light of the theoretical and methodological assumptions of the French Discourse Analysis in its interface with studies in Applied Linguistics, we propose to discuss: (i) the course design and materials and their possible impact on the development of the undergraduates; (ii) the representations of the processes of teaching and learning the EL at a distance as built by them; and (iii) the learning practices that have been developed in the course. The analyzes suggest that the relationship of the subjects with the EL is constituted and given new meanings throughout the course and that the language practices developed in the context of the new technologies happen in discontinuity and not as a possible rupture, revealing the singular relationship that subjects have with the language that they learn-teach. Keywords: distance education, teaching and learning of English, discourse, teacher education.

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Needs Analysis on the Improvement of English for Informatics Courses Based on the Perception of Non-English Teachers of State Polytechnic of Malang

JET ADI BUANA ◽

10.36456/j.v4i1.1880 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1-12

Author(s):

Atiqah Nurul Asri ◽

Farida Ulfa ◽

Satrio Binusa Suryadi

Keyword(s):

Teaching And Learning ◽

English Language ◽

Course Design ◽

English Language Teaching ◽

Needs Analysis ◽

Teaching Skills ◽

Online Questionnaire ◽

Teaching Preparation ◽

It Department ◽

Teaching Learning

The purpose of the present study was to reveal the needs analysis commissioned by the Information Technology Department regarding the non-English teachersâ€™ perceptions on the teaching and learning practices of the English language in the department. The study employed an online questionnaire and interview to 23 IT teachers. The questionnaire covered the five categories, namely English Language Teaching at IT Department, Language Skills and Components, Teaching Learning Activities, Teaching Skills, IT related topics should be included and Assessments. It used Likert Scale ranging from 1-4 showing disagree to really agree. In addition, the interview utilized a prompt designed beforehand to get the necessary advice to formulate appropriate English language materials for IT students. The results revealed that the teachers needed a more efficient course design and development covering the design of the course syllabus, the creation of activities and materials, and the evaluation of learner progress. They are expected to provide insights as the basis for the improvement both on the teaching preparation and practices

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Extensive Reading for University EFL Learners: Its Effects and Both Teachers' and Learners' Views

Journal of Language Teaching and Research ◽

10.17507/jltr.1004.04 ◽

2019 ◽

Vol 10 (4) ◽

pp. 692

Author(s):

Chaochang Wang ◽

Chu-Tai Ho

Keyword(s):

Second Language Acquisition ◽

Teaching And Learning ◽

English Language ◽

Extensive Reading ◽

Language Competence ◽

Efl Learners ◽

Teachers And Students ◽

Relationship Of ◽

Writing Competence ◽

The Relationship

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers’ and students’ views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre- and post-tests measuring students’ listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts.

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Teacher Educators’ Epistemological Beliefs and their Implications for Teacher Education

FWU Journal of Social Sciences ◽

10.51709/fw12722 ◽

2020 ◽

Vol 14 (4) ◽

pp. 12-25

Author(s):

Itbar Khan ◽

◽

Azhar Mahmood

Keyword(s):

Teacher Education ◽

Epistemological Beliefs ◽

Teacher Educators ◽

Female Teacher ◽

Significant Difference ◽

And Gender ◽

The Stability ◽

Teaching Learning ◽

Relationship Of ◽

The Relationship

Research has consistently shown that teachers’ epistemological beliefs have a significant impact on their teaching and teacher effectiveness in the teaching- learning process. This study investigated epistemological beliefs (EBs) of teacher educators in higher education institutions and teacher education institutes in Khyber Pakhtunkhwa (KP). The study aimed at identifying teacher-centered and learners’ centered EBs, examine the relationship of EBs and gender, find out the relationship of teachers’ qualification with the EBs of teacher education, and explore differences between the EBs of teacher educators of public universities and RITEs. Of the 212 teacher educators of the study population, the data were collected through stratified random sampling from 145 respondents. Epistemological beliefs questionnaire (EBQ) and a scale for demographics were used for gathering data from the research participants. Percentages, Mean, One way ANOVA and Pearson r was used for data analysis. Findings of the study show that a majority of the teacher educators believed that the structure of knowledge is simple, half of the teacher educators believed that knowledge is certain. Similarly, a majority of the teachers did not believe in authority as a source of knowledge and considered that the ability to learn is not innate. A majority of the respondents did not agree that learning is a quick process. There was no significant difference in the EBs of male and female teacher educators; there was no significant difference in the EBs of teachers from universities and RITES, except in the dimension of the stability of knowledge, wherein educators from RITEs have unsophisticated beliefs and there is no significant effect of experience on the epistemological beliefs of teacher educators.

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ACIDS AND BASES: DEVELOPMENT OF A SEQUENCE TEACHING FOR CHEMICAL TEACHING

Periódico Tchê Química ◽

10.52571/ptq.v12.n24.2015.101_p_24_pgs_101_110.pdf ◽

2015 ◽

Vol 12 (24) ◽

pp. 101-110

Author(s):

Maria Aparecida DA COSTA

Keyword(s):

Social Context ◽

Teaching And Learning ◽

Teaching Resources ◽

The Social ◽

Acid And Base ◽

Chemical Content ◽

Teaching Learning ◽

Relationship Of ◽

The Relationship ◽

Chemical Contents

It is very important that the chemical contents are related to the daily life of the student in order to favor the understanding of the social context in which they are inserted. For this to occur the teacher can appropriate the elaboration of didactic sequences to assist you in choosing the best teaching-learning resources to be worked in the classroom, such as games, experiments and activities that favor the contextualization of the contents. In seeking work in this way the contents, from the elaboration of didactic sequences, these will contribute to arouse curiosity, motivation and participation of students in class and encouraging the teaching and learning process. From this perspective the present article focused on the development of a didactic sequence for the chemical content acid, where from that the teacher can work in the classroom various teaching resources for the content herein. However they were developed different methods to teach the chemical content acid and base, using so experimentation, making a game and a contextualized approach. The choice of the methodology presented here it was with the intention that, from this use can encourage a better use of the content by the students and that they can better understand the content and the relationship of chemistry with your social context.

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Needs Analysis on the Improvement of English for Informatics Courses Based on the Perception of Non-English Teachers of State Polytechnic of Malang

JET ADI BUANA ◽

10.36456/jet.v4.n1.2019.1880 ◽

2019 ◽

Vol 4 (1) ◽

pp. 1-12

Author(s):

Atiqah Nurul Asri ◽

Farida Ulfa ◽

Satrio Binusa Suryadi

Keyword(s):

Teaching And Learning ◽

English Language ◽

Course Design ◽

English Language Teaching ◽

Needs Analysis ◽

Teaching Skills ◽

Online Questionnaire ◽

Teaching Preparation ◽

It Department ◽

Teaching Learning

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The application of salutogenesis to teaching and learning – A systematic review

Developments in Health Sciences ◽

10.1556/2066.2021.00035 ◽

2021 ◽

Author(s):

R. de Oliveira Olney ◽

E. Kiss

Keyword(s):

Mental Health ◽

Academic Performance ◽

Sense Of Coherence ◽

Learning Process ◽

Teaching And Learning ◽

Teaching Practice ◽

Physical And Mental Health ◽

Teaching Learning ◽

Relationship Of ◽

The Relationship

AbstractPurposeThe inclusion of salutogenic principles in education deepens and broadens the understanding of the teaching and learning process in a healthy way and opens the potential to create a sound educational environment characterised by the prevention of burnout, improved physical and mental health, and higher levels of achievement. The aim of this review is to fill the lack of comprehensive information regarding the relationship of salutogenesis, sense of coherence, and the process of teaching and learning.Materials/methodsA literature search was carried out in Web of Science and Scopus electronic databases with the cutoff date of July 2020. Search words were sense of coherence, salutogenesis, education, school, academic performance, achievement, students, and their combinations. Altogether 62 articles were found on the relationship of salutogenesis, sense of coherence, and education but only 6 were related to salutogenic teaching/learning process. These were included in the present review.ResultsThe studies included in this review presented salutogenic models related to teaching literacy as a learning process through life, building sustainable relationship between supervisor and students, improving transcultural competence, and being able to solve conflicts across cultures. Practical implications were demonstrated such as the use of drawing as an integration tool to improve self-expression and emotional recognition, realisation of teaching practice as an exercise for self-consciousness, and introducing the concept of teacher as a source of emotional security for students.ConclusionsThe models bring different but equally valuable contribution to the salutogenic teaching process which strengthens the educational environments resulting in better academic performance, as well as physical and mental health.

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Productive Vocabulary Knowledge of ESL Learners

Asian Journal of Interdisciplinary Research ◽

10.34256/ajir1814 ◽

2018 ◽

Vol 1 (1) ◽

pp. 32-41 ◽

Cited By ~ 1

Author(s):

Abdulmalik Usman ◽

Dahiru Musa Abdullahi

Keyword(s):

Teaching And Learning ◽

English Language ◽

Vocabulary Knowledge ◽

Writing Quality ◽

Lexical Frequency ◽

Frequency Profile ◽

Esl Learners ◽

The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

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Teaching oral requests

Pragmatics ◽

10.1075/prag.23.3.06pet ◽

2013 ◽

Vol 23 (3) ◽

pp. 499-517 ◽

Cited By ~ 4

Author(s):

Eleni Petraki ◽

Sarah Bayes

Keyword(s):

Conversation Analysis ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Cultural Appropriateness ◽

Language Classroom ◽

The Subject ◽

Relationship Of ◽

The Relationship ◽

Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

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Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning

Semiotica ◽

10.1515/sem-2016-0126 ◽

2016 ◽

Vol 2016 (212) ◽

pp. 45-57 ◽

Cited By ~ 1

Author(s):

Andrew Stables

Keyword(s):

Teaching And Learning ◽

New Model ◽

Relationship Of ◽

The Relationship

AbstractStandard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never be satisfactorily resolved empirically as the phenomenal cannot be divorced from the semiotic. This impasse can be resolved if we drop the assumption that the sign is essentially substitutive. The assumption of discrete entities, at either the phenomenal or the noumenal levels, is a function of discredited substance metaphysics. On a process metaphysical account, the reality of the sign is not attached to the discreteness of any pre-existing entity. The sign remains as prompt and as relational but not (other than sometimes with respect to other signs) substitutive. Rather than defined as standing for an object, the sign can now be regarded much more simply as a feature of an event. This conception of the sign is explored in terms of its implications for teaching and learning.

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English Language Teacher Education: Notes on The Past And Future

Linguaculture ◽

10.1515/lincu-2015-0011 ◽

2013 ◽

Vol 2013 (2) ◽

pp. 9-22 ◽

Cited By ~ 1

Author(s):

Guy Cook

Keyword(s):

Teacher Education ◽

Language Learning ◽

English Language ◽

Communication Technologies ◽

Linguistic Landscape ◽

Language Teacher Education ◽

Political Views ◽

The 1960S ◽

The Relationship ◽

Contemporary Context

Abstract The first part of this paper considers approaches to teacher education for EFL developed during the 1960s-1990s, drawing upon two sources: the taxonomy of three approaches proposed by Wallace (1991) and personal reminiscence. It discusses each of Wallace's approaches in turn: craft, 'applied science', and reflective practice.The second part considers whether these approaches are adequate models for teacher education now. I suggest that while they are still relevant, they are also too inward looking for contemporary needs.They need to be supplemented with a more outward looking approach, in which teachers are prepared to engage with four aspects of the contemporary context: new communication technologies, the new global linguistic landscape, the relationship between English and learners' own languages, and the rival political views of English language learning as promoting either a global neoliberal agenda or a global civil society.

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