To the issue of vocational english syllabus design for sustainable foreign language education

Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

Bulletin of the Karaganda University. Pedagogy series ◽

10.31489/2020ped4/136-144 ◽

2020 ◽

Vol 100 (4) ◽

pp. 136-144

Author(s):

A Litovkina ◽

◽

D Zhorabekova ◽

A Issabekov ◽

◽

...

Keyword(s):

Foreign Language ◽

General Education ◽

English Language ◽

Language Teaching ◽

International Standards ◽

School Level ◽

Teaching English ◽

Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

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

e-TEALS ◽

10.2478/eteals-2018-0005 ◽

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 ◽

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.

Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language

RELC Journal ◽

10.1177/0033688220939222 ◽

2020 ◽

pp. 003368822093922

Author(s):

Yang Liu ◽

Fan Fang

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Theory And Practice ◽

English Only ◽

Positive Attitudes ◽

Students First

This article explores the recent development of translanguaging from the perspective of multilingualism. This is in light of the multilingual turn in the field of foreign language teaching, particularly English language teaching (ELT), which challenges the fixed and traditional monolingual framework for foreign language education. In particular, this article reviews stakeholders’ attitudes towards the implementation of translanguaging in foreign language classroom settings. It is found that stakeholders generally hold positive attitudes towards translanguaging practices in various ELT contexts. This review highlights the importance of re-examining the significance of translanguaging in ELT practices, for example, by challenging the monolingual English-only language policy and recognizing students’ first language as a linguistic resource to facilitate language learning in both English language and content learning. The article concludes by offering some practical pedagogical implications for both policy makers and language practitioners.

Receptive vocabulary measures for EFL Costa Rican high school students

International Journal of English Studies ◽

10.6018/ijes/2017/2/265681 ◽

2017 ◽

Vol 17 (2) ◽

pp. 81

Author(s):

Damaris Castro-García

Keyword(s):

High School Students ◽

Foreign Language ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Costa Rican ◽

Vocabulary Knowledge ◽

Receptive Vocabulary ◽

School Students

<p>The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching instruction. This research aims to describe the receptive vocabulary profile of students and to compare the vocabulary levels of students between two gender groups and under two types of English language teaching. These measures are established following the idea originally presented in Paul Nation’s (1983, 1990) Vocabulary Levels Test. In this case, Schmitt, Schmitt and Clapham’s (2001) Version 2 test was used to define passive vocabulary levels. Finally, the results of this analysis are compared to results for similar population samples in other studies.</p>

Using Rhythm in the Process of English Language Teaching

Profession-oriented School ◽

10.12737/2011 ◽

2013 ◽

Vol 1 (6) ◽

pp. 54-57

Author(s):

Саакян ◽

Sona Saakyan

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

English Language Teaching

The problem of enhancing quality of English language teaching by means of musical component is discussed.The author presents some examples of how musical components can influence the process of foreign language teaching.

English Language Teaching within the New Educational Policy of Turkey: Views of Stakeholders

International Education Studies ◽

10.5539/ies.v10n4p18 ◽

2017 ◽

Vol 10 (4) ◽

pp. 18 ◽

Cited By ~ 2

Author(s):

Esim Gursoy ◽

Sule C. Korkmaz ◽

Ebru A. Damar

Keyword(s):

Foreign Language ◽

Language Learning ◽

Educational Policy ◽

Prospective Teachers ◽

English Language ◽

Language Teaching ◽

Foreign Language Learning ◽

Language Education ◽

Second Grade

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were indecisive as they favored both the first and second tiers to introduce a foreign language. The results have implications for policy makers, teachers, teacher trainers, and prospective teachers.

Reconsidering poetry’s difficulty and value in English as a second language and English as a foreign language education

Pedagogical Linguistics ◽

10.1075/pl.20012.bol ◽

2021 ◽

Author(s):

Anastasia Boldireff ◽

Chris Bober

Keyword(s):

Second Language ◽

Quantitative Research ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Journal Articles ◽

Research Designs ◽

Efl Students

Abstract There is a longstanding stigma attached to the use of poetry in English Language Teaching (ELT). Poetry is considered difficult and peripheral to ELT curricula and L2 teacher education. Until recently, there was little scholarly interest in studying the effectiveness of poetry in second language teaching. This article aims to advance the research on the use of poetry in ELT. Using a systematic literature review approach covering the years 2008–2020, the present study investigates whether poetry remains underused and undervalued. It is structured around the questions: Is poetry a difficult subject to teach to ESL/EFL learners and learn by L2 students? What value is there to teaching poetry in ELT? Of the 199 peer reviewed journal articles retrieved, 43 met the inclusion criteria for this study and were examined in-depth. Two themes emerged from the analysis: the perception of poetry and using poetry as a research tool in ELT. The majority of evidence was qualitative research, which included 19 case studies; whereas, the most used quantitative research designs were Random Control Trials. We attest to the need for more rigorous scholarship on the part of researchers. Results show that poetry is a valuable tool for ESL/EFL students and teachers, and not difficult for L2 learners. This study concludes with a call for including poetry in teaching practices.

Do English Teaching Materials Foster Foreign Language Education Affectively?

Journal of Education and Learning ◽

10.5539/jel.v7n1p272 ◽

2017 ◽

Vol 7 (1) ◽

pp. 272

Author(s):

Ali Isik

Keyword(s):

Foreign Language ◽

English Language ◽

Language Education ◽

Test Statistics ◽

Teaching Materials ◽

Teachers And Students ◽

Post Hoc

The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students were compared by using one-way ANOVA, post-hoc Scheffe test, and t-test statistics. The results indicated that, except for the regular state high school teachers and students, both teachers and students had serious problems with the ELT materials prepared by international publishers.

THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN AN EFL CONTEXT: A CASE STUDY OF LEARNERS' ATTITUDES AND PERCEPTIONS

ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY ◽

10.48127/spvk-epmq/15.7.118 ◽

2015 ◽

Vol 7 (3) ◽

pp. 118-126

Author(s):

Ekrem Eroz ◽

Azamat A. Akbarov

Keyword(s):

Foreign Language ◽

English Language ◽

Communicative Competence ◽

Language Teaching ◽

Communicative Language Teaching ◽

Language Learner ◽

Target Language ◽

Attitudes And Perceptions ◽

Exam System

This research study investigates the place of communicative language teaching in one of the capital Balkan cities in Sarajevo, in Bosnia by exploring attitudes and perceptions of Bosnian EFL students. A questionnaire survey was conducted to collect data from the target EFL learner groups. The findings of the survey revealed that Bosnian learners have positive views and attitudes toward communicative language teaching. According to Hymes (1972), the goal of language teaching is to improve the communicative competence of learners. That is why, educators should focus on the communication skills of learners rather than their grammar-based knowledge and being able to communicate effectively in the target language is the most important of all skills. However, some external factors, like exam system, high number of students in the classes, can be barriers to implement CLT effectively in different EFL contexts and they force teachers to use traditional methods in language teaching but this presumption is lower or almost unlikely in private education institutions thanks to the amenities. Supporting the view above, the results of survey also reported that EFL learners have favourable beliefs for the use of CLT in their classrooms and they believe that as a foreign language English learning is very important in their country and for their future careers. Key words: EFL (English as a Foreign Language), learner beliefs, communicative competence, CLT (communicative language teaching), English language teaching.

Developing Intercultural Competence As A Strategic Goal Of English Language Teaching At Primary Schools

The American Journal of Interdisciplinary Innovations and Research ◽

10.37547/tajiir/volume03issue01-07 ◽

2021 ◽

Vol 03 (01) ◽

pp. 39-42

Author(s):

Sevara Ziyaboyeva ◽

◽

Marifat Kazakova ◽

Dadaboyeva Lazokat ◽

Mukhaddam Ibrokhimova ◽

...

Keyword(s):

Foreign Language ◽

Intercultural Communication ◽

Intercultural Competence ◽

Primary Schools ◽

English Language ◽

Language Education ◽

Self Development ◽

Primary Schoolchildren

This article presents the problem of developing the ability of primary schoolchildren for the dialogue of cultures and to substantiate the concept of intercultural ability, or the ability to intercultural communication. Within the framework of this concept, primary foreign language education is interpreted as “a method and purposeful process of development and self-development of the personality of a younger student and his abilities for intercultural communication by managing a teacher and his educational activities, aimed at cognition and self-education, at revealing the potential of a student in the process of mastering a foreign language speech activity as a new way of communication in terms of interaction with a teacher, peers, including native speakers ”[3, p. 97].