scholarly journals THE EFFECTS OF SIOP MODEL ON SELF-EFFICACY AND TEACHING SKILLS OF FOREIGN LANGUAGE TEACHERS

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
O. Demianenko
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
Language Skills ◽  
Educational Process ◽  
Language Teachers ◽  
Teaching Skills ◽  
Foreign Language Teachers

The article reveals the issue of the effects of using SIOP model on self-efficacy and teaching skills of foreign language teachers. It is stressed that SIOP is an approach that can help English language learners to achieve academic success while gaining English language proficiency. It is worth noting that sheltered instruction offers the model for making academic material understandable and increasing the academic English language skills of learners through teaching. Attention has been paid to language skills that can be developed through collaboration and interaction. It has been concluded that the using SIOP model in modern educational process opens up unlimited possibilities for the foreign language teachers and students.Key words: teacher efficiency, professional training, professional competence, language proficiency, academic success.

scholarly journals EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL

2021 ◽  
Author(s):  
Olha Demianenko ◽  
◽  
Rymma Maiboroda ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Professional Activity ◽  
Teaching Skills ◽  
Foreign Language Teachers

As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

Teachers' perceptions of self-efficacy, English proficiency, and instructional strategies

2011 ◽  
Vol 39 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Cevdet Yilmaz
Keyword(s):  
Foreign Language ◽  
Instructional Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Proficiency ◽  
Teaching Efficacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Teachers Perceptions ◽  
Proficiency Level

The main purpose in the study was to examine the efficacy beliefs of Turkish EFL (English as a Foreign Language) teachers. Teachers' perceptions of their teaching efficacy regarding personal capabilities to teach English and their self-reported English proficiency level were also investigated. The data were collected through a survey completed by 54 teachers. Results indicated that teachers' perceived efficacy was correlated with their self-reported English proficiency, and that teachers' efficacy for instructional strategies was greater than their efficacy for management and engagement. The study provides useful insights into the need to help teachers develop their language proficiency that, in turn, has relevance for their perceived self-efficacy.

scholarly journals Building Professional Competences of English Language Teachers

2018 ◽  
Vol 50 ◽  
pp. 01077
Author(s):  
Lyudmila Karpova ◽  
Elena Grigorieva ◽  
Elena Ladonina ◽  
Olga Popova ◽  
Anna Shchekoldina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Profession ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Of Instruction ◽  
Language Teacher ◽  
Key Skills ◽  
English Language Teachers

This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.

scholarly journals Problems and Solutions in Testing Future Teachers' Knowledge in the National System of Foreign Language Proficiency

2021 ◽  
Vol 8 (12) ◽  
pp. 209
Author(s):  
Aziza Botirovna Musoyeva
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
Language Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Knowledge And Skills ◽  
National System ◽  
Foreign Language Proficiency ◽  
Problems And Solutions

This article is devoted to the analysis of the test National System of Assessment of Foreign Language Proficiency, taking into consideration its importance on future foreign language teachers. It also concentrates on the requirements for foreign language teachers in Uzbekistan and the exercises which are essential for the professional development of prospective teachers. Apart from that, it shows the module "Types and criteria for assessing language skills".  Last, it covers suggestions on how to improve the students’ knowledge and skills. 

scholarly journals THE DEVELOPMENT OF STUDENTS’ CRITICAL THINKING IN LEARNING A FOREIGN LANGUAGE

2019 ◽  
Vol 2 (11(41)) ◽  
pp. 7-12
Author(s):  
Suleimenova Zh. A. ◽  
Kalikhaidarova G. E. ◽  
Mussabekova Z. S. ◽  
Duishonaliyeva B. T.
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
English Language ◽  
Educational Process ◽  
Language Teachers ◽  
English Language Teaching ◽  
Innovative Technology ◽  
Foreign Language Teachers ◽  
Routine Work ◽  
Study Process

This article deals with the issue of working out and incorporating in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking for the future Management specialists. The research is aimed at revealing both theoretical and practical ideas about critical thinking development in English language teaching. To enhance critical thinking in learners, foreign language teachers use various methods and techniques, consequently there have been described the following methods such as “Lead-in”, “Socratic Questioning”, “Business role play”, “Active reading”, and “Translation”. The use of the above methods by foreign language teachers in classes contribute to the development of critical thinking among students and motivate them for learning a foreign language, as well as making the study process be possible to turn from routine work into interactive, interesting and challenging activities.

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

scholarly journals Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

2021 ◽  
Vol 3 (8) ◽  
pp. 65-70
Author(s):  
Khadija Anasse ◽  
Rajaa Rhandy
Keyword(s):  
Foreign Language ◽  
Writing Assessment ◽  
Online Teaching ◽  
English Language ◽  
Negative Attitude ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Assessment ◽  
Foreign Language Teachers ◽  
Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them.  For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment. 

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

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