scholarly journals COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Diego Ortega-Auquilla ◽  
Uvaldo Recino Pineda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Teaching Methods

Communicative-oriented  language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution  to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative  approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement  TBLT lessons into the classroom, which may have a positive impact  on foreign language learning.

scholarly journals Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

2006 ◽  
Vol 2 (1-2 (2)) ◽  
pp. 101-105
Author(s):  
Mariana Karapetyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Teaching Methods ◽  
Language Teaching And Learning

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

scholarly journals The Use of the Educational Function of Media in Foreign Language Teaching

2018 ◽  
Vol 4 (1) ◽  
pp. 48-57
Author(s):  
Kinga Bajorek ◽  
Sławomir Gawroński
Keyword(s):  
Mass Media ◽  
New Media ◽  
Foreign Language ◽  
Language Learning ◽  
Mass Communication ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals CLIL Approach to Legal English Courses: Analysis of Practice and Experience

2017 ◽  
Vol 10 (1) ◽  
pp. 136-149
Author(s):  
Elena Grigorievna Vyushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
Course Materials ◽  
Foreign Language Acquisition ◽  
System A ◽  
Question Formation ◽  
Language Teaching Methods

Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.

Qur’anic Perspective on Empowering Humanistic Foreign Language Teaching

2019 ◽  
Vol 17 (2) ◽  
pp. 168-194
Author(s):  
Mahrus As’ad ◽  
Ahmad Bukhori Muslim ◽  
Imam Ghozali Budiharjo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Relations ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Humanistic Education ◽  
Teaching Content ◽  
Self Actualization

Abstract Divinity-based humanistic education which includes foreign language teaching has become a growing concern. Within the development of humanistic foreign language teaching over decades, however, discussion on how Qur’anic perspective may have contributed to this area is still under study. This document analysis explores the contribution of Islamic scripture on the development of humanistic foreign language teaching. Data were derived from about 11 Qur’anic terminologies addressing aspects of Stevick’s pedagogy as a model of humanistic language teaching. Content analysis shows that these Qur’anic verses have provided some essential guidelines for developing an empowering humanistic foreign language learning necessarily required by language teachers, regardless of their faith affiliations. This issue is comprehensively addressed in various Qur’anic terms such as qawlan baliighan (effectiveness) qawlan sadiidan (responsibility), qawlan ma’ruufan (feelings and social relations) and bilisaani qawmih (intellectuality and self-actualization). Although these Qur’anic terminologies are more frequently used as communication principles, their impacts in developing a more empowering humanistic language teaching is also of paramount importance.

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

2017 ◽  
Vol 10 (4) ◽  
pp. 18 ◽  
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 ◽  
English Language Teaching ◽  
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.

scholarly journals Foreign Language Learning Process at an Early Age and Its Impact on the Native Language Education

2021 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Shqipe Husaj
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Native Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Early Age

Perhaps the most complex question risen among linguists, psychologists and philosophers is how a child learns foreign language? Considering that language learning is natural and that babies are born with the ability to learn it since learning begins at birth, still Language learning (be it native or foreign) is a process that is not simple and short. It takes time, patience and self-discipline. Independent from some internal and external factors that are found inside and outside of every learner and which differ from each and every person this process has its pros and cons. A foreign (English) language learning at an early age has evolved considering modern technologies and methodologies used by individual learners and teachers. The earlier the language is learnt the more fluent the speaker is, but what happens to the mother tongue? Is the child well understood by the community, school teachers and friends? What is the progress of that child at school, what are psychological effects of technology used in the process of learning a language, what is the best age to learn a foreign language? , etc. These and many other questions will be discussed in this paper. The findings of this paper are assumed to also identify teachers’ perceptions about the main challenges they face during the classroom management with foreign language speakers in the classroom, the strategies they use, parents’ attitude toward this and also to find out some steps that parents and native language teachers should take to improve the situation.

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals Where do we go from here? Method and pedagogy in language teaching

ExELL ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Penny Ur
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Language Teaching Methods ◽  
Theoretical Conceptualization ◽  
Or Task

Abstract Language-teaching methods such as audio-lingualism or task-based instruction have been promoted at different times as the ‘best’ way to teach a foreign language. Each such method prescribes a set of learning procedures rooted in a particular theoretical conceptualization of the nature of language and language acquisition, based on linguistic and applied linguistics research. It is suggested in this article that the principles guiding teachers in selecting procedures should not be dictated by any particular method recommended by researchers or theoreticians, but should be rather defined as a pedagogy of language teaching, shaped by various general pedagogical – not only language-learning – considerations, as well as by local factors, and determined by the teacher her- or himself.

scholarly journals Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives

2019 ◽  
Vol 10 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Ewelina Mierzwa
Keyword(s):  
Gender Difference ◽  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning Enjoyment

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

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