The Need Analysis of Indonesian Language Teaching For Speakers of Other Languages (BIPA)

2018 ◽  
Vol 27 (2) ◽  
pp. 1-7
Author(s):  
Nofrahadi K
Keyword(s):  
Language Teaching ◽  
Need Analysis ◽  
Speakers Of Other Languages

scholarly journals STUDENTS’ NEED ON TASK BASED LANGUAGE TEACHING WORKSHEET AT SMPN 2 TIGO LURAH BASED ON GENDER

2021 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Suci Azani Putri
Keyword(s):  
Gender Differences ◽  
Research And Development ◽  
Language Teaching ◽  
Document Analysis ◽  
Female Students ◽  
Male Students ◽  
Development Research ◽  
Need Analysis

This study aims to investigate students’ needs on task based language worksheet at SMPN 2 Tigo Lurah based on gender differences. This type of research was research and development research. This research targets are the seven grade students of SMPN 2 Tigo Lurah. To achieve this purpose, questionnaires and document analysis were conducted to collect the data. Data were then analyzed descriptively. Based on the need analysis result, it found that students need task based language teaching worksheet to learn English. The students need the pre-tasks task, the input of tasks and all materials stated in the curriculum. However, the differences are on the responses of the male and the female students. The female students gave high responses on the needs of task based language teaching responses than male students. Hence, the students need task based language teaching worksheet so that task based language teaching worksheet can be developed and used in the classroom.

scholarly journals REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (4) ◽  
pp. 01-09 ◽  
Author(s):  
Hamdi Ahmad ◽  
Robert McColl Millar
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Practical Knowledge ◽  
Language Teaching ◽  
English Language Teaching ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Learner Motivation ◽  
Need Analysis ◽  
Language Classrooms

Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials are also discussed. Main Findings: The aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements. In addition, deficiency in learners’ overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials presented in the form of textbooks. Applications of this study: It is strongly recommended that teacher training courses aim to develop classroom teachers’ practical knowledge and skills necessary for designing and evaluating TESOL materials. Reaching a consensus among researchers on the issue of the effects of authentic materials on ESL/EFL students’ motivation and overall communicative competence can have fundamental implications not only for developing language curricula but also for promoting learner autonomy. Novelty/Originality of this study: This study addressed the ambiguities surrounding the concept of text authenticity by proposing a typology encompassing eight possible inter-related definitions of text authenticity emerging in the ELT literature. More importantly, the paper structured a triangulation framework for introducing authentic materials into language classrooms:1) careful implementation of learner need-analysis, 2) criteria-based selection of authentic texts in the light of learner need-analysis, 3) utilization of task-based learning approach stressing the importance of activating learner schemata, awareness-raising activities, and task differentiation. This triangulation methodology is likely to reduce the difficulty of text authenticity and realize comprehensible input.

scholarly journals Local Thoughts on Global Ideas: Pre- and In-service TESOL Practitioners’ Attitudes to the Pedagogical Implications of the Globalization of English

RELC Journal ◽  
2019 ◽  
Vol 50 (1) ◽  
pp. 149-163 ◽  
Author(s):  
Andrew Cameron ◽  
Nicola Galloway
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Research Paradigm ◽  
Curriculum Innovation ◽  
Teaching English ◽  
Lingua Franca ◽  
Learning And Teaching ◽  
Speakers Of Other Languages ◽  
The Uk ◽  
Globalized World

With the globalization of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners’ perceptions of Global Englishes Language Teaching (GELT) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalized world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc TESOL programme at a Russell Group university in the UK were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into ‘traditional’ TESOL classrooms, which remains biased towards ‘native’ English norms.

The purpose of Arabic Literature in developing Arabic Language Teaching

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 1857-1859
Author(s):  
Mohd. Azam
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Arabic Language ◽  
Educational Material ◽  
Arabic Literature ◽  
Literary Texts ◽  
Linguistic Rules ◽  
Speakers Of Other Languages ◽  
Literary Arts

The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.

scholarly journals Exploring mono/multilingual practices on the CELTA course: What trainers say

2021 ◽  
pp. 136216882199125
Author(s):  
Fiona Gallagher ◽  
Catherine Geraghty
Keyword(s):  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Initial Teacher Education ◽  
Added Value ◽  
Speakers Of Other Languages ◽  
L1 Use ◽  
The University

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article describes a small research project which explored the views of 77 CELTA trainers in relation to the use of the first language (L1) in English language teaching and centred on how this issue is addressed on the teacher training courses they worked on. The study included trainers who use English either as an L1 or as a second language (L2) and both monolingual and bi/multilingual participants. Respondents worked in shared-L1 (where learners share a common language other than English) and in multilingual teaching and training contexts. The need to develop a theoretical framework in relation to L1 use in English language teaching and for a more explicit and considered focus on this issue on the CELTA course was identified, so that both trainers and trainee-teachers can make informed pedagogic decisions around L1 use in their teaching and professional practices. Findings also point to the need for wider discussion within the CELTA community on issues relating to the traditionally monolingual and one-size-fits-all orientation of the course and to the potential added-value of language teachers and educators who bring bilingual skills and perspectives to the classroom, particularly non-native English speakers.

scholarly journals The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 101-114
Author(s):  
Habiba Qureshi ◽  
Fareeha Javed ◽  
Sana Baig
Keyword(s):  
Psychological Factors ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Language Classrooms ◽  
Speakers Of Other Languages ◽  
Speaking Performance ◽  
Almost All ◽  
Teaching Programs

This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.

Beleid en Nederlands Als Tweede Taal

1979 ◽  
Vol 6 ◽  
pp. 155-166
Author(s):  
J.A. Coenen
Keyword(s):  
Second Language ◽  
The Netherlands ◽  
Long Range ◽  
Language Teaching ◽  
Dutch Government ◽  
Speakers Of Other Languages

The Dutch government has never developed an active long-range policy concerning the more than 400.000 speakers of other languages currently living in the Netherlands, mainly because it was assumed that their stay in the Netherlands would be temporary only. This paper discusses the facilities provided so far for speakers of other languages in this country, specifically in the field of language-teaching. Next the results of research into Dutch as a second language are discussed and it is suggested how a consistent policy may be developed.

scholarly journals Action Research as a Tool for Professional Development in the K-12 ELT Classroom

2018 ◽  
Vol 35 (2) ◽  
pp. 128-139
Author(s):  
Luis Javier Pentón Herrera
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Instructional Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teacher Researcher ◽  
Speakers Of Other Languages ◽  
K 12 ◽  
Changing Demographics

Professional development in the K-12 English language teaching (ELT) classroom is an evolving entity that focuses on meeting the needs of changing demographics and latest educational trends. As a result, many texts have been published with the intention of providing the necessary skills educators need for success in their classrooms and to instruct a highly heterogeneous English for Speakers of Other Languages (ESOL) student population. Nonetheless, many of these resources focus on specific scenarios and instructional approaches that may not be applicable for all ESOL teachers. In this Perspectives article, I propose the incorporation of action research as a practice for K-12 teachers with the vision of empowering them to take control of their professional development and continue improving their instructional practices. Furthermore, I share three examples of how I have used action research in my own practice and the benefits obtained by my ESOL department, my ESOL students, and myself as a teacher researcher. Le perfectionnement professionnel dans les classes d’anglais du système d’éducation K-12 est une réalité changeante qui cherche à concilier les besoins de l’évolution démographique avec ceux des dernières tendances éducatives. De nombreux textes ont été publiés afin de procurer aux éducatrices et éducateurs les compétences nécessaires à leur réussite en classe, et également dans le but de renseigner une population étudiante hautement hétérogène dans le système d’enseignement de l’anglais à des apprenants étrangers (ESOL). Toutefois, plusieurs de ces sources mettent l’accent sur des scénarios spécifiques et des démarches pédagogiques qui peuvent ne pas convenir à toutes les enseignantes et tous les enseignants ESOL. Dans cet article de Perspectives, je recommande la pratique de la recherche-action aux enseignantes et enseignants du système d’éducation K-12 en vue de leur permettre de s’autonomiser pour prendre en main leur propre perfectionnement professionnel et continuer d’améliorer leurs pratiques pédagogiques. Je donne également trois exemples de la façon dont j’ai recouru à la recherche-action dans ma propre activité et des avantages qu’en ont tirés mon département ESOL, mes étudiantes et étudiants ESOL, et moi-même comme enseignant chercheur.

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