Pre-service Language Teachers’ Cognitions about Language Learning/teaching and Cognition Refinements through a Reflection-oriented Practicum

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

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Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

International Journal of Contemporary Research and Review ◽

10.15520/ijcrr/2018/9/10/612 ◽

2018 ◽

Vol 9 (10) ◽

pp. 21087-21095

Author(s):

Ni Putu Nita Anggraini ◽

Ni Luh Gede Yogi Arthani ◽

I Putu Yuria Mendra

Keyword(s):

Foreign Language ◽

Language Learning ◽

Financial Management ◽

Teaching Method ◽

Positive Impact ◽

Development Program ◽

Language Teachers ◽

Improvement Program ◽

Counseling Training ◽

Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

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Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽

10.26643/think-india.v22i2.8749 ◽

2019 ◽

Vol 22 (2) ◽

pp. 455-457

Author(s):

Y.L MARREDDY

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Literature ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Language Teachers ◽

Teaching Literature ◽

Universal Language ◽

Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

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PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

Madah Jurnal Bahasa dan Sastra ◽

10.31503/madah.v6i2.385 ◽

2017 ◽

Vol 6 (2) ◽

pp. 223

Author(s):

Musa Ismail

Keyword(s):

High School ◽

Language Learning ◽

Role Play ◽

Senior High School ◽

Language Teachers ◽

Literary Works ◽

Communication Ability ◽

The Subject ◽

Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High School. The learning of Indonesian language is pointed to the increasing ability of students. This aim to increase students ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to be able to appreciate literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language learning in speaking aspects and to identify and to get the description whether the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of role play method can increase the activities of speaking aspects in Indonesian language learning. On the 1st cycle1, 1st meeting, the percentage of students activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students activities became 83% with the very good category (4,3), while on the second meeting was 96% with the very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2, it increased 96%. Based on the result of the research, the researcher proposed that it would be better for the Indonesian language teachers to implement role play method for the materials that are suitable with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students learning. When implementing this method, teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan untuk meningkatkan kemampuan peserta didik. Hal ini bertujuan untuk meningkatkan kemampuan siswa berkomunikasi dalam BI dengan baik dan benar. Kemampuan berkomunikasi yang diharapkan terutama secara lisan maupun tulisan. Selain itu, siswa diharapkan juga sanggup mengapresiasi hasil karya sastra. Tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan apakah penerapan metode bermain peran dapat meningkatkan proses dan hasil pembelajaran BI aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis. Metode penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian siswa kelas XII IPS 1, semester 1, SMAN 3 Bengkalis. Pengumpulan data dan informasi dilakukan melalui observasi/pengamatan, jurnal, dan telaah dokumen. Hasil penelitian, yaitu (1) Penerapan metode bermain peran dapat meningkatkan aktivitas pembelajaran Bahasa Indonesia aspek berbicara pada siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P. 2013/2014. Pada siklus 1 pertemuan 1, persentase aktivitas belajar siswa adalah 73 persen dengan kategori baik (3,6), sedangkan pertemuan 2 sebesar 82 persen dengan kategori baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik (5,0); (2) Penerapan metode bermain peran dapat meningkatkan hasil pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada siklus 1 mencapai 86 persen, sedangkan pada siklus 2 meningkat menjadi 96 persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang lebih terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

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E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽

10.1177/0033688220985274 ◽

2021 ◽

pp. 003368822098527

Author(s):

Benjamin Luke Moorhouse ◽

Yanna Li ◽

Steve Walsh

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Teacher Educators ◽

Language Teachers ◽

Online Environment ◽

Management Competencies ◽

Face To Face ◽

English Language Teachers ◽

Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

Education Sciences ◽

10.3390/educsci11040160 ◽

2021 ◽

Vol 11 (4) ◽

pp. 160

Author(s):

Saba Qadhi ◽

Alan Floyd

Keyword(s):

Professional Development ◽

Language Learning ◽

Teacher Development ◽

English Language ◽

Current Model ◽

Middle Eastern ◽

Continuing Professional Development ◽

Teaching Experience ◽

Language Teachers ◽

English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

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Differentiation of radical processing strategies in character decoding by L2 learners of Chinese according to L1-type

Global Chinese ◽

10.1515/glochi-2020-0016 ◽

2020 ◽

Vol 6 (2) ◽

pp. 313-331

Author(s):

Clay Williams ◽

Yuko Uchima

Keyword(s):

Language Learning ◽

Phonological Processing ◽

Early Stage ◽

Language Teachers ◽

Phonological Decoding ◽

Chinese Language Teachers ◽

Processing Strategies ◽

Character Identification ◽

Semantic Radical ◽

Advanced Proficiency

Abstract This study investigates the productive use of semantic and phonetic radicals for Chinese character decoding by Chinese as a foreign language (CFL) learners at different levels of L2 proficiency, focusing on the application of radical knowledge according to the learners’ L1 language families. Using a pseudo-word test developed by Williams, Clay. 2014. The development of intra-character radical awareness in L1 Chinese children: Changing strategies. Journal of the Chinese Language Teachers Association 49(2). 1–26 to measure subject preference for semantic versus phonological decoding processes, subjects are asked to match a provided definition and pronunciation with a character in a multiple choice format which included two pseudo characters designed with radicals which corresponded with the provided definition or pronunciation, respectively. The results demonstrate that reliance on semantic or phonological radicals for character identification varies according to the L1 of the CFL learners; subjects whose L1 is relatively orthographically transparent predominantly make use of phonological processing strategies at all levels of proficiency, whereas those whose L1 are more orthographically opaque demonstrate more malleable processing preferences, with relatively strong semantic radical reliance in the early stage of their language learning, and considerable variability between semantic and phonological processing at intermediate and advanced proficiency levels. The findings suggest that developmental trends of using radical decoding strategies differ among CFL learner groups with varying L1 literacy strategy preferences.

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Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

Al-Bayan Journal of Qur an and Hadith Studies ◽

10.1163/22321969-12340098 ◽

2021 ◽

Vol 19 (2) ◽

pp. 173-199

Author(s):

Mahrus Asʾad ◽

Ahmad Bukhori Muslim ◽

Wagdi Rashad Ali Bin-Hady

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Teaching And Learning ◽

Figurative Language ◽

Foreign Language Learning ◽

Thinking Skills ◽

Language Teachers ◽

Religious Tolerance ◽

Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

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Using Kahoot! to Gamify Learning in the Language Classroom

RELC Journal ◽

10.1177/00336882211040270 ◽

2021 ◽

pp. 003368822110402

Author(s):

Lucas Kohnke ◽

Benjamin Luke Moorhouse

Keyword(s):

Language Learning ◽

Learning Experience ◽

Language Teachers ◽

Student Response ◽

Student Response System ◽

Clear Understanding ◽

Classroom Dynamics ◽

Language Classroom ◽

User Friendly ◽

Language Content

Technology is increasingly being used to foster engagement, enhance classroom dynamics, promote autonomy and improve the student learning experience in language learning environments. Many teachers have begun to employ digital apps and tools (e.g. Mentimeter and GoSoapBox) as a more interactive alternative to traditional activities. One product that has been particularly popular due to its user-friendly interface and focus on motivation, enjoyment and competition is Kahoot! ( https://kahoot.com ) – a game-based student response system in which the teacher takes on the role of a game show host with the students as contenders. Kahoot! can enhance the language classroom by making the introduction of new content (e.g. definitions, tenses or collocations) and the consolidation of knowledge more interactive and visible, helping learners reach mastery of the language content. Although Kahoot! has been a popular platform since its launch in 2013, its utility in the language classroom has yet to be fully explored. Furthermore, to be used effectively, teachers need a clear understanding of its subject-specific affordance and limitations. Therefore, this review explores how language teachers can use Kahoot! to improve student engagement – and potentially academic performance – by gamifying learning. Notably, only the free version of Kahoot! is examined.

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