scholarly journals Motivation and Retention of Teaching Foreign Language in South Korea: Perspectives of University Instructors

2022 ◽  
Vol 15 (1) ◽  
pp. 421-436
Author(s):  
Luis Miguel Dos Santos ◽  
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
University Instructors

Teacher Beliefs and Practices in Advanced Spanish Classrooms

2005 ◽  
Vol 3 (1) ◽  
pp. 83-107
Author(s):  
Manel Lacorte ◽  
Evelyn Canabal
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Latino Students ◽  
Advanced Level ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Proficiency Level ◽  
Language Classroom ◽  
University Instructors ◽  
Large Research

The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.

scholarly journals Wörterbuchbenutzung von polnischen Germanistikstudierenden

2018 ◽  
Vol 34 (1) ◽  
pp. 207-222
Author(s):  
Janusz Taborek
Keyword(s):  
Foreign Language ◽  
Target Group ◽  
Smartphone Applications ◽  
First Semester ◽  
University Instructors ◽  
Adam Mickiewicz

AbstractIn this paper we present the results of a survey conducted among students of German Philology at Adam Mickiewicz University in Poznań in the years 2015-2017. The target group was composed of first-semester students from whom we collected data about their lexicographical competence at the start of the program. The results contain some interesting findings, e.g. students prefer online dictionaries, but the number of students using print dictionaries is comparable and we have also observed the rising number of students who use smartphone applications. The aim of the survey is to provide information for university instructors who teach German as a foreign language (DaF) and lexicography.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

First steps toward critical literacy: Interactions with an English narrative text among three English as a foreign language readers in South Korea

2016 ◽  
Vol 17 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Young Ju Lee
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
Critical Literacy ◽  
English Text ◽  
Multiple Perspectives ◽  
Korean Children ◽  
English Reading ◽  
Sociocultural Practices ◽  
Vital Component ◽  
Reading Test Scores

Three Korean children, whose English reading test scores were comparably lower than their peers' and who showed a tendency to withdraw from class activities or resist texts, participated in a reading tutoring programme in South Korea. By reflecting on the three students' interactions with an English text, the current paper argues that resistant readers' mere understanding of texts can be deepened while they diversify their perspectives for viewing textual messages and beliefs. In the process, with a range of explicit scaffolding, the students' resistance could be harnessed as a meaningful opportunity to promote multiple perspectives regarding texts and sociocultural practices. This article suggests that letting students develop multiple perspectives based on critical reflections on texts and sociocultural practices, by being exposed to a variety of books and engaging in critical analysis, should be a vital component of literacy classrooms.

scholarly journals Englishes in the Expanding Circle: Focus on Asia

2020 ◽  
Vol 24 (3) ◽  
pp. 551-568
Author(s):  
Andy Kirkpatrick
Keyword(s):  
Foreign Language ◽  
South Korea ◽  
English Language ◽  
Native Speaker ◽  
Language Education ◽  
English Language Education ◽  
Lingua Franca ◽  
Expanding Circle ◽  
Original Classification

In Kachrus original classification, the countries of the Expanding Circle were those where English was learned primarily as a foreign language in schools. English did not play an institutional role within the country. As such they were norm-dependent countries relying on exonormative native speaker standards as models and targets for learners of English. In recent years, however, the role(s) of English in many Expanding Circle countries of Asia - these include the economic powerhouses of China, Japan and South Korea - have increased exponentially both within the countries (as English becomes increasingly important as a language of education, for example) and between the countries as a lingua franca (English has been enshrined as the sole working language of the Association of Southeast Asian Nations (ASEAN), for example). The aim of this article is to describe how these roles of English in the Expanding Circle countries of Asia have developed. I shall focus on the role of English as a language of education in describing how the role of English has developed within countries and on the role of English as a lingua franca in describing how the role of English has developed between the Expanding Circle countries of Asia. I shall conclude by considering the implications of these developments for English language education pedagogy and policy.

scholarly journals University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 661-695
Author(s):  
Jesús Izquierdo ◽  
María del Carmen Sandoval Caraveo ◽  
Verónika De la Cruz Villegas ◽  
Rubén Zapata Díaz
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Institutional Conditions ◽  
Data Analyses ◽  
Use Of Technology ◽  
Mexican State ◽  
University Instructors

This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

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