scholarly journals Research on Students’ Anxiety in Online English Classes during the Epidemic

2020 ◽  
Author(s):  
Nan Jiang ◽  
Haoda Feng
Keyword(s):  
English Classes

DEVELOPMENT OF SCIENTIFIC AND RESEARCH WORK OF STUDENTS OF THE UNIVERSITY IN ENGLISH CLASSES

2020 ◽  
pp. 141-149
Author(s):  
Tat'yana V. Baranova ◽  
Keyword(s):  
English Language ◽  
Research Work ◽  
Scientific Activity ◽  
Educational Process ◽  
State University ◽  
English Classes ◽  
Russian State ◽  
Objective Reasoning ◽  
Oriental Studies ◽  
The University

The present article is dedicated to the problems of the organization and planning of scientific and research work of students of the University in English classes, gives grounds for the purposes and tasks of such competence-forming activity as part of the “Oriental studies” speciality program, the Russian State University for the Humanities. The article analyzes these competences, as well as forms and methods of their formation and development. The author presents demarcation of scientific knowledge and gives its characteristics: using most general qualities of a subject, objective reasoning, argumentativeness, results verifiability and reproducibility, consistency, practicality, capability to change, anticipating the future, making forecasts, methodological reflection. The author tried to analyze the reflexive component of scientific and research work of students in more detail. The article presents possible reflexive positions in the interaction between the teacher and the student and shows the dynamics of this interaction, i.e. gives a hierarchy of positions which the student can occupy in the educational process depending on how independent they are in their activity. The article also highlights the content of scientific and research work of students of the University in English classes on the basis of work with foreign texts in the macro-discourse for the “Oriental studies” speciality. The given foundations of the organization and content of scientific and research work of students have been regularly used in English language classes, as well as in optional forms of scientific activity. The students have shown good results and passion for this kind of work, which confirms the correctness of this approach.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

Perspectives: Guilt, Missed Opportunities, and False Role Models: A Look at Perceptions and Use of the First Language in English Teaching in Japan

2015 ◽  
Vol 37 (1) ◽  
pp. 29 ◽  
Author(s):  
Samantha Hawkins
Keyword(s):  
Language Learning ◽  
Role Models ◽  
Target Language ◽  
Ministry Of Education ◽  
Missed Opportunities ◽  
Resource Teachers ◽  
Sports Science ◽  
English Classes ◽  
Creative Pedagogy ◽  
Necessary Evil

At the start of the 2013 academic year, Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) implemented the guideline set forth in their latest Courses of Study, dictating that English classes “should be conducted principally in English in high school” (MEXT, 2009, p. 8). The new Courses of Study, although not imposing a strict target-language-only rule, are still reflective of the past dogma that takes what Macaro (2001) calls a maximal position wherein the L1 is a necessary evil rather than a pedagogical resource. Teachers and institutions espousing such a view undermine language learning progress by engendering undue guilt for responsive and responsible teaching decisions, inhibiting creative pedagogy, and discouraging teachers from acting as positive and realistic bi/multilingual role models. 日本の文部科学省は、現行版学習要領に記載された「高等学校の英語教育授業を原則として英語で教えること」（文部科学省, 2009, p. 8）という方針を2013学年度に施行した。対象言語のみの使用を徹底するという厳格な規則にはなっていないものの、新学習要領は、Macaro（2001）がmaximal positionと呼ぶ「母語（L1）の使用は教育上の必要悪である」とする考えを反映している。このような見解を広める教師及び教育機関は、柔軟かつ責任ある教育的決断に対して過剰な罪悪感を生み、独創的な教授法を抑制し、教師が積極的で現実的に対応できるバイリンガル・多言語が使いこなせる模範者として活躍することを阻害し、それによって外国語教育の進歩を妨害する。

Incorporating Role Play In English Classes Of An Intermediate Level

2020 ◽  
Vol 02 (12) ◽  
pp. 62-65
Author(s):  
Turabova Ozoda Bokhodirovna ◽  
Keyword(s):  
Present Article ◽  
Role Play ◽  
Meaningful Use ◽  
Language Teachers ◽  
Intermediate Level ◽  
English Classes ◽  
Authentic Communication

One of the foremost responsibilities of language teachers should be not just to let students to acquire set phrases, but also to teach how to interact in a variety of situations, to develop and practice new language and behavioural skills in a relatively safe setting. In recent years, there has been a growing interest to integrate meaningful use of language and rich authentic communication in English classes. Yet, one of the universally effective methods in the classroom, which meets the demand of all above requirements, is a role play. In the present article the attempt is made to investigate the effectiveness of the role play in English classes of an intermediate level.

scholarly journals Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

2021 ◽  
pp. 136216882110145
Author(s):  
Jean-Marc Dewaele ◽  
Chengchen Li
Keyword(s):  
Second Language Acquisition ◽  
Qualitative Interviews ◽  
Future Research ◽  
Learning Engagement ◽  
Behavioral Learning ◽  
Mediating Role ◽  
English Classes ◽  
Teacher Enthusiasm ◽  
Instructed Second Language Acquisition ◽  
Complex Relationships

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

scholarly journals An Empirical Study on the Application of Cooperative Learning to Comprehensive English Classes in a Chinese Independent College

2017 ◽  
Vol 10 (2) ◽  
pp. 94
Author(s):  
Ji Meng
Keyword(s):  
Cooperative Learning ◽  
Empirical Study ◽  
Test Results ◽  
Independent College ◽  
Language Competence ◽  
English Classes ◽  
Academic Level ◽  
Before And After ◽  
Posttest Questionnaire ◽  
Positive Impacts

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way, experiment class was instructed based on cooperative base groups with positive interdependence structured on purpose. Compared with traditional instructions, cooperative learning as pedagogy can improve students’ performance on course exams, but not necessarily their language competence as shown in national English competency tests taken before and after the experiement. Test results also indicate students from experiment class who excelled in competency test outnumbered those from control class, revealing that cooperative learning has positive impacts especially on students at a relatively higher academic level. Questionaire results show that students are most inclined to agree they have more chances to practice the language in a cooperative environment.

Sign in / Sign up

Export Citation Format

Share Document