scholarly journals INTEGRATING INTERCULTURAL ASPECTS IN EFL LESSONS AT SLOVAK SECONDARY SCHOOLS

2020 ◽  
Vol 1 (9(78)) ◽  
pp. 12-20
Author(s):  
Zuzana Sándorová
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teacher Development ◽  
Teaching Practice ◽  
Further Education ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Cultural Aspects ◽  
The Everyday ◽  
The Given

Over the last decades the importance of incorporating intercultural aspects in FL education has often been emphasized, especially by intercultural communication as well as foreign language pedagogy scholars. Yet the everyday teaching practice in Slovakia does not always reflect this viewpoint, as it has been revealed due to some research in the field.  The aim of the paper was to summarize the results of the observations carried out at secondary schools in Slovakia in order to map which intercultural aspects were developed suitably and sufficiently in the observed EFL lessons. The investigation showed that EFL courses at Slovak secondary schools tend to disregard the must of integrating cultural aspects in FL education. One of the reasons can be the lack of further education for in-service teachers in the given field; hence, the paper also includes some proposals for teacher development in terms of developing intercultural competences in FL courses

Meaningful literacy: Writing poetry in the language classroom

2011 ◽  
Vol 45 (1) ◽  
pp. 105-115 ◽  
Author(s):  
David I. Hanauer
Keyword(s):  
Foreign Language ◽  
Literacy Learning ◽  
Language Learner ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
The Third ◽  
Language Classroom ◽  
Poetry Writing ◽  
The Individual ◽  
Meaningful Literacy

This paper develops the concept of meaningful literacy and offers a classroom methodology – poetry writing – that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical evidence that characterizes second language (L2) poetry writing; and the third describes the practical aspects of teaching poetry writing. This approach is presented as a way of humanizing the second and foreign language classroom by refocusing on the individual language learner as the center of the learning process.

Research into Communicative Language Teaching

1987 ◽  
Vol 8 ◽  
pp. 109-125 ◽  
Author(s):  
Rosamond Mitchell
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Research Literature ◽  
Major Research ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Growing Body ◽  
Research Problems ◽  
Special Case

The problems of research into communicative language teaching are a special case of the problems facing research into any kind of foreign language pedagogy. They also overlap to a considerable degree with those facing any research in teaching, regardless of subject matter. This article reviews a range of research approaches which have been, or might be, used in researching various dimensions of communicative language teaching. It draws on the general literature on educational research methods to some extent, and on the general language pedagogy research literature, as well as on the growing body of research literature on communicative language teaching. This is not an exhaustive survey, however; instead, a limited number of studies are chosen for discussion so as to exemplify the major research problems and approaches.

scholarly journals Fremmedsprogspædagogikken - eksemplificeret ved 4 forskningsområder

2017 ◽  
Vol 8 (14) ◽  
pp. 191
Author(s):  
Birgit Henriksen
Keyword(s):  
Foreign Language ◽  
Cross Cultural ◽  
Classroom Research ◽  
Wide Scope ◽  
Research Paradigm ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Text Quality ◽  
Fields Of Study ◽  
Cultural Pragmatics

The paper gives a brief introduction to Foreign Language Pedagogy. In order to show the wide scope in research interests and methodology within this field of research 4 specific areas of study are outlined: 1) cross-cultural pragmatics 2) lexical inferencing strategies 3) text quality in written texts and 4) classroom research within the action research paradigm. For each of the fields of study the research design, the results and possible pedagogical implications are outlined. Finally, the implications of the results in relation to the teaching of Greenlandic in secondary education in Greenland are discussed.

scholarly journals Exploring the Cultural Awareness amongst Beninese Post-Beginner Learners of English as a Foreign Language in the Littoral Secondary Schools

2018 ◽  
Vol 6 (4) ◽  
pp. 333
Author(s):  
Hindeme Ulrich O. Sena ◽  
Egounleti Pedro Marius ◽  
Gnonlonfoun Jean-Marc
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
School Level ◽  
Cultural Aspects ◽  
Littoral Region ◽  
Close Relationship ◽  
Target Culture

<p><em>Teaching a Foreign language also involves transmitting knowledge about the target culture or the country in which the language is spoken. This study aimed at investigating on the place culture in English as Foreign Language classrooms at secondary schools level in Benin context and the post-beginner learners’ cultural awareness in relation to successful communicative performance and language proficiency development. With that aim, a cultural awareness test was</em><em> administered to three hundred and sixty participants selected randomly at the rate of thirty-six per school from ten secondary schools of the Littoral region of Benin. Two hundred and sixty </em><em>valid answers were then collected and </em><em>analyzed quantitatively using</em><em> Microsoft Excel 2007. The results revealed that many teachers seem to underestimate the importance of culture, which explains a gap between their perceptions and practices in dealing with culture. Consequently, Beninese learners did not acquire cultural awareness. Indeed, EFL teaching in Benin may have missed the focus on cultural aspects of the foreign language and thereby explains learners’ failure to achieve successful intercultural communication. Some respondents also viewed comparing aspects of the students’ own culture with those of the target culture as the commonest way of developing cultural awareness. Moreover, shortage of time was seen as the main obstacle for teaching culture in classrooms. Students do not recognize the cultural aspect of the language despite their close relationship, which was proved in the dual and simultaneous improvement of advanced students’ performance in linguistics, and cultural knowledge, which, in turn, engenders their lack of cultural awareness being a key element in language proficiency and intercultural communicative competence. This research paper comes up with the recommendations that school authorities should design a specific culture oriented syllabus that covers all the different levels of English learning at secondary school level. In this regard, all the variables (setting, cultural, institutional, linguistic, and methodological) should be taken into account and mainstreamed in the curriculum. In the same vein, EFL teachers should consider Culture as an integrative factor in language teaching process.</em></p>

scholarly journals Co-generation and maintenance of ‘dialogic space’ by means of verbal-gestural involvement, with some pedagogical implications

2019 ◽  
pp. 221-230
Author(s):  
Joanna Puppel ◽  
Stanisław Puppel
Keyword(s):  
Foreign Language ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Learning Programs ◽  
Teaching Learning ◽  
Dialogic Space ◽  
Positively Charged

We emphasize that ‘dialogic space’ is a precondition to the presence and maintenance of collective culture whose most conspicuous dimension is dialogic culture. We assume that dialogic culture constitutes the fullest dimension of humanity, and we highlight its role in a number of assumptions (1-8). Next, dialogic culture in terms of its properties is briefly discussed. We further assume that dialogic space in its verbal-non-verbal tanglements is of central significance in foreign language pedagogy and as such it should be present in foreign teaching/learning programs in order to help promote the positively-charged dialogue-oriented society of practice and at the same time exclude the proliferation of negatively-charged communications.

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