scholarly journals The subsystem of exercises for differentiated development of prospective teachers’ english-speaking interaction

2021 ◽  
pp. 19-25
Author(s):  
Madina Shcherbyna
Keyword(s):  
Prospective Teachers ◽  
Comic Strip ◽  
Functional Type ◽  
Teaching English ◽  
Dominant Type ◽  
Teaching Aids ◽  
English Speaking ◽  
Cognitive Differentiation ◽  
Differentiated Learning ◽  
Differentiated Teaching

In the article, the problem of differentiated development of prospective teachers’ English-interaction is investigated. In particular, the subsystem of exercises is presented according to three models: exercises for teaching English dialogue by the method of receptive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of reproductive-cognitive differentiation of learning; exercises for teaching English dialogue by the method of emotional and motivational differentiation of learning. By the three models, the formation of skills and abilities in English dialogic speech includes the following stages: combining cues into dialogic units (with prior or subsequent listening to a sample dialogue), making a mini-dialogue, making the dialogue of a certain functional type. Within each stage, the example of the exercise for the formation of skills and / or abilities in English dialogic speech is given; the purpose of an exercise and its type are singled out; the example of teacher's instruction is attached to each exercise. The focus is in particular on the stages of the implementation of differentiated learning by three types. Thus, receptive-cognitive differentiation is realized at the stage of combining cues into dialogic units with prior and / or subsequent listening to the sample dialogue; reproductive-cognitive differentiation – at the stage of mini-dialogue making; emotional and motivational differentiation – at the stage of making the dialogue of a certain functional type. Teaching aids for the implementation of differentiated teaching of English dialogue for different typological subgroups of students have been developed. In particular, two types of the educational comic strip have been developed (by the dominant type of students' thinking) as a means of implementing reproductive-cognitive differentiation; two types of communicative situations (by the dominant cognitive motives of students) for the implementation of emotional and motivational differentiation of learning are proposed. Examples of educational supports have been introduced.

scholarly journals Classroom Management in EFL Speaking Class: Strategies and Challenges

2021 ◽  
Vol 1 (1) ◽  
pp. 120-139
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Teuku Zulfikar ◽  
Saiful Akmal ◽  
Nasriyanti Nasriyanti ◽  
...  
Keyword(s):  
Classroom Management ◽  
Classroom Observation ◽  
English Department ◽  
Teaching English ◽  
Structured Interviews ◽  
Purposive Sampling ◽  
Self Confidence ◽  
English Speaking ◽  
Seating Arrangements ◽  
Banda Aceh

ABSTRACTThis research was designed to investigate the strategies used and challenges faced by lecturers in managing EFL speaking classes. The researchers used both classroom observation and semi-structured interviews in collecting the data. The participants of this research were three EFL lecturers teaching English Speaking classes at the English Department of Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia. These lecturers were selected purposively; all of them were those assigned to teach the speaking class. Insights of the lecturers on their experiences in managing speaking classes were investigated to examine strategies and challenges they faced. The findings suggest that the lecturers utilized several strategies such as setting the classroom, determining seating arrangements, fostering discipline, applying certain speaking activities, and providing interesting topics to discuss. The data also indicated that the lecturers faced challenges in managing their teaching. Issues such as lack of equipment or teaching media to support speaking activities, students’ lacked self-confidence, and lack of vocabulary were among the challenges faced by the lecturers.  ABSTRAKPenelitian ini bertujuan mendapat informasi tentang strategi dan tantangan yang dihadapi dosen di dalam mengelola kelas. Metode pengumpulan data yang digunakan adalah observasi dan wawancara semi-terstruktur. Sumber data atau partisipan dalam penelitian ini adalah 3 dosen yang mengajar kelas Speaking di Prodi Pendidikan Bahasa Inggris, UIN Ar-Raniry Banda Aceh. Para partisipan itu direkrut mengunakan teknik purposive sampling, dimana partisipan yang terlibat adalah yang sudah mengajar speaking selama beberapa semester. Hasil obssrevasi dan wawancara diperoleh informasi bahwa terdapat beberapa strategi dosen di dalam mengelola kelas, diantaranya: menyusun tempat duduk sedimikian rupa, menegakkan disiplin, mengunakan berbagai teknik pembelajaran speaking, dan memberikan topik yang menarik untuk didiskusikan. Penelitian ini juga memperoleh beberapa temuan yang berhubungan dengan tantangan dosen, diantaranya, tidak mencukupi fasilitas yang memadai yang dapat mendukung aktivitas pembelajaran speaking, kurangnya rasa percaya diri dari mahasiswa itu sendiri, dan tidak memadainya kosa kata yang dikuasai mahasiswa juga merupakan tantangan tersendiri dalam pengelolaan kelas speaking.

scholarly journals USING ELECTRONIC TEXTBOOKS IN PRIMARY EDUCATION: STUDENTS-PROSPECTIVE PRIMARY TEACHERS' VIEWS

2019 ◽  
Vol 34 (2) ◽  
pp. 467-473
Author(s):  
Lyubka Aleksieva
Keyword(s):  
Primary Education ◽  
Prospective Teachers ◽  
Online Survey ◽  
Preschool Education ◽  
Primary Teachers ◽  
Successful Implementation ◽  
Digital Competence ◽  
Electronic Textbooks ◽  
Teaching Aids ◽  
Prospective Primary Teachers

Bulgaria is now in а process of major changes and reforms in the field of education that involve the implementation of various strategies and regulations. Updating the curricula for school and preschool education has led to the development of new textbooks and teaching aids. Primary and middle school textbooks sets for all subjects were replaced with new ones complemented by their compulsory electronic versions. These e-versions are not only covering the topics and content of the printed versions of the textbooks, but include additional e-resources. Some research of the new textbooks contents has already been done by authors such as Kirova (Kirova, 2018; Kирова, 2018). She compares different components of the curriculum content and the way they are developed in the mathematics textbooks, but the components of the adjunct electronic textbooks (e-textbooks) are not yet analysed. Their examination is necessary for teachers’ practice as well as for the preparation of prospective primary teachers for using e-textbooks in the classroom. No special training for working with e-textbooks is provided in prospective teachers’ current university preparation. However, digital competence is one of the key competences which are developed in primary education programs in Faculty of Educational Studies and the Arts (FESA), Sofia University, Bulgaria. Although it is generally acknowledged that students use digital devices very often and their skills are sufficient for blended learning (Цанев, 2018), yet it is not clear if students’ digital competencies are sufficient for using e-textbooks. Furthermore, there is a gap in the literature about students’ views and attitudes towards working with e-textbooks. Along with their competencies, students’ attitudes are important for successful implementation of e-textbooks in their teaching. Therefore, Sofia University Scientific Research Fund funded project №80-10-170/2019 "Practical aspects of students-prospective primary teachers’ preparation for working with electronic resources" whose main objectives include exploration of the views, preparation and readiness of students-prospective primary teachers about the usage of e-textbooks in primary education. As a part of the project, this study analyses students’ views in terms of necessity of using e-textbooks, their benefits and the requirements that e-textbooks have to meet in order to be used effectively in primary education.Data include an online survey which was conducted during the summer term of academic year 2018-2019 and was completed by 166 students-prospective primary teachers from bachelor and master degree programs at FESA (SU), Bulgaria. The results revealed that the surveyed students generally have positive views about the usage of e-textbooks in education and are well aware of their advantages. They recognized their potential to better visualise learning content and save teachers time. The content that e-textbooks should include and the requirements that e-textbooks have to meet in order to be effectively used in the classroom are also discussed in the paper.

scholarly journals Peningkatan Keterampilan Membuat Alat Peraga Matematika Pada Mahasiswa Prodi PGSD Universitas Peradaban

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Adi Candra Kusuma
Keyword(s):  
Learning Strategies ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Learning Needs ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
New Ideas ◽  
The University

In understanding abstract mathematical concepts, students need teaching aids such as concrete objects as an intermediary or visualization. The purpose of the research is to obtain skills in making mathematics teaching aids on PGSD University of Civilization students. The research method uses qualitative research with a total of 66 research subjects in the third semester of 2015/2016 Academic Year. Data collection techniques were taken using observation, interviews, documentation. The results obtained from the study provide knowledge of new knowledge, improve skills in making learning support instruments, train the creative thinking of students of the University of Civilization PGSD as a provision of learning strategies when going to be a teacher. This training prepares prospective teachers in explaining mathematical concepts, in learning mathematics, the use of teaching aids is expected to increase student motivation. Motivation can arise because many ideas and new ideas and fun learning contains a variety of information that is relevant to the learning needs of students.

Rising from the Gutter

2020 ◽  
pp. 67-92
Author(s):  
Jean Lee Cole
Keyword(s):  
New York ◽  
Twentieth Century ◽  
American Literature ◽  
Comic Strip ◽  
Jewish American ◽  
Lower East Side ◽  
East Side ◽  
Jewish American Literature ◽  
Early Twentieth Century ◽  
English Speaking

This chapter shows how the early comic strip was developed and then came to influence comic fiction in the early twentieth century. As the editor of the New York Journal‘s comic supplement, Rudolph Block regularized the use of panels, repetitive storylines, and caricature, resulting in the multi-panel format that defines the comic-strip genre. Block’s role in the development of the comic strip has gone largely unrecognized; as a writer of Jewish American literature, Block has been forgotten. Using the pseudonym Bruno Lessing, Block published nearly a hundred stories between 1905 and 1920 in popular magazines. These humorous stories, full of rich dialect and accompanied by vibrant illustrations, translated the multiethnic culture of the Lower East Side for a mainstream, English-speaking audience. Block represented dialect and caricature as opportunities for negotiation and play, providing ways to display identity in multiple and shifting forms.

scholarly journals Assessing English speaking skills of prospective teachers at entry and graduation level in teacher education program

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Alam ◽  
Shafqat Hussain ◽  
Ashfaque Ahmad Shah ◽  
Mehlah Jabeen
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
English Speaking ◽  
Speaking Skills

scholarly journals Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View

2020 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Nurul Hasanah ◽  
Pratiwi Tri Utami
Keyword(s):  
School Environment ◽  
Qualitative Method ◽  
English Teachers ◽  
English Speakers ◽  
English Teacher ◽  
Teaching English ◽  
Language Teacher ◽  
English Speaking ◽  
Research Questions ◽  
Native English Speaking

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

scholarly journals THE IMPORTANCE OF THE IMPLEMENTATION OF DRAMA ANDCULTUREIN SPEAKING CLASS (AN ETHNOGRAPHY STUDY AT STIBA IEC, JAKARTA)

2018 ◽  
Vol 4 (2) ◽  
pp. 162-167
Author(s):  
Budiarto
Keyword(s):  
Teaching English ◽  
Learning Materials ◽  
Language And Culture ◽  
Speaking Skill ◽  
English Speaking

The traditional routines in speaking class are often based on learning materials from a handbook. It is practical because a teacher does not need to think about the syllabus, as it is described clearly in front pages in the book. In addition, by referring to the syllabus in the book, the teacher can easily prepare a lessonplan. When it comes to the implementation of teaching speaking skill, the teacher can just train students based on the topics given with certain grammar points and vocabulary coverage. However, it does not normally give more opportunity for the students to use theauthentic language and culture. Too much guiding students with certain patterns and vocabulary seems to be artificial although vocabulary and grammar are not taught explicitly in a speaking class. Furthermore, without freedom in choosing a topic, students’ ideas are too restricted and they tend to memorize language patternsaccording to the topic covered in the book.Nowadays, more and more teachers realize the importance of the implementation of drama and culture in teaching English speaking skill. However, there should be further study to see how a teacher applies drama and culture while teaching speaking skill. A research conductedat STIBA IEC Jakarta investigated the importance of the implementation of drama and culture in Speaking Class of students from the second semester in 2018.It was intended to see how the phenomena of teaching English speaking skill through drama and culture was implemented. The findings indicated that drama and culture were able to help the students use English more naturally or authentically. The students were able to see whether their English was authentic and culturally acceptable by relating to their experience or knowledge they got from drama. It showed that the more topics in drama the students practiced, the more knowledge about culture they learnt, and the more authentic or natural the language they acquired. Therefore, both teacher and students think that the implementation of drama and culture in teaching speaking skill is important.

scholarly journals COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

2021 ◽  
pp. 231-234
Author(s):  
Iryna Lobachova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
English Language ◽  
Practical Importance ◽  
Scientific Article ◽  
Teaching Aids ◽  
Language Classes ◽  
Language Communication ◽  
Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

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