scholarly journals An investigation into teacher’s L1 and L2 use in Indonesian EFL classroom

2018 ◽  
Vol 1 (2) ◽  
pp. 72-79
Author(s):  
A Amriana
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Research Result ◽  
Foreign Language Teaching ◽  
Teaching Approach ◽  
Advantages And Disadvantages ◽  
L1 And L2

Teacher’s L1/L2 use in Indonesian EFL classroom has been the object of debate among practitioners of a second language and foreign language teaching. Despite the considerable amount of the research that has been conducted on the phenomenon, the focus has often been the advantages and disadvantages. This study reports on a study that investigated subject teacher’s language use on Indonesian EFL classroom. It reports research conducted in a private secondary school in Makassar. An Ethnography research has been employed to collect data on how the teacher perceives the L1/L2 use and the extent to which the approaches they adopt impact on students’ achievement. The research result demonstrates that the more active the teacher in promoting L2 learning, the more he is aware of the teaching practices used in the classroom. Also, the research result also reveals that the more he improves the quality of his teaching approach, the better language learning his students acquire.

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

scholarly journals Responding to the critics: Implementation of TBLT in Japan

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Justin Harris
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Ability ◽  
High Stakes ◽  
Advantages And Disadvantages ◽  
High Stakes Tests ◽  
Language Classes ◽  
Language Classrooms

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

scholarly journals Foreign Language Training Transformation for Sustainable Development: Trends and Experiences

2020 ◽  
Vol 208 ◽  
pp. 09023
Author(s):  
Dinara Ivanova ◽  
Anna Polenova ◽  
Anna Motozhanets
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Foreign Language Teaching ◽  
Language Training

The aim of this paper is to analyze the ways and identify the main trends of language learning transformation in universities for sustainable development in order to encourage students’ soft skills and competences for real commitment and interaction. Education is considered as a means through which individuals can improve their quality of life. If we redesign institutional educational programs on language learning based on students’ needs and expected outcomes, then both the quality of language education and the quality of life will improve dramatically. It also tries to consider the directions to implement sustainability in foreign language teaching through curriculum, interdisciplinary approach and innovation.

Innovative language learning: achieving the vision

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 3-14 ◽  
Author(s):  
CAROL A. CHAPPELLE
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Speech Synthesis ◽  
Language Use ◽  
Language Teaching ◽  
Voice Quality ◽  
Foreign Language Teaching ◽  
Learner Language

The technologies demonstrated at the InSTIL and EUROCALL 2000 conferences were very inspiring. They gave participants the sense that the technologies of their wildest imaginations are at last materializing, particularly in long awaited advances in speech technologies. Some challenges, however, remain ahead as attempts are made to put these technologies to use in CALL. Past experience demonstrates for example that software designed for recognition of a proficient speaker’s language is different than that required for learner language. It is also evident that while language use may be critical for language acquisition, language use does not necessarily indicate language acquisition. These points were made by Marty, who was working with speech software for French teaching a few years before the current excitement:...[W]e should keep in mind that the present research and development is aimed only at producing speech easily understandable by natives (e.g., English for native speakers of English) and that the potential markets are industrial (e.g., replacing visual indicators or visual alarms with audio warnings) and in home products (especially toys). Until our needs for improved FL instruction are better understood, it is not likely that those devices will have the voice quality we need. (Marty, 1981:52).If Marty had attended the InSTIL and EUROCALL conferences in 2000, no doubt he would have been very, very impressed. Even though plenty of work remains, we do seem to have very good voice quality in speech synthesis. The question today is how can we best use these emerging technologies, and so Marty’s suggestion that we must better understand our needs in foreign language teaching remains very relevant. What are the needs for foreign language teaching in the 21st century? The papers at EUROCALL 2000 as well as other work in technology, business, and language teaching suggest that we should be prepared for change in the coming years, but what kind of change? The turn of the century seems an appropriate time to examine some of the speculation on the future of language teaching in general, as well as how technology fits into that future. This paper considers these general questions, and then suggests ways in which links might be made between work in second language acquisition (SLA) and CALL in order to put technologies to use for L2 teaching.

scholarly journals Mining foreign language teaching manuals for the history of pragmatics

2018 ◽  
Vol 19 (1) ◽  
pp. 28-54 ◽  
Author(s):  
Nicola McLelland
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
History Of ◽  
Knowledge Of Language ◽  
Dutch Language ◽  
Linguistic Behaviour

Abstract Foreign language learning manuals can be valuable sources for the history of pragmatics and historical pragmatics. They may contain explicit guidance on pragmatics not found in native-speaker grammars. For example, accounts of German forms of address in seventeenth- and eighteenth-century English–German manuals provide evidence of changing views on the appropriateness of ihr and Sie earlier than does the “native” grammatical tradition. The bilingual model dialogues that are typical of such manuals may also implicitly model appropriate linguistic behaviour, demonstrated here by examining the communicative genre of bargaining in a series of three related English–Dutch language manuals of the seventeenth and eighteenth centuries. Furthermore, the dialogues may provide metalinguistic comment on linguistic behaviour – for example, by criticizing the culture of excessive negative politeness. Such sources can enrich our knowledge of language use and attitudes to language use in the area of politeness, complementing the evidence to be gleaned from mainstream native grammars, civility manuals, merchants’ guides, and the like.

The Potential of Corpus-Informed L2 Pedagogy

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Jonathon Reinhardt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Corpus Linguistic ◽  
Research And Innovation ◽  
Linguistic Methods ◽  
Nature Of Teaching

AbstractCorpus linguistic methods have led to many revelations about the nature of language use and language learning which are otherwise untenable. To date, however, these findings have not had major impact on L2 (second and foreign language) teaching, except in a few areas like L2 for specialized purposes. This may be due to a number of reasons, including issues of theoretical commensurability and the nature of ‘teaching revolutions’. Still, corpus continues to influence SLA researchers, and pedagogical innovators continue to design, implement and evaluate corpus-informed L2 curricula. The future of corpus in L2 pedagogy depends on the extent to which this research and innovation can impact professional L2 instructor education and the design of commercial L2 teaching materials, as well as the continuing development of corpora and corpus-informed resources that are accessible, diverse, and adaptable.

scholarly journals IDEOLOGIES OF LANGUAGE AT HIPPO FAMILY CLUB (preprint)

2017 ◽  
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

preprint version ofNilep, Chad. 2015. Ideologies of Language at Hippo Family Club. Pragmatics 25, 2: 205-227.Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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