Teaching English as a Second Language to develop communicative competence of ESL Learners

2022 ◽  
Vol 4 (2) ◽  
pp. 1-7
Author(s):  
Harun Rashid ◽  
Wang Hui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
English Language Teaching ◽  
Sociocultural Development ◽  
Methodological Principles ◽  
High Level ◽  
Esl Learners

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Creating pathways to developing a “Teacher Self” through metaphor analysis

2019 ◽  
Vol 106 (1) ◽  
pp. 41-58
Author(s):  
Chin-Wen Chien
Keyword(s):  
Foreign Language ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Teaching ◽  
Professional Identities ◽  
Positive Attitudes ◽  
Writing Analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

scholarly journals Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context

2017 ◽  
Vol 12 (2) ◽  
pp. 115-129
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Teachers ◽  
Multiple Identities ◽  
The Social ◽  
Local Contexts ◽  
Shifting Identities ◽  
Multiple Languages ◽  
Pre Service Teacher

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

scholarly journals A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

2020 ◽  
Vol 02 (12) ◽  
pp. 298-302
Author(s):  
Sarimsakova Dilafruz Muhamadjonovna ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Teachers ◽  
Sociolinguistic Competence ◽  
English Language Teachers

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals PRIMARY ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT DURING COVID19 PANDEMIC: A PRELIMINARY RESEARCH

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Wiputra Cendana ◽  
Yonathan Winardi
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
English Teachers ◽  
English Language Teaching ◽  
External Support ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Home Based

There have been many ways offered as professional development (PD) for language teachers as well as conferences discussing its trends and alternatives. However, the world is facing CoVid19 pandemic that changes the context and media of English language teaching and learning in primary classrooms at present. Therefore, there is a need for novice teachers to be equipped by ways and opportunities in professional development that suit with the existing context and available media to apply PD. A preliminary cross-sectional survey was done in late July 2020 to get feedback on the ways primary English teachers of two private schools in West Jakarta did professional development. Possible solutions and opportunities are offered to assist them having a sustainable and meaningful professional development in the future during home-based learning (HBL) due to CoVid19 pandemic.The conclusion of the research is the primary English teachers have done various PD ways and need internal and external support from the school and local government mainly in the infrastructure, in order to provide the best possibility of the new learning experience with the students in the online classroom.    

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals Educational Equality

2019 ◽  
pp. 13-24
Author(s):  
Laura Matson
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Educational Equality ◽  
Affective Factors ◽  
Self Confidence ◽  
Systemic Level ◽  
The Impact

This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level. 

scholarly journals FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT AS A MEANS OF INTERNATIONAL VOLUNTEERING COOPERATION

2020 ◽  
Vol 12 ◽  
pp. 69-76
Author(s):  
A. N. Kazantseva
Keyword(s):  
Foreign Language ◽  
International Cooperation ◽  
English Language ◽  
Communicative Competence ◽  
Point Of View ◽  
Theoretical Point ◽  
Teaching English ◽  
International Volunteering ◽  
International Participation ◽  
High Level

The article is devoted to the description of opportunities for developing a foreign language communicative competence to establish international cooperation in the field of volunteering using the methods of teaching English for Specific Purposes (ESP). The relevance of the topic is determined by dissemination of ideas of volunteerism around the world. The programmes for the development of social policy in Russia state the need to establish international cooperation on volunteerism issues; there are plans for organizing some events with international participation. They require a high level of proficiency in English for communication in the field of volunteering. The purpose of the article is to substantiate the methodology of teaching English for establishing cooperation on volunteering from a theoretical point of view. The current policy of activating international volunteering is analysed, the possibilities of using the ESP concept as a method of short-term specialized teaching of English on a specific topic are discussed, and an approximate thematic planning of a language training course for participation in international volunteer projects is presented. The following methods are used to conduct the research: the analysis of Acts on volunteering at the international and Russian levels, an overview of the websites of Russian volunteer projects and foreign volunteer organizations, the analysis of scientific literature on the methods of teaching English, including ESP. The results of the study confirm the need to develop a foreign language communicative competence for establishing a professional and productive international cooperation on volunteering. An approximate thematic planning of English language classes within the framework of the ESP concept to establish such cooperation is proposed.

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