scholarly journals UMA ANÁLISE DA PERCEPÇÃO DOS PARTICIPANTES SOBRE DISCUSSÕES DE GÊNERO EM UMA SALA DE AULA DE LÍNGUA INGLESA

2017 ◽  
Author(s):  
Fernanda Caiado Ferreira ◽  
Carla Janaína Figueredo
Keyword(s):  
Identity Construction ◽  
English Language ◽  
Applied Linguistics ◽  
Gender Issues ◽  
Learning Context ◽  
Pedagogical Action ◽  
Language Classroom ◽  
Oral Practice ◽  
And Gender ◽  
Teaching Learning

Neste texto, analiso um recorte de uma discussão ocorrida na sala de aula da disciplina de Prática Oral 1 de Inglês do Curso de Letras, Licenciatura em Inglês, da Faculdade de Letras da Universidade Federal de Goiás (UFG). Essa discussão fez parte de uma ação pedagógica, realizada em quatro aulas, que teve como objetivo a problematização de questões de gênero social no contexto de ensino-aprendizagem de língua inglesa. A análise de dados foi feita com base no diálogo entre as teorizações bakhtinianas e as de gênero social, amparadas pela perspectiva da Linguística Aplicada Crítica. O estudo aponta para a relevância do papel do outro na construção identitária de cada sujeito, e, evidencia como a alteridade constitutiva se faz presente nas práticas de ensino da língua inglesa. Portanto, da diversidade estabelecida nas discussões, percebo a importância do diálogo, assim como da instabilidade característica do pensar crítico, na formação ética do sujeito. Abstract:In this paper, I analyze a fragment of a discussion occurred during an English Oral Practice 1 lesson, in the Letras Course of Universidade Federal de Goiás (UFG).  This discussion was part of a pedagogical action, implemented in four classes, which aimed at problematizing gender issues in an English teaching-learning context. The problematization and reflections were based on the dialog between Bakhtin’s theoretical framework and gender theory, supported by the perspective of Critical Applied Linguistics. The study indicates the relevance of the other in the identity construction. Furthermore, it indicates the presence of the otherness constitution in an English language classroom. Therefore, from the diversity established in the discussions, I perceive the importance of the dialog, as well as the instability, which is a characteristic of thinking critically in one’s ethical formation.

scholarly journals Expectation of Tertiary Students of Bangladesh from ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 56-64
Author(s):  
Saifa Haque
Keyword(s):  
Second Language Acquisition ◽  
Learning Style ◽  
Significant Role ◽  
English Language ◽  
Classroom Behavior ◽  
Structured Interviews ◽  
Education Management ◽  
Language Classroom ◽  
And Performance ◽  
Teaching Learning

Expectation influences motivation and performance in Second Language Acquisition (SLA). Students’ expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students’ expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12080 Journal of NELTA, Vol 19 No. 1-2, December 2014: 56-64

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

Collaborative learning and the joint construction of knowledge and understanding

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anja Burkert
Keyword(s):  
Collaborative Learning ◽  
English Language ◽  
Peer Group ◽  
Target Language ◽  
Small Scale ◽  
Learning Context ◽  
Construction Of Knowledge ◽  
Joint Construction ◽  
Audio Recordings ◽  
Teaching Learning

AbstractThis article reports on a small-scale study conducted among first and second-year students of English at the University of Graz in the winter semester 2013–2014. The aim of the study was to determine the extent to which students in their peer-group interactions were using language efficiently as a means of thinking and learning together. To this end, audio-recordings were made of pairs and groups of students working collaboratively on various tasks in three different English language classes. The article begins by briefly reviewing previous work on the joint construction of knowledge and understanding via learner-to-learner talk. Although this work pertains to collaborative learning in learners’ L1, the participants in the study, most of whom were future teachers of English, communicated in the target language at B2 level and thus seemed to constitute a group of learners to whom the literature equally applied. The next part of the article describes the teaching/learning context and the pedagogical approach followed, which is guided by the principles of learner autonomy. This is followed by an analysis of three transcripts of audio-recordings, and the article concludes by considering the implications for future practice of the insights gained.

scholarly journals GENDER IDENTITY FORMATION OF INDONESIAN WOMAN EFL TEACHERS: BECAUSE WOMB-MAN DOES EXIST

2017 ◽  
Vol 2 (2) ◽  
pp. 35
Author(s):  
Chris Asanti
Keyword(s):  
Gender Identity ◽  
Identity Formation ◽  
Cultural Values ◽  
Identity Construction ◽  
Qualitative Methodology ◽  
English Language ◽  
Efl Teachers ◽  
Cultural Movements ◽  
Group Interviews ◽  
And Gender

This study aims at investigating the gender identity formation of some Indonesian women EFL teachers as they had experiences in advancing their study abroad. The study adopted a qualitative methodology within a feminist framework. The data were generated from some women who had been teaching English in Indonesia for at least two years prior to coming to another country to further their education. Through self-completion questionnaires and focus group interviews, the participants shared their lived-experiences and their adjustments as they were exposed to different cultural movements transnationally, between Indonesia and another country. How these women EFL teachers construct their gender identity during their transnational movement and how English actually influences these processes is the focus of the study. The findings reveal how the processes of gender identity construction were formed through governmental policy and socio-cultural values in the society. The findings also show how for these women EFL teachers their professional milieu was a site of contestation for women to promote their status in the society and gender equality. Finally the study highlights that English language is viewed as a benefit to elevate women’s social status as it facilitated their socialization in professional and educational contexts when they furthered their study in another country. Drawing on the findings, further research is suggested around the issue of gender identity construction of men EFL teachers in order to get more comprehensive picture.Keywords: gender identity, women EFL teachers, English language 

scholarly journals Role of Siraiki in Teaching/Learning English at Graduation Level: A Case Study from the Southern Punjab, Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 532-543
Author(s):  
Muhammad Ahsan ◽  
Zahoor Hussain ◽  
Noshaba Younus
Keyword(s):  
Social Sciences ◽  
Analysis Of Variance ◽  
Subject Matter ◽  
English Language ◽  
Descriptive Analysis ◽  
Language Classroom ◽  
Teaching Learning ◽  
Learning English

The focus of the present research was to find out the Role of Siraiki Language in Teaching/Learning English Language at graduation Level. By this study the researcher attempted to expose the intentions for which the students and instructors make use of Siraiki in their English language classroom inside and outside activities and in the same way, to show the actions and the situations in which they select for not using their L1. To explore a clear comprehension of the current subject matter, the research targeted on the 577 students and the 156 teachers. Data was collected through questionnaires. The data was examined through SPSS (statistical package for social sciences) 23 version. Data were inspected using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The findings of the present study showed that the students and the teachers indicated highly positive perceptions concerning the use of Siraiki language in EFL classroom.

scholarly journals The functions of code switching in an English language classroom

2017 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Eva Fachriyah
Keyword(s):  
English Language ◽  
Deep Understanding ◽  
Code Switching ◽  
Ethnography Of Communication ◽  
English Class ◽  
Language Classroom ◽  
Communication Method ◽  
English Classroom ◽  
Faculty Of Education ◽  
Teaching Learning

The aims of this research is to gain a deep understanding and to knowing  the use of code-switching that have done by students and lecturers in interaction when teaching learning in English class. Specifically or as sub-focus in this research was aimed to determine the functions for the use of code switching that is used by both  of the speaker and hearer that in this case the interaction between lecturer and students when learning takes place. This research was conducted at the campus of the State Islamic Institute "Sultan Maulana Hasanuddin Banten" at the Faculty of Education and Teaching in English department at the third semester. This study was a qualitative research by using ethnography of communication method. The techniques and procedures of data collection were used such as observation, recordings and transcripts, and interviews. Based on data analysis, the use of code switching in English classroom has got the result for functions of code switching in interaction when the learning take place. Key words: code switching, English learning, ethnography communication.

scholarly journals THEORY AND PRACTICE IN ENGLISH LANGUAGE TESTING

2021 ◽  
Vol 2 (2) ◽  
pp. 13-22
Author(s):  
Khalid Ahmed Hassan AHMED
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
Theory And Practice ◽  
The Other ◽  
Learning Context ◽  
Future Studies ◽  
Methodological Procedures ◽  
Teaching Learning

Success in language teaching and learning is a multidisciplinary process in which language testing is an important pillar of success beside the other surrounding factors which range from the teaching learning context to the learners and teachers’ personal and educational factors. The aim of the present study is to identify to what extent there is a harmony between the teaching learning context on one hand and the theories and techniques of language testing on the other, and whether there is a matching between these theories of language testing and the practicality of these theories. We believe that there is a great mismatch between theories and practice of language testing as a result of the practices and the necessary expertise and knowledge needed in testing. This situation affects, to a great extent, the experience of language teaching learning process. This paper is a qualitative historical survey on language teaching learning context and theories of testing and language testing in particular. To process the study some related studies and literature will be explored, and some instances of language testing will be used to support this theoretical framework and to confirm our hypothesis that there is a gap between what is taught and what is examined. The study will include its importance, the methodological procedures that will be followed to attain the findings, recommendations and suggestions for future studies to let discussion in this area furthered in the future.

scholarly journals Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom

Verbum ◽  
2010 ◽  
Vol 1 ◽  
pp. 95-105
Author(s):  
Roma Kriaučiūnienė ◽  
Auksė Šiugždinienė
Keyword(s):  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
Research Problem ◽  
English Language Teaching ◽  
Language Studies ◽  
Language Classes ◽  
Language Classroom ◽  
Teaching Learning

The article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence.

scholarly journals Implementation of Gender Studies Results into Teacher Training in Germany: Challenges and Perspectives

2017 ◽  
Vol 7 (1) ◽  
pp. 95-101 ◽  
Author(s):  
Olena Gryvkova
Keyword(s):  
Gender Studies ◽  
Professional Training ◽  
Gender Issues ◽  
Teaching Methodology ◽  
Training Process ◽  
Pedagogical Action ◽  
Theoretical Approaches ◽  
And Gender ◽  
Teachers Training ◽  
Gender Specific

AbstractIntroduction of gender-specific approaches in education is a new step in the development of pedagogical anthropology. Pedagogy as a fundamental complex discipline, which is based on the latest achievements of knowledge about a human, cannot stand aside the transformational modifications of the societies and cannot help responding to their challenges. Recently, gender studies have become an integral part of pedagogy and gender issues have been available in different areas of teaching. Category of gender, theoretical approaches and empirical results of gender studies represent a challenge to professional training of teachers. In the defined context especially important are the ideas highlighted in the works of some leading contemporary German scholars who have made significant contributions to the establishment and development of gender pedagogy in Germany. The author performs a theoretical analysis of the present state of incorporation of results of gender studies into teachers’ training process at German universities; the levels of pedagogical action which these results challenge have been emphasized. Particular attention has been paid to the perspectives of implementation of results of gender studies into professionalism – focused teachers’ training on the example of German educational experience. Perspective directions for further studying can be various program models of application of gender studies in organizational and pedagogical foundations, content and teaching methodology.

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