scholarly journals Teaching English to the Elementary School Students in Kutoarjo District

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Kuwat Kuwat ◽  
Imam Ghozali
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Teaching English ◽  
School Students ◽  
Teaching Process ◽  
Language Exposure ◽  
Teaching Learning

The process of teaching English as a foreign language involves the use of target language as a means of providing language exposure to the students. The apropriate amount and quality of the use of target language affect the quality of the instruction. The present paper reports an effort of describing degree of the use of English by teachers in teaching process, techniques teachers use and problems the teachers usually face of their teaching activity. This research belongs to a case study involving four English teachers in Kutoarjo District. Two teachers were selected from advanced schools with complete facilities, while the other two from rural schools with mediocre facilities. The result shows that degree of the use of English by teachers varies. T1 uses 25% English in teaching, T2 20%, T3 35% and T4 40% in their instruction. Further, it is also revealed that teachers use various techniques in their teaching process. They also face some problems. For example T1’s students have poor vocabulary mastery which can affect the teaching learning process. T2 often feels difficult to master the classroom atmosphere. Some T2’s students have unstable motivation to learn English. The pronunciation of T4 find students’ poor pronunciation becomes a problem.

Teaching English as a foreign language to primary school students in East Asia

English Today ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 16-21
Author(s):  
Zhenhui Rao ◽  
Ping Yu
Keyword(s):  
Foreign Language ◽  
Policy Development ◽  
English Education ◽  
Conclusive Evidence ◽  
Asian Countries ◽  
Teaching English ◽  
Education Policies ◽  
School Students ◽  
Compulsory Subject

With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). It is widely believed that those who start learning English at an earlier age can utilize their ‘critical period’ to learn English more efficiently (Nunan, 2003; Y. Hu, 2007). However, the expansion of teaching English to young learners has not been unanimously supported and there is no conclusive evidence for the benefits of early exposure to a new language (Copland, Garton & Burns, 2014). Some researchers point out ‘the advantages of postponing formal teaching in specific contexts’ (Hyltenstam & Abrahamsson, 2001: 163).

scholarly journals Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

2019 ◽  
Author(s):  
Ismail Erton
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Structural Characteristics ◽  
Target Language ◽  
Teaching English ◽  
Wide Range ◽  
Modal Auxiliaries ◽  
Teaching Learning

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.

Use of linguistic and cultural materials to increase the level of motivation to learn a foreign language

2020 ◽  
pp. 57-62
Author(s):  
Svetlana V. Popova ◽  
Mikhail V. Smolyaninov
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Culture Studies ◽  
Collective Work ◽  
Motivation For Learning ◽  
Level Of Motivation ◽  
Language Text

We considered the issue of the role of linguistic and cultural materials in the formation and development of a stable positive motivation for learning a foreign language. We disclosed the concept of “Linguistic and Culture Studies”, the connection between it and the formation of linguistic- and sociocultural competencies. We gave the main conditions to be met by a foreign-language text used as the main linguistic and culture material (authenticity, relevance, typicity). We also listed forms of working with trainees in which you can use linguistic and cultural materials. We highlighted the following organizational forms: individual, group, collective work. The focus is on considering not only lexical proficiency in the target language, but also the use of a foreign language as a means of intercultural communication. We disclosed the conditions of formation of socio- and linguistic-cultural competencies. The conclusion shows the overall outcome of the work and shows the advantages of classes, which include the linguistic and cultural aspect and, due to this, have great methodological potential, allowing you to build new models of classes that improve the quality of mastery of a foreign language. Such training contributes to the consolidation of subject-subject relations between the student and the teacher, establishing between them a real cooperation of equal partners in the pedagogical process.

scholarly journals Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process

2017 ◽  
Vol 5 (1) ◽  
pp. 1 ◽  
Author(s):  
Salwa Al Darwish
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Teaching Process ◽  
Fall Semester ◽  
Factors Affecting ◽  
Individual Interviews ◽  
Public Elementary Schools

The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as thekey factors which influenced their attitude for selecting this profession. Itwas carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female Englishlanguage teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English asa foreign language in different stages in Kuwaiti public elementary schools. The data was collected through aquestionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on theirpassion to learn more about this language and its culture. Moreover, some teachers associate English languageteaching with the language of the British Colonialization. Others see English simply as a means of doing businessand making money.

Short-Term Effect of Teaching English as a Foreign Language without a Textbook

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Salome Gureshidze
Keyword(s):  
Foreign Language ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Short Term ◽  
Learning And Teaching ◽  
Current Article ◽  
Teaching Learning ◽  
Experimental Group

Communicative language teaching, demanding a certain degree of freedom, has to a certain degree underminedthe role of the textbook in it. However, insufficient research exists of the issue. The current article aims atunderstanding what effect English as a Foreign Language (EFL) classrooms without a textbook may have onlearners’ achievements in mastering the target language. Textbook reliance is taken for granted in the field ofTEFL (Teaching English as a Foreign Language). However, many researchers and practitioners realize that suchpractice has its pitfalls and drawbacks which sometimes outweigh the positive features that course booksrepresent for learning and teaching any foreign language. The article summarizes literature review concerning theissue, presents an experiment conducted with 30 undergraduate freshman students of General English during onemonth for verifying the effectiveness of no-textbook EFL teaching/learning and corresponding conclusions andrecommendation for EFL educators and researchers. The students in the control and experimental group tookpre- and post-tests, while the students in the experimental group were asked to fill in a questionnaire on theirsatisfaction with no-textbook teaching. The research proved the effectiveness of no-textbook EFL lessons fordeveloping learners’ language skills and competences.

The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study).

2021 ◽  
Vol 8 (4) ◽  
pp. 662-684
Author(s):  
Mosaddaq Barahmeh ◽  
Tahani Bsharat
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Learning Method ◽  
Teaching English ◽  
Educational Drama ◽  
New Methods ◽  
Teaching Learning

This paper sheds light on the importance of applying the Principles of   Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language.  It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.

scholarly journals Re-conceptualizing Communicative Language Teaching through Socio-Cultural Perspective

2017 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Lina Farsia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Learning Activities ◽  
Target Language ◽  
Learning Activity ◽  
Cultural Perspective ◽  
Teaching English ◽  
Cultural Concepts ◽  
Teaching Learning

Communicative Language Teaching (CLT) has been know as one of the most successful approaches in teaching English to speaker of other languages. With this approach students are required to engage in communication trough interaction using the target language as much as possible. In the countries where English is taught as a foreign language or as a second language, this approach has become an ideal example on how activities are reconstructed in teaching learning activity to improve students’ ability in communicating in English both in spoken and written ways. Despites all of the advantages of CLT, there are still some the flaws found in he implementation of CLT in teaching learning activities. Therefore, in this paper, the writer will not only provide some critiques that are normally found in CLT but also suggesting some alternatives based on the socio cultural concepts to mitigate the shortcoming. The provided alternatives are aimed to re -conceptualize the CLT in based on the socio cultural perspective.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

Sign in / Sign up

Export Citation Format

Share Document