scholarly journals BEHAVIORISM, INNATISM, AND INTERACTIONISM IN ENGLISH TEACHING AND LEARNING

2019 ◽  
Vol 6 (1) ◽  
pp. 42-50
Author(s):  
Dwi Ratnasari
Keyword(s):  
Teaching And Learning ◽  
English Proficiency ◽  
First Grade ◽  
School Curriculum ◽  
English Teaching ◽  
Junior Secondary Schools ◽  
Proficiency Level ◽  
Junior Secondary ◽  
English Proficiency Index ◽  
Teaching Learning

Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning

scholarly journals The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana

2012 ◽  
Vol 1 ◽  
pp. 213-226
Author(s):  
Deborah Adeninhun Adeninhun
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Teacher Practices ◽  
English Literature ◽  
Human Right ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Teachers And Students ◽  
Teaching Learning

Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.

The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School

2021 ◽  
Vol 17 (1) ◽  
pp. 91
Author(s):  
Laili Etika Rahmawati ◽  
Putri Octaviani ◽  
Hari Kusmanto ◽  
Yakub Nasucha ◽  
Miftakhul Huda
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
First Grade ◽  
School Curriculum ◽  
Senior High School ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
National Education ◽  
Bahasa Indonesia

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.   Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.

The Role of Input and Scholastic Aptitude in Second Language Development

2011 ◽  
Vol 86 ◽  
pp. 47-60 ◽  
Author(s):  
Marjolijn Verspoor ◽  
Kees de Bot ◽  
Xiaoyan Xu
Keyword(s):  
High School Students ◽  
Language Development ◽  
English Proficiency ◽  
Strong Predictor ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Scholastic Aptitude ◽  
Proficiency Level ◽  
Out Of School

This semi-longitudinal/cross-sectional study explores the role of two possible variables in the L2 development of Dutch high school students: scholastic aptitude (operationalized as CITO score) and the amount of input, both in school (two hours a week versus 15 hours a week) and out of school. First grade participants were followed for two years and third grade students for one year. At the beginning of the study, all students filled in an extensive questionnaire on motivation, attitude, and out-of-school contact and took a proficiency tests consisting of a receptive vocabulary and a productive writing task. At each subsequent measure point, the language proficiency test was repeated. The results show that out-of-school contact with English made a significant contribution to their English proficiency, even with the presence of predictors of CITO score, grade (1 or 3) , instructional group (2 versus 15 hours) and interaction between grade and group. The analysis also revealed a significant effect of aptitude (operationalized as CITO score) on the learners' general English proficiency, revealing that students in both conditions with a higher CITO score have a higher English proficiency level as well. We conclude that in-school input helps: the learners who receive 15 hours a week of English input score significantly higher on the writing scores than the two other groups during and at the end of the third year, even when we take other factors such as initial proficiency level, scholastic aptitude and out-of-school contact into consideration. The data also shows that the CITO score is a strong predictor of language development, even within the narrow bandwidth of about 540-550. However, we need to be careful in interpreting what this means. Perhaps general aptitude only affects the rate of acquisition rather than the ability to become very proficient.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals Análisis De La Competencia Comunicativa Y Su Vínculo Con La Formación Para Los Negocios Desde La Enseñanza-Aprendizaje Del Inglés Con Fines Específicos

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Maritza Sandra Pibaque Ponce ◽  
Ned Quevedo Arnaiz ◽  
Silvia Colunga Santos
Keyword(s):  
Cultural Competence ◽  
International Business ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Oral Communication ◽  
Development Education ◽  
English Teaching ◽  
Professional Business ◽  
Teaching Learning

La educación para el desarrollo hace posible que toda persona adquiera los valores, capacidades, habilidades y conocimiento necesarios para contribuir a la construcción de una sociedad, a partir del análisis efectuado se asume como problema: insuficiencias en la comunicación oral en idioma inglés, de los estudiantes de carreras universitarias relacionadas con los negocios internacionales, con el objetivo elaborar una estrategia didáctica para favorecer la formación y desarrollo de la competencia linguo -cultural, desde la enseñanza-aprendizaje del Inglés con fines específicos, Su objeto, el proceso de enseñanza aprendizaje   del Inglés con fines específicos en las carreras universitarias  relacionadas  con  los  negocios  internacionales,  y  el  campo,  la  formación  y desarrollo de la competencia linguo-cultural. Es labor primordial de los educadores brindar y fortalecer  las  herramientas  necesarias  para  que  el  estudiante  sea  capaz  de  desarrollar  una adecuada comunicación en las diversas situaciones y escenarios de la vida, esencialmente en su labor como profesional en negocios, para poder establecer una adecuada comunicación. Palabras claves: enseñanza de lenguas, competencia comunicativa, desempeño comunicativo, comunicación, profesional en negocios, formación, negocios internacionales, inglés con fines específicos. Analysis of communicative competence and its link with the business training from the teaching and learning of English for Specific Purposes   Abstract  The  development  education  enables  a  person  to  acquire  the  values  ,  skills,  abilities  and knowledge to contribute to building a society from the preceding analysis it is assumed as a problem: inadequacies in  oral  communication in  English, the university students of  careers related to international business, with the aim to develop a teaching strategy to promote the formation  and  development  of  the  lingual  -cultural  competence,  from  the  english  teaching learning for specific purposes , Its object, the english   teaching learning for specific purposes in university careers related to international business and country, the formation and development of the lingual - cultural competence. Primary task is to provide educators and strengthen necessary for the student to be able to develop adequate communication in various situations and stages of life, essentially in its work as a professional business, to establish proper communication tools.  Keywords: language teaching, communicative competence, communicative, performance, communication, business professional, formation, English with specific purposes.

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