scholarly journals Beliefs about Learning and Teaching Communicative English in Japan

2001 ◽  
Vol 23 (1) ◽  
pp. 69 ◽  
Keyword(s):  
Teacher Beliefs ◽  
Classroom Practice ◽  
The Other ◽  
Student Beliefs ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Item Questionnaire ◽  
Instructional Styles ◽  
Goals And Objectives ◽  
Beliefs About Learning

This study examines Japanese lUliversity EFL student and teacher beliefs about learning and teaching commlUlicative English in Japan. Over 300 students and 82 college teachers were given a 36-item questionnaire to assess their beliefs about (a) important instructional areas, (b) goals and objectives, (c) instructional styles and methods, (d) teaching materials, and (e) cultural matters. The results indicate that many students preferred traditional styles of ELT pedagogy including a teacher-centered approach (listening to lectures), learning isolated skills (pronunciation), and focusing on accuracy Oapanese translation). On the other hand, the teachers' preferences appeared to have shifted towards more recent pedagogy such as a learner-centered approach, integrated skills, and a focus on fluency. These results suggest that constant assessment of student beliefs is essential to link ELT theories and classroom practice.

scholarly journals Three perspectives on the role of teacher beliefs in the language classroom

2021 ◽  
Author(s):  
Line Krogager Andersen
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Future Research ◽  
Teaching Activity ◽  
Learning And Teaching ◽  
Beliefs About Language Learning ◽  
The Relationship

This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows that the combination of the different perspectives on teacher beliefs allows for a meaningful interpretation of the relationship between teacher beliefs and teaching practice, that the two teachers’ beliefs about language learning and teaching play an important role in their transformation of teaching plans to teaching practice and that their different practices lead to different language learning affordances in the two classrooms. The article concludes by suggesting that the interplay between teaching activities, students’ engagement and teacher beliefs may be a fruitful place of inquiry for future research.

scholarly journals Teachers’ Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

2017 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Sibel Ersel Kaymakamoglu
Keyword(s):  
Classroom Practice ◽  
Structured Interviews ◽  
Traditional Practice ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Data Collection Instrument ◽  
Turkish State ◽  
Teacher Centered

This study explored the EFL teachers’ beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively selected participants to gain in-depth understanding about the teachers’ beliefs, their perceived practice and actual classroom practice. The teachers were interviewed to elicit their subjective views about their beliefs and perceived practice regarding the themes, teacher-centered and learner-centered teaching in the context of their instructional practice. The observations were carried some time after the interviews had been completed. The teachers were observed for the purpose of exploring to what extent their beliefs were reflected in their classroom practice. COLT (Communicative Orientation of Language Teaching) Observation Scheme was utilized as the data collection instrument. 10 EFL teachers were purposively selected by criterion sampling as the participants of the investigation. An equal number of experienced male and female teachers who were similar in terms of length of experience were selected for the in-depth interviews and observations on voluntary basis. Findings of the study revealed that regarding teacher-centered and learner-centered teaching, teachers showed some variations in their stated beliefs. The interview data indicated that although the teachers expressed their beliefs in Constructivist learning and teaching, and both Constructivist and Traditional, their perceived practice was Traditional (except one teacher for whom it was both). However, the findings based on the observational data showed that Traditional practice was more frequent than communicative potentially Constructivist practice.

Armed Violence in the Ideology of Contemporary Islamic Fundamentalism - Study models

2019 ◽  
Vol 2 (4) ◽  
pp. 237
Author(s):  
Laith Mzahim Khudair Kazem
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Islamic Fundamentalism ◽  
Islamic Movements ◽  
Important Means ◽  
Armed Violence ◽  
Goals And Objectives ◽  
At Home

The armed violence of many radical Islamic movements is one of the most important means to achieve the goals and objectives of these movements. These movements have legitimized and legitimized these violent practices and constructed justification ideologies in order to justify their use for them both at home against governments or against the other Religiously, intellectually and even culturally, or abroad against countries that call them the term "unbelievers", especially the United States of America.

Attributions of Success and Failure

1974 ◽  
Vol 35 (1) ◽  
pp. 275-278 ◽  
Author(s):  
Philip B. Ender ◽  
Arthur C. Bohart
Keyword(s):  
Task Difficulty ◽  
The Other ◽  
Item Questionnaire

A 20-item questionnaire was administered to 388 Ss. The questionnaire consisted of items involving success or failure. Half the items were about one's self (actor) and half about someone else (observer). For each situation there were four possible causes: (1) task difficulty, (2) luck, (3) ability, and (4) effort. The results showed that effort was rated significantly higher than the other causes, while luck was rated significantly lower. Also, there was a significant actor-observer difference with observers being more internal than actors.

Concept of vayu in ayurved and yogshastra – a comparative study

2019 ◽  
Vol 7 (07) ◽  
Author(s):  
Dr sunila h deo
Keyword(s):  
Comparative Study ◽  
Growth And Development ◽  
Human Life ◽  
Holistic Approach ◽  
The Other ◽  
Eligibility Criteria ◽  
Current Effort ◽  
Important Place ◽  
Body Of Knowledge ◽  
Goals And Objectives

Introduction and Background: Yogashastra and Ayurveda are two ancient Indian sciences that have evolved separately over millennia. Many masters have contributed to the growth and development of these sciences and they have produced seminal literature and body of knowledge in both these streams. The goals and objectives of these two sciences differ from each other and accordingly their approaches too differ from each other.  Both in Yogashastra and Ayurveda, the concept of Vayu has very important place. Current effort is undertaken from the viewpoint to unravel the complementary and contradictory aspects and explore the possibility of combining the concepts so as to evolve the holistic approach. Aim: To compare the concept of Vayu as described in Yogashastra and in Ayurveda. Discussion and Results: Yogashstra the concept of Vayus is aimed solely at attaining mastery over the bodily Vayus by following Yogic disciplines to attain Moksha or final emancipation of the soul from the unending cycle of birth and death. This puts the Yogic discussion of Vayus in the realm of highest spiritual practices with the ultimate conceivable goal of human life that can be taught only by the accomplished masters and eligible seekers who fulfil the strictest eligibility criteria stipulated by Yogic discipline. On the other hand in Ayurveda the concept of Vayus is from the perspective of knowing physiology and causes of various diseases and their treatment by means of various therapies and medicines. All these things are essentially corporeal in nature and do have worldly goals to achieve.

Policy and Practice: An Overview

1990 ◽  
Vol 12 (3) ◽  
pp. 233-239 ◽  
Author(s):  
David K. Cohen ◽  
Deborah Loewenberg Ball
Keyword(s):  
Case Studies ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Early Report ◽  
State Policies ◽  
The Other ◽  
Special Issue ◽  
Policy And Practice ◽  
School Practices ◽  
The One

Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an unprecedented increase in state policies designed to change instructional practice. One of the boldest and most comprehensive of these has been undertaken in California, where state policymakers have launched an ambitious effort to improve teaching and learning in schools. We offer an early report on California's reforms, focusing on mathematics. State officials have been promoting substantial changes in instruction designed to deepen students' mathematical understanding, to enhance their appreciation of mathematics and to improve their capacity to reason mathematically. If successful, these reforms would be a sharp departure from existing classroom practice, which attends chiefly to computational skills. The research reported here focuses on teachers' early responses to the state's efforts to change mathematics instruction. The case studies of five teachers highlight a key dilemma in such ambitious reforms. On the one hand, teachers are seen as the root of the problem: their instruction is mechanical, often boring, and superficial. On the other hand, teachers are cast as the key agents of improvement because students will not learn the new mathematics that policymakers intend unless teachers learn that math and teach it. But how can teachers teach a mathematics that they never learned, in ways they never experienced? That is the question explored in this special issue.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

scholarly journals Content and stylistic peculiarities of non-canonical Orthodox Internet Sermon in modern Russia

2019 ◽  
Vol 17 (3) ◽  
pp. 83-96
Author(s):  
Konstantin S. Sharov
Keyword(s):  
Social Groups ◽  
Digital Age ◽  
The Other ◽  
The Internet ◽  
Internet Users ◽  
The Social ◽  
The One ◽  
The Individual ◽  
Goals And Objectives ◽  
Technical Professions

The paper is concerned with a study of the changing content and style of non-canonical Christian religious preaching in the digital age. Special attention is paid to the analysis of modern rhetoric Christian preachers practice in their Internet channels, forums and blogs. It is shown that the content of the Internet sermon is largely determined by the Internet users themselves and the topics of their appeals. The fundamental characteristics of the content of the Internet sermon are: 1) focus on the individual, their private goals and objectives, not just on theological problems; 2) rethinking the phenomenon of the neighbour; 3) a shift from the Hesychast tradition of preaching the importance of inner spiritual concentration to the preaching of religious interactivity. The observed stylistic features of the digital preaching can be summarised as follows: 1) moving away from simple answers to the rhetoric of new questions addressed to the audience; 2) empathy, co-participation with a person in his/her life conflicts and experiences; 3) desire to share religious information, not to impose it; 4) resorting to various rhetorical techniques to reach different audiences; 5) a tendency to use slang, sometimes even irrespective of the audience’s language preferences and expectations. It should be pointed out that the Orthodox Internet sermon in the Russian Internet space has a dual and contradictory nature. On the one hand, this phenomenon can be regarded as positive for the Orthodox preaching in general, since it is a means of spreading Christian ideas in the social groups that do not constitute a core of parishioners of Orthodox churches, for example, schoolchildren, students, representatives of technical professions, etc. On the other hand, the effectiveness of such preaching is still unclear. Lack of reliable statistics as well as the results of the survey related to the Orthodox Internet preaching gives us no opportunity to judge about effectiveness or ineffectiveness of the phenomenon at this stage of its development.

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