scholarly journals A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

2013 ◽  
Vol 10 (2) ◽  
pp. 97-124
Author(s):  
Janez Skela
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
Retrospective View ◽  
Historical Periods ◽  
Translation Methodology

Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL) materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula) and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

scholarly journals English teaching in the elementary school: Some critical issues

2016 ◽  
Vol 18 (1) ◽  
pp. 7
Author(s):  
Amparo Clavijo
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
National Plan ◽  
Public And Private ◽  
Critical Issues

Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.

scholarly journals Foreign Language Teaching in Over-Crowded Classes

2018 ◽  
Vol 12 (1) ◽  
pp. 169 ◽  
Author(s):  
Halil Küçükler ◽  
Abdullah Kodal
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
International Language ◽  
Classroom Order

The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.

scholarly journals PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 110
Author(s):  
Santi Andriyani
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
First Language ◽  
English Language Learning ◽  
Selection Of

<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.</p><p>هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبية</p><p>Ada banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.</p>

scholarly journals The Communicative Orientation of English Language Teaching Classrooms in Moroccan Secondary Schools

2019 ◽  
Vol 12 (11) ◽  
pp. 97
Author(s):  
Abderrahim El Karfa
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Communicative Approach

The present paper addresses the issue of theory and practice in the implementation of the communicative approach in the context of English as a foreign language teaching in Morocco. It set to evaluate the communicative orientation of English language teaching classrooms in Moroccan secondary schools. This evaluation incorporates the investigation of the constraints imposed on teaching English for communicative purposes in this context. The results reveal the dominance of non-communicatively oriented practices and classrooms over their communicatively oriented counterparts. However, the dominance of communicative features in forty-one of the classes observed (34.16%) is relatively high given the current state of communicative language teaching in Morocco and the constraints that were found to impede its implementation in this context. These constraints are related essentially to the foreign language context, the formal nature of the classroom environment, the traditional nature of students&rsquo; personality traits and their conceptions of classroom participation and role-relationships, the nature of assessment procedures, lack of adequate and varied teaching materials and equipment, and the large size of classes. These findings suggest that English language teaching in Moroccan secondary schools has undergone important changes from the dominance of traditional and teacher-centred classrooms towards more communicative language teaching. They would also imply that the implementation of the communicative approach in foreign language contexts is not impossible, but rather feasible. To this end, this article presents some suggestions to enhance communicatively oriented attitudes and practices in English as a foreign language teaching classrooms in Morocco.

scholarly journals Language: a ‘mirror’ of the culture and its application English language teaching

2021 ◽  
Vol 5 (1) ◽  
pp. 93-103
Author(s):  
Hartono Hartono ◽  
Suparto Suparto ◽  
Ahdi Hassan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
English Language Teaching ◽  
Cross Culture ◽  
Cross Cultural Communication

This article is intended to highlight the linguistic principle proposed by anthropological linguists, “Language is a mirror of the culture.” The purpose of study attempts to explore foreign language teaching and learning from the perspective of language shapes thought and to improve language learning through a cross a cross-cultural communication. The first part of this article, the linguistic principle, is reflected in the Sapir–Whorf hypothesis or the Whorfian hypothesis briefly highlighted. Second part focuses on the practical use of the Whorfian hypothesis for teaching English as a foreign language (TEFL), especially cross culture understanding (CCU) and the English teaching for specific purposes (ESP).

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

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