scholarly journals Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools

2005 ◽  
Vol 2 (1-2) ◽  
pp. 167-184
Author(s):  
Mihaela Brumen ◽  
Branka Čagran ◽  
Shelagh Rixon
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Primary Level ◽  
Learning And Teaching ◽  
Young Learners ◽  
Teachers Experiences ◽  
Teachers Attitudes ◽  
The Right

Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are familiar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers’ experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers’ assessment in practice, and teachers’ attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

scholarly journals ICT AS A TOOL FOR REDUCING ANXIETY IN PRE-SERVICE FOREIGN LANGUAGE TEACHERS’ PRACTICUM

2020 ◽  
Vol 78 (4) ◽  
pp. 193-202
Author(s):  
Ольга Троценко ◽  
Ольга Білик ◽  
Наталія Пилячик
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Information Technologies ◽  
Language Teachers ◽  
General Level ◽  
Foreign Language Teachers ◽  
Graduation Requirement ◽  
Teaching Practicum ◽  
Learning And Teaching ◽  
National University

Pre-service teachers who have grown up with ICT all around them are considered to be digitally literate. In this case, they are supposed to be proficient in their use of ICT for learning and teaching. This article explores ICT as the factor that influences pre-service teachers’ anxiety. Additionally, it aims at determining the role of ICT in reducing the level of pre-service foreign language teachers’ anxiety during their teaching activities. Anxiety is considered to have a powerful impact on people’s everyday life and on learning and teaching process in particular.The research tools were close-ended questionnaires filled by the respondents.The first one was used to measure pre-service teachers’ anxiety scale in different everyday life situations. The second questionnaire was based on the authors’ socio-psychological experiment, aiming at revealing the influence of ICT on pre-service teachers’ anxiety during their teaching practicum. The study was carried out with 120 pre-service EFL teachers studying at Vasyl Stefanyk Precarpathian National University and Pavlo Tychyna Uman State Pedagogical University who completed their teaching practicum as part of their graduation requirement at the Departments of Foreign Languages.The data obtained from the questionnaires were grouped into two main categories: the general level of students’ anxiety and the anxiety connected with using ICT in teaching English. The latter was categorized into “Very positive”, “Positive” and “Negative” groups based on pre-service teachers’ experience gained during their teaching practicum. ICT use was found to be positively and significantly related to reducing teachers’ level of anxiety. The results of the research proved that the students who did the ICT-related course as a part of their curriculum felt more confident while conducting classes and their level of anxiety was reduced while using modern information technologies.

Van Uitspraakonderzoek Naar Uitspraakonderwijs

2008 ◽  
Vol 80 ◽  
pp. 29-39 ◽  
Author(s):  
Laurent Rasier
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Learning Goals ◽  
Primary Concern ◽  
Approaches To Teaching ◽  
Foreign Language Teachers ◽  
Relevant Research ◽  
Learning And Teaching ◽  
Linguistic Research

The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.

scholarly journals An Investigation on EFL Teachers’ Attitude toward Teaching Profession

2016 ◽  
Vol 6 (3) ◽  
pp. 21 ◽  
Author(s):  
Reyhan Agcam ◽  
Muzaffer Pinar Babanoglu
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Performance ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Education In Turkey

<p>Teaching is described as a demanding job that requires in-depth knowledge of subject content, age-specific pedagogy, and many varied skills such as patience, leadership, and creativity. Teaching a foreign language constitutes another challenge for the teachers who are already attached the primary liability in raising generations for contributing to the development of their country. Considering that foreign language teachers’ attitudes toward their job largely influence their professional performance, this study aims to scrutinize whether attitude of EFL teachers toward teaching profession significantly differ across level of educational institutions where they are working. Accordingly, an attitude scale was administered to EFL teachers working at state primary schools, secondary schools, and institutions of higher education in Turkey. The results indicated that the majority of the participants have positive attitudes toward their job despite problems they encounter while performing it. The study reported and discussed research findings in comprehensively, and offered a few pedagogical implications, and suggestions for further directions.</p>

scholarly journals Development of future foreign language teachers’ information literacy and digital skills in Ukrainian context

2020 ◽  
Vol 166 ◽  
pp. 10009
Author(s):  
Tetiana Konovalenko ◽  
Yuliia Nadolska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
The Sustainable Development ◽  
Learning And Teaching ◽  
Digital Skills ◽  
Information And Communication

The aims of this paper are to share the results of the action research of the future foreign language teachers’ information literacy and digital skills development and to demonstrate the opportunities for their development while pre-service teacher training process in the course of Methodology of foreign language teaching and practical course of foreign language. The article discusses the skills of information and communication technologies use in learning and teaching as an important component of future teachers’ training and a contribution to the sustainable development of the country. The projects which influenced the action research elaborating are described. A short overview of relevant experience within the studied issue is presented. The procedure of action research is described, the examples from author-tailored course are given.

scholarly journals Forschungsbericht zum Profil eines „guten“ Fremdsprachenlehrers an der Hochschule

2019 ◽  
Vol 46 (1) ◽  
pp. 89-108
Author(s):  
Krystyna Mihułka ◽  
Joanna Chojnacka-Gärtner
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Primary Schools ◽  
Colleges And Universities ◽  
Teaching Profession ◽  
Language Teachers ◽  
Professional Life ◽  
Institutions Of Higher Education ◽  
Foreign Language Teachers ◽  
Teacher Personality

The aim of this article is to present the profile of a ‘good’ foreign language teacher,which has been created on the basis of the comments made by about 230 students of modern languages at Polish institutions of higher education (colleges and universities) in two voivodeships of Poland, namely Podkarpackie Voivodeship and Wielkopolska Voivodeship. In this image, teacher personality traits, the majority of which are regarded as values not only in professional life (e.g. in the teaching profession), but also in personal life, have ranked the highest. Personality traits have overshadowed the other two groups of qualities, which foreign language teachers are also equipped with, i.e. didactic and glottodidactic ones. This study is part of a larger research project covering all types of schools in Poland (from primary schools, through middle and secondary schools, to colleges and universities)

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