Factors that affect Japanese English teachers疝 self-esteem

2021 ◽  
Vol 1 (1) ◽  
pp. 165-176
Author(s):  
Shoko HAYASHI
Keyword(s):  
English Teachers ◽  
Self Esteem ◽  
Japanese English

scholarly journals Study of the Relationship between Self-Esteem and the English Learning Achievement of Students at SMU Advent Klabat Manado

2019 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Marlin Steffi Marpaung ◽  
Deicy Silvia Wenas
Keyword(s):  
Junior High School ◽  
Significant Relationship ◽  
English Teachers ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
English Learning ◽  
Learning Achievement ◽  
Significant Difference ◽  
Males And Females

The study sought to find out the significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado and to know whether it was high or low. Furthermore, this study was also to find out whether there is significant difference between males and females in their level of self-esteem. The subjects of this study were the second-year students of SMU Advent Klabat Manado. There were 50 students who were chosen randomly to become the sample. They were 26 female students and 24 male students. The data were obtained from a self-constructed questionnaire based on Coopersmith’s concept of self-esteem. To answer the main problem of this study, the Pearson r Product Moment Coefficient Correlation formula was used. The result indicated that there is significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado. Therefore, the null hypothesis which said there is no significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado, was rejected. Moreover, the results showed a significant difference between males and females in their level of self-esteem. It was recommended that English teachers at SMU Advent Klabat Manado should explore more possibilities of serving the students in learning English particularly by cultivating their self-esteem, for it will significantly contributed to their achievement in English. Moreover, English teachers of SMU Advent Klabat Manado should treat the male and female students differently. Since the female students have higher self-esteem than the male, so male, especially, should be encouraged to cultivate their self-esteem so they will gain higher achievement in English. On the other hand, students need to appreciate themselves, and their own ability as the gift of God, for the self-esteem they have contributed to or increase their ability to learn the English language. A study with a broader sample should be done for further study using a similar methodology and instrumentation. Furthermore, future research should replicate this study using other levels such as elementary, junior high school, and college.   Key words: Self-esteem, English learning, Achievement

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals Perspectives: Toward the Development of Intercultural Communicative Competence: Theoretical and Pedagogical Implications for Japanese English Teachers

2004 ◽  
Vol 26 (2) ◽  
pp. 245 ◽  
Author(s):  
Keiko Komiya Samimy ◽  
Chiho Kobayashi
Keyword(s):  
Second Language Acquisition ◽  
English Education ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Current Status ◽  
Ministry Of Education ◽  
Intercultural Communicative Competence ◽  
Curricular Innovation ◽  
Japanese English

Although CLT (Communicative Language Teaching) was introduced into Japanese English education in the mid-1980s under the initiative of the Monbukagakusho (the National Ministry of Education, Science, and Culture of Japan), the implementation of CLT has been challenging for Japanese English teachers. This article explores possible sources for the difficulties that CLT has caused in Japan. It examines factors such as Japanese sociocultural, political, and educational contexts that have significant influence on curricular innovation. This article further argues that the underlying assumptions of CLT that are based on the native-speaker competence model are not compatible with the contexts of Japanese English education because these assumptions include native-speaker competence as a primary goal of second language acquisition. Recognizing the current status of English as an international language, the authors propose an alternative model based on the notion of intercultural communicative competence (Alptekin, 2002) and discuss how the model of intercultural communicative competence can be applied to Japanese English education. １９８０年代半ばから、文部科学省の指導の下で日本の英語教育にコミュニカティブ・アプローチが導入されているが、コミニュカティブ・アプローチの実践は日本の英語教師にとって依然として困難な試みである。本論はコミュニカティブ・アプローチが日本にもたらしている問題の要因を探るために、カリキュラムの改変に影響を及ぼす日本の社会文化的、政治的、教育的状況を検討する。さらに、母国語話者のコミュニケーション能力を前提とするコミュニカティブ・アプローチは、ネイティブのコミュニケーション能力を第二外国語習得の主な目標とする点で日本の英語教育に適さないと論じる。最後に、現在英語が果たしている国際語としての役割を認識した上で、異文化コニュニケーション能力の概念に基づくモデルを新たに提案し、このモデルがどのように日本の英語教育に応用できるのかを検討する。

scholarly journals Pronunciation Goals of Japanese English Teachers in the EFL Classroom: Ambivalence Toward Native-like and Intelligible Pronunciation

2020 ◽  
Vol 44 (1) ◽  
pp. 3-9
Author(s):  
Yoko Uchida ◽  
Junko Sugimoto
Keyword(s):  
Preservice Teachers ◽  
English Learners ◽  
Native Speakers ◽  
English Teachers ◽  
Lingua Franca ◽  
Strong Belief ◽  
Efl Teachers ◽  
Training Courses ◽  
Accented English ◽  
Japanese English

While there is a general concurrence among researchers that mastery of “intelligible pronunciation” should be the goal of English learners, the notion does not seem to be widely shared among non-native EFL teachers, who often hold the strong belief that teachers should sound like native speakers. To investigate the underlying reasons for this, we conducted an essay survey with 16 Japanese preservice teachers after having them read articles relevant to intelligible English and English as a lingua franca. The preservice teachers displayed ambivalence between native English pronunciation and Japanese-accented English. Some also had misunderstandings concerning “intelligible pronunciation.” Limited communication experience in monolingual classrooms may have prevented them from imagining what type of pronunciation is necessary. We propose that intelligible non-native English samples be presented to preservice teachers in training courses to help them establish their concept of “ideal” pronunciation, which can serve as a model for their future students. 研究者の間では、英語学習者は「明瞭度の高い発音」の習得を到達目標とするべきであるという考え方が一般的である。しかし、その考え方は非母語話者の英語教員の間では広く共有されておらず、教員は母語話者のような発音でなければならないと強く信じていることが多い。その背景にある理由について調査するために、16名の英語教員志望者に対して「明瞭度の高い英語」と「国際共通語としての英語」に関する論文記事を読んでもらった後に、エッセイによる調査を行なった。教員志望者達は、英語母語話者の発音と日本語の痕跡が残った発音に対して葛藤する気持ちを示した。また、「明瞭度の高い発音」という概念について誤解している者もいた。教員と生徒が同じ母語を共有する教室内で英語による意思疎通を行なうという限定的な経験しかないため、どのような種類の発音が必要であるのか想像できなかったのかもしれない。教員志望者自身が、将来生徒達のモデルとなれるよう、自身にとっての「理想の」発音を身につけることが必要である。そのために、非母語話者の発音であっても明瞭度の高い英語の実例を聞く機会を増やすなど、教員養成の過程における工夫を提案したい。

scholarly journals USING TEAM PAIR SOLO TO IMPROVE STUDENTS’ READING COMPREHENSION TOWARD THE ELEVENTH GRADE OF IIS-4 SMAN 4

2019 ◽  
Vol 1 (1) ◽  
pp. 34
Author(s):  
Lely Setyawati
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Research Design ◽  
Reading Skill ◽  
English Teachers ◽  
Self Esteem ◽  
Previous Method ◽  
Comprehension Test ◽  
English Class ◽  
Field Notes

This research aimed to apply Team Pair Solo technique to improve students’ reading problemof XI IIS-4 of SMAN 4 Kediri. This research design was a Classroom Action Research. The researcher used several instruments; such as observation checklist, field notes, and reading comprehension test. The finding showed that by using Team Pair Solo technique can improve students’ comprehension in than when they were taught by using previous method. The improvement of students’ reading comprehension was due to the use of Team Pair Solo as the technique in teaching reading.It showed that by using Team Pair Solo, students’ motivation and accommodate students to be well prepared to the reading passage by discussing in team, pair with other student, and finally they have great self-esteem to stand by their self in reading class. It was suggested to all English teachers to apply this technique as one of the methods to increase students’ motivation in English class and also could be used to increase students’ reading skill.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

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