scholarly journals Female Teachers’ Perceptions of Teaching Culture in EFL Classrooms at a Saudi University

2017 ◽  
Vol 10 (6) ◽  
pp. 28 ◽  
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Multicultural Competence ◽  
Teaching And Learning ◽  
Teaching Culture ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Culture Teaching ◽  
Language Classrooms ◽  
The University ◽  
Target Culture ◽  
Culture And Language

In the literature of second language teaching and learning, culture and language have always been assumed to be interdependent. Their interdependence comes from the fact that language is not a code free from culture, but an embodiment of it. However, there is still a need, from the part of teachers, to realize the importance of integrating culture with language study. Using a three- Points Likert scale questionnaire, the current study aims at investigating teachers’ perceptions of culture teaching in English as a foreign language classrooms at the University of Jeddah. Moreover, it aims at discovering the type of cultural competence teachers seek to promote; whether it is intercultural or multicultural. The results show that female teachers support the study of the target culture. Furthermore, the results indicate that teachers’ perceptions lean more towards promoting multicultural competence instead of intercultural one.

scholarly journals Intercultural Awareness Through English Language Teaching: The Case of Kosovo

Interchange ◽  
2021 ◽  
Author(s):  
Leonora Gashi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Cultural Dimensions ◽  
English Language Teaching ◽  
Global Citizens ◽  
Teaching Culture ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
Language Classrooms ◽  
Target Culture

AbstractThis study seeks to understand opportunities for teaching and learning the target culture for intercultural awareness. Utilizing Moran’s Knowing Framework (2001) and its five cultural dimensions, and reviewing curriculum documents and the English textbook in use for Grade Six in Kosovo, the study finds a misalignment among curriculum documents and the textbook regarding teaching culture for cultural understanding. It is noted that while curriculum documents share the goals and objectives for preparing students to become global citizens through language and culture learning in the English language, this vision is lost along the way and rarely makes it to the English language classrooms. It is concluded that English teachers, in Kosovo and potentially internationally, need to be more creative in utilizing more authentic cultural materials in their classes to bring to life the target culture. Lastly, it is argued that learning about another culture and comparing it with one’s own helps students examine their culture from a different perspective, which in turn potentially makes culturally-richer individuals in deeper and closer touch with their culture as well as cultures around them, near and far.

Teaching verbal interaction and culture in the language classroom

1996 ◽  
Vol 19 (2) ◽  
pp. 37-57 ◽  
Author(s):  
Chantal Crozet
Keyword(s):  
Verbal Interaction ◽  
Entry Point ◽  
Integrated Process ◽  
Teaching Culture ◽  
Discourse Practices ◽  
Communicative Performance ◽  
Language Classroom ◽  
Target Culture ◽  
Culture And Language

This paper explores a model for teaching communicative performance which integrates the teaching of norms of interaction in French with the teaching of kinesics, prosodies and the grammar of spoken French. Students’ own perceptions of stereotypes were used as an entry point into the discourse practices of the target culture. Students were filmed while they perform role plays in which they try to reproduce the rules of French conversation. The group viewed the filmed performances and feed back was given to students who are encouraged to discuss their response to learning foreign codes of cultural behaviour. The paper looks into the complexities of teaching culture and language as an integrated process.

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals КУЛЬТУРА У ВИВЧЕННІ ІНОЗЕМНИХ МОВ

2020 ◽  
pp. 124-129
Author(s):  
Charles O. Nwarukweh
Keyword(s):  
Foreign Language ◽  
Political Development ◽  
Teaching And Learning ◽  
Cultural Knowledge ◽  
Language Learner ◽  
Language Curriculum ◽  
Teaching Culture ◽  
Language Class ◽  
The People ◽  
Target Culture

Language is the bearer of human thoughts and reasoning. Culture should become an integral part of teaching and learning foreign languages. Both society and its culture change over time. The language of this culture is being invigorated by new elements. Effective integration will help the teacher professionally present the content of his lesson by selecting appropriate cultural tools that will facilitate teaching and learning.Language and culture are inseparable, so any change in language threatens culture. Because language is a means of preserving the culture of the people, promoting social interaction and unity of both. Use of language means the transfer of people’s culture. Language expresses, preserves, and transmits the entire set of patterns, behaviors, beliefs, traditions, and customs of the thinking patterns of one group of people different from another.It has been repeatedly found that many students who have studied Russian and have visited Russia have differed significantly from those who did not have the opportunity. A foreign language learner also learns the cultural knowledge and skills necessary to be competent in learning a foreign language. Therefore, it is considered necessary to include culture in a foreign language curriculum, as this helps to avoid the stereotypical notion that language is not part of culture.Teaching culture creates awareness of the geographical environment, the historical or political development of a foreign culture, its customs and the literary achievements of its members. The task of the teacher is to stimulate students’ interest in the target culture and to promote the creation of a foreign language class. Love for one’s language is an aspect of cultural consciousness. Everything that a person thinks is expressed in language and embodied in our lives. The main purpose of teaching culture in a foreign language class is to raise students’ awareness and develop their interest in the target culture on their own.

scholarly journals Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 278-289
Author(s):  
Ms. Fozia Bashir ◽  
Dr. Muhammad Nisar ◽  
Mr. Anar Gul
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Secondary Level ◽  
Study Data ◽  
The Body ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Learning Evaluation ◽  
Research Studies

This study was launched in order to contribute to the body of researchers conducted for investigating teachers’ perceptions and practices about cooperative learning in the classroom. The main objective of this study was to learn about the reasons and perceptions of teachers why they choose to implement or not to implement cooperative learning strategies and how the use of the same influences their class classroom teaching and learning the process. The benefits of the cooperative learning strategies are supported by multiple research studies and conclude in students' intellectual performances along with behavioral improvements. Copious research studies focus on the benefits and methods of the cooperative learning process while lacking teachers’ perceptions and practices of cooperative learning. Evaluation of teachers’ perceptions and practices of cooperative learning in this research study was conducted at the secondary level in district Kohat. The study was descriptive in nature, the questionnaire was developed by the researcher with the kind and immense consultation of the supervisor. The population of the study comprises all the teachers teaching at the Secondary level at district Kohat while 50 teachers were selected using convenient sampling techniques. Keeping in view the cultural restriction only female teachers were taken as the sample of the study. Data were analyzed using descriptive statistics and central tendencies. Analysis of the quantitative questionnaire showed that most of the teachers like and tend to use cooperative learning strategies. The use of these strategies makes their classes not only conducive to learning and but also develops social skills, self-esteem, cooperation and confidence in students.

scholarly journals Appropriate and relevant humour in the university classroom: insights from teachers and students

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Farhana Abu Bakar
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Learning Content ◽  
Daily Experiences ◽  
Award Winning ◽  
Teachers And Students ◽  
The University

When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use may vary depending on the context. With this in mind, it is important to consider teachers’ and students’ perceptions of the appropriateness and relevance of humour. For this paper, five award-winning teachers and 10 students were interviewed regarding their perceptions and experiences of the use of humour in university teaching. Four themes were identified that relate to teachers’ and students’ perceptions regarding the appropriateness of humour: Appropriate humour is relevant humour; Appropriate humour happens at a suitable time and in a suitable manner; Appropriate humour enhances teachers’ credibility; and Inappropriate humour is disrespectful humour. Three themes were identified related to the relevance of humour: Relevant humour is related to the learning content; Relevant humour is related to daily experiences in life; and Irrelevant humour is humour that students do not understand. On the basis of this study, this paper offers pedagogical suggestions for teachers who wish to use humour effectively by taking into consideration what humour is considered appropriate/inappropriate and relevant/irrelevant.

scholarly journals Iranian EFL Teachers’ Perceptions of Learning Accent

2018 ◽  
Vol 7 (3) ◽  
pp. 108
Author(s):  
Hassan Galbat ◽  
Farhad Fahandezh Sa’adi
Keyword(s):  
Teaching And Learning ◽  
Native People ◽  
Foreign Accent ◽  
Structured Interviews ◽  
Language Understanding ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Efl Teachers ◽  
Authentic Language ◽  
Age Range

Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

Motivation in foreign language classrooms at tertiary level: A case study

2021 ◽  
Vol 5 (2) ◽  
pp. 32-40
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 43-51
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals Identification of the Educational Problems at Higher Secondary Schools of Lahore

2020 ◽  
Vol 3 (3) ◽  
pp. 403-410
Author(s):  
Raheela Sarfraz ◽  
Sadaf Jabeen ◽  
Muhammad Ashraf Sajid ◽  
Muhammad Shahid Zulfiqar Ali
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Secondary Level ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Score Difference

This study was conducted with the aim to find out educational problems faced by the teachers at higher secondary level by keeping in mind their most common issues regarding discipline, books, environment regarding teaching and learning, conduction of exams. This study was descriptive in nature and survey method was used to identify the higher secondary teachers’ perceptions about educational problems that they faced. The sample has been selected while using the convenient sampling technique. The total 215 teachers were working in the boys’ HSCs selected as the sample. On the other hand 282 female teachers have been selected for the study as a sample. The researcher collected the data while adapting the close ended questionnaire developed by (Ayub, 2014). There are 32 items included in the aforementioned research questionnaire. The descriptive statistics percentage and Mann Whitney U test was applied by the researcher to analyze the data. In the light of findings of current study it is concluded that the educational problems exist at Higher Secondary schools Lahore. However, the teachers replied that they try to resolve the students’ problem by discussing the issues with their colleagues, principals and most importantly with students as well. It was also concluded that there was no mean score difference in male and female teachers regarding the existence of problems faced at Higher Schools Lahore.

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