scholarly journals Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

2016 ◽  
Vol 9 (11) ◽  
pp. 29
Author(s):  
Shiyong Jiang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Current Situation ◽  
Foreign Language Teaching ◽  
Chinese Context ◽  
English Teaching ◽  
Efl Teachers ◽  
Negotiation Mechanism

<p>Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in China, probes into negotiation mechanism in EFL classroom and provides suggestions on how to apply negotiation mechanism in EFL classroom in China.</p>

scholarly journals The Importance of Developing our Teaching Philosophy as EFL Professionals

2012 ◽  
Vol 7 (2) ◽  
pp. 45-55
Author(s):  
Jorge Luis Espinoza Campos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learning Experiences ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Teaching Philosophy ◽  
Innovative Practice ◽  
Self Development ◽  
Efl Teachers ◽  
School Assignment

Creating our own teaching philosophy statement is an innovative practice, and it should be a meaningful part for teachers since it states the learning experiences, goals, beliefs, level of professionalism and self development among many other elements. Some teachers usually write a teaching philosophy statement just to carry out a school assignment or to complete their résumé. However, in real life, teachers do not often implement all the nice ideas that are stated in their teaching philosophy statement. The goal of this paper is to make EFL teachers reflect on the importance of developing this practice in the foreign language teaching field to show their learning and growth throughout time.

scholarly journals Grammar in primary school EFL textbook activities: a corpus-driven study of their teaching nature and related cognitive implications

2017 ◽  
pp. 57-72
Author(s):  
Joaquín Gris Roca
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
Implicit Knowledge ◽  
Lower Number ◽  
Foreign Language Teaching ◽  
Young Learners ◽  
School Teaching ◽  
Efl Teachers ◽  
Explicit Teaching

One of the fundamental goals of Foreign Language Teaching might be the attainment of implicit knowledge, which underlies oral and written fluency. Textbook activities reflect different explicit and implicit teaching loads following the type of knowledge they are targeted at (explicit, implicit or both). EFL teachers’ implementation of activities can thus help or become a hindrance for the development of implicit knowledge. This study aimed to explore the explicit and implicit teaching nature of 100 activities taken from 10 EFL textbooks used in Spanish primary school teaching. The ultimate goal was to examine whether activities are designed taking into account young learners’ idiosyncratic way of learning. Findings revealed that most primary school EFL textbook activities tend to contain a lower number of activities mostly focused on explicit teaching.

SELECTION FEATURES OF THE SUBJECT SIDE OF THE CONTENT OF ENGLISH TEACHING TO STUDENTS OF “JURISPRUDENCE” PROGRAMME

2018 ◽  
pp. 30-38
Author(s):  
Vladimir Vladimirovich ZAVYALOV
Keyword(s):  
Foreign Language ◽  
Criminal Law ◽  
Language Teaching ◽  
Civil Law ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Professional Activity ◽  
English Teaching ◽  
The Future ◽  
The Subject

We examine the main trends in foreign language teaching for professional communication in high school students of the “Jurisprudence” programme, the impact of studying on the formation of general cultural and professional competences, as well as differentiation on various training profiles and their influence on the future professional activity. Allocation of training profiles for law students are conditioned both by the capabilities of a particular higher education institution and by the needs of the region for specialists with fundamental knowledge in certain areas of law. In most universities of the Russian Federation within the framework of the “Jurisprudence” programme, three training profiles are distinguished: state law, criminal law, and civil law. Within the framework of the model of integrated subject-language learning of a foreign language for professional communication, the subject content of training should be correlated with the future professional activity of students and the profile of training. The analysis of the main modern vocational education programs (OPOP) in the “Jurisprudence” programme of most universities in the country indicates that the subject content of foreign language teaching is invariant for all training profiles and does not reflect the specifics of the future professional activity of graduates. We describe the specifics of training for each profile in the framework of the “Jurisprudence” programme and highlight the subject content of English teaching to students of state law, civil law, and criminal law training profiles.

scholarly journals The Application of Itest Paperless Test System in College English Teaching

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Peiyu Jin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Rapid Development ◽  
Modern Science ◽  
Test System ◽  
Foreign Language Teaching ◽  
Teaching Evaluation ◽  
Teaching Management ◽  
English Teaching ◽  
Publishing Houses

In the process of public foreign language teaching, teaching evaluation is an indispensable part. With the rapid development of modern science and technology in China, major publishing houses are competing to research various software platforms related to public foreign languages, and carry out the research on the application evaluation of paperless teaching in various disciplines. Among them, the application effect is more prominent is the ITest test platform of FLTRP. This year, our school comprehensively adopts ITest as a means of English teaching evaluation. This paper will focus on the advantages and difficulties of paperless assessment in the process of teaching assessment based on this system, which is of great significance to the future foreign language teaching management of our college.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

scholarly journals Development of an Information-Based Online Foreign Language Teaching Platform with ASP.NET

2019 ◽  
Vol 14 (13) ◽  
pp. 117
Author(s):  
Lei Zhang
Keyword(s):  
Foreign Language ◽  
Network Architecture ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Network Resources ◽  
English Teaching ◽  
Teaching Platform ◽  
Research Findings ◽  
Major Application

The online teaching platform is a major application of information-based educa-tion. If adopted for foreign language teaching, the platform can greatly facilitate the utilization of network resources and enhance the students’ abilities in listen-ing, speaking, reading and writing. This paper develops an information-based online foreign language teaching platform with the aid of ASP.NET. The SQL was selected as the backend database and accessed via ADO.NET. Taking the browser/server (B/S) structure was adopted as the network architecture, the plat-form was programmed in C# and realized using Microsoft Visual Studio (VS) 2005. Through testing, the proposed platform was proved to achieve all expected functions and satisfy the demand of college English teaching in a safe and stable manner. The research findings promote the quality and informatization of English teaching.

scholarly journals A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021 ◽  
Vol 13 (12) ◽  
pp. 6721
Author(s):  
Wenxiu Chu ◽  
Honggang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Teaching Profession ◽  
Ecological Systems ◽  
Foreign Language Teaching ◽  
Ecological Perspective ◽  
Systems Model ◽  
Efl Teachers

Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

scholarly journals The Role of EFL Teachers in the ESL Setting

LETRAS ◽  
2008 ◽  
pp. 179-191
Author(s):  
Ana Tristana Solano Campos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Linguistically Diverse ◽  
Foreign Language Teaching ◽  
Culturally And Linguistically Diverse ◽  
Efl Teachers

Se describen las acciones que los profesionales de la enseñanza del inglés como lengua extranjera deben llevar a cabo al trasladarse a un contexto en el que se aprende el idioma como segunda lengua. Se subraya la función de esos profesionales como defensores y tutores de estudiantes con diversidad cultural y lingüística. Asimismo, se señalan los importantes aspectos portener en cuenta para cumplir con esa función. A description is provided of the challenges that English as a Foreign Language teaching professionals face when being relocated to an English as a Second Language setting. Language teaching professionals' role as advocates and educational parents to Culturally and Linguistically Diverse (CLD) students is highlighted. The most important aspects to take into account to fulfill such a role are also presented.

scholarly journals On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Ning Yang
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
English Teaching ◽  
Question Types ◽  
Teaching Context ◽  
Questioning Strategies ◽  
The Future

Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.

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