Language Teaching

The practice of language teaching and learning inside the classroom is, in fact, under the circumstance of philosophical assumption or ideological framework. Teaching program and curriculum set are absolutely written on the basis of particular assumptions about the nature and value of knowledge. These assumptions mainly determine actual decisions in listing important items to be taught and learned along with the way those items are delivered. Approaches in language teaching have always been developed, in one hand, under consideration of linguistic and psychological theories of learning and educational objectives along with the expected demands of classroom teaching and learning in another hand.

Neste artigo discutimos a análise de um livro didático de ensino de Português Brasileiro para empresários estrangeiros. A análise linguístico-discursiva foi uma tentativa de descrever e desvendar as concepções de linguagem e de ensino norteadoras do material e suas possíveis implicações no processo de ensino/aprendizagem. O livro mostrou-se heterogêneo, no sentido de que é possível encontrar desde exercícios de cunho estrutural, até tarefas que exploram funções sociais e interativas do uso da língua. A partir da análise das concepções de linguagem, discutimos as visões de aprendizagem e de autonomia do material. Buscamos analisar o modo como o livro conduz o desenvolvimento das capacidades de linguagem do aprendiz: de ação, discursivas e linguístico-discursivas. A partir dessas capacidades, pudemos discutir como as habilidades de produção e compreensão (orais e escritas) são tratadas. De modo geral, a análise encontrou pontos positivos por promover a integração de habilidades em várias tarefas e pelo uso de textos autênticos sobre assuntos pertinentes ao mundo empresarial. Contudo, há aspectos cuja avaliação foi negativa: concepções de cultura e de gramática, falta de desenvolvimento de habilidades de compreensão e produção orais, e a ausência de uma abordagem com gêneros discursivos.

ÖZ Bu çalışmada yabancı dil olarak Arapçanın öğretiminde dil yeteneği ya da dil yatkınlığı olarak bilinen olgunun, bireylerin dil edinimleri üzerindeki etkisi tartışılmaya çalışılacaktır. Kuşkusuz dilsel beceriler, tıpkı görsel, işitsel ve duyusal beceriler gibi bireyden bireye farklılık göstermektedir. Bu bağlamda bir yabancı dili öğrenirken bazı bireylerin daha kolay ve hızlı öğrenebildikleri; buna karşılık diğer bazı bireylerinse yabancı dil öğrenmede normalden çok daha fazla güçlük çektikleri bilinen bir gerçektir. Bu noktada dil öğrenen bireyin, kişisel farklılıkları ve yetenekleri ön plana çıkmaktadır. Dil öğretiminde söz konusu yatkınlığın, başarıya ne ölçüde katkı sağladığı, dahası; bir yabancı dilden diğerine farklılık gösterip göstermediği, öğrenme düzeyine ne kadar etki ettiği gibi konular bu çalışmanın problematiğini oluşturmaktadır. Buna göre; yalnızca bir yabancı dile belirgin bir yatkınlık mı, yoksa hemen her yabancı dili öğrenme hususunda aynı düzeyde bir yeteneğin mi söz konusu olduğu değerlendirilecektir. Dil yeteneği ile dil öğrenme başarısı arasındaki ilişki hakkında pek çok tartışma gündeme gelmiştir. Özellikle J. B. Carroll, yabancı dil öğreniminde hızlı öğrenebilme kabiliyeti olarak tanımladığı bu olguyu, fonetik kodlama yeteneği, dilbilgisel duyarlılık, tümevarımsal dil öğrenme yeteneği ve hafızaya dayalı öğrenme yeteneği olmak üzere dört başlık altında incelemiştir. Bu araştırmada da Carroll başta olmak üzere pek çok dilbilimcinin bu konudaki fikirleri irdelenecek; ardından Arap dili bağlamında Arapça öğrenen bireylerin dil yatkınlığının öğrenme güçlüğü üzerindeki olumlu-olumsuz etkileri üzerinde durulacaktır. Böylelikle özelde Arapça olmak üzere yabancı dil öğretiminde daha verimli bir dil öğretim düzeyine ulaşılması hedeflenmektedir.                                                                              ABSTRACT This study tries to argue the effect of the case, recognized as language aptitude or linguistic inclination with regard to teaching Arabic as a foreign language, on language acquisitions of the individuals. Linguistic abilities undoubtedly vary from person to person according as visual, aural and sensorial ones. In this regard, it is a broadly accepted fact that several individuals learn more easily and rapidly when studying a foreign language, on the contrary, some have difficulties compared to the normal standards. Starting from this point of view, individual characteristics and abilities come into prominence while learning a language.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.
http://www.multilingual-matters.com/display.asp?k=9781788924474

The year 2020 marked the 25th year since Bonny Norton published her influential TESOL Quarterly article, ‘Social identity, investment, and language learning’ (Norton Peirce, 1995) and the fifth year since we, Darvin and Norton (2015), co-authored ‘Identity and a model of investment in applied linguistics’ in the Annual Review of Applied Linguistics. From the time Norton's 1995 piece was published, investment and motivation have been conceptually imbricated and often collocated, as they hold up two different lenses to investigate the same reality: why learners choose to learn an additional language (L2). In our 2015 article, we made the case that while it is important to ask the question, ‘Are students motivated to learn a language?’ it is equally productive to ask, ‘Are students invested in the language practices of the classroom or community?’ (Darvin & Norton, 2015, p. 37). We recognize that the relationship between language teachers and learners is unequal, and that teachers ...

Current Trends in Translation Teaching and Learning E is a double-blind refereed journal that explores a variety of issues related to translation teaching and learning. We seek qualitative and quantitative research articles that are relevant to this subject. The publications will be available free online via our website. The length of papers should be around 2500 to 6000 words. http://www.cttl.org/

https://www.learningclassesonline.com/2019/09/lesson-plan.html
Lesson Plan: Meaning, Definition, Concept, Introduction, Components, Importance, Principles, Characteristics, Steps, Types, Format, Template, Examples
------
With special reference to Herbartian approach A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. Horace Mann Teaching is a complex activity. it needs proper preparation and planning. lesson plan is the blue print of those teaching activities that are to be done in the classroom. Every teacher tries to plan the content in his own style so that he can teach systematically and effectively at the right moment. MEANING AND IMPORTANCE OF LESSON PLANNING Teaching is a process which involves those teaching activities which a teacher performs in the classroom. It is based on planning and specifically lesson planning. Thus, a lesson plan is a detailed plan prepared by the teacher in advance for the daily teaching. It helps the teacher in systematic, and effective teaching. Lesson plan is a teaching outline of the important point of a lesson arranged in order in which they are to be presented; It may include objectives, points to be made, questions to be asked, reference to materials, assignments etc.. Lesson planning is a special skill that is learned in much the same way as other skills.. When the teacher is able to create his own lesson plans, it means he has taken a giant step toward "owning" the content the teach and the methods he use, and that is a good thing. Acquiring this skill is far more valuable than being able to use lesson plans developed by others. It takes thinking and practice to hone this skill, and it won't happen overnight, but it is a skill that will help to define one as a teacher. Knowing "how to" is far more important than knowing "about" when it comes to lesson plans, and is one of the important markers along the way to becoming a professional teacher. It is also in keeping with a central theme of this site that one should learn to plan lessons in more than one way. The corollary is, of course, that there is no one "best way" to plan lessons. Regardless of the form or template, there are fundamental components of all lesson plans that one should learn to write, revise, and improve. The old adage, "Practice doesn't make perfect; perfect practice makes perfect" is at the core of learning this skill.. The teacher regularly achieves the teaching objectives and processes in the form of lesson planning.. It develops the possibilities of adjustment in the classroom situations which makes the teaching effective.It helps in recalling every step of curriculum unit

How humans possess the language ability is a matter of long controversy among the linguists. Some of them believe that the ability of language is the result of innate knowledge. Unlike other species humans possess that innate ability which is genetically coded. To them language is the outcome of nature (genes). Conversely, others claim that the ability of language is learned through experience extracting all the linguistic information from the outside environment. It is the outcome of nurture (environmental factors/stimuli). At present, there is no clear winner regarding the debate as both genes and environmental factors/stimuli seem to play a vital and important role in language acquisition.

Le present article, consacre a la mesure de competences langagieres, met en evidence les similitudes et les differences entre tests informels (utilises en classe) et tests standardises (utilises entre autres pour la recherche). Afin de concretiser les reflexions d'ordre methodologique, il presente les premiers resultats d'une etude longitudinale sur la maturite bilingue en Suisse. Cette recherche montre que les gymnasiens inscrits a cette filiere obtiennent, des le depart, des resultats de tests significativement superieurs a ceux des eleves des classes paralleles servant de groupe temoin. L'article se termine par des considerations sur le debat actuel en rapport avec une eventuelle introduction de standards de formation dans le domaine des langues etrangeres au niveau gymnasial.

தமிழ்ப்பல்கலைக்கழகம் தஞ்சாவூர் இணைய அறிமுகத்திற்குப்பின் இணையம் வழி கற்றலும் கற்பித்தலும் மிகப்பரவலாக நடந்து வருகின்றன. ஆங்கிலம் போன்ற மொழிகளுக்கான இணையம் வழி மொழி கற்பித்தல்/கற்றல் செயல்பாடுகள் மிகச்சிறப்பாக நடைபெற்று வருகின்றன. தமிழைப் பொறுத்த வரையில் இணையம் வழி தமிழ் கற்றல் அல்லது கற்பித்தல் அதன் ஆரம்ப கட்டத்தில் தான் உள்ளது. தமிழ்ப்பல்கலைக் கழத்தின் துணைநிறுவனமாக சமீபகாலத்தில் அறிமுகப்படுத்தப்பட்ட இணைப்பல்கலைக்கழகம் இணையம் வழி தமிழ்கற்பிக்கத் தன்னை ஆயத்தப்படுத்தி வருகின்றது. இணையம் வழி அயல்நாடுகளில் தமிழ்க்கற்றலை எவ்வாறு வளர்க்கலாம் என்று இங்கு ஆய்வு செய்யப்படுகின்றது. இணையம்வழி தமிழ்க் கற்றலை வளர்க்கும் வழிமுறைகளை ஆயும் முன் ஆங்கிலம் போன்ற உலகளாவிய மொழிகளில் கணிவழி கற்பித்தல் எவ்வாறு வளர்ச்சியுற்றது என்பதை அறிந்து கொள்வது கட்டாயம் ஆகின்றது. இவ்வகையிலான அறிமுகம் நமது நோக்கத்தைச் செவ்வனே செய்ய உதவும்.

In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is ...

The aim of this article is to present the result of the practice of so-called «metagraphic explanations» and the observation of how school teachers «negotiate» problem-solving in French spelling with their pupils. Conceptualised by the researchers of the Group LEA (Jaffre, 1995), the «metagraphic explanations» designate «the comments which precede, accompany or follow written productions of learners in a more or less differed manner» (p. 137). The type of responses given just after metagraphic explanations of learner-writers by the teacher are analysed as «metagraphic regulations». The purpose is to complete the approach of the LEA Group concerning learners without difficulties. Nevertheless, general difficulties with French spelling occur with all learner-writers due to the complexity of this specific alphabetic writing system, we were interested in applying the same approach with slow learners acquiring literacy. In turn they were asked what they have to say about their own writte...

En esta presentación toco los siguientes temas:
El fenómeno del lenguaje y la comunicación humanos en el marco de la Teoría de los Sistemas Dinámicos

Texto y contexto: Distintos tipos de contexto y su interrelación


Variables en la relación entre lenguaje, cognición, comunicación y cultura.


Pragmática y Análisis del Discurso como disciplinas lingüísticas y su doble aplicación a la enseñanza/aprendizaje de lenguas.


La expresión y conceptualización de las emociones como un rasgo clave del discurso: El contexto emocional y su importancia en la comunicación humana y en la enseñanza de lenguas . Proyecto de investigación EMO-FUNDETT

The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied to the realm of language, communication and language learning. The concept "linguistic barrier," a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined. In the second part, the article hones in on non-nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non-native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation , it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non-native English language teachers alike. KEYWORDS critical discourse studies, EFL textbooks, English as a lingua franca, foreign language teaching, inclusion, language learning, linguistic barrier, non-nativeness

Glossophobia, an individual’s anxiety of public speaking, has been observed to be a common phenomenon among students. The present study explores factors associated with glossophobia among ESL students of a tertiary institution in Upper-West Ghana, the Dr. Hilla Limann Technical University, Wa and makes recommendations for improvement in their public speaking skills. The study combined both quantitative and qualitative research approaches in an opinion poll involving 46 participants from the Level 300 class of the Secretaryship and Management Studies of the Business School. Participants acknowledged the importance of public speaking, but conceded that at some point in their student lives, when they had to speak in public, glossophobia prevented them from making a good impression on the audience. Speaking English before a crowd was identified as the most dreaded experience. Low self-confidence in speaking in public; lack of constant speaking experience and lack of knowledge in public ...

The main objective of the project was to investigate the benefits of practising AD for developing L1 skills, especially lexical and syntactic abilities, in Catalan language. Beyond L1 competence, AD practice should provide students with other benefits, such as improving their technical skills, practicing film and image analysis, and raising awareness on blindness and functional diversity. The project was conducted from November 2020 to June 2021, with 80 first-year students at a Catalan secondary school taking an AD training course that includes two practices and a seminar with a professional audio describer.

Clickers as electronic response systems allow students to respond instantly to questions. The aim of this study is to compare the effects of using clickers on student participation during different periods of EFL courses. The intervention was implemented in question– response sessions of an EFL course at a secondary school. A quasi-experimental design was used in which twenty participants were assigned to two groups, Group A (n = 10) and Group B (n = 10). The implementation process is divided into three periods. In the preparation period, both of the groups did not use clickers, in the first period while the Group A used clickers, Group B continued without using clickers in the lessons. Then in the second period; in contrary, Group A and Group B students changed the roles in using the clickers; that is Group B started with clickers in the second period and Group A followed the lesson without clickers. When the clickers used the students' participation rates were determined by clicker system records and an observation form is used when non-clickers strategies were used. As a result, even if they used clickers in different time periods both Groups A and B increased their participation rates while using clickers. Moreover, when the students in Group A were non-clickers, their correct answer rates were decreased. In contrast, when the students in Group B were non-clickers, their correct answer rates were increased. Results showed that even after students ceased to use clickers, positive effects on participation continued; however, the quality of the students' answers declined. Along with the study findings, suggestions for clickers use in various periods of the courses are included.

Abstrakt Forcat e Armatosura në Republikën e Shqipërisë janë në një fazë të re të veprimtarisë së tyre. Në të gjitha strukturat e tyre po punohet intensivisht për integrimin e plotë në NATO. Kjo fazë paraqet sfida të reja që kërkojnë ritme të reja, vizione të reja dhe metodologji të re pune. Në këtë kuadër edhe arsimimi në gjuhë të huaj përballet me sfida të reja. Nëse deri më sot krahas punës për nivele cilësore të përvetësimit të gjuhës së huaj është synuar më tepër rritje sasiore e masës së ushtarakëve dhe civilëve të FA-së që arsimohen në gjuhën e huaj, ky stad i ri kërkon që balanca të kalojë nga arritjet sasiore tek arritjet cilësore. Kjo shtron nevojën e disa përmirësimeve në politikat arsimore, në kurrikula, në veprimtarinë e përditshme mësimdhënëse dhe në sitemin e testimit në gjuhën e huaj.

Ponència convidada a les III Jornades GrOC. L'ensenyament de la gramàtica en contextos multilingües. Treball en què s'exposa de quina es pot orientar l'ensenyament de la gramàtica a secundària, per tal d'estimular la capacitats d'observar, de generalitzar i relacionar, de relacionar causes i efectes, d'argumentar i d'experimentar (seguint Bosque 2014), introduint a l'aula la variació intralingüística i interlingüística.

Arsaythamby Veloo School of Education and Modern Languages, Universiti Utara Malaysia Malaysia ABSTRACT This study attempts to investigate whether MUET results can be used as a predictor of accounting and science stream students’ overall academic performance of matriculation program. This prediction will prove further whether MUET result is valid to be used as a measurement for placement in public universities. Data were analysed at three stages using SPSS version 22.0. Firstly, MUET test scores were explained descriptively for the minimum and maximum scores. Then, to identify the relationship, overall MUET scores and its individual components’ scores were correlated with students’ _Cumulative Grade_ Point_ Average (CGPA). Then, multiple regression analysis was carried out to investigate whether MUET overall scores and its components can be used to predict students’ academic achievements. The results of_ multiple_ regression analysis show that, overall MUET score and reading compone...

ABSTRACT

The Internet as a worldwide literacy practice environment has created a new situation in communication, providing a new dynamic field for research. On the basis of the two articles under discussion, this commentary develops three main aspects of the Internet: as an informal learning environment for English as a second/foreign language; as a discursive space where identities are formed and social relationships are negotiated; and, as a space where the intermingling of the global and the local gives rise to hybrid language varieties. Taking into account that electronic environments are not neutral literacy practice environments but are involved in a complex nexus of power structures and relations that also need to be explored, this paper briefly addresses issues related to theoretical and methodological approaches for the study of language varieties in the Internet.

Teaching English to young learners has gained speed in the past twenty years. Many countries in Europe are offering English at the primary level as advised by the EU. The efforts to lower the age for foreign language learning have echoed in countries in Asia as well. Turkey as one of these countries has changed its educational policy in 2012 and launched the new English Language Teaching Program for grades 2-8 in 2013. Along with many changes, the new system offers EFL in the second grade. The present study not only aims to investigate the views of prospective ELT teachers towards this change, but also to compare their views with those of trainers, and English teachers who were investigated in the earlier phases of the study. The results indicate that although all three groups of participants favor an earlier start in foreign language education, there are significant differences between groups in terms of the appropriate starting time and teaching methodologies used. Teachers were i...

This case study investigates the metacognitive reading strategies of three advanced proficient trilingual readers whose native language is Hausa. The study examines the reading strategies employed by the three readers in English, French and Hausa. The aim of the study was to compare the reading strategy profiles of trilingual readers through perceived use and real-time or actual use of reading strategies. The major findings revealed that: (1) The three multilingual readers demonstrate high awareness of reading strategies; (2) They deploy more reading strategies in their second and third language than in their first language; (3) Some types of reading strategies were used more often than others; (4) The most proficient readers deploy a wider range of strategies than the least proficient reader who relies heavily on translation. The topic and research questions are pertinent because it adds to a relatively small data base on the strategic reading of multiliterate and multilingual read...

Nos últimos anos, o ensino de língua estrangeira tem sido remodelado por propostas pedagógicas de base construcionista, as quais sugerem que construir conhecimento é consequência natural da experiência de criação e experimentação. Partindo de tais perspectivas, os estudantes são encorajados a observar diretamente suas próprias ações e analisar os efeitos delas consequentes. Nesse contexto, metodologias ativas passam a representar um contexto de ensino altamente motivador, pois fornecem condições de aprender em estilos e ritmos particulares. A Aprendizagem baseada em problemas (problem-based learning) e a Aprendizagem baseada em projetos (project-based learning) são partes integrantes da sala de aula do século XXI. Quando os alunos se deparam com a solução de problemas reais, complexos, abertos e confusos, eles são levados a pensar de maneira mais crítica e a trabalhar de forma colaborativa. Este curso foi desenvolvido para ajudar você a entender o que o que são tais metodologias e como planejar e implementar uma experiência de aprendizagem baseada em problemas e/ou projetos em sua sala de aula. Os objetivos específicos deste curso são: (a) compreender os elementos essenciais que compõem uma experiência de aprendizagem baseada em problemas e/ou projetos; (b) articular a importância da resolução de problemas em relação ao pensamento de ordem superior e à aprendizagem do século XXI; (c) descrever a necessidade de PBL para permitir a auto-aprendizagem e auto-determinação em estudantes; (d) reconhecer e implementar cada um dos princípios de tais metodologias em seu planejamento; (e) identificar as características da avaliação autêntica e entender sua eficiência para avaliar o aprendizado; e, enfim, (f) aplicar modelos de metodologias ativas que visem os domínios de conhecer, pensar e fazer em língua estrangeira.
Palavras-chave: project-based learning; problem-based learning; Metodologias ativas; ensino de língua estrangeira.