Techniques and Principles in Language Teaching
... Role play is a dramalike activity in which students take the roles of different participants in a situation and act out what might typically happen in that situation. Role plays are very important for learners in English language teaching by providing opportunities to practice communicating in different contexts and different roles (Freeman, 2000). In role play techniques, learners also receive feedback on whether or not they have effectively played the role. ...
... In this technique, the teacher suggested one in their discussion of scrambled sentences. After observing the activity, one learner in a small group was given a strip story and that learner showed the first picture of the story to the other members of the group and asked them to predict what the second picture would look like (Freeman, 2000). These kinds of techniques and activities empower the learners' thinking level and merely help their cognitive development. ...
... Group work is most important for those situations, each group of learners should be assigned specific roles. It helps the learner to increase their level of concentration (Freeman, 2000). Group work can be classified into four different categories, with short descriptions they are mentioned below: ...
This review article entitled Cultivating Learner-Centered Techniques in the Classroom for Quality Learning and Teaching aims to explore ideas and insights on learner-centered techniques in the classrooms. It examines the learner centered techniques, methods and their needs in teaching. It discusses the concept of learner centered methods, the various types of learners centered methods, the differences between teacher centered methods and the learner centered methods. It also addresses characteristics of learner centered method, the merits of learner centered methods to students and the teacher. Techniques such as group work, problem-based learning, role play, simulation, pair work, discussion, interaction and project- based learning play a vital role to make teaching learning process meaningful and successful. This article uncovered that teacher faced challenges while implementing learner-centered techniques in their classrooms, for example, limitation of time, a large number of students, and inadequate resource materials. The study concludes that the learner centered method should be considered as it is the ideal method for teaching soft skills needed to explore the environment, work well with others, perform well and achieve goals. It suggests that the nature of curriculum need to move from traditional to modern and progressive to allow full implementation of the learner centered techniques and methods. Teachers should be exposed to modern trends in the teaching profession.
... Literature review showed that the Audio-Lingual Method (ALM) is one of the suitable teaching methods that may be applied to teach speaking skills because it ignites learners' willingness to communicate in the target language. It is in line with Freeman (2000), who states that learners could improve their speaking skills through the use of the ALM. Moreover, it helps EFL learners communicate in the target language and achieve communicative competence in a wide range of foreign languages. ...
... The present study attempts to delineate the utilization of the ALM to enhance EFL learners' speaking skills. The reason why the ALM is because this particular teaching method is in line with the language learning objectives is to learn how to use the language to communicate (Freeman, 2000). Besides, it is widely used to train learners to communicate in a target language. ...
... Several important points on the use of ALM are highlighted in the conclusion part as the final remarks. Freeman's (2000) states that one of the ALM principles in language learning is a process of habit formation which means that the more often something is repeated, the stronger the habit and the greater the learning. Therefore, positive reinforcement helps learners to develop correct habits. ...
The teaching method is one of the contributing factors to successful English language learning. The appropriate use of a teaching method is one of the ways to enhance learners’ speaking skills. The present study aims at reviewing the use of the Audio-Lingual Method (ALM), one of the teaching methods to enhance EFL learners’ speaking skills. The present study employs library research to delineate the use of ALM to enhance learners' mastery of speaking skills. The data were obtained from documentation study and previous research findings and further analyzed qualitatively. Therefore, it reviews the brief of ALM, the purposes of ALM. Moreover, it scrutinizes the strategies used in ALM, the benefits of using and the implication of using ALM in classroom teaching. Finally, some important points on the use of ALM are highlighted in the conclusion part.
... The Audio-Lingual Method (ALM) implements behaviorist theories by using repetition and pattern drills toward developing automatic language responses (Larsen-Freeman 2000). The direct outcomes of accurate language attainment from ALM fail to produce full communicative competence. ...
... According to Richards and Rodgers (2014) the method leads to impressive oral competency results yet it lacks capability to teach advanced academic language which is needed for literacy development (Rehan, et al., 2024). The teaching method depends heavily on instructor competence because poor or beginner teachers struggle to deliver quality instructions which reduces student engagement and slows learning progress according to Larsen-Freeman (2000). ...
This study investigates English language teachers' preparedness and preferences regarding instructional methods and approaches through technology integration in teacher education programs at private universities in Karachi, Pakistan. The primary objective of this study was to discover the usage and perception of four key English language teaching methods, Grammar-Translation Method, Direct Method, Audio-Lingual Method and Communicative Language Teaching. A descriptive survey design was employed, and data was collected from 130 English language teachers through a structured questionnaire. The findings revealed that all four methods received a high level of agreement among respondents. Communicative Language Teaching received the highest overall mean score (M = 4.465), indicating a strong preference due to its focus on real-life communication. It was followed by the Audio-Lingual Method (M = 4.253), Direct Method (M = 4.239), and Grammar-Translation Method (M = 4.153). The results suggest a shift toward more interactive and student-centered teaching approaches. The study recommends professional development and teacher readiness programs focusing on CLT and technology integration to enhance communicative competence in English language classrooms.
... Advocating justice for linguistic minorities, the works of literature have stressed the use of learner's home language(s) in English classrooms. For example, Larsen-Freeman (2000) states, "The native language of the students is used in the classroom in order to enhance the security of the students, to provide a bridge from the familiar to the unfamiliar, and to make the meanings of the target language words clear" (pp. 101-102). ...
... Translation. Translation has been an influential method throughout the history of language teaching to help students read and understand foreign language (Larsen-Freeman, 2000). Generally, it is assumed that the learners can best learn a second/foreign language when foreign language is translated into the mother tongue and vice versa. ...
The use of learners’ language(s) in second/foreign language pedagogy has ever been a highly debated issue. On the one hand, the proponents of the direct method and audio-lingual method remained in the position to prohibit learners’ home language(s) in SL/FL classrooms while scholars such as Cummins (2007) and Garcia (2008) have informed the supportive role of learners’ languages in such contexts. Being informed by recent literature, this study was carried out to explore the practices of teachers’ multilingual awareness, particularly focusing on the use of learners’ languages in English classrooms. The findings of the study showed that Nepalese teachers of English are aware of multilingual practices in English classrooms. They were found to practice mother tongue translation, code-mixing or switching and paraphrasing as multilingual pedagogic activities. Considering the reasons for using learners’ language(s) in English classrooms, the study indicated that children’s languages help learners understand the concept, promote learners’ participation in learning activities, and create spaces for minority children in terms of language.
... For example, a project-based learning activity can encourage learners to collaborate on issues such as biodiversity, environmental preservation, and heritage conservation. This type of learning activity not only enhances linguistic competence but also promotes higher-order cognitive processes [49]. Jickling and Wals (2008) assert that EDS seeks to integrate the values inherent in sustainable development into all aspects of learning, promoting behavioral changes that contribute to a more sustainable and equitable society [18]. ...
... Proficient students (those at levels B1-C1) are able to engage in complex discussions and critical thinking, while students at lower levels (A1-A2) may experience difficulties with abstract reasoning and structured problem-solving tasks [54]. Scaffolding techniques, such as guided modeling, the use of visual aids, and structured pre-task activities, can facilitate comprehension and task execution for novice learners [49]. Simplicity in open-ended tasks and the incorporation of collaborative peer activities have been found to enhance accessibility while maintaining the pedagogical integrity of the framework [55]. ...
Earth is currently facing a multifaceted planetary emergency, primarily due to a lack of fundamental knowledge regarding critical global issues. This situation necessitates the integration of the 17 Sustainable Development Goals (SDGs) established by the United Nations, which are to be achieved by 2030, into educational curricula. Such integration will ensure that future generations develop a comprehensive understanding of emerging threats and assume shared responsibility for sustaining the planet. In this context, language education serves as a foundational means of fostering global awareness. In this paper, the Common European Framework of Reference for Languages is adopted as a guide for pedagogical alignment and language development. Three course plans have been developed for A1, B1, and C1 proficiency levels to raise awareness of sustainability and enhance language competencies. Nature-related themes have been integrated into teaching Turkish as a foreign language using the STAR (Situation, Task, Action, Result) framework. Consequently, learners of Turkish as a foreign language engage with meaningful, real-life contexts that relate to the environmental and climate components of the SDGs. Based on this framework, this study aims to foster both linguistic and ecological literacy through the integration of sustainability themes into foreign language teaching.
... In the late 1880s, in an endeavor to enhance learners' proficiency in constructing diverse sentences in their second language (L2), Sauveur established a language school in Boston. The pedagogical approach he employed at his institution, termed the Direct Method, was founded on the direct conveyance of meaning through practical demonstrations and interactive activities, without recourse to the learners' native language (Larsen-Freeman & Anderson, 2013). Carl Rogers, in his discourse, references the work of German scholar F. Franke, who provided a theoretical foundation for the monolingual approach to second language instruction (Rogers, 2012, p. 1). ...
This paper aims to provide a comprehensive examination of the diverse approaches and methodologies employed in the instruction of English as a second language (ESL). Linguists and scholars worldwide have embraced varied pedagogical approaches and methods to enhance the efficacy of ESL instruction. Given English's emergence as a global language, it is crucial to delineate the wide array of approaches and methods employed across different regions for ESL education. In today's pedagogical landscape, which advocates for an eclectic approach to ESL instruction, a historical perspective on these approaches and methods is imperative to assess their relevance in fostering specific language skills and sub-skills. This paper conducts an extensive review of notable approaches, including the structural and communicative approaches, as well as prominent methodologies such as the Grammar-Translation Method, the Direct Method, the Audio-lingual Method, and the Total Physical Response Method.
... This reflects that teachers should be updated in teaching-learning approaches. Prioritizing the importance of the newly adopted method, Larsen-Freeman (2000) states that the eclectic method (pluralistic approach) to language teaching and learning may be effective in maximizing the learning opportunities by various means like encouraging learner's autonomy, integrating language skills, and raising cultural awareness. ...
This paper is concerned with the two linguistic theories: structuralism and generativism and their practical aspect in English language classrooms in the context of Urlabari, Morang. This paper deals with the theoretical bases of these theories, global trends, and their practice in teaching and learning from secondary teachers' perspectives and the issues related to theories of teaching and learning in the context of community schools. This study employed a survey design and explored the participants' experiences and practices in teaching English at community schools in Urlabari Municipality. Although teachers had an idea of these two theories, they prefer structuralist theories and follow the activities guided by them such as pattern practice, and rote learning and memorization rather than communicative activities such as pair work, group work, role play, information gap, and language exchange games. Also, it reflects that, unlike the communicative approach, structural approaches have been used as dominant methods of second or foreign language teaching in English classrooms.
... In addition, CLT promotes students' autonomy through integrating tasked-based learning and authentic materials. Larsen-Freeman & Anderson (2016) stated that CLT fosters students' motivation, engagement and cooperative learning through pair/group work activities. CLT's flexibility allows teachers to perform lessons based on the needs of students as well as their local contexts (Savignon, 2018). ...
Curriculum innovation fosters a change in methods and investigating teachers' attitudes plays a crucial role in its successful implementation (Richards, 2015). This study explores the EFL teachers’ attitudes towards Communicative Language Teaching (CLT) across curriculum innovation in the Gaza preparatory schools' context. The study addresses two key questions: (1) What are the EFL teachers’ attitudes towards the main principles of CLT? (2) What are the potential implications of these teachers’ attitudes towards the main principles of CLT in terms of implementing CLT and teachers’ awareness of the main aspects of CLT? To answer these questions, a questionnaire was used for data collection. The collected data were analyzed through means and percentages using SPSS v17.0 statistical package. Findings reveal teachers generally hold mildly favourable attitudes towards CLT. They strongly favoure CLT's principles that emphasize the role of the learner and the importance of error correction. Meanwhile, they are moderately favourable towards teacher's role and pair/group work activities. However, their attitudes towards the place and importance of grammar are less favourable. These findings suggest that many teachers may not be fully aware of CLT''s principles and may face some contextual difficulties adopting them. It is, therefore, recommended that curriculum developers and other Palestinian educational concerned bodies should take into account teachers’ attitudes in the process of change of materials and methods. Furthermore, when introducing the innovation, it is necessary to consider the cultural and social circumstances in which it operates, so that CLT may fit well within the Gaza preparatory schools' context.
... One such approach that considerably contributed to language teaching and learning is Content and Language Integrated Learning (CLIL) (Larsen-Freeman & Anderson, 2011). ...
An innovative approach that considerably contributed to the advancement of language teaching and learning is Content and Language Integrated Learning (CLIL). CLIL is defined as an approach to teaching and learning a subject and a language together. The focus in the CLIL approach is equally distributed between content (subject) and language. Though there have been studies on the effectiveness of CLIL in various contexts, research on the origins of CLIL is scarce. Moreover, studying the history of CLIL can help us better understand its current state. Therefore, the primary objective of this paper is to explore the origins of CLIL, from ancient Rome to modern Europe. In addition, the paper also discusses various definitions of CLIL. A systematic review method has been incorporated to carry out the study. The findings of the study could inform future research in language teaching and learning about the origins of CLIL.
... And vocabulary is an important element in learning a foreign language. This has also been stated previously by Larsen & Freeman (2000), "vocabulary is emphasized over grammar although work on all four skills (reading, writing, speaking, and listening) occurring from the start oral communication is a seen a basic." In acquiring vocabulary, it can be done in many ways. ...
English is an international language, which has been used by many countries as a second language. To be able to speak English, everyone needs a lot of vocabulary. Vocabulary can be acquired using online games. Online games are widely used by students. The aim of this research is to find out whether there is an influence of the use of online games on the acquisition of English vocabulary for AL-ULUM SMA students, who are members of the extracurricular the flag-raising troop (Pasukan Pengibar Bendera or Paskibra). Researchers chose this topic because researchers saw that many students played online games in a free time. This research uses Psycholinguistic theory by Levelt. And behaviorism theory of language acquisition according to Skinner. The method in this research is a survey method with a quantitative approach. Researchers used a questionnaire as a research instrument. And some of these questions use a Likert scale. The results of this research show that it is true that online games have an influence on the acquisition of English vocabulary for AL-ULUM High School students. This can be seen from the answer data given by respondents, which has been explained briefly by the researcher. And with that result, it can be proven that the hypothesis “The use of online games has influenced the acquisition of English vocabulary for AL-ULUM High School students" is correct and accepted.
... En cuanto a las actividades realizadas, ha habido ejercicios de traducción directa e inversa (Zanón, 1995); ejercicios de formación de frases; lectura y traducción de textos (Larsen-Freeman, 1986). Por lo tanto, ofrecemos una clase muestra. ...
... It enhances the language immersive experience by reinforcing the direct link between terminology and its use in the target language, without translating It into the students' native tongue. According to the research by Larsen-Freeman (2000), the efficacy of this method has been proven by the resultant improvement in communication abilities, especially speaking and listening skills, as the learners are expected to talk and hear during their preliminary session. However, it may not be effective unless there are enough qualified teachers and the class size is small. ...
Purpose: This paper discusses the differences between traditional and tech-enabled methods of teaching language, comparing the potential advantages of each technique in facilitating the process of language acquisition. Methodology: The study uses a comprehensive literature review to evaluate the different parts of both learning methods, which include learner engagement, motivation, language skill development, and accessibility. Findings: Results show that traditional methods mainly give structured learning and mostly concentrate on grammatical competence, while areas of expertise for technological methods are communication skills, flexibility, and an interactive environment. The study stresses that a mixed learning method is highly valued since it combines the positives of both traditional and technological methodologies. This way of teaching allows different types of learners to maximize language acquisition by using the two-way interactive and adaptable features of modern technology in education. Such findings are then emphasized for educational discipline makers, school educators, and policymakers who want to build language capacity in a highly digitalized world effectively.
... This approach involves teaching grammar rules in the context of meaningful and authentic language use. According to Larsen-Freeman and Anderson [1] , contextualized learning helps students understand how grammar functions in real-life situations, making it more memorable and applicable. Educators can use authentic texts, such as newspapers, literature excerpts, or multimedia resources, to teach grammar points. ...
This article explores effective methods of teaching grammar in English lessons, emphasizing research-supported strategies to enhance language learning outcomes. It discusses the importance of contextualized learning, where grammar rules are taught within meaningful language contexts to improve understanding and retention. The article also highlights the use of communicative activities to engage students in using grammar authentically and the concept of scaffolded instruction to provide structured support as learners acquire new grammar concepts. Additionally, it mentions the integration of technology as a valuable tool for creating interactive and personalized grammar learning experiences. Overall, the article provides practical insights and references to guide educators in delivering engaging and effective grammar instruction in English language lessons. АННОТАЦИЯ В этой статье рассматриваются эффективные методы преподавания грамматики на уроках английского языка, особое внимание уделяется научно обоснованным стратегиям улучшения результатов изучения языка. В ней обсуждается важность контекстуального обучения, при котором грамматические правила преподаются в значимом языковом контексте для улучшения понимания и запоминания. В статье также освещается использование коммуникативных действий для привлечения учащихся к правильному использованию грамматики и концепция структурированного обучения для обеспечения структурированной поддержки по мере того, как учащиеся осваивают новые грамматические понятия. Кроме того, в статье Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari 479 April 23-24, 2024 https://cspu.uz/ International Scientific and Practical Conference упоминается интеграция технологий как ценный инструмент для создания интерактивного и персонализированного процесса изучения грамматики. В целом, в статье приводятся практические рекомендации и ссылки, которые помогут преподавателям обеспечить увлекательное и эффективное изучение грамматики на уроках английского языка. Ключевые слова: Грамматика, контекстуализированное обучение, коммуникативная деятельность, структурированное обучение, инкорпорирующая технология, интеграция с обучением, основанным на содержании. ANNOTATSIYA Ushbu maqola ingliz tili darslarida grammatikani o'qitishning samarali usulla-rini o'rganib, til o'rganish natijalarini yaxshilash bo'yicha tadqiqotlar tomonidan qo'llab-quvvatlanadigan strategiyalarni ta'kidlaydi. Unda grammatik qoidalar tush-unish va saqlashni yaxshilash uchun mazmunli til sharoitida o'qitiladigan kontekstual ta'limning ahamiyati muhokama qilinadi. Maqolada, shuningdek, o'quvchilarni grammatikadan haqiqiy foydalanishga jalb qilish uchun kommunikativ faoliyatdan foydalanish va o'quvchilar yangi grammatik tushunchalarni o'zlashtirganda tizimli qo'llab-quvvatlash uchun iskala ko'rsatmalari tushunchasi ta'kidlangan. Bundan tashqari, u interfaol va shaxsiylashtirilgan grammatikani o'rganish tajribalarini yara-tish uchun qimmatli vosita sifatida texnologiyaning integratsiyasini eslatib o'tadi. Umuman olganda, maqolada o'qituvchilarga ingliz tili darslarida qiziqarli va samarali grammatika bo'yicha ko'rsatmalar berish uchun amaliy tushunchalar va havolalar keltirilgan. Kalit so'zlar: grammatika, kontekstuallashtirilgan ta'lim, kommunikativ faoliyat, texnologiyani o'z ichiga olgan, tarkibga asoslangan ko'rsatma bilan in-tegratsiya INTRODUCTION Teaching grammar in English lessons is essential for learners to understand the structure and rules of the language. However, it can be a challenging task for educators to make grammar lessons engaging and effective. In this article, we will explore some effective methods of teaching grammar in English lessons, supported by references from educational research.
... Оптимизация процесса обучения английскому языку для стимулирования развития аналитического мышления студентов может быть достигнута путем создания инновационных методик и использования современных образовательных технологий. Это позволит улучшить усвоение материала, повысить интерес к изучению языка и развить у студентов навыки критического мышления [4]. ...
In the modern world, knowledge of English has become a necessity, especially for students who strive for success in the professional field. However, simply learning a language does not always contribute to the development of analytical thinking among students. Therefore, it is important to optimize the process of learning English in such a way that it stimulates the development of their analytical abilities. The use of innovative teaching methods, the active use of practical tasks and interactive technologies-all this can significantly increase the effectiveness of the English language learning process and contribute to the development of analytical thinking among students. In this article, we will consider various approaches to optimizing the English language learning process, taking into account its impact on the development of students' analytical skills.
... When the teacher recounts a story, the students are able to replicate the motions, which should be entertaining and interesting. TPR does not cause stress in children and they will be delighted as a result of linguistic activities in the classroom, which include songs, motions as well as tales and movements, and every effort will be made to ensure that children enjoy every stage of the process, where spoken expressions or pictures may be used as well (Larsen-Freeman, 2000;Rodríguez-Rosales, 2020). The TPR method, in addition to reducing children's stress may also produce a pleasant atmosphere in them, encouraging learning. ...
This community service was initiated by the English Teaching (Tadris) IAIN Metro lecturer and the student service team (KPM) conducted at TPA REKA. This community service's objective is to introduce English as a second language to children based on their age and needs. TPR method was used to cope with the students' improvement in learning English vocabulary. The results revealed that TPR method implementation for learning English by TPA children has enormous potential for helping students to master the language. The use of TPR method in teaching the early childhood learning benefits children as it helps them to immediately understand the target language or English, allows them to learn with meaningful words and phrases in their contexts, learning becomes more fun for children as they are directly involved in the created situations, stimulates them to learn, which enables their kinesthetics develop
... This substantial improvement underscores the effectiveness of podcasts in developing listening skills. The enhancement in scores signifies those students benefited from the varied and engaging content provided by the Elllo Podcast application, which aligns with the principles of Communicative Language Teaching (CLT) as emphasized by Larsen-Freeman (2000). ...
The purpose of this study was to determine use of the Elllo English learning Podcast Application can improve listening skills of seventh grade students at MTS Darul Ilmi Pangkalan Brandan. In this study, researchers used a quantitative experimental research method with type of true experimental by using two classes, namely class VII-1 as Experiment class and class VII-2 as Control class. In this study, researchers used a total sampling technique that used all class students of VII-1 and VII-2 classes totalling 45 students. In conducting research, researchers conducted pre-test and post-test in both classes. In conducting research, researchers conducted pre-test and post-test in both classes. The results of the average value of research obtained during pre-test of experimental class were 52.39 and control class was 51.81, both of which were included in poor category. After treatment, average post-test score obtained by experimental class was 72.82 which was included in good category and control class was 65.68 which was included in low category.
... Various methodologies have demonstrated their effectiveness across different periods, and as time progresses, innovative approaches have emerged to address evolving needs. The contemporary perspective contends that language instruction occurs within a specific context, where the instructors' pedagogical knowledge and the implementation of suitable teaching strategies serve as essential components for facilitating a seamless educational experience (see Larsen-Freeman & Anderson, 2011). Recent methodologies in Computer-Assisted Language Learning (CALL) have shifted towards a learner-centered and explorative paradigm, as opposed to a traditional, teacher-centered, drill-oriented approach. ...
... The direct method was found to be distinct from the grammar-translation method in terms of the medium of instruction in which translation was not allowed and meaning was to be conveyed directly in the target language. This method too, was not free from criticism as it lacked a strong theoretical foundation, and it was difficult to adopt by untrained non-native English teachers (Larsen-Freeman, 2008). After the failure of the direct method, the Audio-Lingual Method (ALM) came into practice in teaching language. ...
Post-method pedagogy, introduced by Kumaravadivelu in 1994, emerged as a response to the need for a more effective approach to teaching English that moves beyond the limitations of traditional method-based frameworks. However, most teachers still adopt lectures as the primary method of teaching English in Nepal. This article explores teachers’ perceptions of post-method pedagogy in English Language Teaching (ELT) in Nepal. A phenomenological research design was employed to achieve the purpose of the study. Four community school teachers were purposively selected as the research participants. In-depth interviews were used as a major technique for collecting information from them. This study reveals that teachers hold positive perceptions of this pedagogy that can promote teacher autonomy and quality in English language teaching, and they perceive post-method pedagogy as a way to address the limitations of traditional methods and promote context-sensitive teaching. The study can contribute to teachers constructing context and culture-sensitive pedagogies rather than being imposed by methodological practices.
... According to Larsen-Freeman (2004), methods vary and must be accompanied by a variety of sets of methods that vary according to the teaching needs and learning outcomes of the students. The eclectic approach to language teaching is evolving into a system based on two or more principles. ...
Teaching a language has always been difficult for some English teachers in the Philippines, even though there are various methods available. They eventually become confused about which method works best for a lesson because they are only concerned with successful learning for everyone and not with the most effective way of teaching and learning.There may also be a question about what approach they can take to develop effective teaching, particularly in the English language, because misconceptions emerge in situations where teachers are only focused on the generic way of teaching. Even though the eclectic approach has been proven effective and widely used, there are classroom situations where teachers using the approach are still struggling to teach the subject matter. This has something to do with the four macro skills in English. One reason for this is a lack of the main concept, which is always used incorrectly. These difficulties and issues in teaching English have a significant impact on the students' learning interests. As a result, some students may find the subject the most difficult, and the worst-case scenario is that they simply stop learning the language. So it is with the other subjects that use English as a medium of instruction because they cannot understand the language itself.Thus, the goal of this research is to address the issue of using an eclectic approach and dispel misconceptions about effective English language teaching. This article will also serve as a resource for future related studies.
... Odlin (1989) as well as Lee (1999) uphold the view that negative transfer occurs in all aspects of language including grammar. Larsen-Freeman (1986) states that the similarities can assist in the acquisition of the target language, while the differences could work against it and result in errors. Chen (2006) also supports the view that L2 deficiencies are mainly caused by negative transfer from L1. ...
This article sheds light on Chinese to English negative transfer. It defines negative transfer and provides examples of each negative transfer type (pronunciation, grammar, pragmatics, and culture). The examples are drawn from previous researches and from personal experience in teaching English language to Chinese students. In the end, the article culminates with countermeasures to deal with negative transfer.
... The main idea behind this direction is centred around selective choice being administered to the methods available to the teacher's knowledge and the creation of a blend judged as appropriate(Larsen-Freeman & Anderson, 2011). This displays a form of pluralism, a view, as mentioned by Larsen-Freeman and Anderson (2011), which decides neither to revere a method unconditionally nor to away with the lot of them mercilessly, but instead to extract what it sees as surely existing value in each of them. ...
Çalışma beş bölümden oluşmaktadır ve giriş bölümünde araştırmanın amacı, problem
durumu, alt problemler, varsayımlar, sınırlılıklar ve tanımlar üzerinde durulmuştur. Bu
çalışma kapsamında araştırmacı tarafından “Metin tamamlama ve oluşturma yöntemleri”
olarak kısaltılan metin tamamlama, bir metinden hareketle yeni bir metin oluşturma ve bir
metni kendi kelimeleriyle yeniden oluşturma tekniklerinin Türkçeyi ikinci dil olarak öğrenen
yabancı uyruklu öğrencilerin yazma beceri, kaygı ve öz-yeterliklerine etkisi araştırılmıştır.
Çalışmanın ikinci bölümünde dil ve öğretimi, yazma becerisi, yazma yöntem ve teknikleri,
yazma kaygısı ve yazma öz-yeterliği kavramları üzerinde durulmuş; ilgili araştırmalara yer
verilmiştir.
Üçüncü bölümde çalışmanın yöntemi açıklanmıştır. Araştırmada karma yöntemin açıklayıcı
sıralı deseni kullanılmış olup araştırmanın nicel kısmında yarı deneysel öntest – sontest
kontrol gruplu desen, nitel kısmında görüşme tekniği kullanılmıştır. Araştırmanın çalışma
grubunu 2023-2024 eğitim öğretim yılının mart-nisan kur döneminde Sakarya Uygulamalı
Bilimler Üniversitesi Dil Eğitim-Öğretim Uygulama ve Araştırma Merkezi’nde yabancı dil
olarak Türkçe öğrenen on altışar kişilik iki C1 düzeyi sınıf oluşturmaktadır.
Dördüncü bölüm araştırmanın bulgularından oluşmaktadır. Araştırmanın nicel verileri
öğretimsel sürecin başında ve sonunda her iki sınıfa da uygulanan yazma başarı testi, yazma
öz-yeterlik ölçeği ve yazma kaygısı ölçeğiyle; nitel veriler deney grubu öğrencilerine
uygulanan yarı yapılandırılmış görüşme sorularıyla elde edilmiştir. Katılımcıların yazma
beceri, kaygı ve öz-yeterliğine yönelik nicel verileri SPSS programında bağımsız
örneklemler t-testiyle; metin tamamlama ve oluşturma teknikleri hakkında katılımcıların
görüşlerine yönelik nitel veriler ise içerik analiziyle yorumlanmıştır.
Beşinci bölümde araştırmanın bulgularından hareketle metin tamamlama ve oluşturma
teknikleriyle yazma eğitimlerine devam eden deney grubunun yazma becerisinin geliştiği,
iii
yazma öz-yeterliklerinde küçük bir artış olduğu, yazma kaygılarında ise anlamlı bir fark
olmadığına ulaşılmıştır. Deney grubunun metin tamamlama ve oluşturma teknikleriyle ilgili
olumlu görüş bildirdikleri de ulaşılan sonuçlar arasındadır.
The main purpose of this phenomenological study was to explore the experience of experienced expert English as Foreign Language (EFL) teacher educators on collegial professional learning. To collect data, six experienced expert English as Foreign Language (EFL) teacher educators who have Master of Arts degree in Teaching English as a Foreign Language (MA in TEFL) and 25-36 years of experience in teaching English as a foreign language were selected as a sample of the study using a purposive sampling technique. To collect data from these respondents, in-depth interviews and narrative frames were used. The data obtained from these instruments were analyzed qualitatively using the thematic analysis technique. The findings revealed that EFL teacher educators have positive perspectives and experience in collegial learning. Because of their engagement in collegial learning, the participants feel that they have developed professional learning characteristics and improved their skills and teaching methods of the English language. It was also found that the participants most commonly employed peer observation and collaborative discussion as means of their collegial professional learning strategies. Their experiences of engaging in these professional strategies, on the other hand, make them gain insights that have a great contribution to their professional learning. These insights include exposure to different sources of professional learning and improving pedagogical content knowledge of the English language. Thus, the findings of this study imply that EFL teacher educators should be involved in collegial professional learning to develop their profession and enhance student learning.
यो अध्ययनले नेपालका शैक्षिक सन्दर्भमा सम्प्रेषणात्मक भाषा शिक्षण विधिको प्रभावकारिता र चुनौतीहरूको विश्लेषण गरेको छ। अनुसन्धानले मुख्य रूपमा सम्प्रेषणात्मक भाषा शिक्षण विधिले विद्यार्थीहरूको भाषाशिक्षण प्रक्रियामा, शिक्षकहरूको अनुभवमा र कक्षा कक्षको वातावरणमा के कस्तो प्रभाव पार्दछ भन्ने कुरामा केन्द्रित छ। सम्प्रेषणात्मक भाषा शिक्षण एक आधुनिक शिक्षण विधि, संवाद र विद्यार्थी केन्द्रित शिक्षणमा जोड दिन्छ, जुन परम्परागत व्याकरण अनुवाद विधिको तुलनामा धेरै भिन्न छ, जुन नेपालका शैक्षिक प्रणालीमा प्रचलित छ। यस अध्ययनमा गुणात्मक अनुसन्धान विधिहरू, जस्तै शिक्षक र विद्यार्थीहरूको साक्षात्कार र कक्षा अवलोकन, प्रयोग गरिएको छ। प्राप्त नतिजाहरूले देखाएका छन् कि सम्प्रेषणात्मक भाषा शिक्षण विधिले विद्यार्थीहरूको संवादात्मक क्षमता, आत्मविश्वास र भाषा सिक्ने रुचिमा महत्त्वपूर्ण सुधार ल्याएको छ । यसले कक्षा कक्षको वातावरणमा सकारात्मक परिवर्तन ल्याएको छ, जसले विद्यार्थीहरूको सक्रिय सहभागिता र सहकार्य बढाएको छ। तथापि, शिक्षक तालिमको अभाव, शैक्षिक सामग्रीको कमी र परम्परागत शिक्षण विधिहरूको निरन्तरता जस्ता चुनौतीहरूले सम्प्रेषणात्मक भाषा शिक्षण विधिको पूर्ण कार्यान्वयनमा अवरोध पुर्याएका छन्। अन्तमा यस अध्ययनले पुष्टि गरेको छ कि सम्प्रेषणात्मक भाषा शिक्षण विधि नेपालको शैक्षिक सन्दर्भमा प्रभावकारी र आशाजनक विधि हो, यद्यपि यसको सफलता शिक्षिकाको तालिम, शैक्षिक सामग्रीको उपलब्धता र परम्परागत विधिहरूसँगको समन्वयमा निर्भर गर्दछ। थप अध्ययन र अनुसन्धानले सम्प्रेषणात्मक भाषा शिक्षण विधिको दीर्घकालीन प्रभाव र कार्यान्वयनमा थप सुस्पष्टता ल्याइएको छ ।
The shift from traditional classrooms to online learning has prompted educators to enhance virtual teaching methods, employing technology to create engaging and supportive learning experiences. There are numerous courses designed by educators to facilitate smooth online learning and impact learners with new skills. However, the question is whether these online materials are suitable and appropriate to cater learners needs by incorporating their perspectives on the materials on online learning environment to maximize their learning experience and make it more effective. This study explores students' perceptions of online course materials and examines the impact of the online course materials on grammar and vocabulary skills improvements for students in the online course titled "Academic Mobility" designed on Canvas Instructure focusing on grammar and vocabulary learning skills. The study adopted a mixed-method design, incorporating survey, grammaticality judgment tests, and vocabulary assessments in pre and posttests. Procedural framework, from need analysis to result reporting, ensured a learner-centered and contextually relevant course design. The majority favored illustrated text materials, such as PowerPoint, MS Word, and PDF formats, video formats were well-received, while materials illustrated through images, mind maps and text messages were less preferred. Overall, the study revealed a positive perception of the learning materials, including their relevance and quality, which was reflected in the survey responses. Additionally, analysis of the pre and post tests revealed statistically significant improvements in participants' vocabulary and grammar knowledge. This study contributes valuable insights into the design of effective learning materials within a blended online learning environment and maximize students learning experience in online learning settings. The thesis consists of 75, includes 10 figures, 11 tables, a list of 43 references, and 3 appendices. 5
This study investigates the condition of the English-speaking proficiency of Bangladeshi secondary-level students and the reasons for their failure to acquire the expected proficiency level of speaking in English. Data have been collected through instruments like surveys, interviews, and classroom observation to find out the reasons. After a thorough analysis of both qualitative and quantitative data, our findings indicate that Communicative Language Teaching (CLT) which has been introduced as a teaching-learning method in the English language curriculum of Bangladesh is not being implemented properly as stipulated in the curriculum of the course book titled English for Today. The lack of environment for practicing English, teachers' lack of training and motivation for teachers, no scope for interaction in classes, no practice of speaking in classes, and lack of assessments of speaking in the summative assessment procedure and large class size are reported as the obstacles to learning to speak English. This study suggests that teachers should be trained in making classes interactive, and scopes for assessments of speaking skills should be created to make the students living in rural areas communicatively competent. 1. Introduction 1.1. Background of the Study In Bangladesh, English is taught as a subject at the primary, secondary and higher secondary levels. A mandatory textbook titled English for Today with different activities and exercises in English is followed in all classes in Bangladesh Despite the coursebooks being designed following the CLT method, classroom practices are grammar-translation-centric. Even though on paper and in policy, the emphasis has shifted from the Grammar-Translation strategy to the CLT approach to learning the English language, the current state of classroom English teaching and learning in the nation has not changed over the past 20 years. The lack of training and resources for ELT instructors to adapt to the newly developed communicative curriculum is the second factor contributing to CLT's inefficiency in Bangladesh (Ali & Walker, 2014). The current teachers are not given adequate training in CLT or any other ELT pedagogy to use in the classroom when teaching English as a second language. (Hamid & Baldauf, 2008; Shurovi, 2014). The majority of teachers in Bangladesh's ELTIP (English Language Teaching Improvement Project) only received a 13-day CLT training (Rahman et al., 2018). This wasn't enough to get them to switch from the outmoded GT technique to CLT in their classroom teaching practices, according to Ali and Walker (2014). The majority of students in Bangladesh cannot speak English fluently and correctly though they have been learning English for nearly 10-12 years in primary and secondary schools. Educationists opine that children's English phobia begins from the primary level. The lack of quality teachers and weaknesses in the curriculum can be attributed to this cause (Billah, 2020). Another important fact is that due to the unfriendly and non-supportive environment, Bangladeshi students are losing their motivation to learn spoken English. As a result, students who have a minimum interest to speak in English, lose motivation (Mobarok, 2020). Classroom teaching in Bangladesh is mainly teacher-centered. In the English classes, the Grammar translation method (GTM), rather than Communicative Language Teaching (CLT) is very much focused. Students hardly interact or have conversations with each other in English in the classroom. The majority of English teachers conduct English classes in the mother language instead of English. The techniques of developing conversational skills are often skipped in our teaching and learning system. As a result, the students are far behind any other country in improving their proficiency in conversational and communication skills. Students of Bangladesh are constantly facing different challenges and barriers to learning English for communicative purposes. In the education system of Bangladesh, reading and writing skills are tested in public examinations, and listening and speaking skills remain untested. It has also been established that the SSC sample English question paper suggested by NCTB in the English textbook for Paper 1 allots 20 marks for the test of speaking abilities while suggesting 80 marks for the test of reading and writing abilities. The question therefore becomes whether receiving 20% of the possible points (10+10) for oral abilities (listening + speaking) will be sufficient to increase interactive competence in daily life. This examination system has created incongruity among the four language skills which ultimately affects the learners in achieving communicative competence in English (Mazumdar, 2021). So, the students lack motivation to speak in English. Moreover, the classroom environment of the schools is not very favorable for practicing speaking English as teachers do not focus on or arrange any activities to develop speaking skills and students' lack of confidence and fear of mistakes hinder them from speaking English. Bangladeshi students have a minimum level of motivation from their school and family to practice or speak English. Though the data of this study were collected from a high school in a rural area of Bangladesh, the findings of this study can be generalized to the overall English learning scenario of Bangladesh at the secondary level where almost 95 per cent of schools are private. The private sector owns and operates about 98% of post-primary (secondary and upper secondary) institutions (BANBEIS, 2006). The speaking skills of the non-government schools of the rural areas are comparatively more unsatisfactory. So, the above discussion indicates that despite various measures by the policy-makers for developing the speaking skills of the students of the said level, their skills have not developed. Several factors such as the absence of testing of the speaking skills, use of mother tongue in the classroom both by the teachers and students, and lack of
English language proficiency is fundamental for academic success and global communication, yet many students struggle with grammar skills. This study investigated the effectiveness of sentence diagramming worktext in improving the grammar skills of Grade 11 students at Rajah Muda National High School in Tacurong City, Philippines, where English teachers consistently observed significant challenges in teaching grammar effectively. The research addressed the lack of literature on the use of sentence diagramming in the Philippine context, particularly in addressing the specific grammar challenges faced by Senior High School learners. A true experimental design with a descriptive-evaluative approach was employed, involving a control group receiving conventional instruction and an experimental group utilizing the sentence diagramming worktext. The sentence diagramming worktext was developed and validated by English language experts, ensuring its high quality and alignment with learning objectives. Data were collected through pre-tests and post-tests to measure students' grammar skills before and after the intervention. The findings revealed that the experimental group, who used the sentence diagramming worktext, showed a significantly greater improvement in their grammar skills compared to the control group. This suggested that sentence diagramming, as a visual and interactive learning strategy, can be a valuable tool for improving grammar skills, particularly in the context of writing composition. The study concluded that the sentence diagramming worktext was effective in enhancing grammar skills and recommended its adoption and implementation in Senior High School classrooms across the Philippines. The study also emphasized the importance of pre-assessment in identifying individual learning needs and personalizing instruction accordingly.
This research article is on ‘Collaborative Learning Environment for English Language Learning in Private Schools in Kathmandu: A Case of Grade Five’. The study explores how private school teachers create collaborative learning environment for the English language learners. The study explores how and why the collaborative learning environment has been created to teach the English language learners in and out of the classroom. The study adopted qualitative research method and case study design to collect and analyze data from a single participant. In-depth interview and observation techniques were used to collect rich data. The participant was selected purposively. It is expected that the research outcome provides a significant ground for rethinking, reforming, planning, designing and implementing educational strategies in Nepal.
Second language learning faces significant challenges, such as low student motivation, limited resources, and a lack of teacher training, which can hinder learning effectiveness. Ineffective educational management in curriculum and language policy implementation may exacerbate these conditions, making exploring effective strategies for supporting second language acquisition essential. This study aims to identify and analyze effective educational management strategies in supporting second language acquisition and solutions to challenges encountered in their implementation. Additionally, this research seeks to provide recommendations on policies and teaching approaches to enhance the quality of second language learning. The research method used is a literature review involving collecting and analyzing relevant articles and scientific journals. This study explores various literature on educational management, second language teaching strategies, and technology in language learning. The findings indicate that effective educational management—such as curriculum development based on authentic communication, the use of technology in learning, and teacher training—can improve the effectiveness of second language acquisition. The main challenges include low student motivation and limited resource access, which can be addressed through technology-based approaches and more inclusive policies.
Didactics for dummies: A pedagogical resource for beginner teachers is a comprehensive, beginner-friendly guide designed to support novice educators as they embark on their teaching journeys. This pedagogical resource demystifies the core concepts of didactics, offering clear, engaging explanations on topics such as teaching methodologies, classroom management, lesson planning, assessment, and student engagement. Organized in a practical and accessible format, the book breaks down complex educational theories into relatable and applicable strategies. From understanding different teacher roles and student learning processes to designing effective lesson plans using the GADE model, this guide empowers new teachers to create dynamic and inclusive learning environments. With its blend of theory, real-life examples, and motivational insights, Didactics for Dummies serves as both a foundational manual and an inspiring companion for those entering the world of education.
El propósito de este artículo fue determinar las percepciones de los profesores sobre la gestión del conocimiento desde un enfoque integrador, con el fin de lograr el mejoramiento del proceso de enseñanza del inglés como lengua extranjera en una institución universitaria. Se consideraron los aspectos esbozados desde las concepciones teóricas de Stankosky (2005) y Larsen-Freeman (2013), y se propusieron elementos desde una perspectiva sistémica. Para ello se empleó el método cualitativo de un estudio de caso. Las técnicas utilizadas fueron la observación y la entrevista y como instrumentos el cuestionario y el cuaderno de bitácora. Los resultados mostraron que existen algunos constructos que prevalecen de forma destacada, por lo cual pudieran ser abordados como una propuesta para un diseño de gestión de conocimiento enfocado en el mejoramiento del proceso de enseñanza del inglés.
This thesis examines the Grammar Translation Method (GTM), a traditional language teaching approach that prioritizes grammar analysis, translation exercises, and literacy skills. It explores the historical background, fundamental principles, advantages, and limitations of GTM. Despite its structured methodology and effectiveness in developing reading and writing skills, the method has notable weaknesses, particularly in fostering speaking and listening abilities. The thesis discusses the ongoing role of GTM in contemporary education and suggests a balanced approach that integrates communicative techniques for a more comprehensive language learning experience. Annotatsiya. Ushbu tezis grammatikani tahlil qilish, tarjima mashqlari va savodxonlik ko'nikmalarini birinchi o'ringa qo'yadigan an'anaviy til o'rgatish yondashuvi bo'lgan grammatikani tarjima qilish usulini (GTM) ko'rib chiqadi. U GTM ning tarixiy asoslari, asosiy tamoyillari, afzalliklari va cheklovlarini o'rganadi. O'qish va yozish ko'nikmalarini rivojlantirishda tizimli metodologiyasi va samaradorligiga qaramay, usul, ayniqsa, nutq va tinglash qobiliyatlarini rivojlantirishda sezilarli zaif tomonlarga ega. Tezis zamonaviy ta'limda GTM ning davom etayotgan rolini muhokama qiladi va tilni yanada kengroq o'rganish tajribasi uchun kommunikativ usullarni birlashtiradigan muvozanatli yondashuvni taklif qiladi. Kalit so'zlar: GTM, til o'rganish, grammatika yo'riqnomasi, tarjima mashqlari, o'qish va yozish ko'nikmalari, kommunikativ yondashuv, til ta'limi. Аннотация. В этой тезис рассматривается метод грамматического перевода (GTM), традиционный подход к обучению языкам, который акцентирует внимание на грамматическом анализе, переводных упражнениях и навыках чтения и письма. Исследуется исторический контекст, основные принципы, преимущества и ограничения метода. Несмотря на свою структурированную методологию и эффективность в развитии навыков чтения и письма, метод имеет заметные слабости, особенно в развитии навыков устной речи и восприятия на слух. В тезис обсуждается продолжающаяся роль метода GTM в современном образовании и предлагается сбалансированный подход, который интегрирует коммуникативные техники для более полноценного процесса обучения языку. Ключевые слова: МГП, изучение языков, преподавание грамматики, переводные упражнения, навыки чтения и письма, коммуникативный подход, языковое образование. "Zamonaviy pedagogik texnologiyalar orqali ijtimoiy-gumanitar fanlarni oʻqitish: muammolar va innovatsion yechimlar" mavzusidagi xalqaro ilmiy-amaliy anjuman 88
This practice represents an interactive co-evaluation activity among students, involving such elements as motivation, cooperation and collaborative work. It promotes meaningful learning experiences in a competitive environment. The goal of this activity is to examine topics which are explored during the semester through games that are created by students, as well as to promote holistic development and diversity through the investigation of a wide range of global cultures. Further, the activity seeks to enhance the internationalization of the pedagogic model that guides our collective educational philosophy. An empirical method of research is adopted in the current study which is based on observing students during an activity. Since the activity enhances students’ creativity for a better contextualization of the country to be presented. It replaces the traditional way of testing (the written tests) and gives the students the opportunity to see the level of the acquired learning in an interactive and fun context
Discourse markers (DMs) are essential for improving the quality of speaking and writing as well as increasing comprehension of spoken and written text. This research aims at investigating the effects of two techniques (textual input enhancement and inputflooding) on students' comprehension and retention of macro/ micro discourse markers functions. 96 EFL University students were randomly chosen from a population of 120 students. The study subjects were split into two experimental groups and one control group and they took part in 8 sessions to teach them L2 DMs, by using two techniques, i.e., textual input enhancement and inputflooding. The students are tested before and after the sessions by the comprehension test of DMs functions. The outcomes showed that all two experimental groups did better than the control group in their post-tests. Moreover, the findings indicated a significant difference in the comprehension test between the two experimental groups in favour of the textual input enhancement group. Moreover, the performance of the Textual Enhancement group on the DMs Posttest is somewhat close to its performance in the retention test. On the other hand, the statistically significant effect of the inputflooding technique on the DMs Posttest is greater than its effect on the retention test. It is recommended to use input enhancement techniques to help the EFL students to master L2 materials effectively.
Nowaday, teaching and learning foreign language is unavoidable. Then, there are more and more argurments about the methods of studying and teaching it. Among them, should the first language or the target one be used in class is a question. Therefore this paper aims to summarize the use of the first language in the second language classroom in differents methods and two approachs toward it.
This study aims to examine the complex relationships among personality traits, English language teaching methods, classroom management concerns, mindfulness and perspectives on participation in projects of English language teachers working at various levels in public and private institutions in Turkey. The research was designed to include qualitative and quantitative methods using questionnaires and interviews. For this, three separate scales were applied to 400 participants to assess their personality traits, foreign language teaching methods, mindfulness levels and classroom management concerns. Quantitative data collection was followed by interviews with 34 volunteers; thematic analysis was applied to the qualitative data obtained from these interviews. The findings showed that Turkish English language teachers have high levels of agreeableness, extroversion, conscientiousness and low levels of neuroticism, high levels of classroom management concerns and moderate levels of mindfulness, and they use active teaching methods to a high extent. Additionally, it shows the personality types of Turkish English language teachers are largely related to the foreign language teaching methods, their mindfulness levels and concerns about classroom management. The results suggest personality traits have a significant impact on teachers’ level of mindfulness, classroom management concerns, and teaching methods. Certain personality traits exhibited a positive relationship, while neuroticism showed a negative correlation with these factors. Significant differences were found between teachers’ participation in projects and their personality traits, teaching methods, mindfulness levels, and classroom management concerns. The findings show that meeting teachers’ needs, reducing their anxiety levels, and increasing their self-awareness will help in producing good solutions. The study also indicates that if their special needs regarding personality traits are taken into consideration, the existing problems can be minimized. Addressing these areas will also increase teachers’ overall well-being and efficiency in the classroom, thus improving learning and teaching outcomes and making teaching an attractive job.
The article addresses the rise of online work following a global health crisis. It is particularly useful for individuals undecided about the most suitable type of work for them, as it systematically compares the advantages and disadvantages of working from home. The key aspects of this work model are analyzed, highlighting its global preference levels. Additionally, the article outlines the conditions conducive to e-working and emphasizes the strategic benefits of home-based work. This comprehensive analysis aims to provide a clear understanding of whether remote work is a suitable option based on individual circumstances and career goals.
Kichina ni lugha mojawapo kati ya lugha za kigeni zinazofundishwa katikashule za sekondari nchini Tanzania. Katika kuboresha zoezi zima laujifunzaji na ufundishaji wa somo la kichina katika shule za sekondari,makala hii imelenga kubainisha changamoto zinazokwamisha wanafunzikuwa mahiri na namna bora ya kuweza kukabiliana na changamoto hizo.Utafiti huu uliwahusisha walimu na wajifunzaji katika shule za sekondarizinazofundisha kichina katika mkoa wa Dodoma, halmashauri ya jiji laDodoma. Shule ya sekondari Umonga, Dodoma na Kiwanja cha Ndegezilihusishwa katika utafiti huu. Aidha, mbinu za mahojiano, uchambuzimatini na ushuhudiaji zilitumika kupata data za utafiti huu. Mkabala wakitaamuli uliongoza uchanganuzi na uwasilishaji wa data. Matokeo ya utafitihuu yanatarajiwa kuwasaidia watunga sera na wadau mbalimbali wa elimu,kuongoza uboreshaji wa ufundishaji wa lugha na utoaji wa rasilimali.Kimsingi matokeo ya utafiti huu yanaonesha kuwa zipo changamotozinazokwamisha umahiri wa wajifunzaji wa Kichina kama lugha ya pilikama vile ; tofauti za kiisimu baina ya Kichina na Kiswahili, walimukutokuwa mahiri katika lugha wanayofundisha, suala la mazingira finyu yakujifunzia na upungufu wa vifaa vya kufundishia na kujifunzia. Pia, utafitihuu utachangia katika mjadala mpana wa kitaaluma kuhusu elimu ya lughaza kigeni barani Afrika, na kupendekeza njia za uchunguzi wa siku zijazo.
Several of the national narratives that we explored in the previous chapter—in particular, the discourses of progress and optimism generated by science and technology—are likewise evident in the pedagogical dialogue of the last decades of the nineteenth century. Stern (1983) notes three overarching concerns: (1) the introduction of modern languages into the university curriculum; (2) the “emancipation” of modern languages from the model of the classics; (3) the reforming of methodology. In the following sections, I will situate these concerns within a broader socio-cultural context.
Communicative Language Teaching has long been a prominent approach in language education, emphasizing the importance of meaningful communication in language learning. This literature review comprehensively explores the background, origins, theoretical foundations, effectiveness, challenges, and future directions of Communicative Language Teaching. Communicative Language Teaching emphasizes the cultivation of practical communication skills and the enhancement of student motivation and engagement. By examining perspectives from key proponents and critics, we gain a deeper understanding of its core concepts and features. Research indicates that Communicative Language Teaching effectively improves students’ language proficiency and stimulates their interests. Despite its advantages over traditional methods, challenges in teacher training and professional development still remain. Future research should explore innovative approaches to adapt Communicative Language Teaching to evolving educational landscapes, providing valuable insights for practice and research.
A variety of approaches exist in foreign language teaching and learning; one of them is Task-based Learning (TBL). It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in the implementation of this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of 'task' and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students' roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia.
Tea drinking is a popular art all over the world. China and Sri Lanka are two leading tea- producing countries. Historically, China is considered the homeland of tea. Tea comes to Sri Lanka as an effect of colonization. China has a native heritage and Sri Lanka has a western influence on tea. In the process of learning and teaching Chinese as a foreign language, the topic of tea art can be considered culturally and linguistically very important. Linguists recognize cultural competence as a crucial factor. Cultural proficiency as an additional unit of language measurement has received the attention of scholars, so tea art can be identified as a separate subject area in language teaching. This study explores the development of the art of tea brewing, both in China and Sri Lanka, as a cultural heritage and its cultural value. Primary and secondary data related to the research are collected under qualitative research methodology. In this study, the beginning and development of the art of tea brewing in the two countries, transmission, current status, cultural value, linguistic value, differences in cultural and linguistic values, conclusions, etc. are discussed. This study concludes and highlights that the tea art of the two countries is a sign of linguistic and cultural development.
This chapter explores the integration of Critical Language Pedagogy (CLP) and Task-Based Language Teaching (TBLT) through the lens of Brazilian public school English teachers. The study investigates how these educators appraise a critical task cycle designed to promote critical language development by focusing on gender representation in society. Data was collected from twenty teachers across two Brazilian states, who analyzed the task cycle and provided feedback through questionnaires and interviews. Findings reveal that most teachers highlighted positive aspects of the task regarding its critical theme and recognized the potential of the task cycle to foster critical learning. However, some challenges were noted, including potential students' resistance to the theme and the inappropriateness of the material for certain teaching contexts. The study underscores the relevance of TBLT and CLP in teacher (initial and continued) education programs. Future research is suggested to better understand the dynamics of implementing critical tasks in diverse educational contexts.
Vocabulary is an important aspect of communication skills. What is often observed in a classroom of English as a foreign language in Albanian pre-university education is learners’ written communication marked by low levels of linguistic accuracy and fluency; moreover, the English course book is the primarily published material used in the classroom. Considering the main aim of English language school program that is learning English for communicative purposes, this article aims at presenting a vast amount and variety of activities and strategies that foreign language teachers and learners can use for teaching and learning vocabulary effectively while building reading and writing skills. For this reason, some English course books used in Albanian pre-university education have been analyzed using deductive content analysis method and some target theory and research has been reviewed and then analyzed using an inductive content analysis method. The results show that the selected course books offer a variety of activities and strategies, but the target literature also suggests more other typologies of them. The listed activities and strategies in this paper can help foreign language teachers select and adapt the proper activity according to the teaching and learning goals, levels of learners’ language proficiency and learners’ needs; moreover, learners can enhance their linguistic knowledge and competence, as well as improve written communication skills of the target language. The study has potential limitations: the results are based on four EFL course books and some target studies. Further analysis of other course books and target literature can expand the target knowledge base. The research also offers practical methodological options for foreign language teachers to improve the quality of (vocabulary) teaching and learning. Received: 15 November 2024 / Accepted: 10 February 2025 / Published: 06 March 2025
This study aims to describe teaching techniques for writing skills in The Fourth Semester Balikpapan Foreign Language Academy. This type of research is descriptive qualitative research. Sources of research data are events, informants, and documents. Collecting data from observations, interviews, and documents. Data is analyzed by reducing data, displaying data and verifying data. To show the truth of the data using triangulation data. The results showed that the techniques used by lecturers at Balikpapan Foreign Language Academy in teaching writing skills were using pictures, discussions, making groups and corrections, and presentations. The purpose of using techniques can make it easier for students to develop writing skills. The students' responses to each technique were interested and happy. Problems faced by lecturers such as passive students, vocabulary and writing structure problems, students’ difficulty developing paragraphs, and time constraints. Solutions for teaching writing skills include the lecturer encouraging students to be active, repeating the teaching of language and vocabulary structure, giving examples of making paragraphs using the correct tenses, motivating students to increase vocabulary, and the lecturer providing opportunities for students to practice writing not only once.
The rapid digitalization of journalism necessitates innovative pedagogical strategies to teach English effectively to future journalists. This article investigates the integration of digital tools and AI technologies into journalism-focused English instruction, blending traditional approaches with modern digital methodologies. The proposed framework emphasizes enhancing language proficiency, fostering critical thinking, and cultivating digital literacy. Through practical applications, such as social media for language analysis, AI-driven tools for refining writing, and collaborative platforms simulating newsroom environments, students gain essential skills to navigate the complexities of 21st-century journalism. The article underscores the importance of interdisciplinary learning, where language instruction converges with digital competencies to prepare students for multimedia storytelling, audience-specific communication, and ethical digital practices. By equipping students with linguistic and technical skills, this study highlights how educators can address the evolving demands of journalism, ensuring that graduates are adept at meeting the challenges of a dynamic and technologically advanced media landscape.
ResearchGate has not been able to resolve any references for this publication.