Language Teaching - Science topic

What is the reason behind the recurrence of the same language teaching problems in the first grades of education despite the development of teaching methods and the improvement of educational inputs?

I've seen a lot of work, and even didactic unit productions, that approach language teaching through the lens of translanguaging. These works may deal with teaching grammar, vocabulary, but rarely pronunciation.

Most of the studies I've come across on teaching pronunciation through translanguaging use it only as an oral support. Here, the teacher allows the students to speak in another language or uses other languages to explain the content. We know that translanguaging is much more than that, so my question is how to work on pronunciation in a way that really accesses the students' repertoire for that purpose.

Dear Colleagues,

In what ways can the integration of AI in education influence the evaluation of EFL students' assessments, and what changes are required to be followed in the AI-based evaluation process?

It is a framework to measure teachers effectiveness in language teaching

Language, teaching, blind children, artificial intelligence

Dear fellow language educators, linguistic researchers, computational intelligence scientists and any interested peers:

I would like to introduce you to the International Council of Academics for Progressive Education (I.C.A.P.E.). We are a global initiative engaging in research, publishments and connection with proactive dialogue and discussion among interested peers, in order to improve language education in secondary and higher education, challenge archaic curricula and learning models, and identify, communicate and eventually implement necessary changes, novel approaches and brilliant ideas in educational science, with a special focus on language education and its intersections with other related research fields, such as the integration of A.I. in curriculum development.

We are happy to welcome you on board, publish your ideas, get you in contact with interested language schools, researchers and scientists around ther globe. We maintain close relationships with journals, university faculties, research projects and much else.

For more information, please visit www.icape-edu.com. Self-evidently, there is no spam, no fee structure, and all of our endeavors are not-for-profit. Our only mission is contributing to better education and accelerating the implementation of changes.

Best regards!

The language teaching approaches in CAPS

"The article provides valuable insights into language teaching and learning strategies."

📢 Call for Proposals: 📢 "Narratives of Non-English L2 Language Teachers" Exciting opportunity for language educators! 🌍📚 We are thrilled to announce a call for abstracts for an Edited Volume on "Narratives of Non-English L2 Language Teachers," edited by Nur Yiğitoğlu Aptoula & Melinda Reichelt. Much of our understanding of L2 teaching has been shaped by research focused on English as an L2, leaving non-English languages overlooked. It's time to broaden our perspectives and explore the unique dynamics within non-English L2 teaching contexts. 🌐 Scope of the Volume: We invite narratives from educators worldwide, emphasizing geographical contexts beyond the U.S. and underrepresented institutional settings such as community language programs, primary schools, and secondary schools. We are especially eager to include voices from teachers of marginalized and/or endangered languages. 📖 Themes for Abstracts: Share your teaching journey with a non-English L2! We seek 500-word abstracts outlining your chapter plan. Explore the nuances of language teaching in your context and contribute to a deeper understanding of L2 education. Your story can shape the discourse and advance language theory. 🗓️ Submission Deadline: Submit your abstract by March 17 for consideration in this exciting edited volume. 📘 Publication Details: Selected chapters will be published by Routledge, providing contributors with a valuable platform to share their experiences and contribute to the evolving landscape of language education. Don't miss this opportunity to be part of a groundbreaking volume that aims to enrich our understanding of L2 teaching practices. Let your narrative be a catalyst for change in the field! 📧 Submission Instructions: Please look at the document linked hear to get a clearer understanding of what we are looking for: Link to Call for papers: https://docs.google.com/document/d/1H6ptKXE2WivO8C66Zzfm3sUJB3bY7mgYTgCckEzFue4/edit Link to Submission page: https://forms.gle/6wcDXigS9pbNcXGQ9

Dear Researcher Colleagues,

I've just launched a research project that focuses on European higher education instructors' and students' experiences with and opinions on artificial intelligence in education. The data collection tools are clicks-only questionnaires.

I would like to invite you to please participate in this study by either filling in the appropriate questionnaire and/or by forwarding this call to anyone who fits the target population.

The attachments contain the visual calls for participation for ease of sharing.

Thank you very much for donating your time!

Imre

Grammar and linguistics are both important fields within the study of language, but they differ in their focus and scope. Here are some key differences and similarities between grammar and linguistics:

1. Definition and Focus:

- Grammar: Grammar refers specifically to the set of rules and structures that govern how words are organized and combined to form sentences in a particular language. It focuses on the study of syntax, morphology, and semantics, dealing with the structural and functional aspects of language.

- Linguistics: Linguistics is a broader field that encompasses the scientific study of language, covering various sub-disciplines such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. It explores language from a more comprehensive and theoretical perspective, aiming to understand how language is acquired, used, and processed.

2. Scope:

- Grammar: Grammar is more concerned with the description and analysis of specific languages, looking closely at grammatical structures and rules within those languages. It aims to provide a systematic account of how language works in a given context.

- Linguistics: Linguistics, on the other hand, takes a broader perspective, seeking universal principles and patterns that underpin all languages. It investigates the similarities and differences across languages, aiming to uncover the fundamental properties of human language as a cognitive system.

3. Application:

- Grammar: Grammar is essential for the practical application of language. It provides guidelines and rules that enable effective communication and understanding within a specific language. It is often used in language teaching, writing, editing, and translation.

- Linguistics: Linguistics informs our understanding of language structures, acquisition, and usage. It contributes to fields such as psycholinguistics, sociolinguistics, computational linguistics, and forensic linguistics. It helps develop language technologies, analyze language disorders, and unravel the intricacies of human communication.

Despite their differences, grammar and linguistics share some similarities:

- Both study language and its structures, seeking to describe and understand how language functions.

- Both employ formal analysis and observation to uncover patterns and rules within language systems.

- Both contribute to the effective use and comprehension of language, enabling communication in various contexts.

- Both contribute to our knowledge of human cognition, perception, and cultural expression through language.

However, grammar focuses on the specific rules and structures of individual languages, while linguistics is a broader, interdisciplinary study of language as a whole. While grammar provides practical guidelines for language usage, linguistics delves into theoretical aspects and seeks universal patterns across languages.

I need some options for free corpus software which can be used for ET in the classroom.

What is the importance of a delayed posttest in language teaching research? When should it be done? After or before the post test?

The following link talks about AI (ChatGPT) and how to use in education, how to design assessment:

Some of the topics are : ChatGPT: To ban or not to ban?

ChatGPT: How do I use it as a force for good?

ChatGPT: What should assessment look like now?

Please, watch the videos and read the articles and share your opinions, viewpoints on these questions?

ChatGPT and artificial intelligence (qaa.ac.uk) https://www.qaa.ac.uk/en/membership/membership-areas-of-work/academic-integrity/chatgpt-and-artificial-intelligence

Is anyone interested in being my international collaborator for a research article .

It can be a multidisciplinary discourse.

My area of interest are ESL, Teachers' Education, pedagogy, Language teaching and learning, academic writing, artificial intelligence, etc.

Thank you

Dear colleagues,

We would be grateful if you could answer the survey questions. This will help us understand current trends in technology application.

Dear colleagues, could you answer some questions in the following questionnaire, please?

https://forms.gle/N6Dtr8xyx6qfAKsu6

As Chair of the International Council of Academics for Progressive Education, I am looking for dedicated researchers in the fields of Educational Psychology and educational professionals who are willing to join and enrich our organization with their expertise and who would like to contribute to peer discussions, publishments and connective endeavors across the globe in order to advance education.

I want to write an article about whether to use ChatGPT in English (or other) language teaching?

How and when should teacher utilize ChatGPT (or/and large language models) in preparing, conducting classes, in assessment, etc.

Should we teach students how to use ChatGPT and how?

This technology is not only going to stay in our lives but also going to significantly get better.

What are your thoughts on the role of ChatGPT in Language teaching for teachers and students?

Thank you in advance

Neology and sociolinguistics are at the crossroads of analysis for the democratization processes and need an integral approach combined with the concept studies to understand linguistic democratization dynamics fully.

Linguistic Democratization of the Modern English Language - one more book chapter of mine is now in the wild of the #openaccess academic realm. This chapter focuses on Functional Parameters of English Youth Slang Neologisms. Thanks to prof. Nata Lazebna who co-edited this collective monography with prof. Dinesh Kumar - Studies in Modern English published by The Julius Maximilians University of Würzburg Press.

Big shout out to prof. Rusudan Makhachashvili who created and leads a network of Contemporary English researchers now being scattered across the globe but contributing wherever we are.

Shtaltovna, Y. (2022). Linguistic Democratization of the Modern English Language: Functional Parameters of English Youth Slang Neologisms // N. Lazebna / D. Kumar (Ed.), Studies in Modern English, Würzburg, 2022, p. 105-115. DOI: 10.25972/WUP-978-3-95826-199-0-105

Overtime, there have been many methods , approaches and strategies being used and adopted in the teaching and learning of English Language ranging from grammar method, audio-visual, communicative competence teaching , etc.

However, most of these approaches, strategies and methods are usually being referred to as being traditional or something, significantly at the advent of technological advancements and information-driven economy.

There have been many new methods, approaches and strategies infused with technology principles and practicals in the 21st century.

Kindly tell me the ones that you know or have applied before or have read about before.

Thank you for you for your time and help.

Have you thought about integrating Augmented Reality (AR) Apps, e.g., Mondoly, in your teaching?

I found this article useful for language teachers and would like to share it.

I hope you will share your experiences.

In which levels of education (primary school, secondary school, high school, university) and which skills should we prefer to use augmented reality applications and web 2.0 tools in foreign language teaching?

What research methodologies are most suitable for investigating the effectiveness of language teaching approaches and techniques?

It is in fact inevitable that the future of tertiary level language teaching will be ESP approach based. Catering the learners' language need is the central focus. Based on learners' professional language need the course will be designed and the materials (texts for comprehension, listening scripts for listening, professional based writing genres and profession based situational speaking activities such as role plays, group discussion, presentation) will be provided.

ESP approach of language teaching expects the teachers to transform themselves to be an ESP practitioners so as to play the different roles of ESP practitioner. Learner-based and learning-based teaching will involve content-based instruction in dong the activities and tasks in the classroom.

I`m conducting a Ph.D. dissertation and looking forward to identifying the effectiveness of Web 3.0 in developing EFL teaching competencies.

I would like to know what experts think about the current regulations of educational work and the influence that these laws have on the health of the education professional.

Looking for tools and methods in tenses' translation.

Can anyone recommend a journal for submission? I am particularly looking for journals that (i) accept pieces in the 800 to 2000 word range, and (ii) that have no publication fees.

Dear fellow teachers,

I'm conducting a research project on the challenges of online teaching. Could you please devote up to 15 min. to complete an anonymous questionnaire? This questionnaire gives you an opportunity to express your difficulties and hopes related to teaching English online.

https://docs.google.com/forms/d/e/1FAIpQLSf9YcN83whPu3OFutkOMJ6knmSCFhF_KBu9eDxLJyjo1ArvGQ/viewform?usp=sf_link

Will the development of artificial intelligence, e-learning, Internet of Things and other information technologies increase the scope of automation and standardization of didactic processes, which could result in the replacement of a teacher by robots?

Unfortunately, there is a danger that due to the development of artificial intelligence, e-learning, learning machines, the Internet of Things, etc. technology can replace the teacher in the future. However, this will not happen in the next few years, but this scenario can not be excluded in the perspective of several decades. In addition, the work of the teacher is a creative work, a social education, etc. Currently, it is assumed that artificial intelligence will not be able to fully replace a human teacher, because it is now assumed that you can not teach artistry machine, social sensitivity, emotional intelligence, empathy, etc.

Do you agree with me on the above matter?

In the context of the above issues, the following question is valid:

Please reply

I invite you to the discussion

Thank you very much

Best wishes

I am planning to measure teacher stress in my research. One valid and reliable instrument I believe I have found is Teacher Stress Inventory by Michael J. Fimian (1984).

I was wondering if this measure/instrument is in the public domain and can be used just by citing the author and publication or should it be purchased?

Moreover, where can I have access to this questionnaire?

Best,

Due to the pandemic, online teaching is the best alternative we have. Now, we are facing questions about the effectiveness of online language teaching. How much is online language teaching effective?

language teaching , language learning, covid19 pandemic

I've created a list of freeware software which was accessed by thousands of people in the last 4 months.

https://sites.google.com/view/ziatdinov/student-support/free-software

Can you recommend any other free software which can be useful for educators and learners?

Research in FLT has always been concerned with the role of memory in learning and the relationship between memorization and learning.

Due to the pandemic crisis, institutions opted for an unplanned online teaching for the safety of its students.

While some believe that emergency remote teaching is as effective as other types of online teaching, others argue that this unplanned procedure diminished the effectiveness of distance learning and would hardly lead to ultimate success.

Each method in teaching a language has its merits and demerits. Is there an ideal method by which the learners master the language easily and quickly?

English Business Communication and Soft skills became the necessary basis for doing business in the global digital era. Wherever business communication fails, the business loses money and becomes a failing business. Therefore the real-world communication cases for Professional and Business English should be the main focus of corporate training and university teaching.

Eventually, as teachers and trainers, we are supposed to get our students and clients prepared for the real-world scenarios of online communication, which is a basic acceptable level for Business Communication these days. Bringing students into the curriculum building process makes them co-own the learning responsibility and increases the involvement and satisfaction from the course, it works at corporate classes, language schools/departments and even in universities with strictly licensed curriculums.

In order to fight the possible uncertainty and impostor syndrome, getting to know who the students are and what exactly are their learning goals does help to create a crafted, authentic course. The problem with Teaching Professional English is always to understand and more importantly to make stakeholders and end-users understand that you are not supposed to be a certified Software Engineer, HR specialist or MD in Pediatrics to teach the specialists business communication tactics or practice how to use the immediate real-life situations and sources as learning leverage.

Grammar items can be acquired incedently through the natural use of language for communication, yet my learners do not respond well interaction-based activitie and they constantly ask for grammar based lessons where the rules are explicitly explained.

Since the decline of audiolingualism, there was bias towards speech in language teaching for communicative ends. Though, the stress on speaking rather than writing produces fluent but inaccurate learners (Hughes, 1983).

I am looking for research or any names and books related to teaching English or any other language in multilingual classrooms.

I am looking for leading research reviews and state of the art on speaking and/or listening? In addition, I will be grateful if you could refer me to leading research on communicative approach in the first language teaching?

Thanks in advance.

Beyond needs assessment, what strategies do you use to encourage the sharing of more personal experiences and observations by learners during in-class discussions?

In Algeria, many teachers of deaf children are the ones who have obtained a BA or an MA in any field ( e.g. art, history, sociology, psychology, mathematics ). In general, they may have zero experience in teaching and most of them know nothing about sign languages. In addition, interpreters are not involved during classes in order to facilitate communication between hearing teachers and hard of hearing/ deaf children.

The new teachers receive 15 days of training in which they learn about some basic information about sign Languages ( alphabets and few signs, for example)

Does this mean that these teachers are qualified to teach?

Mixed-ability can refer to classes in which there are clear differences in language level, learning style, learning speed, aptitude, students’ background knowledge, and motivation. In this context, every student who is learning a language can be different in language level among other students. Thus, students may have different capabilities to grasp the lesson during the teaching process in the class. According to Ireson & Hallam (2001), “teachers need to recognize that a class is a mixed ability because children have different strengths and weaknesses and develop at different rates.”

In Indonesia, English is a foreign language which is taught and learned only in classrooms or additional English courses outside school. In this case, students may have some problems such as less proficient English ability because people in Indonesia rarely use English as a tool of communication. Also, teachers in dealing mixed- ability classes may have an ineffective learning classroom from both students and teachers.

Dealing with this issue, Mixed-ability students have their own learning style and preferences in learning a language. In this context, I would like to have your opinion of the following question:

Hi everyone, I’m looking for responses To my question above. Moreover, In what way(s), do you think, these concepts can be applied in language teaching?

I'd like to conduct my study using narratives focusing on morphological errors, use of complex syntax and narrative structure, vocabulary etc. Did you use CHILDES and CLAN? And did you compare your findings with which norms? So far I haven't found many documents useful to help me in carrying out this research with Italian children. The only norms I've found are American or Spanish. Can anyone please help me?

I am looking for papers (articles / chapters / presentations) which report on studies that examined the grammatical knowledge/awareness of teachers of English as a foreign/second language (ELT / TESOL) or teachers of English to L1 primary/secondary students. Please note that I am interested in the grammatical knowledge of *practising* teachers -- not trainee teachers.

With coronavirus pushing education to use webcam-based classes, I would like to like to know how the learning ecologies and semiotics of language learning change? What effect does the change from face-to-face presence to virtual presence have?

Dear Colleague,

It would be your generosity to respond to the questionnaires and also distribute it among your colleagues, students, and networks.

We would like to ask you if you would be so kind as to complete the following online questionnaires of a cross-cultural research study designed to investigate the relationship between CALL literacy and the attitudes of language teachers and students towards Computer-Assisted Language Learning (CALL).

Teachers and students who have previously answered the questionnaire say that it took about 10-20 minutes to do so. Your help would be very much appreciated.

Be sure that all the personal data provided from the questionnaire will be kept strictly confidential in our reports. Your personal data will not be disclosed nor used for any other purpose than educational research.

As a cross-cultural study, I need a good number of data from different countries. Please circulate this post through your networks.

Your input is really important for our study.

If you are a teacher: https://goo.gl/forms/Z1rgHmP2plqwqHbW2

If you are a student: https://goo.gl/forms/u3hCIGcDzvuEdI263

If you are both a teacher and a student please respond to both questionnaires.

Thank you in advance for your help and cooperation.

Regards,

Dara Tafazoli

Mª Elena Gómez Parra

Cristina A. Huertas Abril

University of Cordoba, Córdoba, Spain

You may have heard about Mindset Theory developed by Carol Dweck. The theory proposes that fixed mindset refers to the beliefs that one’s level of intelligence is immutable. In other words, it is something inborn and cannot be changed. On the other hand, growth mindsets are the beliefs dedicated practice and effective study skills help be develop intelligence.

What do you think as language teachers / researchers: If a teacher has a fixed mindset about language learning, that it, if a student has the talent, s/he can learn the language, is it likely to promote growth mindset in the classroom? Or if a teacher has a growth mindset, is it likely for him/her to change the attitude (and mindset) of students with fixed mindsets?

I am doing a quasi-experimental research in the field of second language teaching. Could any experts share some information on how to distinguish between multi-method and mixed-method. It would be better if anyone could share any articles/books on these two methods. Thanks in advance.

Aside from the teacher-centered, student-centered, and subject-centered approaches to teaching, what are the approaches that transcend 'centered classroom'? In other words, does the classroom have to be centered on one of the three angles of the didactic triangle (i.e., teacher, student, and knowledge)?

Hi everyone. I'm actually doing a study on the teaching of sociolinguistic competence. I'd like to know what you think of research on the area of sociolinguistic competence.

I noticed that more people focus specifically on speech acts. I understand that speech acts also falls under pragmatic competence (if you're referring to Bachman). I have an opinion that maybe people prefer to do studies on speech acts (and not other aspects of sociolinguistic competence) because they are more easily measurable and observable.

What do you think?

Leaving 20 years behind in teaching profession, I have met various students with different personalities, talents, preferences and lifestyles. Now we have the millennials in our language classrooms and I find them quite different from the previous generation.

Do you find it challenging to teach Gen Z? What do you experience with them in your classrooms? What methods work best, what not? Any suggestions to teach them better?

I'd appreciate your contribution.

Thanks

How it is possible to overcome while dealing with different languages in teaching learning process. In some countries different languages are used for teaching and learning. how its possible to deal without disturbing the local languages. In Pakistan Students have to learn One native language than one national language and the remaining two like English and Arabic are necessary as most of the curriculum are either in English or in Arabic. Can some one suggest the methods to deal with this.

Hello community,

I am looking for (recent) research underpinning (or just the opposite) the assumption that mother tongue/bilingual teachers are better suited to teach a foreign language or to teach other subjects in bilingual programms. I am focussing in studies in the setting where students/pupils are bilingual themselves and are enrolled in a bilingual programm.

Since most foreign language teachers in school service aren´t bilingual or teach their own language as foreign language (FL), I would love some help to find studies about how the age of foreign language learning effects the full acquisition of the phonetic and phonological repertoire of the target language.

Moreover, some help with studies which focus on didactic of FL and language ability of the teachers will be great.

Thanks a lot and have a good weekend!

Hi,

I am working as a researcher in the field of foreign language teaching. I am planning to carry out a research and I need to auto-grade some sentences uttered by the participants. I was not able to find a website or an application for that. the existing apps do not allow filling in some sentences that I will be using for my research. Thank you.

Dr. Bora Demir

the possible ways to use literature in language teaching class in lower secondary school

I'm about to design a research project with my PhD student to measure the impact of digitalization on language teaching. I have dug myself into literature but I found hardly anything in this field. Any hints of any usable scales? Thanks.

I'm looking for scales to measure the effectiveness of language teaching. I'd be glad if you could recommend some valuable papers in this field. Thanks a lot!

I'm about to design a research project with my PhD student to measure the impact of digitalization on the effectiveness of language teaching and learning. I have reviewed literature but I found hardly anything in this field. Could you recommend any usable sources? Thanks.

What should such a vocabulary test include or look like?

I want to test if the intervention has an effect on vocab retention (foreign language teaching). I know about the statistics, but not about the creation of a valid SCIENTIFIC construction for creating the test itself (I do of course a lot of "normal" exercise tests ;-) What are important things to consider?

Help is highly appreciated. Thank you!

I would be asking EFL teachers about their attitude toward communicative language teaching method by using (survey).

Can any one please suggest theoretical or conceptual framework ?

Thank you.

Regarding your experience and observations, what can you say about the reasons for teacher burnout? Is it something related to the working conditions, workload, student attitudes, families or financial concerns? Or is it about procrastination? Putting off things to the last minute and feeling overwhelmed in the end, which possibly leads to burnout?

Do the theories of education suitable for scientific subjects such as math, physics, chemistry, etc...?

It seems clear that most of the developing countries and some of the developed ones use the theories of educations and obligate their teachers to train on some of these theories, Do these theories suitable for non-literature such scientific subjects? Some trainers say that these theories could be used for scientific subjects with little modifications. However, from my experience in the real classroom, the 21st-century methodologies of education which based on gaming much more than traditional education show bad results in the students' knowledge and their academic background. In my opinion, the bad results are due to unsuitable or incomplete educational environments such as apathy of students as well as teachers toward education -teaching and learning-, teacher ability to control the classroom, and number of students per classroom versus the period length of the lesson and the activities amount that required to deliver the lesson.

What are the particular strengths of developed countries such as Singapore’s instructional regime that helps it perform so well? What are its limits and constraints? Is Singapore’s teaching system transferable to other countries?

I hope somebody may be able to help me - I have just registered with this website, Research Gate, but there is another Kieran O'Driscoll here, some of whose articles in the hard sciences are for some reason being credited to me, and I don't know how to rectify this situation - my own research is in the soft sciences, all linguistics-related e.g. translation studies, language teaching, etc. Any advice in remedying this situation would be really welcome as I wouldn't want anyone to think that I was trying to appropriate a colleague's research and pretend I'd written articles which I haven't - I'd be hugely embarrassed and upset if that were the case, or if I unwittingly caused offence to such colleagues. I am completely new to this website so still have to upload publications and more profile details as an ongoing project (I am already on academia.edu also, and have more information about my work on that site but am now most interested in this current site also). Many thanks. Kieran.

My work is concerned with improving first-year EFL learners linguistics related vocabulary i.e. The technical terms that are used in the linguistics course

Reference

When I finished writing my review of literature on language teaching, I noticed that both assessors were not satisfied with it. Although I mentioned all methods and approaches of teaching. They particularly interested in conceptual and theoretical framework. They asked me about the researcher's voice. I could not distinguish between them easily although I have read about them a lot. Still confused or uncertain ! Plz help

I would really like to find out the impact of music with lyrics on language competency as an academic research, because I myself as an English instructor and TEFL MA student have always been impressed and inspired by music, specially rock music in both my language learning and language teaching processes.

I would like to find out if there are any linguistic differences in academic language between texts from psychology and from other disciplines.

See above.