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The purpose of this assignement is to briefly give some thought to the secondary school students that we have to prepare for the world of science in which they will want to progress and have a career, to the motivation they have to learn English, to the things they value and taking all these into consideration to bring arguments for and against re-introducing literature in the English classes.
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Vocabulary acquisition in terms of lexical knowledge is one of the basic elements of second language acquisition. Interesting reading studies presented in the classroom positively affects the learners’ acquisition of new words. In this context, this study aims to demonstrate that Turkish EFL learners have a positive effect on the vocabulary knowledge by the help of topic interest-based reading passages. This study carried out experimentally in the context of pre-test and post-test was conducted with 52 Turkish EFL learners who were divided into two groups as experimental and control. While the experimental group was exposed to reading components for 12 weeks, the control group was trained with traditional reading passages. According to the results, vocabulary knowledge of the students exposed to topic interest-based reading passages increased significantly when they were compared to the control group. Consequently, interesting reading activities increase vocabulary knowledge of the students incidentally.
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Turkish is taught as a foreign language both in Turkology departments and private language centers in many countries abroad. As a matter of fact, Iran is one of the countries, where Turkish is regarded as a foreign language by a wide target audience. However, the fact that there have always been effective and deep-rooted historical relations between the two countries and also an overlap in the soft power of the two countries’ geographical hinterlands makes Iran different from other countries in the context of teaching Turkish as a foreign language. In this study, it is aimed to draw the framework of Turkish teaching policy as a foreign language, which can be applied in the Islamic Republic of Iran, one of the countries in which Turkish is seen as a foreign language. The data in the study, which is based on a qualitative research, have been obtained via document analyses and also through the researcher’s observations in the field. In addition, the study is structured with data which might provide a realistic and holistic presentation of Turkish teaching policy to foreigners in the Islamic Republic of Iran. In this respect, the answer to the question, “How should the policy of teaching Turkish to foreigners be developed in the Islamic Republic of Iran?” was tried to be answered, and in the conclusion part of the study, some suggestions were offered as a sort of an action plan for foreign language teaching policy.
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Stephen Krashen has been one of the prominent figures in the field of second language acquisition. His Input Hypothesis and Monitor Model can be considered as his most noteworthy work. Specifically, his principal proposition that emphasizes the importance of comprehensible input for language acquisition sheds light on linguistic competence. Krashen claimed that languages could be easily acquired as long as the acquirer is provided with natural bits of language. Despite the high acclaim they have received, Krashen’s ideas have also been harshly criticized by certain linguists as his claims failed to clarify certain issues related to the second language acquisition. In this respect, the authors of this paper critically review his Input Hypothesis and Monitor Model focusing on the insufficiency of the input for language acquisition, absence of an operational definition of comprehensible input, and misleading use of the term acquisition. In addition, the authors also adopt a satirical language to pinpoint the aforementioned insufficiencies and misleading components, while supporting their claims with recent empirical studies that were rarely conducted in the field.
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Considerable research on language anxiety has accumulated over the last 30 years indicating negative correlations between language anxiety and target language performance and overall success achieved in the target language. However, very little research has been conducted on teacher language anxiety. This study investigates the causes and effects of language anxiety experienced by anxious non-native student teachers. The findings indicate the participants experience feelings of anxiety due to their fear of negative evaluation and concern over errors. Language anxiety also appears to have a number of negative impacts on foreign language instruction which have not been investigated before such as teachers’ avoiding speaking the target language and teachers’ reluctance to use classroom activities that require spontaneous and active target language use. Recommendations for helping student teachers overcome potential feelings of foreign language anxiety are made as well as recommendations for researchers interested in conducting future studies on teacher foreign language anxiety.
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In a study, the distinguishing professor Hiver (2015) introduced a new concept to the education field called “teacher immunity”, proposing that it emerges through the broad experiences of coping with the uncertainties and potential problems of teaching occupation which functions as an indispensable armor to survive as a teacher. As a matter of fact, many foreign language (FL) learners are struggling to continue their learning journey despite the numerous damaging factors which can have an effect upon their desire to learn. Some of these students have the ability to cross over these hurdles via their own self-motivation and self-organizing strategies, while others find themselves inadequate to deal with such problems possibly because they are unaware of their sense of self and identity. The other area which is open to a question is that whether this concept can raise students’ consciousness and make the necessary transformative change on their motivation so that it redevelops more productively to carry on their language learning journey despite its adversity. To do this, a data-driven case study was designed to investigate whether there is the emergence of any stages which can be termed as “student immunity” (the coping strategies students acquire in time) through the lens of CT and to reveal those factors which constitute student immunity. The qualitative interview data suggested that an emergent outcome, student immunity, was developed in return for disturbances which were confronted by the subject student in her/his school-life experience. The new emergent outcome became visible to function as a defense system to be able to sustain on an ongoing basis to deal with relatively ongoing academic difficulty.
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This study examined the views of the English Literature teachers about how to teach English Literature in Libyan higher education context. Sixteen English Literature teachers teaching in higher education were the participants of this study. In order to collect data about the phenomena under investigation, semistructured interviews were employed. Then, the collected data were analyzed qualitatively. The findings indicated that the teaching of English Literature still needs improvements. It was also found that basically three different approaches were followed by the partcipant teachers: Paraphrastic Approach, Informationbased Approach and Language-based Approach. Among the preferred approaches to teach English literature, the most commonly followed approach of teaching literature was the Paraphrastic Approach. The findings also revealed that the participant English Literature teachers face some difficulties related to their teaching context and themselves. Context- specific difficuties were lack of facilities, visual aids, technology and lack of appropriate classroom environment while teacher related difficulties were lack of self-confidence in teachers and lack of establishing rapport in teachers with their students in class.
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Attitude of students towards learning and learning outcomes is one of the main predictors on the basis of which teachers can establish a productive and successful learning environment. This study aims to investigate the negative attitudes that students may have towards language learning in high school. This is a descriptive study with a quantitative approach. The data has been collected from160 high school students in Bosnia and Herzegovina (B&H) using a questionnaire adapted by researchers.The data analysis encompasses means, standard deviations,frequency, multiple comparisons, Pearson correlation coefficient, t test and One-way ANOVA. We looked into the frequency of reported attitude towards English language learning, the differences between positive and negative attitude, as well as the differences between genders and grades in terms of the representation of reported attitudes. The results show that our participants report more negative than positive attitudes towards language learning and that the factors which influence their negative attitudes are school policy,learning environment and teaching methodology. The results also indicate that there exists no statistically significant difference between genders, as well as between four high school grades in terms of their interpretation on positive and negative attitude towards English language learning.
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This paper aims to illustrate examples of exercises that are used during the practical course of Romanian as a foreign language. The course is entitled Oraland Written Communication I and is taught during the first semester of thepreparatory year of Romanian language for foreign citizens at the TechnicalUniversity of Cluj-Napoca. The exercises address topics pertaining to the firstconcepts assimilated in any foreign language (family, personal space/home, theuniversity context, daily activities in personal, social or special situations – atthe doctor’s, travel, etc.), both orally and in writing. For more clarity andaccuracy, the paper relies on examples taken from the personal experience ofteaching a group of 25 foreign students.
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Notre recherche propose une analyse des images de l’altérité mises en forme par le biais des procédés spécifiques au discours théâtral. On s’arrêtera sur l’image de la femme telle qu’elle se dévoile dans le projet international Maman, mené par le Théâtre de la communauté (Belgique). A travers les pièces de théâtre qu’on met en scène, le but - lit on sur le site de la troupe - est de faire émerger « une réflexion artistique sur le thème des femmes et de la maternité ». L’approche que nous proposons suit la théorie chronotopique de l’altérité, qui envisage l’autre comme une construction discursive, en fait une (co)construction, compte tenu de la dialectique identité-altérité. Le traitement théâtral de l’altérité permet une spectacularisation de l’image de l’autre dans le jeu dialogique des miroirs réfléchissants de la construction identitaire.
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This article will take a peek at whether the 3D multimodal text may serve as a personal human approach to deeper learning, while at the same time serving as a text avatar in a posthuman world. The starting point is the author’s rich experience developing multimodal texts as a tool in all levels of education, and this article is based on a case study and work with pupils in 6th, 9th, and 11th grade. The author explains the concept of the cyborgtext, and how the present concept of a multimodal text is two dimensional. The next step towards achieving deeper learning is to add a third dimension to the multimodal text, where the author has designed a wooden box for this purpose; a box which is both a mode of presentation and an integrated part of process and finished text. By facilitating a variety of learning styles, the box will be a product of the individuals’ schemata, preferences, and attitudes. The focus on tactile activities is seen as a counterbalance to an increasingly digital posthuman world.
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The study investigates whether the Linguistic Landscape (LL) in the main street of Ramallah, Palestine should be considered a situational variable of the English language in the country or a treat-like variable and exclusive to this city. The analysed data include over 519 pictures of signage so as to determine the number of languages used on the signs, the signs genre, their taxonomies, and the number of languages. Findings evince that there are significant differences between language policies and the street reality. The linguistic landscape in the street is not abided by the official language policy regarding the state language (Arabic) nor does it employ any minority language. The results of the study may contribute to ameliorating the situation through the policymakers to rectify the state language status. Further studies are expected to arrive upon other factors that influenced the status quo.
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For this book is meant to be a training, a preparation for those using it not only for the correct usage of the English language, but also to clearly define various situations and contexts in which we use it.
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Il cinema rappresenta una delle forme narrative più coinvolgenti, soprattutto per lo studente formatosi in costante contatto con una cultura prevalentemente visiva. Sfruttare l’esperienza e le capacità dello studente relative alla fruizione di messaggi audiovisivi per fare leva sulla motivazione è un passaggio decisivo nella predisposizione e nell’applicazione di percorsi didattici nell’ambito dell’educazione letteraria. Il presente articolo si propone pertanto di illustrare la rilevanza, i motivi e l’utilità dell’utilizzo del cinema nell’insegnamento della letteratura, proponendo percorsi e metodi alternativi rispetto alla didattica tradizionale, che prevedono l’accostamento di testi letterari e filmici afferenti al panorama culturale italiano ed esplorano le rappresentazioni e gli immaginari che ne scaturiscono, incoraggiando l’avvicinamento a testi e mezzi espressivi in forme diverse, sia come oggetto di studio sia come opere di piacevole lettura e visione. Le proposte didattiche formulate sono incentrate sulla scoperta congiunta dei tratti formali ed estetici di opere letterarie e cinematografiche con l’intento di individuare ed evidenziare elementi comuni, variazioni e scambi. A una visione passiva del testo filmico si sostituisce una fruizione attiva ed è in questa prospettiva che si delinea la finalità primaria dello studio di testi letterari e cinematografici: accrescere la consapevolezza critica e la capacità di decodificazione linguistica nonché il livello del gusto estetico, affinché lo studente, lettore ma anche spettatore, sia capace di scelte libere e autonome nell’universo dei messaggi audiovisivi in cui si trova immerso nella società contemporanea.
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Nel presente contributo vengono esposti alcuni risultati della ricerca sull’interculturalità e sull’educazione interculturale, condotta in sei regioni slovene e italiane con presenza di minoranze linguistiche e culturali. La ricerca ha preso in considerazione vari aspetti della didattica, della formazione degli insegnanti, degli atteggiamenti degli allievi e dei loro genitori riguardo all’apprendimento in classi linguisticamente e culturalmente eterogenee. I risultati presentati nel contributo riguardano le opinioni degli insegnanti sull’insegnamento in classi linguisticamente e culturalmente eterogenee, suddivise in seguenti categorie: (1) lo sviluppo professionale, (2) personale e culturale degli insegnanti coinvolti nelle classi linguisticamente e culturalmente eterogenee, (3) la loro percezione dell'apprendimento in generale e linguistico in particolare, e (4) delle relazioni interpersonali tra gli allievi. Dall'inchiesta che ha coinvolto 281 insegnanti emerge una percezione degli insegnanti molto positiva del loro sviluppo professionale e culturale, e neutra riguardo la collaborazione con altri insegnanti. Sebbene la maggioranza degli insegnanti non sia dell'opinione che la compresenza di allievi di diverse origini linguistiche e culturali ostacoli il lavoro in classe, dichiara comunque che l'insegnamento in classi linguisticamente e culturalmente eterogenee richiede lavoro aggiuntivo. La didattica non risente delle difficoltà nella comunicazione tra allievi di lingue e culture diverse, così come lo sviluppo della competenza comunicativa della lingua d'insegnamento non è compromesso dalla eterogeneità linguistica in classe. Molto positiva è la percezione degli insegnanti relativa allo sviluppo di rapporti interpersonali tra gli allievi.
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Previous studies provided evidence on the benefits of early foreign language education; however, U.S. schools typically offer foreign language classes after middle school or during high school. In addition, there are no teacher training programs specifically designed for early foreign language teaching, let alone for “inclusive early foreign language programs.” Therefore, the purpose of this phenomenological study was to describe the classroom experiences of voluntary pre-service French teachers teaching French in an Early Foreign Language Exploratory (FLEX) Program at a charter school. This school provides education for students from pre-kindergarten through grade five and observes full inclusion of students with special needs in one of the Southern states of the United States. Findings from the lived experiences of voluntary French teachers may shed light in establishing foreign language teacher training programs that offer inclusive education or in offering courses on methods in teaching foreign languages to students with special needs.
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This study unearths the academic writing challenges of undergraduate students at School of Foreign Languages at a state university in Turkey from the perspective of English as a foreign (EFL henceforth) language instructors. Besides, it focuses on these challenges in terms of the variety and integrity. The article also sheds light on the implications of these challenges for students’ academic development and it offers solutions to address these challenges. This is a qualitative study. Thematic analysis was conducted to analyse the data. The participants were selected through purposeful sampling method and data were collected via observations, semi-structured interview questions and students’ documents such as exam papers and writing assignments. The results revealed that writing instructors face a number of challenges ranging from the mechanics of the lesson to students’ individual perceptions. Additionally, the study offers some implications such as support from other skills and the need for encouragement of learners to write successfully for both teachers and curriculum designers.
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Even though washback has been widely researched in recent years, especially on its form in various intra- and inter-national examinations (e.g. IELTS and TOEFL), research on how washback affects teachers and their teaching practices is still scarce. The aim of the current paper is to provide an up-to-date and holistic review on the theories in washback as well as to draw researchers’ and TESOL teachers’ attention to how washback should be examined with relation to language education, especially in teacher trainings. Key models in washback and several recent studies which investigate washback in different aspects are discussed, and at the end of the paper, implications and suggestions on washback for teachers and researchers are addressed. More should be done on washback especially on how teachers should respond to the effect.
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The purpose of this study is to examine the beliefs of Anatolian and Vocational High School students towards English language learning and to investigate the differences in their beliefs with regard to their gender, school type, grades, their families’ economic status, where they live and their parents’ educational levels. The participants of the study were composed of 182 students, half of whom are from Anatolian High School students and the other half is from Vocational High School students at a public school. BALLI, a Likert-type scale was used to collect data. Independent t-test, one-way ANOVA, and the cross-tabulation were used in the analysis of data. The findings revealed that there is a meaningful difference among the students’ beliefs in terms of their school type. Anatolian High School students are more conscious and hopeful about language learning than Vocational High School students. Gender was found to be partially responsible for the variation of beliefs among students. However, there is not a significant difference between the students’ beliefs and their grades, where they live, their family’s economic situation and their parents’ educational level. It was also come in sight that the use of language out of the classroom did not show a great distinction between the school types even though Anatolian High School students expressed that they integrated English in their daily lives by a narrow margin.
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Turkey offers a range of compliance activities to facilitate compliance with irregular ways entering our country and applying for international protection status with Afghanistan citizens with the Syrian persons under the Temporary Protection. Most of all is Turkish language teaching. After determining the level of children and young people in formal education age, they are placed in the schools in their settlements and Turkish language education is provided for adults who are out of school age, especially in Public Education Centers. The focus of the study is the teachers who provide Turkish Language Teaching for this section. In this study, it is aimed to evaluate the Turkish language teaching offered to Syrian and Afghan adults by these teachers. In-depth interviews were conducted with 15 teachers working in Public Education Center. The data obtained from the interview were subjected to descriptive analysis. In this context, firstly, the general views of the teachers who provide this service are presented and then the experiences of the teachers in this process are questioned. The difficulties faced by teachers in this process, their expectations and solution suggestions were expressed.
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