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Tytuł:
Transferring ELT Knowledge to the Classroom – Results of a Study
Autorzy:
Koblowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/916792.pdf
Data publikacji:
2018-11-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
ELT
Classroom
Opis:
The author has been struggling with problems, the most worrying of which ahs always been the students’ inability to transfer the knowledge and skills they should have acqui ed during the course to the English language classroom. In an attempt to find out the possible reasons for such a situation the author made a small-scale survey, the results of which are presented below.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2006, 32, 1; 159-171
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers
Autorzy:
Szymańska-Tworek, Aleksandra Aniela
Powiązania:
https://bibliotekanauki.pl/articles/783260.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
ELF
ELT
cultural awareness
Opis:
The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.  
Źródło:
Theory and Practice of Second Language Acquisition; 2016, 2, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mixed Methods and Action Research: similar or different?
Autorzy:
Wiśniewska, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/917694.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Mixed methods
Action research
ELT
Opis:
This article attempts to analyse and compare ELT studies grounded solely in mixed methods and ELT action research studies based on a mixed methods approach in order to identify to what degree action research studies combining different methods in a single study comply with the principles of rigorous mixed methods study.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 59-72
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Making English a New Latin
Autorzy:
Scheuer, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/620576.pdf
Data publikacji:
2010-09-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Latin analogy
ELF
ELT
standards
Opis:
The paper looks at various aspects of the so-called Latin-English analogy and particularly at the ways in which English may share the fate of Latin in ultimately becoming a victim of its own success. A critical factor in the history of Latin was a conceptual split between its native and non-native varieties, which eventually proved instrumental in establishing its reputation as a dead language. The author wishes to argue that current proposals for a codification of English as a Lingua Franca, aimed at providing vast numbers of L2 learners with a pedagogical alternative that does not emulate L1 standards, may be regarded as major steps towards making English a new Latin: creating a similar split between native versus foreigners' English.
Źródło:
Research in Language; 2010, 8; 1-13
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Natives are Revolting! Moving Beyond the NNEST/NEST Dichotomy in English Language Teaching
The Natives are Revolting! Poza NNEST/NEST dychotomią w nauczaniu języka angielskiego
Autorzy:
Shaw, Aeddan
Powiązania:
https://bibliotekanauki.pl/articles/478746.pdf
Data publikacji:
2017
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
NEST
NNEST
reappropriation
Native-Speakerism
ELT
Opis:
The issue of Native-Speakerism periodically rears its head in English Language Teaching and the profession as a whole is riven by a perceived split between “Native English Speaker Teachers” or NEST and “Non-Native English Speaker Teachers” or NNEST. Whilst in the early days of ELT there was a considerable bias towards the former and being a “native” enjoyed a considerable cachet, this article claims that the reality has changed dramatically and now we are only divided by the terms we use to describe ourselves rather than the reality. Drawing on data provided by Cambridge English and the author’s own research, the article examines the claims of Marek Kiczkowiak with regard to initial teacher training programmes and finds them based on an outmoded and outdated picture of the profession and the programmes themselves. Finally, the article argues for the reappropriation of the term native in order to end the harmful NEST/NNEST dichotomy in ELT.
Zagadnienie „Native-Speakerism” osadzone jest w obszarze Nauczania Języka Angielskiego (ELT). Wykonywanie zawodu nauczyciela języka angielskiego ulega podziałowi na dwie kategorie: pierwszą odzwierciedla pojęcie „Native English Speaker Teachers” – NEST; drugą jest „Non-Native English Speaker Teachers” – NNEST. Warto zauważyć, iż w początkowym rozumieniu pojęcia ELT było ono ukierunkowane i związane jednocześnie z zastosowaniem terminu „native”, które cieszyło się wyraźnym prestiżem. Artykuł ukazuje iż rzeczywistość w tym zakresie zmieniła się radykalnie i obecnie ten podział obszarowy odnosi się do określenia siebie w tych kategoriach a nie wspomnianej rzeczywistości. Sięgając do informacji zawartych w Cambridge English, oraz badań własnych autora, autor artykułu rozpatruje stwierdzenia postawione przez Marka Kiczkowiaka w związku z początkowo konstruowanymi programami nauczania języka angielskiego i odnajduje je w oparciu o przestarzały i nieaktualny już obraz wykonywanego zawodu nauczyciela języka angielskiego i programu jego nauczania. Podsumowując, autor artykułu podnosi kwestię ponownego, odpowiedniego zastosowania pojęcia „native” w celu zakończenia szkodliwej dychotomii terminów NEST/NNEST w ELT.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2017, 12, 1(43); 115-124
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preservice ELT Teachers’ Native Non-Native Language Teacher Perception1
Autorzy:
Boyraz, Serkan
Altınsoy, Ertan
Çıtak, Tolga
Powiązania:
https://bibliotekanauki.pl/articles/451663.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
perception
preservice
ELT
teacher
nest
nnest
Opis:
Objectives This study examines prospective ELT teachers’ perceptions of native and nonnative language teachers regarding the definition of NEST and NNEST, overall learning with NETSs and NNESTs, perceived weakness and strengths of NESTs and NNESTs and classroom behaviour and responsibility of NESTs and NNESTs . Material and methods The data will be collected through Likert scale questionnaire which was developed by Hadla (2013) and are going to be administered to ELT students studying at Aksaray University. The collected data will be subjected to descriptive analysis such as percentages, frequencies and statistically significant difference will be tested between the groups. Results This research provides valuable insights into pre-service ELT teachers’ perceptions on NESTs and NNESTS. Although the pre-service ELT teachers do not have a clear mind on the definition of NEST, it is important to note that most of them do not take the colour of skin as an indicator of it. Growing up in an English-speaking country and being raised with native speaking parents are, on the other hand, among the qualities of NESTs according to the participants. The findings also indicate that the participants that are prospective NNESTs themselves link being NEST with better development of speaking (fluency and pronunciation) and listening skill while they are not sure if it also brings better writing and reading abilities or more knowledge on the grammar and vocabulary. Conclusions The issue of NEST and NNEST perceptions differ on perceivers’ being learner or teacher and especially in Turkish context the perceptions might be standing as an obstacle in front of the system preventing it from successful language teaching. Therefore, important changes in language teacher education that helps to develop self-perceptions of NNESTs are required.
Źródło:
Journal of Modern Science; 2018, 38, 3; 73-86
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intercultural Communicative Competence: Obstacles Faced by NESTs, NNESTs and Learners
Autorzy:
Branigan, Stephen
Powiązania:
https://bibliotekanauki.pl/articles/2233988.pdf
Data publikacji:
2022-12-29
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
Intercultural Communicative Competence
NEST
NNEST
ELT
ethnocentricism
Opis:
This paper looks at three possible actors in the ELT classroom: learners, non-native English speaking teachers (NNEST) and native English speaking teachers (NEST). Each particular group has a need to acquire the skill of intercultural competence. For the learners, it is a necessary element alongside their knowledge of the language to be effective in real-life intercultural communications. For the teachers, it is to be sensitive to their learners from other cultures, to have a neutral bias to whichever of the L1 or L2 cultures is not their own, and also to enable incorporation of intercultural content effectively into the English lesson. The paper examines the obstacles to achieving Intercultural Communicative Competence (ICC) encountered by each group. Some are unique to that group, such as the comparative disparity of the influence of the globally dominant culture of the NEST, and some are common among two or all three, for example, culture shock whilst abroad. By understanding these obstacles, it is possible to make suggestions on how to overcome them in each particular group. Some examples of recommendations are for ICC building skills to be included in teacher training courses as well as foreign exchange trips for both learners and teacher trainees. Finally, some observations are made as to how L1 and intercultural aspects can be included in the lessons themselves.
Źródło:
Academic Journal of Modern Philology; 2022, Special Issue, 18; 23-36
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL TEACHERS’ PERCEPTIONS ON USING ICT IN THEIR TEACHING: TO USE OR TO REJECT?
Autorzy:
Silviyanti, Tengku Maya
Yusuf, Yunisrina Qismullah
Powiązania:
https://bibliotekanauki.pl/articles/955845.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ICT
EFL teachers’ perceptions
ELT
motivation
barriers
Opis:
This study focused on identifying EFL teachers’ perceptions on the use of ICT in their teaching. A number of 42 EFL teachers from two state universities in Indonesia were involved. A closed-ended questionnaire based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, and Warshaw, 1989) was distributed and interviews were conducted. The findings revealed that 31 teacher users were found to have high motivation to use ICT because they believe that it is important in ELT as it makes learning enjoyable, interesting, and effective, among other constructive outcomes. Meanwhile, even though the other 11 teacher non-users were aware that the use of ICT is becoming more essential nowadays, their motivation remains low. Their barriers were rooted from the lack of training and support, either financial or non-financial, from their work environment. Therefore, these barriers should become a priority for institutions to overcome, considering that ICT provides unlimited sources of information in ELT and teachers must be prepared to face new challenges in education and technology that are present today.
Źródło:
Teaching English with Technology; 2015, 15, 4; 29-43
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland
Autorzy:
Matusz, Łukasz
Rakowska, Anna Maria
Powiązania:
https://bibliotekanauki.pl/articles/783232.pdf
Data publikacji:
2019
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
ELT
language acquisition
third-age students
learning difficulties
Opis:
The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
Źródło:
Theory and Practice of Second Language Acquisition; 2019, 5, 1; 113-130
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multiculturalism: Are pre-service ELT teachers ready for it?1
Autorzy:
Altınsoy, Ertan
Boyraz, Serkan
Çıtak, Tolga
Powiązania:
https://bibliotekanauki.pl/articles/451931.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
multiculturalism
Diversity in Education
pre-service
ELT
teacher
Opis:
The aim of this study is to investigate pre-service ELT teacher’s awareness of and attitudes towards multicultural teaching and learning. This qualitative study employs survey method and the data was collected through the shortened version of “Preservice Teachers’ Attitudes about and Awareness of Multicultural Teaching and Learning Scale” which includes 18 items in three sub- dimensions, namely awareness of multicultural issues, the effect of professional courses on dealing with multicultural approaches to education and interest in additional training in multicultural approaches to education. The participants as pre-service ELT teachers are commonly aware of multicultural issues in schools. It can be seen that the student-teachers escape facing cultural diversity despite training provided by the university. However, the results show that the participants are eager to receive further training in multicultural education. This can be related to the gap between theory and practice in which students may not be taught what is required in the field.
Źródło:
Journal of Modern Science; 2018, 37, 2; 307-318
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING
Autorzy:
EFEOĞLU, İ. EFE
ULUM, Ömer Gökhan
Powiązania:
https://bibliotekanauki.pl/articles/957811.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
EFL Teachers
Cultural Intelligence
Professional Well-being
ELT Departments
Opis:
Cultural intelligence is described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional well-being among English as foreign language (EFL) teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1) Cultural Intelligence Scale developed by Cultural Intelligence Center (2005); and (2) the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016). The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT) departments to implement materials to their curriculum for aiding EFL teachers in terms of developing cultural intelligence.  Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.
Źródło:
Journal of Education Culture and Society; 2017, 8, 2; 228-239
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodality of cultural content in ELT materials for young learners.
Autorzy:
Stec, Maria Dorota
Powiązania:
https://bibliotekanauki.pl/articles/783087.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
multimodality
ELT materials
cultural content
visual literacy
young learners.
Opis:
Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.   
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What is History is What is Illustrated. The Utilization and Function of Images in History Coursebooks in Poland and Britain.
Autorzy:
Shaw, Aeddan
Powiązania:
https://bibliotekanauki.pl/articles/454180.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
visual culture;
Polish & British educational contexts;
history teaching;
ELT;
critical thinking;
Opis:
In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Źródło:
Multidisciplinary Journal of School Education; 2020, 17; 48-60
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Connected speech in EFL pedagogy
Autorzy:
Jednaszewski, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/40407740.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
teaching connected speech
teaching phonology
connected speech activities
teaching EFL/ELT
Źródło:
Forum Pedagogiczne; 2022, 12, 1; 459-472
2083-6325
Pojawia się w:
Forum Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Multimodal metaphor in ELT: combining theoretical knowledge and skills development
Metafora multimodalna w nauczaniu języka obcego: integracja wiedzy teoretycznej z praktyczną
Autorzy:
Awier, Martyna
Powiązania:
https://bibliotekanauki.pl/articles/2053465.pdf
Data publikacji:
2021-12-01
Wydawca:
Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
Tematy:
metafora multimodalna
kompetencja metaforyczna
nauczanie języka obcego
multimodal metaphor
metaphoric competence
ELT
Opis:
Multimodal metaphor combines elements of various modes (i.e. visual, written or auditory) and constitutes an attractive means of communication. The aim of the paper is to show that knowledge of metaphors should be taught in foreign language (FL) lessons along with the mother tongue. A pilot study on the effectiveness of the adoption of knowledge on metaphors in practical classes was conducted among students of English philology at the University of Bialystok. The issue was conducted by means of a specially designed Google survey and evaluation sheets. The paper presents some ways of introducing linguistic knowledge of metaphors to advanced FL learners. Furthermore, some practical class activities concerningmetaphor are proposed. Integratingmetaphor and practical exercises on metaphor in FL lessons broadens students’ linguistic knowledge. Developing metaphoric competence also enhances second language learners’ communicative ability, with a special emphasis on their metaphoric competence. Moreover, metaphor-based activities incite students’ analytical and critical thinking. Exercises on metaphors facilitate learners using the newly acquired knowledge in practice. Finally, adopting this approach contributes to promoting students’ autonomy and self-education.
Metafora multimodalna tworzy znaczenie poprzez integrację elementów różnych systemów semiotycznych (obrazu, tekstu, dźwięku) i stanowi jedną z najatrakcyjniejszych form przekazu. Celem artykułu jest pokazanie, że umiejętność posługiwania się przenośnią i jej odczytywania powinna być rozwijana na lekcjach języka obcego. Wśród studentów Uniwersytetu w Białymstoku przeprowadzono badanie pilotażowe dotyczące efektywności propozycji integracji wiedzy o metaforach z praktyczną nauką języka. W celu jej zbadania opracowano ankiety Google i formularze ewaluacyjne. Artykuł postuluje integrację teoretycznej wiedzy o metaforze multimodalnej z kształceniem w zakresie kompetencji językowych na zajęciach z języka obcego. Przedstawiono przykładowe praktyczne rozwiązania w tym zakresie, m.in. propozycje autorskich ćwiczeń, które mogą być wykorzystane w procesie nauczania języka angielskiego jako obcego na poziomie zaawansowanym. Integracja teoretycznej wiedzy z zakresu językoznawstwa z rozwijaniem kompetencji komunikacyjnych skłania uczniów do analitycznego i krytycznego myślenia oraz zwiększa autonomię uczniów i usprawnia ich samokształcenie.
Źródło:
Linguodidactica; 2021, 25; 7-20
1731-6332
Pojawia się w:
Linguodidactica
Dostawca treści:
Biblioteka Nauki
Artykuł
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