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Wyszukujesz frazę "English as a Foreign Language (EFL)" wg kryterium: Temat

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    Tytuł:
    Developing language awareness: A study of Japanese students’ perceptions toward English language education
    Autorzy:
    Yamada, Mieko
    Powiązania:
    https://bibliotekanauki.pl/articles/513848.pdf
    Data publikacji:
    2018
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    language awareness
    English as a Foreign Language (EFL)
    intercultural communication
    Japan
    Opis:
    In globalized societies where English uses and users are diverse, promoting intercultural communication skills becomes important in English as a Foreign Language (EFL) education curricula. Drawing on discussions of language awareness, this article explores how Japanese EFL teacher trainees perceive their own English learning and use and how they plan to structure their future English teaching within a multicultural and multilingual Japan. To elicit actual voices and experiences of EFL teacher candidates, in-depth interviews were conducted with Japanese students who were enrolled in the English language teaching courses at one of Japan’s national universities. The article discusses the findings from interviews, and suggests that as a part of EFL teacher training, both teachers and learners should be encouraged to foster language attitudes in order to establish more egalitarian intercultural relationships among English users.
    Źródło:
    Language, Discourse & Society; 2018, 6, 2; 133-150
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning
    Autorzy:
    Luef, Eva Maria
    Resnik, Pia
    Powiązania:
    https://bibliotekanauki.pl/articles/22446717.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Austrian German
    English as a Foreign Language (EFL)
    frequency distribution
    Korean
    sub-syllabic segmentation
    Opis:
    High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-31
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Prospective primary school EFL teachers’ beliefs about “flipping”
    Autorzy:
    Fernández-Carballo, Mª Victoria
    Powiązania:
    https://bibliotekanauki.pl/articles/2097427.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    English as a foreign language (EFL)
    flipped classroom (FC)
    flipped learning (FL)
    higher education
    students’ perceptions
    Opis:
    Our paper focuses on the implementation of the flipped classroom model with the students of the subject ICT for EFL teaching and learning at a Spanish university. This pedagogical approach, generally speaking, reverses the traditional learning environment by delivering instructional content outside the classroom and working on it in class. The ultimate goal of our research is to evaluate the aforementioned model, used with a sample of 40 students, through a mixed-method approach. To this aim, a satisfaction survey (Gilboy, Heinerichs & Pazzaglia, 2015) plus two open-ended questions were administered to participants in the study. The results obtained, through both quantitative and qualitative techniques, reveal that the majority of the students completing the evaluation preferred the flipped method compared with the traditional one.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 48-59
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    USING QUIPPER AS AN ONLINE PLATFORM FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
    Autorzy:
    Mulyono, Herri
    Powiązania:
    https://bibliotekanauki.pl/articles/955893.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Online platform
    learning management system (LMS)
    teaching and learning English as a foreign language (EFL)
    computer-assisted language learning (CALL)
    Opis:
    This paper evaluates the affordability of Quipper as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in Quipper may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that Quipper is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.
    Źródło:
    Teaching English with Technology; 2016, 16, 1; 59-70
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transformation in the Turkish Educational System from the Ottoman Empire to the Republic of Turkey: The Elements Behind the Contemporary Status of EFL
    Autorzy:
    Maden, Sinem
    Powiązania:
    https://bibliotekanauki.pl/articles/38576873.pdf
    Data publikacji:
    2024
    Wydawca:
    Związek Nauczycielstwa Polskiego
    Tematy:
    the educational system
    the Ottoman Empire
    the Turkish Republic
    students’ motivation to learn English
    English as a Foreign Language (EFL)
    Opis:
    Aim: The aim of this study is to show the evolution of the Turkish educational system, tracing its development from the Ottoman Empire simultaneously with the political and historical events. Thus, it intends to explore the conditions and requirements that played a pivotal role in shaping the current status of in Turkey. Methods: The historical review method was used to present frequent regulations applied by the Ottoman Empire and the Turkish Republic in the country's educational system, and more specifically in the education of English. Results: Frequent radical changes of the last two decades in the educational system have resulted in a number of problems. Firstly, education lost its value in the eyes of students as they thought the authorities do not see the educational system as something important for the country. Secondly, there have been many concerns among teachers and school administrators regarding the implementation of the improvement projects due to some factors such as inequality in opportunities across the country, physical limitations, and budgetary constraints. In the context of Foreign Language Education (FLE), the lack of foreign language questions in the common mandatory university entrance exam (TYT), and the assessment of only passive language knowledge in the foreign language exam (YDT), led to a decline in students' motivation to learn English. Conclusions: Enhancing English proficiency prior to university admission could lead to more success in language learning experiences of students in Turkey. This approach would prevent them from wasting their time before commencing their university education and avoid challenges arising from delayed foreign language learning.
    Źródło:
    Przegląd Historyczno-Oświatowy; 2024, LXVII, 1-2; 23-44
    0033-2178
    Pojawia się w:
    Przegląd Historyczno-Oświatowy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English
    Dynamik der Bedürfnisse in den Kursen zur englischen Phonetik für eine Gruppe berufstätiger Englischlehrender
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1182375.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    English as a Foreign Language (EFL)
    in-service teachers
    needs analysis (NA)
    phonetics
    primary school
    englisch als fremdsprache
    berufstätige lehrkräfte
    bedarfsanalyse
    phonetik
    grundschule
    Opis:
    This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.
    Dieser Artikel stellt eine Studie zur Dynamik der Bedürfnisse von berufstätigen Lehrenden für Englisch als Fremdsprache (EFL) in der Grundschule vor, die an einem Kurs zur englischen Phonetik an einer regionalen Universität in Norwegen teilnehmen. Der Kurs richtet sich an Englischlehrende (im Weiteren als „Teilnehmer“ bezeichnet), die ihren Vollzeitunterricht mit der Beteiligung an Kursen für Englisch als Fremdsprache verbinden. Ziel der Untersuchung ist es herauszufinden, wie sich die Dynamik der Bedürfnisse der Teilnehmer über einen Zeitraum von zwei Semestern ändert. Die Forschung basiert auf den theoretischen Prämissen der Bedarfsanalyse (NA) von Hyland (2006), der die Bedürfnisse von Fremdsprachenlernenden als einen kontinuierlichen Prozess betrachtet, der sich im Laufe der Zeit ändert. Die Ergebnisse der Bedarfsanalyse verweisen darauf, dass die Teilnehmer am Anfang ein starkes Bedürfnis nach Abschluss des Sprachunterrichts auf einem höheren Niveau zum Ausdruck bringen, um eine Fremdsprache an der Grundschule zu unterrichten. Diese Einstellung entwickelt sich jedoch gegen Ende des Kurses dahingehend, dass der Rolle des Lehrers, der als nachzuahmendes Vorbild für Lernenden im Bereich der Geläufigkeit, der Intonation und des Unterrichtens nur in der Fremdsprache fungiert, mehr Gewicht beigemessen wird. Diese Beobachtungen bilden eine Basis für weitere Überlegungen in dieser Arbeit.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 107-132
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspective on English Pronunciation Teaching in an EFL Context
    Autorzy:
    Tergujeff, Elina
    Powiązania:
    https://bibliotekanauki.pl/articles/620687.pdf
    Data publikacji:
    2013-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    EFL
    pronunciation teaching
    interview
    Opis:
    This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
    Źródło:
    Research in Language; 2013, 11, 1; 81-95
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The English language as a reflective judgement component in the intercultural Erasmus exchange to and from Poland
    Autorzy:
    Odrowąż-Coates, Anna
    Perkowska-Klejman, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/1876139.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective judgement
    English as a foreign language
    EFL
    higher education
    Erasmus
    study abroad
    Opis:
    In the empirical study of intercultural exchange presented in this paper, we assessed Erasmus students for knowledge of English as a foreign language (EFL) and their level of reflective judgement, to test for correlation between the two variables. The basic theoretical framing was derived from King and Kitchener’s (1994) reflective judgment model (RJM), based on 3 different levels of reflectivity, connected to progressive cognitive development of adults: pre-reflective, quasireflective and reflective. The results of the study show that the students displayed high levels of reflective judgment and importantly, we found a correlation between their standard of English and their level of reflectivity. The ability to communicate in English is a prerequisite to participation in the Erasmus programme, therefore it was expected that the students would score well for English knowledge. However, the results of the study suggest that being competent in the use of English as a foreign language may be a predictor of higher reflectivity amongst students in higher education. This creates a controversial pedagogical implication suggesting that learning English as a foreign language to a high standard fuels reflectivity.
    Źródło:
    Edukacja Międzykulturowa; 2021, 14, 1; 178-192
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Process Drama as a Medium of Creative Teaching and Learning in EFL Classroom
    Autorzy:
    Gałązka, Alicja
    Powiązania:
    https://bibliotekanauki.pl/articles/28766343.pdf
    Data publikacji:
    2006-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Drama
    EFL (English as a foreign language)
    tension
    social context
    role
    momentum
    activities
    communication
    Opis:
    Drama is an art form, a practical activity, and an intellectual discipline highly accessible to young people. In education, it is a mode of learning that challenges students to make meaning of their world. Through students’ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama students draw on their knowledge and experience of the real world. Drama has the capacity to move and change both participants and audiences and to affirm and challenge values, cultures and identities Drama can develop students’ artistic and creative skills and humanize learning by providing lifelike learning contexts in a classroom setting that values active participation in a non-threatening, supportive environment. Drama empowers students to understand and influence their world through exploring roles and situations and develops students’ non-verbal and verbal, individual and group communication skills. It develops students’ intellectual, social, physical, emotional and moral domains through learning that engages their thoughts, feelings, bodies and actions. In the paper I will demonstrate process drama and how it may be used as a creative medium of teaching English as a foreign language.
    Źródło:
    The New Educational Review; 2006, 9; 93-108
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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