Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Language and languages Study and teaching (Secondary) Case studies.
Статті в журналах з теми "Language and languages Study and teaching (Secondary) Case studies"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Language and languages Study and teaching (Secondary) Case studies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Prodanović, Marijana, and Valentina Gavranović. "Developing students' language skills through project-based teaching of the languages for specific purposes: A case study." Inovacije u nastavi 33, no. 4 (2020): 136–45. http://dx.doi.org/10.5937/inovacije2004136p.
Повний текст джерелаАнотація:
Starting from the analysis of the legislation regulating the education system in the Republic of Serbia, and through the prism of the theoretical review of the project-based teaching as a model of interactive and innovative teaching, as well as the fundamental principles set out in the Common European Framework of Reference for Languages, this paper aims to explore what opportunities the project-based teaching provides for the purpose of strengthening students' language skills in the context of learning English for Specific Purposes, particularly English for Medical Profession at secondary level. Theoretical assumptions were tested empirically using a case study. The qualitative analysis showed that project-based teaching, a model placing students and their needs in the centre of the teaching process, is an effective didactic system that teachers can use in organising and implementing instruction that encourages the development of all language skills.
2
Mussaa, Dana, and Aigul Niyazova. "Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v3i3.1539.
Повний текст джерелаАнотація:
In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: Lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (ICT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of ICT and DER are strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in sub-groups. The students with native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological, combining classroom teaching experience, cases for students’ oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the case-study method and DER.Keywords: ICT; DER; case study;
3
Li, Xinxin, and Hui Huang. "“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1032. http://dx.doi.org/10.17507/jltr.0806.02.
Повний текст джерелаАнотація:
Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.
4
Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.
Повний текст джерелаАнотація:
The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.
5
Mierzwa, Ewelina. "Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 170–88. http://dx.doi.org/10.15503/jecs20192.170.188.
Повний текст джерелаАнотація:
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.
Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data.
Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom.
Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
6
Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
Повний текст джерелаАнотація:
Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
7
Ahmad, Norkhairi, and Syafini Ismail. "AN ANALYSIS CODE SWTICHING BY LANGUAGE TEACHERS WITH STUDENTS OF MIX PROFICIENCY LEVELS OF ENGLISH AT A SUB SECONDARY SCHOOL." FRASA: English Education and Literature Journal 3, no. 2 (September 29, 2022): 122–31. http://dx.doi.org/10.47701/frasa.v3i2.2310.
Повний текст джерелаАнотація:
Code switching is a linguistic phenomenon within bilingual and multilingual settings around the world. For a multiracial country like Malaysia, it is crucial to examine the linguistic realities of the multilingual communities where the presence of code switching is the hallmark. A crucial area where code switching happens but not thoroughly studied is within the educational at school between teachers and students. This study set outs to explore the nature of code-switching that occur between language teachers and students in the school context. A qualitative case-study method via purposive sampling of seven English language teachers at a sub urban secondary school was adopted for this research endeavor. Rich data was elicited via written interviews comprising five key questions were distributed to all the English language teachers as respondents. The teachers responded in full to all questions and the data were prepared, qualitatively analyzed and verified. A summary of the responses was generated and presented as key findings for the study. There were general consensus among the English teachers that code switching is present as part of their repertoire of tools and strategies to ease and facilitate the learning process when situations demand for it. Code switching as a tool serves useful communication and pedagogic functions for the teachers to utilize strategically and not indiscriminately. It is used only when necessary particularly when teaching groups of students with low language proficiency. The findings from this study are significant as it shed light on the realities of teaching and learning languages. The contrastive view that code switching is not permissible for being an obstacle to learning a target language needs to be reassessed and the view that it a taboo in language teaching and learning must also be dispelled.
8
Susiani, Ketut. "Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools." Bisma The Journal of Counseling 5, no. 1 (May 30, 2021): 9. http://dx.doi.org/10.23887/bisma.v5i1.34228.
Повний текст джерелаАнотація:
This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.
9
Imwa, Mphatso. "THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS." Revista Docência e Cibercultura 3, no. 3 (December 31, 2019): 349–60. http://dx.doi.org/10.12957/redoc.2019.36929.
Повний текст джерелаАнотація:
This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of English amongst the teachers and learners in secondary schools. However, it is revealed also that there is need to establish effective pedagogical ways of using the smartphones in order to reduce indiscipline, distraction, and cases of cyberbullying.
10
Jiang, Hongji. "To Use or Not to Use humor? A Case Study on Chinese Secondary School EFL Teachers." Education and Linguistics Research 8, no. 2 (October 25, 2022): 84. http://dx.doi.org/10.5296/elr.v8i2.20412.
Повний текст джерелаАнотація:
While there is no lack of studies on the benefits of using humor in English class, why Chinese EFL teachers choose to use humor or not use it remains unclear. Previous studies examined the benefits of the use of humor in language classrooms, but none of them has queried a deep understanding of the role of humor from teachers’ perspectives. It comprised a case study focusing on three English as a foreign language (EFL) teachers from a secondary school in China. The data were collected over a period of six months using semi-structured interviews, observations and stimulated recall interviews. This qualitative case study found five reasons for the Chinese EFL teachers’ use of humor, which are teaching strategy, students’ benefits, atmosphere & relationship, teachers’ benefits and teachers’ ability. The potential explanations behind each reason were also discussed in the study.
11
Wang, Yan, Joyce Many, and Larry Krumenaker. "Understanding the Experiences and Needs of Mainstream Teachers of ESL Students: Reflections from a Secondary Social Studies Teacher." TESL Canada Journal 26, no. 1 (June 1, 2008): 66. http://dx.doi.org/10.18806/tesl.v26i1.130.
Повний текст джерелаАнотація:
This case study addressed issues of ESL mainstreaming by examining a teacher's experiences and needs in teaching a social studies class where ESL students were mainstreamed. Extended observations, semistructured interviews, and documentary analysis served to unravel classroom dynamics, showing that the teacher modified various aspects of teaching to accommodate the needs of ESL students, which facilitated their access to the content, but at the same time created problems that had not been examined or predicted by past research. This study exposes the dilemma of providing comprehensible instruction to ESL students and highlights the role of differentiated instruction in diverse mainstream classrooms and the place of students' first languages in learning academic content.
12
Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.
Повний текст джерелаАнотація:
The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
13
Mullen, Martin. "Broadening Language Learner Perceptions of "Actual, Proper Study" to be More Inclusive of Smartphones in Irish Secondary Schools: ‘‘For Like Actual Like Proper Study, and Schoolwork, I Wouldn’t Use My Phone at All Really’’." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 86–113. http://dx.doi.org/10.35903/teanga.v28i.686.
Повний текст джерелаАнотація:
New digital and mobile technologies are appearing at an ever-increasing rate, and there are potentially valuable educational applications of many of these smartphone-mediated resources. In Ireland, although the Department of Education and Skills (DES) has long advocated for a role for technology into the classroom, an educational focus on integrating these new mobile resources into the daily practices of language learners remains the exception rather than the norm. This paper aims to describe the findings of a study conducted with third-level learners of modern languages at an Irish university, which involved surveys, case studies, and a group interview, and which revealed the limited and tangential role that smartphones play in the learning habits of the participants. The paper will also describe how interpretation of the data identified a clear perception among learners of a narrow range of resources and practices that constitute "actual, proper study", a perception in which there is little space for the kind of spontaneous, multimodal, autonomous learning afforded by smartphones, with learners instead displaying a clear preference for more traditional practices such as writing out lists of verbs, and traditional materials such as grammar books. This paper will argue that firstly, the teaching practices and the lack of focus on smartphones that exist at secondary school levels play a key role in learners’ developing these attitudes and perceptions towards language learning, and secondly, that there is a clear need to foster a broader perception of what constitutes language learning that encompasses a balanced approach to smartphone-enhanced language learning. This is important not only to help the students as language learners, but also to develop the digital literacy skills which are increasingly important across all aspects of Irish and global society. The paper concludes by providing a series of steps which teachers can take which will help both to broaden perceptions of what constitutes language learning, and to allow for supervised, structured use of smartphones in the classroom to allow learners develop their learning-related smartphone literacy and wider digital literacy.
14
Reynaldo, V. Moral. "Stylistics Variations: An Understanding of Language of Gay People Based on Phonemic Diphthongs." BOHR International Journal of Social Science and Humanities Research 1, no. 1 (2022): 1–4. http://dx.doi.org/10.54646/bijsshr.001.
Повний текст джерелаАнотація:
The gay vernacular, a language created by the LGBT community, is one of the amazing modern languages of today. To protect themselves from the hurt of societal disgrace, gay individuals started to establish their own language. It also has linguistic characteristics shared by LGBT educators who frequently talk about phonemic diphthongs. To identify the phonetic diphthongs uttered, their focus on their everyday lives of teaching as well as their meanings, this qualitative research employed a case study in conjunction with discourse analysis through production task and elicitation. Semi-structured interviews were used to gather data from purposively selected 8 informants in a secondary school of Don Sergio Osmena Sr. Memorial National High School, Cebu City, Philippines. ˘ The study revealed that the stylistic variation of gay faculty members is in the coinage through colleagues’ speech influence, the creation of own words was through attachment and cropping wherein an original word is cut off and has a new component and meaning, and there are existing words used in gay lingo that have different meanings. In order for everyone to have a deeper understanding of the culture, discursive studies of gay lingo are needed. School administrators should also mandate seminars and other activities for teachers about understanding gay language and its neologisms or the creation of their own words and structural processes.
15
Muravev, Yury. "TEACHING LEGAL ENGLISH TRANSLATION BY THE CASE METHOD IN RUSSIAN-ENGLISH LANGUAGE PAIR." Humanities & Social Sciences Reviews 8, no. 4 (September 10, 2020): 961–71. http://dx.doi.org/10.18510/hssr.2020.8493.
Повний текст джерелаАнотація:
Purpose of the study: The study aims to find parallels between legal translation practice and training by analyzing the case study methods' capabilities and limitations in academic institutions. It presents a comparative research of various situations of professional communication and legal documents employed as learning tools for the case study method in a classroom environment.
Methodology: The primary methods used in this research are case study method, analysis of ESP teaching materials, methods of comparative linguistics, descriptive statistics, and translation studies. The study rests on the use of translation techniques in Russian-English translation of case briefs that is why the author used algorithm-based machine translation software and grammar analysis software for in-depth analysis of legal documents.
Main Findings: Regular exercise following the suggested patterns of language training based on comparative legal case studies improves the relative translation competence and students' readiness for written and oral 'on-the-spot' translation in Russian-English language pair. It develops professional cross-cultural communication skills at the end of the final semester of Legal English training.
Applications of this study: The results of the research, including the suggested exercise patterns for implementing the case study method in teaching Russian-English translation, may be used as Legal English learning tools. Besides, some results of the research may contribute to the improvement of output quality of machine translation systems and the development of legal tech software.
Novelty of this study: The article presents a case study method used in legal translation training and task design for advanced levels of Legal English. The secondary goal is to find teaching methods that may enhance the learning motivation of Legal English students by realistic scenarios of business simulation games. The novelty aspect is the practical use of adjustable frames in task design.
16
Chan, Chris, and Preechaya Mongkolhutthi. "THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 44. http://dx.doi.org/10.24200/jonus.vol2iss2pp44-52.
Повний текст джерелаАнотація:
This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.
17
Ahmed, Zahir Adam Daff-Alla. "Difficulties Encountered by EFL Students in Learning Pronunciation: A Case Study of Sudanese Higher Secondary Schools." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 75. http://dx.doi.org/10.5539/ijel.v7n4p75.
Повний текст джерелаАнотація:
This study aims at investigating the problems which have been encountered by higher secondary schools students when they try to learn English pronunciation. The problem of this study is that most of the higher secondary school students in Sudan produced incorrect pronunciation for many of English words. So this study is attempted to deal with problem to find the most suitable solutions for it. The participants are Sudanese students of higher secondary schools especially at Shikan locality in Northern Kordofan State. The researcher uses the descriptive analytical approach because it is suitable for such studies. The data of this study is collected by means of recording test and questionnaire. The findings showed that the problems of pronunciation are the result of many teaching difficulties, and the strategies of teaching pronunciation are helpful in producing correct speech pronunciation. Finally the researcher recommends that: Sudanese EFL learners, who are specialized in ELT, should obtain a high level of intelligibility, and the language laboratory should exist in all the higher secondary schools to practice phonetic exercises.
18
Makena, Bulelwa, and Bunmi Isaiah Omodan. "Subscribing to diverse subjects in different classes: language development dichotomy." Journal of Research on English and Language Learning (J-REaLL) 3, no. 2 (October 10, 2022): 79–88. http://dx.doi.org/10.33474/j-reall.v3i2.16504.
Повний текст джерелаАнотація:
Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.
19
Guci, Rizki Indra, Dewi Rochsantiningsih, and Sumardi Sumardi. "Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 127. http://dx.doi.org/10.21462/ijefl.v6i1.347.
Повний текст джерелаАнотація:
Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.
20
Metlí, Akın, and Dinçer Akıs. "Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context." Latin American Journal of Content & Language Integrated Learning 15, no. 1 (August 25, 2022): 1–27. http://dx.doi.org/10.5294/laclil.2022.15.1.4.
Повний текст джерелаАнотація:
Limited studies investigate the high school teachers’ challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ while fostering students’ development of proficiency in English as the target language in physics, chemistry, biology, and mathematics courses in the International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized various qualitative tools such as semi-structured interviews, open-ended questionnaires, and lesson observations to analyze science and math teachers’ strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation problems, and weak foundational knowledge. They used common strategies such as group work interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these challenges. The study presents further implications for good practices and recommendations to resolve challenges.
21
Grabauskienė, Vaiva, and Ada Zabulionytė. "The Employment of Verbal and Visual Information for 3rd Grade Deaf Students in Arithmetic Story Problem Solving." Pedagogika 129, no. 1 (April 25, 2018): 171–86. http://dx.doi.org/10.15823/p.2018.12.
Повний текст джерелаАнотація:
The scientific studies have shown that deaf students in comparison to their hearing peers find mathematical word tasks much more difficult to solve. Following this finding, in our article we are discussing how Lithuanian oral/written and Sign languages (LSL) supported by illustrations might assist deaf students solving mathematical word problems.
The analytical part of this article is based on results from a small field survey – deaf students were asked to take math word problems followed by discussions with the same students (performed in LSL) about their (un)success. The following methods have been applied: instrumental case study, written survey, observation, and qualitative content analysis. Due to the specifics of schools for deaf children we have chosen a small sample group consisting of six deaf 3rd grade students.
Study results show that it was quite difficult for deaf students to understand what exactly the mathematical word problem has been asking for. This observation leads to the assumption that it would be useful making wording of math problems shorter and at the same time more friendly to the mindset of the deaf students. On top of that, the wording and written language constructions used in mathematical word tasks should be at the level of overall language comprehension of deaf students at that age level. This approach would lead to more rational teaching strategies to be used for deaf students - enabling them to recognize the key message in the task by separating it from the less important secondary information. The results also show that deaf students very rarely use illustrations as a supporting tool while resolving mathematical word tasks (though it might be some exceptions if students are asked to solve tasks that are more complex). This observation supports the idea, that it would be useful to apply proper illustrations helping to enhance the understanding and strengthen the ability to overcome the low comprehension of verbal information. In that case, the key objective in teaching deaf students would be in how to extract the required mathematical information from the illustrations presented and connect it with the word task itself. It has been noticed also that deaf students usually ask for help and support in Lithuanian Sign language. This underlines the importance of having the teacher able to communicate in their preferable way (using LSL) on a constant basis.
22
Damayanti, Ika Lestari. "FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L) PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 232. http://dx.doi.org/10.17509/ijal.v6i2.4870.
Повний текст джерелаАнотація:
It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language. This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence. The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives. It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.
23
Homolová, Eva, and Zlata Vašašová. "Changes in Motivation Factors in Language Education of Senior Learners." Lifelong Learning 9, no. 2 (2019): 23–38. http://dx.doi.org/10.11118/lifele20190902023.
Повний текст джерелаАнотація:
Nowadays, education of seniors has become an important topic as the number of seniors in the population is continually growing all over Europe. In Slovakia, as well as in other European countries, Universities of the Third Age offer a variety of educational programs, out of which language courses have become most preferred. Seniors, as a specific group of language learners, have their own needs, wants and lacks which influence their motivation to step again into the role of a learner. The purpose of our study is to focus on those motivation factors that play an essential role in senior’s decision making to sign in the English language course and complete it. Based on the knowledge of motivation, we divide seniors’ motivational factors into two categories: primary factors (cognitive, social and personal) are present at the initial stage of signing in the course. Secondary factors (social relations within the group, teacher, teaching methods and success) have a significant impact on seniors in affecting them to continue or drop out the course. Analyzing four case studies, we attempt to find out how the intensity and combination of motivational factors change during the language course and what impact it has on learners.
24
Ali, Md Maksud. "Revisiting English Language Teaching (ELT) Curriculum Design: How Appropriate is Bangladesh Higher Secondary Level National ELT Curriculum as a Learner-Centred One?" IIUC Studies 7 (November 6, 2012): 283–96. http://dx.doi.org/10.3329/iiucs.v7i0.12494.
Повний текст джерелаАнотація:
ELT curriculum design has seen several transformations overtime, especially with the changing views on the educational ideologies and philosophies in the western world. As far as teaching English in an English as a Second/Foreign language (ESL/EFL) context is concerned, it is often suggested that the ESL or the EFL education should be acculturalized as to be responsive to a particular group of people, and that again refers to the need for a national curriculum for ELT in an EFL country. Thus, in designing an ELT curriculum in an ESOL context, the designers need to examine not only whether the curriculum is responsive to the needs of a group of learners but also if it is culturally appropriate in that context or not. Following a qualitative case study research method, this paper examines the extent to which the Higher Secondary ELT national curriculum in Bangladesh is responsive to the socio-cultural needs and the needs of the learners.DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12494 IIUC Studies Vol.7 2011: 283-296
25
Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.
26
Haruna, Hamisu Hamisu, Bello Ibrahim, Musa Haruna, Bashir Ibrahim, and Kamariah Yunus. "Metadiscourse in Students’ Academic Writing: Case Study of Umaru Musa Yar’adua University and Al-Qalam University Katsina." International Journal of English Linguistics 8, no. 7 (November 27, 2018): 83. http://dx.doi.org/10.5539/ijel.v8n7p83.
Повний текст джерелаАнотація:
Studies on writing, thus, become crucial because when students make the transition from Secondary School to a Tertiary Institution, they encounter many challenges. One of them is the writing of B.A projects. Most of these undergraduate students both in L1 (English as a first language) and L2 (English as a second language) still find it difficult to argue, discuss or evaluate competently as well as persuasively in English essay writing. The present study aimed at exploring metadiscoursal choice and its influence on the success of students’ academic writing. The study was conducted within the framework of Appraisal Theory. The data was randomly generated from the written essays by thirty selected Level 400 students both from Umaru Musa Yar’adua University and Al-Qalam University Katsina. Also, the data was descriptively alaysed and presented. It was discovered that six (6) of the essays do not contain the relevant elements for this study, thus excluded from the analysis. To achieve the main objective of this study, the first six categories of the most successful essays and the least successful ones were taken for in-depth analysis. They were analysed paragraph by paragraph and then each interactional metadiscourse element was separately discussed as a whole. The findings showed that many of the students were not exposed to these elements, thus, they write academic essay the way they speak. It is against these findings that the present study unravels that embedding the teaching of metadiscourse in cumulative learning practices could consequently empower students to develop both linguistically and intellectually.
27
Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
Повний текст джерелаАнотація:
PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
28
Ibrahim, Sajidah, Nor Zairah Ab Rahim, Fajar Ibnu Fatihan, and Nur Azaliah Abu Bakar. "COVID-19 SENTIMENT ANALYSIS ON FACEBOOK COMMENTS." International Journal of Modern Trends in Social Sciences 4, no. 17 (September 9, 2021): 01–08. http://dx.doi.org/10.35631/ijmtss.417001.
Повний текст джерелаАнотація:
Malaysia recorded its first COVID-19 case on 9th March 2020 and recorded a total of 59,817 by end of November 2020. Buzz in social media over COVID-19 and measures by the Government to curb infection spread among citizens. The study aims to understand Malaysian public awareness and perception of COVID-19 related issues on Facebook during the 1st and 2nd week of Movement Control Order (MCO). Data mining was conducted on DG Tan Sri Noor Hisham Abdullah’s official Facebook account user comments and a total of 77,351 comments was collected between 18 March and 14 April 2020. The analyses included data pre-processing and sentiment analysis to identify and explore sentiments in discussion topics within the first two weeks of lockdown. The results yield majority of comments are in the Malay language and mix languages of English and Malay as a secondary type. Secondly, sentiment analysis showed that people have a positive reaction towards the frontliners and all efforts by the Ministry of Health towards fighting the pandemic. Many positive remarks are given in form of prayers, which is in line with the Islamic teaching of positive thinking and optimism, especially during crises. In conclusion, sentiment analysis is effective in producing useful insights about trends of COVID-19 discussion on social media, collecting public perception and feedback of COVID-19 efforts by the Government, and gives a different viewing angle of the current situation on the ground. These findings can be useful for health officials or the Government in developing communication mitigation plans or conduct extensive studies on pertaining issues within areas of concern.
29
Benyahya, M., A. Ouasri, M. Bouziani Idrissi, N. Dkhireche, H. Zarrok, Z. Sadoune, and H. Oudda. "ANALYSIS OF MOROCCAN STUDENT PERFORMANCE IN ELECTRICITY IN CORRELATION WITH MATHEMATICS AND FRENCH BY THE MULTIPLE CORRESPONDENCE ANALYSIS METHOD: CASE OF IBN TOFAIL UNIVERSITY." Journal of Southwest Jiaotong University 57, no. 5 (October 30, 2022): 488–502. http://dx.doi.org/10.35741/issn.0258-2724.57.5.39.
Повний текст джерелаАнотація:
This study focuses on the statistical analysis of the performance of students of different ages in solving electricity problems, after learning Physical Matter Sciences (PMS), Chemical Matter Sciences (CMS), Mathematical Sciences and Applications (MSA) and Mathematical and Computer Sciences (MCS) programs in the first year at Ibn Tofail University in Morocco. The student’s scores were obtained in mathematics (analysis and algebra), French, and electricity exams in terms of the 2017/2018 year. The data collected from the written student responses in the electricity exams were analyzed by SPSS software (version 25) using the multiple correspondence analysis method to study the influence of diverse variables: gender (M/F), age, and performance in analysis, algebra and French. The Cronbach's alpha coefficient (0.81) reflects the consistency and reliability of the used method, where 50% of the variability is explained by Dimension 1, and 36% is explained by Dimension 2. The discussion is made on the basis of previous studies conducted in secondary and university cycles of various contexts. It was found that students who perform better in solving electricity problems do not necessarily have a high level in the French teaching language. The teaching language correlates weakly with students' performance in solving electricity problems and their learning electrical concepts and phenomena. A positive correlation between performance in mathematics, particularly algebra, and performance in electricity is confirmed as stated elsewhere. So, the learning electricity at the university level cannot be done without deep mathematical knowledge. The analysis showed that the performance in electricity was not affected by the gender and age of the students.
30
Hasanah, Nisa, and Wawan Gunawan. "EXPLORING EFL TEACHERS� UNDERSTANDING AND BELIEFS IN INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN CONTEXT." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 121. http://dx.doi.org/10.25134/ieflj.v6i2.3380.
Повний текст джерелаАнотація:
As the result of globalization, the English language teaching goals in many countries have shifted from communicative competence to intercultural communicative competence (ICC). However, among the small number of studies on ICC in Indonesia, most of them focus on ICC in the tertiary level which shows there is a gap of work in the secondary level of education. Thus, this article attempts to seek the truth about senior high school teachers� understanding and beliefs as well as revealing their attempts in promoting ICC in the classroom. The case study was employed with two novice teachers as participants through interview and document analysis. The finding shows some interesting facts that both teachers viewed concept of ICC similarly as cross-cultural understanding in a way both to overcome misunderstanding and culture shock. Both teachers believed that language is culture bound, yet, only a very small trace of cultural aspects were shown in the documents; and as they viewed culture as dynamic, yet, the content being taught mainly covered static domain of culture.��Keywords: Byram�s five savoirs; culture education; intercultural communicative competence.
31
Yeung, Marine. "Exploring the Strength of the Process Writing Approach as a Pedagogy for Fostering Learner Autonomy in Writing Among Young Learners." English Language Teaching 12, no. 9 (August 9, 2019): 42. http://dx.doi.org/10.5539/elt.v12n9p42.
Повний текст джерелаАнотація:
Learner autonomy is widely recognized as a desirable educational goal in second or foreign language learning. However, the generality of the concept often makes it difficult to either nurture or measure the related traits. The present study focused on learner autonomy in the area of writing, exploring the use of the process approach as a means to foster its development in terms of students’ emerging writing skills. The study was conducted in the naturalistic settings of three secondary school ESL writing classrooms in Hong Kong involving 70 student participants. Data gathered quantitatively with a questionnaire and qualitatively through self-assessment forms, learners’ journals and case studies suggest that the process approach can reduce students’ reliance on the teacher and their tendency to seek help from others, while leading to growth in their metacognitive knowledge about writing and their knowledge of themselves as writers. These developments are all signs of the emergence of learner autonomy in these young ESL writers. Overall, the findings suggest that the process approach can bring about similar changes in young writers despite variations in the cultural backgrounds and teaching beliefs of its implementers. It is argued that the strength of the process approach may lie in the stimulation of the growth of autonomous skills and attitudes in writing in young learners, and such a strength should be recognized by language educators who view learner autonomy as a major educational goal.
32
Fernàndez Gonzàlez, Jorge. "Mujeres pioneras: la catedrática de instituto Rosario Fuentes." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 487. http://dx.doi.org/10.5944/hme.14.2021.27510.
Повний текст джерелаАнотація:
If higher education was already restricted and off-limits to women until the 20th century, their access to teaching and obtaining academic positions at these levels was even more difficult and complex. The aim of this paper is to describe a paradigmatic case of this problem: the life of Rosario Fuentes, who achieved the highest score in a public exam to become French professor and who became the first secondary school professor at the Zorrilla high school in Valladolid. Fuentes alsohad a relevant career as a translator, with contributions to texts on education, philosophy and psychology. This study highlights her role as a researcher associated with the Junta para la Ampliación de Estudios (Board for Advanced Studies) and as a writer of French textbooks. She also took part in the organization of language teachers as well as teaching in different Teacher Training Schools. Her career suffered as a result of the purging process which Franco’s dictatorship carried out on teachers, a process that was especially arbitrary against women due to the fact that their own actions and thoughts were often considered less relevant than those of their partners or relatives.. This paper, which examines many of these aspects of her life, relies on documentation and unpublished images from different archives such as those of the administration and the family, as well as previous works that analyse the issue of women teachers in Secondary Education.
33
Khokhotva, Olga, and Iciar Elexpuru Albizuri. "Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan." International Journal for Lesson and Learning Studies 9, no. 2 (December 24, 2019): 153–66. http://dx.doi.org/10.1108/ijlls-06-2019-0054.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice. Design/methodology/approach The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction. Findings The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs. Research limitations/implications Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study. Originality/value Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.
34
Mizusawa, Ken, and Tamas Kiss. "CONNECTING MULTILITERACIES AND WRITING PEDAGOGY FOR 21ST CENTURY ENGLISH LANGUAGE CLASSROOMS: KEY CONSIDERATIONS FOR TEACHER EDUCATION IN SINGAPORE AND BEYOND." Journal of Nusantara Studies (JONUS) 5, no. 2 (June 25, 2020): 192–214. http://dx.doi.org/10.24200/jonus.vol5iss2pp192-214.
Повний текст джерелаАнотація:
Background and Purpose: Given the dynamic, global and multimodal character of English in the 21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of technology-mediated communication on writing pedagogy. This paper presents the findings of an extensive multiple-case study research project which sought to establish how multiliteracies pedagogy was being utilized in Singaporean secondary teachers’ classrooms and the significant internal and external factors that contributed to classroom practice.
Methodology: The research explored six EL teachers’ practices within one unit of work, focusing on writing skills. Data were gathered through video recorded lesson observations, pre- and post-lesson interviews to explore rationales and justifications for planning and implementation, and focus group discussions to establish common practices, values and beliefs towards writing pedagogy.
Findings: The study found that although teachers were aware of and trained in multiliteracy practices, they dominantly addressed writing as a monomodal form of communication, limited student autonomy and critical development, and neglected culture in their instruction.
Contributions: We argue that writing instruction must be socially situated and multimodal and teacher education must prepare practitioners to empower learners to become critical and effective writers. We also assert that examination-oriented practices make writing in the classroom inauthentic and largely incomprehensible, despite belief that the opposite is true.
Keywords: Language teacher education, literacy, multiliteracies, multimodality, writing.
Cite as: Mizusawa, K., & Kiss, T. (2020). Connecting multiliteracies and writing pedagogy for 21st century English Language classrooms: Key considerations for teacher education in Singapore and beyond. Journal of Nusantara Studies, 5(2), 192-214. http://dx.doi.org/10.24200/jonus.vol5iss2pp192-214
35
Cutrim Schmid, Euline. "Video-stimulated reflection as a professional development tool in interactive whiteboard research." ReCALL 23, no. 3 (September 1, 2011): 252–70. http://dx.doi.org/10.1017/s0958344011000176.
Повний текст джерелаАнотація:
AbstractSeveral authors (e.g., Mcniff & Whitehead, 2006; Wallace, 1998) defend the idea that teachers’ own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers’ reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.
36
Abimnui, Azane. "IDENTIFYING AND OVERCOMING CHALLENGES IN TEACHING AND LEARNING PRONUNCIATION IN AN EFL CLASS: AN EXPERIENCE FROM CAMEROON." International Journal of Linguistics 2, no. 1 (August 2, 2021): 36–48. http://dx.doi.org/10.47604/ijl.1326.
Повний текст джерелаАнотація:
Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges.
Methodology: The setting that defines the EFL learner is presented in a case study of an institution of Higher learning, Prepavogt in Yaounde. The participants are 51 students who are in the first year of their studies in a Management and Finance department. Data was collected through observation and analyses of audio tape recordings of students’ oral productions as part of a pre-test and post-test TOEFL examination preparation during the 2020/2021 academic year. Textual data representation is favored as the objective was to supplement qualitative statements with some data.
Findings: The findings reveal the factors that affect the students ease of learning pronunciation. These emanated from factors such as the novelty in exposure to the practice of phonetics, the influence of mother tongue, and lack of interest. Segmental features; such as vowels, consonants and suprasegmental features like intonation and stress were all identified as posing serious problems that affected intelligibility. From the pre-test to the post-test, observed individual student improvement are indicators that the teaching strategies, coupled with the supporting audio-visual material, were successful in arousing students’ interest, and developing improved pronunciation.
Unique contribution to theory, practice and policy: With the popular decry of how pronunciation skills training are done in secondary schools, which have been proven to be unhelpful, this study demonstrates that appropriate target and focused teaching with supporting equipment, and teacher motivation is needed to train for effective and intelligible standard pronunciation in English among the Cameroonian EFL learners.
37
Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 11, no. 1 (March 29, 2021): 11–13. http://dx.doi.org/10.14746/ssllt.2021.11.1.1.
Повний текст джерелаАнотація:
It is my immense pleasure to share with you the first 2021 issue of Studies in Second Language Learning and Teaching. It brings together five papers reporting the findings of empirical studies as well as two reviews of very recent publications. The issue opens with the contribution by Mariusz Kruk, Mirosław Pawlak, and Joanna Zawodniak, who investigate changes in the levels of boredom experienced by 13 Polish university students majoring in English during four EFL classes as well as factors responsible for such fluctuations. Multiple sources of data were applied which included boredom-grids, where participants indicated the intensity of this negative emotion on a 7-point Likert scale at 5-minute intervals, class evaluation forms, narratives, semi-structured interviews with four students after each class, and lesson plans. A combination of quantitative and qualitative analysis demonstrated that boredom was indeed subject to between- and within-class variation, which resulted from various constellations of variables, with repetitiveness, monotony and predictability playing a key role. In the second paper, Xiaowan Yang and Mark Wyatt report a qualitative case study which examined teachers’ beliefs about learners’ motivation and their own motivational practices, and the actions they actually took in this respect in the classroom in the context of teaching English for Specific Purposes (ESP) in China. The analysis of the data collected from three university-level teachers of business English by means of pre-observation interviews, in-class observations and stimulated recall interviews yielded evidence for tensions between participants’ cognitions and practices they engaged in, showing that such mismatches negatively affect their self-determination. The existence of this cognitive disharmony is attributed to scarce opportunities for professional development, outdated knowledge about motivation and cultural influences. The theme of ESP also features in the following paper by Cailing Lu, Frank Boers and Averil Coxhead, who explored understanding of technical terms included in a list of technical words related to Traditional Chinese Medicine (TCM) with the aim of determining which of these terms should be emphasized during instruction. The requisite data were collected by means of a word association task, drawing on Read’s (1998) Word Association Test, as well as retrospective interviews from 21 BA students in China and New Zealand. The analysis showed that although the students manifested good understanding of the targeted items, especially high-frequency ones, some Chinese participants experienced difficulty understanding mid- and low-frequency words. By contrast, the Western learners mainly struggled with Chinese loan words, but their comprehension was not impacted by cultural differences. In the fourth paper, Bryła-Cruz reports the findings of a study which looked into the role of gender in the perception of English segments by Polish learners of English as a foreign language. The data were collected from 40 male and 40 female secondary school students who were asked to indicate the sound they heard in 20 sentences containing minimal pairs. The differences between males and females failed to reach statistical significance for most targeted segments and while the hierarchy of perceptual difficulty was not identical for both groups, it was similar, which suggests that differences between the sound systems of the first and second language might trump the mediating role of gender. In the final paper, Jesús Izquierdo, Silvia Patricia Aquino Zúñiga, and Verónica García Martínez shift the focus to the context of foreign language education in rural schools in southeast Mexico, zooming in on the challenges faced by generalist teachers, or non-language specialists, tasked with the job of teaching English. The data were collected by means of questionnaires administered to 155 such teachers in 17 schools and semi-structured interviews with those who manifested the greatest involvement in professional development. Using frequency analysis and categorical aggregation, the researchers show that generalist teachers are confronted with a wide array of problems related to their professional preparation, instructional techniques used as well as the sociocultural realities of L2 instruction in rural communities. In addition, only a few teachers are prepared to develop professionally, relying instead on limited strategies that help them combat the challenges they encounter. The issue also includes two book reviews by Jarosław Krajka and Mirosław Pawlak. The first book deals with the assessment of English proficiency among young learners while the second is devoted to research into learning and teacher psychology from the perspective of complex dynamic systems theory (Larsen-Freeman & Cameron, 2007). I am hopeful that all the contributions will provide food for thought to our readers and inspire them to further disentangle the intricacies of second language learning and teaching.
38
Onyshchenko and Lykhovyd. "FOREIGN EXPERIENCE OF PROFESSIONAL TRAINING OF FUTURE TEACHERS." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 141–58. http://dx.doi.org/10.37835/2410-2075-2020-13-11.
Повний текст джерелаАнотація:
The article analyzes the peculiarities of training future teachers in higher education institutions of different countries in order to implement the positive ideas of this experience in the higher education system of Ukraine. Peculiarities of training students abroad at the present stage of higher education development are determined: multilevel model of pedagogical education; high quality of pedagogical training, which meets the best world standards; the education system is decentralized; considerable attention is paid to the study of foreign languages; a systematic approach to the organization of professional development of teachers of general secondary education based on the restructuring and optimization of methods, forms and models of teaching through the integration of elements of practical activities into professional development curricula and the formation of continuing pedagogical education as an organically integrated, optimal and dynamic system; strengthening the independence and responsibility of students for their studies, the possibility of individualization of the curriculum, the growth of academic mobility; multiculturalism and polylingualism; multidisciplinary (acquisition of specialization in two subjects simultaneously); systematic and systematic use of innovative technologies; high level of personal-social-state orientation of the system of monitoring the quality of higher education; free access to statistics and mandatory publication of monitoring results by independent media; a small number of subjects taught (not more than 16 disciplines in one academic year); relocation of the center of professional and pedagogical training to school; growth of pedagogical practice and expansion of places of its passing; increasing the requirements for entrants both in the case of admission to pedagogical specialties and during their employment; increasing the role and importance of various professional organizations (associations, unions, centers of pedagogical skills, schools of professional growth) in the process of professional development and certification of teachers. It is noted that taking into account the selected features of foreign experience in the domestic system of training future teachers will contribute to the effective modernization of the higher education system of Ukraine. Key words: higher education, Netherlands, Greece, Slovakia, professional training, future teachers.
39
Petrocelli, Emilia. "Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning." EuroAmerican Journal of Applied Linguistics and Languages 8, no. 1 (March 31, 2021): 20–52. http://dx.doi.org/10.21283/2376905x.13.227.
Повний текст джерелаАнотація:
EN The study is based on a training project completed in Italy as part of a qualifying course for high school teachers of L2 English. The project moves around the framework that Rod Ellis proposed in 2010 on the relationship between Second Language Acquisition and Language Pedagogy and it argues the need for student teachers (STs) to take the role of classroom researchers during their learning process and carry out critical observations through a solid theoretical lens, such as the 10 principles for instructed language learning by Ellis (2005a, 2005b). Three case studies are analyzed to explore how STs observed classroom activities armed with the knowledge of the principles. Data is based on feedback they gave during seminar discussions and remarks made in written reports. Moreover, a follow-up survey of informants after five years’ in-service practice questions whether and how this experience influenced the quality and degree of their understanding of teaching and learning. Considering these results, suggestions are made for future implementations of this kind of project. Key words: INSTRUCTED LANGUAGE LEARNING, SECOND LANGUAGE TEACHER EDUCATION, LANGUAGE PEDAGOGY, COMMUNICATIVE APPROACH, ITALIAN SECONDARY SCHOOL, ENGLISH AS A FOREIGN LANGUAGE (EFL) ES El estudio se basa en un proyecto de capacitación realizado en Italia como parte de un curso de cualificación para profesores de inglés como L2 de nivel secundario. El proyecto se basó en el marco que Rod Ellis propuso en 2010 sobre la relación entre la adquisición de segundas lenguas y la pedagogía lingüística. Este estudio sostiene que los estudiantes necesitan recibir una lente teórica sólida para la observación crítica, como los 10 principios para el aprendizaje de idiomas instruido de Ellis (2005a, b), y asumir el papel de investigadores dentro del aula durante su proceso de aprendizaje. La análisis de tres estudios de caso explora cómo los estudiantes observaron las actividades del aula armados con el conocimiento de los principios. Los datos se basan en los comentarios que dieron durante los debates del seminario y en las observaciones realizadas en los informes escritos. Además, una encuesta de seguimiento de los informantes después de cinco años de docencia en servicio cuestiona si esta experiencia influyó, y de qué manera, en la calidad y el grado de su comprensión de la enseñanza y el aprendizaje. Teniendo en cuenta estos resultados, se hacen sugerencias para futuras implementaciones de este tipo de proyectos. Palabras clave: APRENDIZAJE DE IDIOMAS INSTRUIDO, CAPACITACIÓN DE PROFESORES DE SEGUNDA LENGUA, PEDAGOGÍA DEL LENGUAJE, ENFOQUE COMUNICATIVO, ESCUELA SECUNDARIA ITALIANA, INGLÉS COMO LENGUA EXTRANJERA IT Lo studio si basa su un progetto di tirocinio inserito in un corso di abilitazione per docenti d’inglese nella scuola superiore (TFA). Il progetto si ispira al quadro teorico proposto da Rod Ellis nel 2010 sul legame tra acquisizione della seconda lingua e didattica delle lingue e si basa sull’idea che i tirocinanti debbano effettuare le osservazioni in classe vestendo i panni di ricercatori, con una lente teorica solida come i 10 principi per l’insegnamento delle lingue di Ellis (2005a, b). L’analisi esplora il processo di formazione dei tirocinanti in tre casi studio e le modalità in cui essi si sono mossi nell’osservazione delle lezioni di lingua, armati della conoscenza dei principi di Ellis. I dati includono le riflessioni dei tirocinanti durante le discussioni seminariali e nelle loro relazioni di fine percorso. Inoltre, dopo cinque anni d’insegnamento di ruolo, quegli stessi tirocinanti sono stati intervistati per ricevere informazioni su se e come questa esperienza abbia influenzato la qualità e il livello della loro consapevolezza dei processi di insegnamento e apprendimento. Sulla base dei risultati, vengono avanzate alcune proposte per lo sviluppo di questo tipo di progetti. Parole chiave: APPRENDIMENTO DELLA LINGUA, FORMAZIONE PER DOCENTI DI LINGUA, DIDATTICA, APPROCCIO COMUNICATIVO, SCUOLA SECONDARIA ITALIANA, INGLESE COME LINGUA STRANIERA
40
DAUDA, JOHN. "Impact of Krio Language on the Use of English as a Foreign Language: A Case Study of Senior Secondary Schools Pupils in Sierra Leone." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (August 5, 2022): 106–13. http://dx.doi.org/10.32996/jeltal.2022.4.3.9.
Повний текст джерелаАнотація:
Krio, like other pidgin languages, borrows lexical items from other languages to a greater extent from the English Language. These words “borrowing” and “usage” have resulted in some similarities in the phonological, morphological and syntactic structures of both Languages. These two languages are so linguistically related that the usage differences between them can hardly be realized. As a result, users of both languages unconsciously use Krio lexemes and structures in place of English. This interlanguage phonological, lexical, and syntactic transfer has an enormous impact on the correct use of written and spoken English by senior secondary school pupils. This research is therefore intended to investigate the impact of Krio on the written and spoken English Language of senior secondary school pupils and will also provide recommendations to remedy the situation. This study is of immense relevance to teachers of English, curriculum planners, government, and other education stakeholders as it helps them to identify the extent to which Krio impacts the use of English among pupils. It, therefore, guides them to plan and provide appropriate strategies as solutions to remedy the situation. The study investigates the ways in which Krio impacts the teaching and learning of English in senior secondary school and the extent to which it is being used in schools by pupils and teachers. The study further provides strategies for assessment of the English Language teaching methods used by the teachers of English, and thus gives relevant conclusions and recommendations based on the findings of the study an assessment of the English Language teaching methods used by the teachers of English, and thus gives the relevant conclusion and recommendations based on the findings of the study with the help of well-structured questionnaires, focus group discussions, interviews and personal observations. Forty pupils and eight teachers of English were selected for the study, and the findings showed that pupils’ written and spoken English are marred by incorrect and substandard usage principally as a result of the impact of Krio on the use of the English Language.
41
Jan, Anbareen, Moses Stephens Samuel, and Ali Shafiq. "PEDAGOGICAL PRACTICES OF LANGUAGES OTHER THAN ENGLISH TEACHERS: A CASE STUDY OF A MALAYSIAN PRIVATE UNIVERSITY." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 77–99. http://dx.doi.org/10.32890/mjli2020.17.1.4.
Повний текст джерелаАнотація:
Purpose - Internationalization of education has made it important to have not only a command of English as a global language, but also of Languages Other Than English (LOTEs), which can be a second, national or heritage language. This narrative inquiry explored LOTE teachers’ perspectives on their use of English and other pedagogical practices for teaching LOTE to international students. Methodology - Narratives of three language teachers from different linguistic and cultural backgrounds, teaching French, Korean and Mandarin at a private university in Malaysia were recorded. Their discussion addressed key issues in teaching LOTE such as teaching strategies, use of technology and the importance of using English for teaching LOTEs. Data was analysed using Nvivo, applying Saldana’s (2016) coding technique, consisting of structural, descriptive and values coding. 48 codes emerged during the first cycle coding, which were placed under nine categories in the second and final coding process. Findings - Data revealed that for achieving practical outcomes, technologically integrated teaching is an alternative to traditional teaching practices. Further, teachers’ narratives also showed the importance of English in LOTE teaching, owing to the internationalization of education. Significance – The study explored LOTE pedagogy through the narratives of teachers, who are key stakeholders. The findings will help LOTE teachers reflect on their own teaching practices, and familiarize them with current pedagogy, including technology integration. They would also be useful in other contexts where LOTE is offered as a foreign language.
42
Kogan, Marina, and Victor Zakharov. "A Project Work as a Way of Bringing Corpora to Secondary School." Journal of Linguistics/Jazykovedný casopis 73, no. 1 (June 1, 2022): 986–95. http://dx.doi.org/10.2478/jazcas-2022-0022.
Повний текст джерелаАнотація:
Abstract Corpus linguistics is one of the most dynamic and rapidly developing areas of modern linguistics. It affects all areas of linguistics, including methodology of teaching foreign languages, translation and other linguistic disciplines. Corpus linguistics has had a direct impact on teaching foreign languages. However, in general, it remains a marginal method in teaching. Analysis of publications on the subject allows us to conclude that very few studies are long-term and aimed at working with schoolchildren. This article proposes a model for the development of sustainable interest among high school students in online corpora as sources of linguistic information, including the initiation stage in the form of project work in mini-groups to study well-known sayings with the consequent stage aiming at completing tasks supplementing the main textbook on a regular basis. The organization of project work addressing the corps of 11th grade students of the Natural Science Lyceum at Peter the Great St. Petersburg Polytechnic University is described. The paper outlines further research.
43
Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
Повний текст джерелаАнотація:
Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
References
Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a
Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34.
Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145.
Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371
Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795
Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6
Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167
Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18.
Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a
Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86
King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632
Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591
McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf
Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19.
Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com.
Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf
Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in Bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96–109. https://doi.org/10.1126/science.318.5856.1534
Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303
Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249. https://doi.org/10.1016/j.tsc.2013.06.002
Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595–1620. https://doi.org/10.1080/09500690500186592
Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachers’ knowledge in teaching thinking skills. Sains Humanika, 9(1–4), 83–87. https://doi.org/10.11113/sh.v9n1-4.1129
44
Gibbons, John. "Depth or breadth? some issues in lote teaching." Australian Review of Applied Linguistics 17, no. 1 (January 1, 1994): 1–22. http://dx.doi.org/10.1075/aral.17.1.01gib.
Повний текст джерелаАнотація:
Abstract The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.
45
Nigmatzyanova, Yulia, Nailya Valeeva, Alla Guslyakova, and Natalia Merkushina. "A case study of evaluation and introduction of ‘An Ecomodernist Manifesto’ by John Asafu-Adjaye et al. in ESP classes." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 5 (September 13, 2018): 40–48. http://dx.doi.org/10.18844/prosoc.v5i5.3674.
Повний текст джерелаАнотація:
The paper presents the experience of the Department of Foreign Languages, Ecological Faculty, RUDN University, in teaching English for specific purposes (ESP). A case study of the introduction of ‘An Ecomodernist Manifesto’ in ESP classes is discussed in the article. ‘An Ecomodernist Manifesto’ is a 25-page essay written by 18 environmental scientists, activists and scholars. The present study is an attempt to consider the value of the manifesto for teaching English to upper-intermediate and advanced students of environmental studies faculties. It is found that the manifesto can serve this purpose in terms of its content and language. Implementation of the manifesto in ESP courses has positive aspects as well as challenges outlined in the conclusion. Taking into account the obtained results, the manifesto can be recommended for students with upper-intermediate and advanced levels of language proficiency. This study might be interesting for teachers of foreign languages and contribute to the field of didactics.Keywords: Teaching and studying foreign languages, English for specific purposes (ESP), teaching material, case study.
46
Holmström, Ingela. "Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction." Journal of Language Teaching and Research 10, no. 4 (July 1, 2019): 659. http://dx.doi.org/10.17507/jltr.1004.01.
Повний текст джерелаАнотація:
This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.
47
Matulewska, Aleksandra, Joanna Kic-Drgas, and Paula Trzaskawka. "TEACHING LEGAL TRANSLATION – A CASE STUDY OF MAKING STUDENTS AWARE OF TRANSLATION RISKS RESULTING FROM PLURICENTRISM." Fachsprache 43, no. 1-2 (April 30, 2021): 52–74. http://dx.doi.org/10.24989/fs.v43i1-2.1927.
Повний текст джерелаАнотація:
This article examines the phenomenon of pluricentrism in language for legal purposes. The purpose of the research is to discuss the coexistence of different language varieties resulting from the existence of pluricentric languages in a legal context, and how this can affect translation decisions. The research focuses on English and German. The authors apply the comparative method to identify differences and similarities in legal terminology, in order to develop the resulting didactic implications for legal translation courses. The methods used in the article encompass: the analysis of comparable texts, the terminological analysis of research material (comparative law methodology), the theory of skopos, and an analysis of the relevant literature. The research material mostly consisted of civil law documents of countries where the languages under discussion are spoken. The research hypothesis is that if a given language is an official language in more than one country, the legal languages are not uniform and vary in respect to national legal language variants (similar to general language), and consequently there is a risk of making an error. Thus the students of translation studies must be made aware of the resultant differences in order to solve translation problems more efficiently and to reduce the number of errors in specialised translation. The analysis of the source text through the prism of terminology should be related to the legal system of the country concerned. Students of translation courses should be aware of the semantic differences between legal terms in order to find proper equivalents.
48
Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.
Повний текст джерелаАнотація:
This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
49
HANAFI, NOR ZAITON, WAN MUNA RUZANNA WAN MOHAMMAD, and BIN SURAT SAHLAN. "KNOWLEDGE APPLICATION IN TEACHING PRACTICES OF MALAY LANGUAGE IN SECONDARY SCHOOL." Quantum Journal of Social Sciences and Humanities 2, no. 3 (June 1, 2021): 58–66. http://dx.doi.org/10.55197/qjssh.v2i3.70.
Повний текст джерелаАнотація:
Knowledge application and problem-solving skills are two important aspects that should be possessed by every student in the 21st century. This study examines students’ application of higher-order thinking skills in Malay language classes. This study focuses on students’ knowledge application and problem-solving skills in learning the literature component Malay (KOMSAS). This study involved four Form Four students who were purposively selected from a private secondary school. Data were collected through observation, interviews, and document analysis. Data were analysed descriptively and presented narratively. The findings showed that knowledge application in (1) reading poems and writing on the whiteboard and (2) giving meaning to verses from the poems read, and students’ problem-solving skills in (a) finding language style, (b) identifying the situation, and (c) solving the problem in learning KOMSAS can be improved by applying higher-order thinking skills (HOTS) in the classroom. The application of HOTS in learning is in-line with the national curriculum’s aspiration to develop quality students for the country in the future. Teachers can design many interesting and fun HOTS activities and encourage students to be actively involved in them. This study implies that students who are taught using HOTS showed a higher level of thinking. Thus, future studies should consider examining HOTS elements further in the teaching of other languages and subjects.
50
DAYAN, Serdar. "Problems Encountered in Teaching Turkish to Arabs: the Case of Baghdad." Journal of Research in Turkic Languages 2, no. 2 (November 15, 2020): 139–46. http://dx.doi.org/10.34099/jrtl.224.
Повний текст джерелаАнотація:
Many nationsfused withone anotherin history and felt the need to learn each other’s languages due tothis fusion. Turks and Arabs have lived together for centuries and united under the roofs of the same states due to their intersection in many common aspects. Their mutual efforts to learn each other’s languages as a result of developing relations and common grounds havepersevered till the present. In addition to Turks’ efforts to learn Arabic, there have been intense efforts of Arabas to learn Turkish. The endeavors to learn and teach Turkish, which rose with Divan-u Lugati’t-Turk in the past, are now carried out in an abundance of resources in modern areas through technological tools.Although Arabs and Turks lived together for many years, they have had difficulties and problems in learning each other’s languages as their language come from different language families. This study focused on problems encountered in teaching Turkish to Arab students. Data on the problemsexperienced by Turkishlanguage teachers who teach in schools and training centers in Baghdad were collected through interviews. Exam papers, homework, and other works of the students were examined. A survey for teachers was conducted in this regard. The study focused on the problems identified as 14 items in line with the examinations.Keywords: Foreign language, Teaching Turkish, Teaching Turkish in Baghdad.IntroductionOur world is developing rapidly in every aspect. Interactions on matters such as social, economic, education, etc., among nations are at a high level. These interactions have created the need to learn foreign languages. The need for foreign language increased the importance of foreign language education. There have always been problems in teaching language to foreigners. In general, students experience difficulties in differences between their language and the foreign language they try to learn. The problems in this study usually consisted of such problems. Comparison between the foreign language to be learned,and the native language will make it easier to determine the will arise later. Comparisons allow the teacherand the learner to anticipate the difficulty,make preparations,and carry out studies accordingly(Bölükbaş, 2001).Teaching Turkish to the Arabs beganwith the Divan-ü Lügati't-Türk,written by Kasgarli Mahmut. Turks and Arabs felt the need to learn each other's languages because they have lived together for many years.Among the reasons for long life and fusion, there were reasons such as common religion, common land, trade, common goals, cultural affinity, and social life similarity. Both languages have affected each other with the impact of living together. The influence of Turkish on Arabic is seen in the dialects of Arabic rather than the academic Arabic called “Fusha.”The abundance and still intense use of Turkish words in Iraqi dialect among the public revealed the influence of Turkish. As it is known, there were more expeditions to the eastern countries during the reign of Yavuz Sultan Selim,and the Arab population in the Ottoman State increased as a result of these campaigns. However, the most important event of this period was thatthe