Temat: ELT - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Transferring ELT Knowledge to the Classroom – Results of a Study
Autorzy:: Koblowska, Magdalena
Tematy:: ELT
Classroom; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/916792.pdf Link otwiera się w nowym oknie
Opis:: The author has been struggling with problems, the most worrying of which ahs always been the students’ inability to transfer the knowledge and skills they should have acqui ed during the course to the English language classroom. In an attempt to find out the possible reasons for such a situation the author made a small-scale survey, the results of which are presented below.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 2.

Tytuł:: Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers
Autorzy:: Szymańska-Tworek, Aleksandra Aniela
Tematy:: ELF
ELT
cultural awareness; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Powiązania:: https://bibliotekanauki.pl/articles/783260.pdf Link otwiera się w nowym oknie
Opis:: The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 3.

Tytuł:: Making English a New Latin
Autorzy:: Scheuer, Sylwia
Tematy:: Latin analogy
ELF
ELT
standards; Pokaż więcej
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Powiązania:: https://bibliotekanauki.pl/articles/620576.pdf Link otwiera się w nowym oknie
Opis:: The paper looks at various aspects of the so-called Latin-English analogy and particularly at the ways in which English may share the fate of Latin in ultimately becoming a victim of its own success. A critical factor in the history of Latin was a conceptual split between its native and non-native varieties, which eventually proved instrumental in establishing its reputation as a dead language. The author wishes to argue that current proposals for a codification of English as a Lingua Franca, aimed at providing vast numbers of L2 learners with a pedagogical alternative that does not emulate L1 standards, may be regarded as major steps towards making English a new Latin: creating a similar split between native versus foreigners' English.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 4.

Tytuł:: Mixed Methods and Action Research: similar or different?
Autorzy:: Wiśniewska, Danuta
Tematy:: Mixed methods
Action research
ELT; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/917694.pdf Link otwiera się w nowym oknie
Opis:: This article attempts to analyse and compare ELT studies grounded solely in mixed methods and ELT action research studies based on a mixed methods approach in order to identify to what degree action research studies combining different methods in a single study comply with the principles of rigorous mixed methods study.
Dostawca treści:: Biblioteka Nauki

Artykuł

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Skocz do pozycji: 5.

Tytuł:: Preservice ELT Teachers’ Native Non-Native Language Teacher Perception1
Autorzy:: Boyraz, Serkan
Altınsoy, Ertan
Çıtak, Tolga
Tematy:: perception
preservice
ELT
teacher
nest
nnest; Pokaż więcej
Wydawca:: Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Powiązania:: https://bibliotekanauki.pl/articles/451663.pdf Link otwiera się w nowym oknie
Opis:: Objectives This study examines prospective ELT teachers’ perceptions of native and nonnative language teachers regarding the definition of NEST and NNEST, overall learning with NETSs and NNESTs, perceived weakness and strengths of NESTs and NNESTs and classroom behaviour and responsibility of NESTs and NNESTs . Material and methods The data will be collected through Likert scale questionnaire which was developed by Hadla (2013) and are going to be administered to ELT students studying at Aksaray University. The collected data will be subjected to descriptive analysis such as percentages, frequencies and statistically significant difference will be tested between the groups. Results This research provides valuable insights into pre-service ELT teachers’ perceptions on NESTs and NNESTS. Although the pre-service ELT teachers do not have a clear mind on the definition of NEST, it is important to note that most of them do not take the colour of skin as an indicator of it. Growing up in an English-speaking country and being raised with native speaking parents are, on the other hand, among the qualities of NESTs according to the participants. The findings also indicate that the participants that are prospective NNESTs themselves link being NEST with better development of speaking (fluency and pronunciation) and listening skill while they are not sure if it also brings better writing and reading abilities or more knowledge on the grammar and vocabulary. Conclusions The issue of NEST and NNEST perceptions differ on perceivers’ being learner or teacher and especially in Turkish context the perceptions might be standing as an obstacle in front of the system preventing it from successful language teaching. Therefore, important changes in language teacher education that helps to develop self-perceptions of NNESTs are required.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 6.

Tytuł:: The Natives are Revolting! Moving Beyond the NNEST/NEST Dichotomy in English Language Teaching
The Natives are Revolting! Poza NNEST/NEST dychotomią w nauczaniu języka angielskiego
Autorzy:: Shaw, Aeddan
Tematy:: NEST
NNEST
reappropriation
Native-Speakerism
ELT; Pokaż więcej
Wydawca:: Akademia Ignatianum w Krakowie
Powiązania:: https://bibliotekanauki.pl/articles/478746.pdf Link otwiera się w nowym oknie
Opis:: The issue of Native-Speakerism periodically rears its head in English Language Teaching and the profession as a whole is riven by a perceived split between “Native English Speaker Teachers” or NEST and “Non-Native English Speaker Teachers” or NNEST. Whilst in the early days of ELT there was a considerable bias towards the former and being a “native” enjoyed a considerable cachet, this article claims that the reality has changed dramatically and now we are only divided by the terms we use to describe ourselves rather than the reality. Drawing on data provided by Cambridge English and the author’s own research, the article examines the claims of Marek Kiczkowiak with regard to initial teacher training programmes and finds them based on an outmoded and outdated picture of the profession and the programmes themselves. Finally, the article argues for the reappropriation of the term native in order to end the harmful NEST/NNEST dichotomy in ELT.
Zagadnienie „Native-Speakerism” osadzone jest w obszarze Nauczania Języka Angielskiego (ELT). Wykonywanie zawodu nauczyciela języka angielskiego ulega podziałowi na dwie kategorie: pierwszą odzwierciedla pojęcie „Native English Speaker Teachers” – NEST; drugą jest „Non-Native English Speaker Teachers” – NNEST. Warto zauważyć, iż w początkowym rozumieniu pojęcia ELT było ono ukierunkowane i związane jednocześnie z zastosowaniem terminu „native”, które cieszyło się wyraźnym prestiżem. Artykuł ukazuje iż rzeczywistość w tym zakresie zmieniła się radykalnie i obecnie ten podział obszarowy odnosi się do określenia siebie w tych kategoriach a nie wspomnianej rzeczywistości. Sięgając do informacji zawartych w Cambridge English, oraz badań własnych autora, autor artykułu rozpatruje stwierdzenia postawione przez Marka Kiczkowiaka w związku z początkowo konstruowanymi programami nauczania języka angielskiego i odnajduje je w oparciu o przestarzały i nieaktualny już obraz wykonywanego zawodu nauczyciela języka angielskiego i programu jego nauczania. Podsumowując, autor artykułu podnosi kwestię ponownego, odpowiedniego zastosowania pojęcia „native” w celu zakończenia szkodliwej dychotomii terminów NEST/NNEST w ELT.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 7.

Tytuł:: EFL TEACHERS’ PERCEPTIONS ON USING ICT IN THEIR TEACHING: TO USE OR TO REJECT?
Autorzy:: Silviyanti, Tengku Maya
Yusuf, Yunisrina Qismullah
Tematy:: ICT
EFL teachers’ perceptions
ELT
motivation
barriers; Pokaż więcej
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Powiązania:: https://bibliotekanauki.pl/articles/955845.pdf Link otwiera się w nowym oknie
Opis:: This study focused on identifying EFL teachers’ perceptions on the use of ICT in their teaching. A number of 42 EFL teachers from two state universities in Indonesia were involved. A closed-ended questionnaire based on the Technology Acceptance Model (TAM) (Davis, Bagozzi, and Warshaw, 1989) was distributed and interviews were conducted. The findings revealed that 31 teacher users were found to have high motivation to use ICT because they believe that it is important in ELT as it makes learning enjoyable, interesting, and effective, among other constructive outcomes. Meanwhile, even though the other 11 teacher non-users were aware that the use of ICT is becoming more essential nowadays, their motivation remains low. Their barriers were rooted from the lack of training and support, either financial or non-financial, from their work environment. Therefore, these barriers should become a priority for institutions to overcome, considering that ICT provides unlimited sources of information in ELT and teachers must be prepared to face new challenges in education and technology that are present today.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 8.

Tytuł:: Intercultural Communicative Competence: Obstacles Faced by NESTs, NNESTs and Learners
Autorzy:: Branigan, Stephen
Tematy:: Intercultural Communicative Competence
NEST
NNEST
ELT
ethnocentricism; Pokaż więcej
Wydawca:: Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Powiązania:: https://bibliotekanauki.pl/articles/2233988.pdf Link otwiera się w nowym oknie
Opis:: This paper looks at three possible actors in the ELT classroom: learners, non-native English speaking teachers (NNEST) and native English speaking teachers (NEST). Each particular group has a need to acquire the skill of intercultural competence. For the learners, it is a necessary element alongside their knowledge of the language to be effective in real-life intercultural communications. For the teachers, it is to be sensitive to their learners from other cultures, to have a neutral bias to whichever of the L1 or L2 cultures is not their own, and also to enable incorporation of intercultural content effectively into the English lesson. The paper examines the obstacles to achieving Intercultural Communicative Competence (ICC) encountered by each group. Some are unique to that group, such as the comparative disparity of the influence of the globally dominant culture of the NEST, and some are common among two or all three, for example, culture shock whilst abroad. By understanding these obstacles, it is possible to make suggestions on how to overcome them in each particular group. Some examples of recommendations are for ICC building skills to be included in teacher training courses as well as foreign exchange trips for both learners and teacher trainees. Finally, some observations are made as to how L1 and intercultural aspects can be included in the lessons themselves.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 9.

Tytuł:: Multiculturalism: Are pre-service ELT teachers ready for it?1
Autorzy:: Altınsoy, Ertan
Boyraz, Serkan
Çıtak, Tolga
Tematy:: multiculturalism
Diversity in Education
pre-service
ELT
teacher; Pokaż więcej
Wydawca:: Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Powiązania:: https://bibliotekanauki.pl/articles/451931.pdf Link otwiera się w nowym oknie
Opis:: The aim of this study is to investigate pre-service ELT teacher’s awareness of and attitudes towards multicultural teaching and learning. This qualitative study employs survey method and the data was collected through the shortened version of “Preservice Teachers’ Attitudes about and Awareness of Multicultural Teaching and Learning Scale” which includes 18 items in three sub- dimensions, namely awareness of multicultural issues, the effect of professional courses on dealing with multicultural approaches to education and interest in additional training in multicultural approaches to education. The participants as pre-service ELT teachers are commonly aware of multicultural issues in schools. It can be seen that the student-teachers escape facing cultural diversity despite training provided by the university. However, the results show that the participants are eager to receive further training in multicultural education. This can be related to the gap between theory and practice in which students may not be taught what is required in the field.
Dostawca treści:: Biblioteka Nauki

Artykuł

na półce

Skocz do pozycji: 10.

Tytuł:: Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland
Autorzy:: Matusz, Łukasz
Rakowska, Anna Maria
Tematy:: ELT
language acquisition
third-age students
learning difficulties; Pokaż więcej
Wydawca:: Wydawnictwo Uniwersytetu Śląskiego
Powiązania:: https://bibliotekanauki.pl/articles/783232.pdf Link otwiera się w nowym oknie
Opis:: The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
Dostawca treści:: Biblioteka Nauki

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