THE INFLUENCE OF SOCIAL NETWORKS ON THE TEACHING PROCESS OF LANGUAGE LEARNING

in cross-cultural communication teaching process, professional development of Chinese foreign language teachers seems especially important. This paper first presents basic connotation of professional development of foreign language teachers, then carefully analyzes current situation and various problems of professional development of Chinese foreign language teachers and finally proposes some effective approaches to promote professional development of foreign language teachers in combination of actual situations of Chinese foreign language teachers in cross-cultural communication teaching so as to make foreign language teachers really own, coordinate and share precious professional development experience.

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

The emphasis on the sociocultural dimension of foreign language teaching and learn- ing has gradually grown over the years, leading to increasing expectations for contemporary educators to enhance learners’ acquisition of sociocultural competence. Accordingly, this study seeks to examine the perspectives and attitudes of Serbian foreign language teachers regarding sociocultural competence in language teaching and learning, and to investigate the extent and manner in which these teachers develop and integrate sociocultural competence within their teaching practices. Data were collected from 32 teachers through a questionnaire. The results indicate that these teachers regard sociocultural competence as an important aspect of foreign language learning and actively strive to incorporate and develop it in their classrooms. For the purpose of effectively developing sociocultural competence in foreign language teaching, they recommend: organising student exchange programmes and opportunities to travel outside Ser- bia, incorporating additional texts on sociocultural topics in textbooks and increasing the fre- quency of foreign language classes from two per week to a higher number.

How do foreign language teachers maintain their proficiency? A grounded theory investigation

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. Furthermore, it suggests possible outcomes, such as creating classroom activities and encouraging student motivation, of utilizing CLT to teach English in a university context. References Abahussain, M. O. (2016). Implementing Communicative Language Teaching Method in Saudi Arabia: Challenges Faced by Formative Year Teachers in State Schools. (PhD). University of Stirling, Scotland. Abrejo, B., Sartaj, S., & Memon, S. (2019). English Language Teaching through Communicative Approach: A Qualitative Study of Public Sector Colleges of Hyderabad, Sindh. Advances in Language and Literary Studies, 10(5), 43–49. https://doi.org/10.7575/aiac.alls.v.10n.5p.43 Ahn, S. Y., & Kang, H.-S. (2017). South Korean university students’ perceptions of different English varieties and their contribution to the learning of English as a foreign language. Journal of Multilingual and Multicultural Development, 38(8), 712-725. https://doi.org/10.1080/01434632.2016.1242595. Al-Nasser, A. S. (2015). Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), 1612- 1619. Alsalmi, A. A. (2014). Challenges confronting teachers of English language. (Master). Taif University, Taif. Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press. Batawi, G. H. (2007). Exploring the use of CLT in Saudi Arabia. (Master). American University of Sharjah, Sharjah. Borg, S. (2017). Teachers’ beliefs and classroom practices. In The Routledge handbook of language awareness, (pp. 93-109): Routledge. Brandl, K. (2019). Communicative Language Teaching in Action: Putting Principles to Work. Pearson Education, Inc. Brandl, K., & Bauer, G. (2002). Students’ Perceptions of Novice Teaching Assistants’ Use of the Target Language in Beginning Foreign Language Classes: Preliminary Investigation. In W. Davis, J. Smith, & R. Smith (Eds), Ready To Teach: Graduate Teaching Assistants Prepare for Today and for Tomorrow (pp.128-138). Stillwater, OK: New Forums Press Brown, H. D. (2014). Principles of Language Learning and Teaching (6th ed.). White Plains, NY Pearson Education. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistic, 1(1), 1-47. Chomsky, N. (1957). Syntactic structures. Mouton. Courtney, D. (2020). Activities to Activate and Maintain a Communicative Classroom. English Teaching Forum, 58(1), 10-21. Dey, M. (2021). Psychological processes in language learning and teaching: Scoping review and future research directions. Journal of Psychological Perspective, 3(2), 105-110. Dey, M. (2023). The primary characteristics of English pragmatics in Applied Linguistics: Exploring the Key Features of English Pragmatics in Applied Linguistics. Inverge Journal of Social Sciences, 2(2), 1–13. https://doi.org/10.1022/ijss.v2i2.25 Dey, M., Amelia, R., & Herawati, Y. W. (2023). Challenging the'Native Speaker'Ideal: The Impact of Native Speakerism on Language Education. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa, 17(2), 232-245. Dos Santos, L. M. (2016). Foreign language teachers' professional development through peer observation programme. English Language Teaching, 9(10), 39-46. https://doi.org/10.5539/elt.v9n10p39. Dos Santos, L. M. (2017). How do teachers make sense of peer observation professional development in an Urban School. International Education Studies, 10(1), 255-265. https://doi.org/10.5539/ies.v10n1p255. Dos Santos., L. M. (2019). Science lessons for non-science university undergraduate students: An application of visual-only video teaching strategy. Journal of Engineering and Applied Sciences, 14(1), 308–311. https://doi.org/10.36478/jeasci.2019.308.311. Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms, Journal of Education and e-Learning Research, 2020. Journal of Education and E-Learning, 7(2), 104-109. Doughty, C., & Long, M. H. (2003). The handbook of second language acquisition. Blackwell Publishing. Harley, B., & Swain, M. (1984). The interlanguage of immersion and its implications for second language teaching. In A. Davies, C. Criper, & P. R. Howatt (Eds.), Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press. Huang, S.-H., & Yang, L.-C. (2018). Teachers’ Needs in the Advancement of Communicative Language Teaching (CLT) in Taiwan. TESOL International Journal, 13(1), 100-117. Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: Cambridge University Press. Hymes, D. (1971). Pidginization and creolization of languages. London, UK: Cambridge University Press. Iwashita, N., & Ngoc, K. M. (2012). A comparison of learners’ and teachers’ attitudes toward communicative language teaching at two universities in Vietnam. University of Sydney Papers in TESOL, 7, 25-49. Jung, S. K., & Norton, B. (2002). Language planning in Korea: the new elementary English program. In Tollefson, J.W. (Ed.), Language policies in education: Critical issues (pp. 245-265). New Jersey: Lawrence Erlbaum Associates, Publishers. Kachru, B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25, 1–14. Kennedy, P. (2002). Learning cultures and learning styles: Myth-understandings about adult (Hong Kong) Chinese learners. International Journal of Lifelong Education, 21(5), 430-445. https://doi.org/10.1080/02601370210156745. Kiato, S. K., & Kiato, K. (1996). Testing Communicative Competence. The TESOL Internet Journal, 2(5). Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press. Lee, J. S., & Lee, K. (2019). Perceptions of English as an international language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76-89. Li, D. (1998). It’s always more difficult than you plan and imagine: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677-703.Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition. https://doi.org/19. 10.1017/S0272263197001034. Natividad, M. R. A., & Batang, B. L. (2018). Students’ Perceptual Learning Styles and Attitudes toward Communicative Language Teaching. TESOL International Journal, 13(4), 104-120. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25, 279–295. Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey. (Unpublished doctoral dissertation). University of Illiois at Urbana-Champaign, USA. Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman. Pham, H. H. (2007). Communicative language teaching: unity within diversity. ELT Journal, 61(3), 193-201. Phillipson, R. (1992). Linguistic imperialism. Oxford, England: Oxford University Press. Riggenbach, H., & Lazaraton, A. (1991). Promoting Oral Communication Skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 125-136). Los Angeles: University of California. Richards, J. C. (2006), Communicative language teaching today. New York: Cambridge University Press. Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd ed.). Sydney, NSW: McGraw-Hill. Saengboon, S. (2002). Beliefs of Thai EFL teachers about communicative language teaching. (Doctoral dissertation). Indiana University Bloomington, USA. Schulz, R.A. (1996). Focus on form in the foreign language classroom: Learners’ and teachers’ view on error correction and the role of grammar. Foreign Language Annals, 29(3), 333-364. Sawalmeh, M. H., & Dey, M. (2023). Globalization and the increasing demand for spoken English teachers. Research Journal in Advanced Humanities, 4(2). Spada, N., & Lightbown, P. M. (1989). Intensive ESL programs in Quebec primary schools. TESL Canada Journal, 7, 11-32. Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192. Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9–15. Tomlinson, B. (2001). Humanising the Coursebook. Humanising Language Teaching, 3(5). Walia, D. N. (2012). Traditional teaching methods vs. CLT: A study. Frontiers of language and teaching, 3(1), 125-131. Weiner, L. (2012). The future of our schools: Teachers unions and social justice. Chicago, IL: Haymarket Books. Weiner, L., & Jerome, D. (2016). Urban teaching: The essentials (3rd ed.). New York, NY: Teachers College Press. West, A. J. (2016). Adaptation of Communicative Language Teaching Methodology to an English Textbook for English Language Learning of NIDA Students. PASAA, 52, 25-52 Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press. Zhang, J. L. (2006, November 11-13). The ecology of communicative language teaching: Reflecting on the Singapore experience [Paper presentation]. Annual CELEA International Conference: Innovating English Teaching: Communicative Language Teaching (CLT) and Other Approaches, China English Language Education Association (CELEA) and Guangdong University of Foreign Studies, Guangzhou, China.

As a topic of rising interest, language teacher motivation has been studied through various lenses and across different contexts over recent years. Yet, relatively scant attention has been paid to Chinese language teachers teaching overseas. Using Q methodology and supplementary interview data, this study investigated the motivational profiles of multilingual Chinese as a foreign language (CFL) teachers who teach abroad. An analysis informed by the Factors Influencing Teaching Choice (FIT-Choice) model identified four types of career choice motivation: ‘self-devotion and social contribution’, ‘personal utility’, ‘personal interest+’, and ‘personal pursuit and immigration path’. The results show that teachers with a strong sense of national pride and social responsibility chose the career mainly for social contribution. They shared with teachers driven by personal interest, a positive attitude and a strong commitment to the career. Teachers driven by personal utility and teachers pursuing diverse life experiences or permanent residence were more likely to choose to teach Chinese as a last resort, which potentially inhibited their determination and commitment to the job. The study further explores the complexity of teachers’ career choice motivation by investigating the interaction between the identified types. The discussion of these findings contributes to a better understanding of the subjectivity of multilingual CFL teachers and provides insights into Chinese teachers’ professional development and the sustainability of international Chinese education.

Based on the research literature of the “native/non-native” distinction and on Bourdieu’s notion of field and social action, this paper proposes to use the specific case of foreign language (FL) teaching in the French educational system to conceptualize the FL teaching field as a highly contested space where unequal actors vie for symbolic power and influence. The FL teaching field is organised into two large spaces: one representing state school educational systems, the other representing private language schools. Symbolic power and teaching legitimacies have been jointly constructed giving more power and legitimacy to non-native teachers in state school settings, and more power and legitimacy to native teachers in private language schools. Universities occupy a middle position between the educational settings of the national education systems and the private settings of language schools: the teaching of language to future specialists is still in the hands of non-native speaker teachers whereas the teaching of language to non-language specialists seems more open to native speaker teachers. The “native/non-native” opposition that linguists thought to be relevant linguistically might no longer be a linguistic concept (Paikeday 1985; Davies 1991; Rampton 1990; Cook 1999; Muni Toke 2013), but, as a social construct, this opposition is still very much alive. It serves to design language policies within which actors-teachers of foreign and second languages confront one another. Due to the global deregulation of educational settings, language actors-teachers are therefore put into a highly competitive market: both native and non-native language teachers struggle to be recognized, and essentialist or even racist attitudes have developed into what Holliday (2006) calls “nativespeakerism”. Understanding the structure of the language teaching field worldwide makes it possible to clarify the power struggle and symbolic violence within the field, whose goals and values are paradoxically aimed at mutual understanding through language teaching and cultural mediation – and even more so in the age of multilingualism.

Viewing its use in language teaching mainly as a text corpus, this article examines the problem of the assessment of suitability of this material for use in the Greek language course in Cyprus schooling. The suitability of texts for use in language teaching is defined by four parameters, which are described in detail in this article: text readability, content, genre, and grammatical information. The literature review shows the research gap as to the ways of finding on the Web a suitable text for use in language teaching according to specific characteristics. The tool diaKeimenou, which is presented in this article, aims to fill this gap and help the teacher choose the most suitable texts for teaching with reasonable effort and time. The results of the usability evaluation of diaKeimenou are also presented in this article.

This chapter addresses how critical reflexivity and the pedagogical practices of foreign language (FL) teachers work simultaneously to construct and reflect their language teacher identity in online classrooms. It also discusses how Korean as a foreign language (KFL) teachers utilized their sub-identities to overcome challenges that online language teachers face in their classes.

The growing integration of artificial intelligence (AI) and social networks into the educational landscape has raised questions about their impact on teaching and learning, particularly in foreign language instruction. This study explores the didactic properties of social networks and AI as information and communication technology (ICT) tools in the context of foreign language education at the university level. Through a comprehensive literature review, the researchers analyzed global studies on the integration of AI and social networks in language learning, as well as research specific to the Ukrainian higher education context. A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was conducted to systematically evaluate the potential benefits and challenges associated with the implementation of these technologies in foreign language instruction. The findings indicate that using AI-driven language learning applications, and social media platforms can significantly enhance vocabulary retention, language proficiency, and student engagement. However, the study also highlights potential threats, such as risks to academic integrity, entrenchment of discrimination, and the democratization of plagiarism. The research further emphasizes the importance of addressing teachers’ skills in navigating the ethical implications of AI integration in educational settings. The study provides valuable insights for university administrators, language instructors, and educational technology researchers. It underscores the need for a nuanced and informed approach to incorporating AI and social networks into foreign language curricula, balancing the pedagogical benefits with appropriate safeguards to ensure the quality and integrity of the educational process. The findings contribute to the evolving discourse on the role of emerging technologies in transforming higher education and language teaching.

Teaching Korean as a Foreign Language: Theories and Practices

The aim of this paper is to outline the current situation of foreign language teaching in Transcarpathia and to present the current issues in language pedagogy in our region. In order to understand the present, we need to know the past, so we will first say a few words about foreign language teaching in Transcarpathia before 1991, i.e. what foreign language (FL) teaching was like before Ukraine became independent. In the early 2000s, the country underwent a reform in the teaching of FL, the main change being that children started learning a FL at the age of seven, three years earlier than before. In 2004, the first comprehensive research on language pedagogy in Transcarpathia was carried out, which assessed the situation in English language teaching at that time. In our study we draw a parallel between the situation 18 years ago and the present, pointing out changes and differences. We describe in more detail the current situation of foreign language teaching in Transcarpathia, and then address one of the most topical issues, the Advanced Level Foreign Language Examination (ZNO), and why in 2022, no such examination will be offered to school-leavers. The research team of the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education investigated distance learning in the quarantine situation due to COVID-19 in 2020, the effects of online education on the quality of teaching, the attitudes of teachers and learners, instructors and students towards digital education. A survey of secondary school children showed that although most of them had problems with online learning, their attitudes to learning were serious, they had developed their digital skills to a large extent, although some became demotivated as a result of online learning. Nevertheless, they have developed learner autonomy, which continues to help them to learn independently (Fábián, Huszti, Lechner and Bárány, 2021). At the end of the study, we summarise the impact of the pandemic on language learning in higher education in Transcarpathia. We can say that the most significant positive outcome of online education is that both teachers and students have greatly improved their digital skills and gained new technological knowledge that they can easily use in the future (Bárány, Fábián, Lechner and Huszti, 2022).

This article is about language development of a foreign language (FL) teacher and is centred around the concept of teacher professional competence. Although the definition seems clear and indisputable, no publication has been traced that would clarify what a FL teacher language competence is. It immediately leads to diverse and sometimes contradictory views of content and language skills a FL teacher is supposed to demonstrate. I use this fact as a starting point and make an attempt to provide my view of a FL teacher language competence and essential elements that comprise it. My contention is that besides ‘general language’ and language awareness, a FL teacher should demonstrate skills in classroom and out-of-classroom communication. I support my view by coming out with a tentative and, at the moment, rather schematic description of FL teacher language competence. I consider this as the first step toward the definition of language teacher language competence to be followed by substantial empirical research which, hopefully, will contribute to a valid and more detailed description of the concept in question.

by Wolfgang Butzkamm and John A W Caldwell narr studienbucher 2009 978-3-8233-6492-4 The question of whether the mother tongue (MT) should be allowed in foreign language (FL) teaching has a long history in methodology debates. It has often been argued that the MT should definitely be avoided as it has a detrimental effect on learning a foreign language. Wolfgang Butzkamm and John Caldwell, however, claim not only that the monolingual approach has a weak basis in theory (even though they consider it a comprehensible reaction to the outcomes of the grammar-translation method), but also that it is better to work with the MT as a ‘natural tendency’ in FL teaching. To support their inclination towards a more relaxed approach to MT use, they scrutinise the reality of what they call the ‘MT taboo’, formulate a theory of MT use in the FL classroom and exemplify their insights through practical teaching techniques. It is the combination of theory and practice that makes the book much more than a ‘how to use the MT in FL teaching’ guide. The book discusses the importance of ‘immersion’ for MT acquisition, which means that a child is exposed to a huge amount of language, first learning chunks of language for communicative purposes and much later learning to break them down into parts. Since it is impractical to reproduce this natural process of acquiring a language in the FL classroom because of restrictions on the time available and, therefore, the exposure to the target language, FL teaching has to provide a focus on both meaning and structure. A prudent use of MT here helps make life easier for teachers and learners: ‘sandwiching’, mirroring and contrasting or literal translation, as the authors show, can be embedded in pattern drills in grammar teaching, dialogue work and drama. Moreover, it can increase the input of authentic material in the form of, for example, bilingual readers or DVDs with subtitles. A controlled use of the MT in the FL classroom also allows access to the understanding of language concepts that each learner has, even if those concepts are different in the MT and the FL. For example, when a teacher wants to show how continuous tenses are formed to learners whose own language has no continuous tenses, translation is a better way to express finer shades of meaning than an explanation or paraphrase in the target language. When the FL can be integrated into existing knowledge (ie the MT), the FL is ‘deforeignised’ and confidence is built up in the learner. In other words, the MT can be useful in promoting understanding of both form and meaning (which use of the FL alone often fails to do). Real understanding and control are key words in this book, and it is argued that fashionable methods of communicative language teaching which strictly exclude the MT often cause a learning situation in which students do not really understand what they are saying (but merely parrot phrases for no communicative reason) and, as a result, skills learning is impeded. The authors put their case convincingly, supporting their arguments with insights into the mechanisms used by children growing up bilingually: mixing their languages is a tactic that helps them learn. A separate chapter discusses ‘translation as a fifth skill’ with the help of some intellectually demanding (and therefore enjoyable) classroom activities, which, not least, help develop MT competence. The authors do admit that there are many situations where monolingualism is preferable, especially for classroom management, and claim that a controlled use of the MT should actually increase the time available for using the FL. The book is aimed particularly at student teachers, having study questions and tasks at the end of each chapter as well as many practical ideas, but I am sure that experienced teachers will also benefit from it. A benchmark in its field, the book is a must for all those who want to contribute to the debate over the pros and cons of using the MT in FL teaching.

When the COVID-19 pandemic outbreak threw the world into a public panic, teachers worldwide were challenged to adapt to a new pedagogical ecology as online delivery of classes was widely made a required necessity. This study explores how language teachers responded to the sudden disruption via improvisational endeavours during the first online semester and how their endeavours were influenced by various ecological factors beyond the online classroom. Data were collected using a survey and interviews with English as a Foreign Language (EFL) teachers from three universities in eastern coastal China. The results showed that the participants’ improvisation efforts featured limited preparation and creativity and a lukewarm willingness to try out new things while teaching from home. Ecological influences on the teachers’ improvisation efforts were identified as a multitude of institutional, daily contextual, sociocultural, and personal factors that interacted in complex, less predictable ways. In general, the diverse sources of influence exerted a mixed impact on individual teachers’ improvisation practices and performance. Sociocultural influence, in particular the “live-streaming star” meme, was found to be a unique source of inspiration and support. This exploratory study expands the research of improvisation in educational settings, which has largely been associated with pedagogical innovation to adapt to micro-level changes. In the emergency remote teaching scenario, innovative attempts made by individual teachers were subject to the meso-level and the macro-level ecological influences, which may overwhelm or deter practitioners. Apart from potential theoretical and pedagogical implications, the study offers insights into the nature and impact of crisis-prompted online teaching in and beyond the COVID-19 context.