Language Teaching System Research Articles

The Plan for an English Language Education System under Occupation in Japan: Focusing on the Establishment of “Foreign Language Education” in New Lower Secondary Schools

The Plan for an English Language Education System under Occupation in Japan: Focusing on the Establishment of “Foreign Language Education” in New Lower Secondary Schools

Applied Technology in an Interactive Design for a Web-Based Language Teaching System

Information applied technology has greatly promoted language teaching efficiency through resources sharing, distributing and optimizing. In order to demonstrate how to construct a highly efficient teaching platform with the help of J2EE platform, the paper analyzes an ideal composition of an online language learning system, illustrates the way in which designers create a harmonious online teaching environment from the aspect of MVC architecture and software choosing, setting forth an interactive model design for a web-based ELT system.

INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

THE ROLE OF HOME READING CLASS IN THE LANGUAGE TRAINING OF STUDENTS OF INTERNATIONAL ECONOMIC RELATIONS

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.

한국어교육 제도와 정책에 관한 비판적 검토 －한자․한자어교육과 관련하여－

한국어교육 제도와 정책에 관한 비판적 검토 －한자․한자어교육과 관련하여－

Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools

The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy.
 It is stated in the secondary education programme that in addition to general knowledge and skills in various academic subjects, secondary school should encourage socio-cultural literacy.
 Language learning in general education schools is one of the main fields of general education. Sociocultural literacy is understood in the programme as the development of social maturity, formation of national and civil identity, preparation for living in a multicultural world, development of tolerance towards cultural diversity, and development of trust in one’s own national culture.
 When the purpose of the Lithuanian language as an academic subject in basic schools is discussed, it is stated that one of its main tasks is to learn about the language as part of national culture, understand cultural traditions, and develop these traditions in a creative manner.
 The objective of the present article is to study what requirements for the analysis of language as a socio-cultural phenomenon are raised in the general curricula of basic and secondary schools and how the requirements raised correspond to the Lithuanian language teaching strategy in general education schools. To achieve this objective, the following tasks were set: 1) to discuss the topic of language as a socio-cultural phenomenon within the framework of the general Lithuanian language curricula in terms of content; 2) to analyse how curricula requirements and school textbooks reflect the provisions of the Lithuanian language curricula and Lithuanian language teaching strategy.
 The object of the research covers the general Lithuanian language curricula in secondary and basic schools, textbooks, and the Lithuanian language teaching strategy.
 The methods of the research include analysis of professional and methodological literature and analytical description methods.

TESTING, ASSESSMENT and KPDS (foreign language proficiency examination for state employees)– What does this exam assess?

Education system in our country has almost completely changed in recent years. In the same vein, the foreign language teaching has nearly entirely changed. Adopted all over Europe as well as Turkey, Common European Framework for Languages stipulated by the European Council has ultimately affected and changed the foreign language teaching system. Accordingly, foreign language learning has necessitated a new learning – teaching approach which aims at improving the communication-based skills and the six main levels includes a description of what a language learner can do for each level. However, in our country, KPDS/UDS and similar tests which are used as a means of assessing the language proficiency levels do not conform to today's conditions. These examinations have become obsolete in the scientific sense mainly because it is uncertain what those examinations test. The study discusses the validity of the KPDS exams in general terms, and asserts the necessity of a new examination system.

Výučba odbornej angličtiny a nemčiny poľnohospodárskych inžinierov – cesta k lepším pracovným príležitostiam na potravinárskom trhu

We deal in this paper with teaching foreign languages for specific purposes (LSP) the future agricultural graduates, which plays a major role at the Slovak Agricultural University in Nitra as part of its language education system. Besides specialized terms and definitions, it also covers mastering the specific functional style of a given foreign language. Graduates from this university have shown their competence in various agricultural fields of study, as well as foreign language use in professional placement abroad. To be good at one´s specialization means to follow the latest news and the newest forms of research constantly, to read professional magazines proficiently, to be able to write scientific papers and present them in public, and to be ready to lead international teams in various agricultural projects. Our paper deals with the research we have provided at the Department of Languages. The goal of research was the four year monitoring of the group of 156 students of the Slovak Agricultural University in Nitra who were supposed, within their language UNIcert®, level III (C1) exam, to write their projects on varied specific topics of their own choices, to prepare and perform their presentations in the English or German languages, as well as evaluation of their results. The mentioned research was carried out in the years 2007 – 2010. The students were, through this exam, verified their complex skills in creating their own texts as well as their ability to present them in public.

Multimedia-Based Enrichment for Foreign Language Teaching

Since 2010 the department for German language and linguistics at the Hacettepe University, Ankara, is testing the online-learning platform Moodle to enrich its course system successfully. Moodle as an online support for communication technology distributes information easier and more effective. Turkey and (especially) its higher (foreign language) education system should be enhanced by blended learning and avoid permanent use of old methodologies (e.g. grammar translation method). The article presents and proves the way of blended learning for foreign language learning at the department for German language and linguistic at the Hacettepe University, while reflecting barriers and difficulties of its performance at the same time. Next to this, the article will focus on the (Moodle) testing system, which offers an alternative to classical testing.

Starting point towards bilingualism in higher education: results in english at the university entrance test from a gender perspective

The current level of internationalization of Spanish universities is demanding an increase in the command of foreign languages among students. Numerous Spanish universities are introducing in their syllabi courses taught in languages different from Spanish, mainly English, through different multilingual programmes. The present paper analyzes the results obtained for the English exam at the Spanish university entrance test (PAU) from 2002 to 2010 in order to study the students’ language level before entering tertiary studies. We took a sample of 15897 students, 6454 men and 9443 women. Analytically processed data provide excellent qualitative comparisons between the two groups, showing the differences of both and contrasting results with the national trend. They also provide information about the specific factors that influence the outcomes of these types of tests, in contrast with certain gender stereotypes attributed to language performance. The present study reveals that,as a starting pointfor successfulbilingual education inhigher education,the results in English atthe entrance examinationto universityshouldbeon averageat least twopoints abovethe current. This would only bepossible by the increase of the number of hours devoted to language teaching as well as by the restructuring of the current language teaching system both in secondary and bachillerato.

Approche communicative ou perspective actionnelle – état des lieux de l’enseignement/apprentissage des langues vivantes en Pologne

The presented article reviews changes in the Polish system of foreign language teaching that have or should have occurred in the last half a century. The suggested time span encompasses the utilization of two major didactic methods which have been in use since the 1970s, i.e. the Communicative Method and the Task-Based Approach. The article consists of two major parts. The first one outlines the history and main methodological facets of the Communicative and Task-Based Approaches. The second part provides an analysis of the current state of affairs in Polish schools, based on surveys carried out among Polish teachers and students of foreign languages.

Le Cadre européen commun de référence pour les langues et le français sur objectifs spécifiques : Un voyage sur-mesure ou un forfait “tout-inclus”?

The Common European Framework of Reference for Languages and French for Specific Purposes: a tailor-made trip or an “all-inclusive package”? Portugal hosts 12 million tourists every year, including around 1.5 million French-speaking tourists, which reinforces the need for languages in higher education tourism training. How has the Common European Framework of Reference for Languages (CEFR) been applied in Portuguese higher education institutions and what is its role in language-for-specific-purposes training? Should we understand it as a rule to follow, an instrument of general harmonisation? The Estoril Higher Institute for Tourism and Hotel Languages (ESHTE) adopted the Bologna Declaration in 2006. With the overall restructuring of syllabi, foreign languages have been subjected to a general reduction in the number of teaching/learning hours per week. Yet languages are an essential component in tourism professionals' training. The French language at ESHTE advances slowly, without aiming to find answers, nor pedagogical tools, nor a new teaching method in the CEFR. The Framework may constitute a support, but not as a normative document. A language teaching system that just relies on the CEFR, only allows us to assess students and to introduce a new “ready-to-teach” system. Let us develop new pedagogical guidance and change the traditional concept of assessment. Let us assess skills, not simply knowledge!

Innovative and Organized Approaches for Foreign Language Teaching in Turkey

Innovation and organization in language education are more than just a teacher and students in the same classroom, at the same time, using the same materials and current motivation. The importance of innovations is highlighted by the European Label for innovative projects in language teaching and learning. For Turkey and its European Union membership ambitions, education is a prior section, whose standard can be raised by innovations in foreign language education. Heyworth created a formula for innovations [C=(abc)>x], which declares the changes and its costs, hi this article, Heyworth's formula is transferred towards the language education system in Turkey. It will theoretically show advantages and changes and a way how Turkish organizations could change to provide a more sustainable language education. Furthermore, the article will explain already existing approaches and show their advantages and critics. As a conclusion, a theoretical approach for innovations will be given and discussed.

The Development of the Alternative Conceptual Model for High School and College Collaboration with Foreign Language Education and College Admission Officer System

The Development of the Alternative Conceptual Model for High School and College Collaboration with Foreign Language Education and College Admission Officer System

Overview of “Splendid Speaking” Website

It is natural for adult learners preparing for upper-intermediate and advanced speaking examinations like the Cambridge Certificate in Advanced English (CAE), the Business English Certificate (BEC) or International English Language Teaching System (IELTS) to feel daunted by the Speaking examination. Having their spoken English assessed ‘live’ in a high stakes situation can be quite stressful. To perform at their best in the exam learners need to be able to contribute fully to the various task formats within their spoken exam. Students preparing for these exams need to have regular practice in responding fully to questions, working cooperatively with a partner, and generally taking the opportunity to showcase their use of English. In our experience there was little in the way of freely-available structured materials for advanced speaking skills online. We decided we would like to help learners preparing for their respective exams as well as general upper intermediate to advanced students wishing to develop their speaking skills. We launched splendid-speaking.com in 2006.

A Basic Study on Maritime English Education and the Need for Raising the Instructor Profile

English is the accepted common working language of the maritime world and being competent in its use is essential to the safety of ships, their crews and the marine environment. This paper is a response to the urgent need to find a suitable solution to the problem of providing maritime students with quality instruction in Maritime English. This paper will show what type of English instructor is best suited to help cadets have at least a basic grasp of Maritime English communication, with a view to possessing the level required by STCW 95 within the shortest time. It presents ways that maritime institutes can develop their own qualified or 'marinated' English Instructors and what qualifications should be required. It is concluded that by further essential research, interviews and questionnaires etc., the language needs of the university and shipping industry in Korea as a whole can be clearly verified. By examining such data, the present language education systems can be evaluated as to efficacy and relevance, allowing the establishment and implementation of 'best practice' within the training institute. This will result in making excellent informed decisions and choices about how best to improve the language competencies of graduating cadets, thereby creating the catalyst for the success of future seafarers whilst raising the image of the institute and Korean shipping worldwide.

Foreign language management in Lazio SMEs

This paper investigates the foreign language management strategies of small- and medium-sized enterprises (SMEs) in Lazio, Italy. Based on empirical data from a questionnaire survey and ethnographic interviews, it also aims to validate the hypothesis that macro-level language planning (on a national scale) may not reflect language problems occurring in the micro-dimension of a company or region, giving rise to discrepancies in the language education system. Using this approach, I have attempted to build on the Language Management Theory framework proposed by J. Nekvapil and M. Nekula [Current Issues in Language Planning, 7(2&3):302–327, 2006] in their study of Czech multinationals. There will be a high price to pay for companies that fail to have the linguistic competence to play a full part in a competitive global market increasingly centred on English as the lingua franca as well as on multilingual communication. This leads to the need to carefully observe the relationship between macro- and micro-level language planning and reconsider national education policies.

Teacher and Student Attitudes to IELTS Writing Tasks: Positive or Negative Washback?

The International English Language Teaching System (IELTS) examination in Academic English includes two writing tasks: summarizing information from a graph or chart, and writing a short essay to support a position on an issue of opinion. The aim of this small-scale exploratory survey was to find out from teachers and students their attitudes towards the usefulness of, and preparation for, the two IELTS writing tasks. ‘Usefulness’ and ‘impact/washback’ are components of test validity, thus eliciting responses (via questionnaires) from 2 major stakeholders (teachers n=17, students n=36) in this high-stakes benchmark exam would provide information about perceptions of validity. The results indicate that both IELTS task one and task two are perceived by teachers and students as having a positive effect on class-based writing skills and bearing a reasonable relationship with skills needed at faculty level. Lack of usefulness was reported mainly by students in the Sharia and Law and Business faculties.

Singaporean Preschoolers’ Oral Competence in Mandarin

Singapore’s bilingual policy is widely regarded as having been successful. Mostly realized in the educational realm as “language-in-education planning” (Cooper, 1989), where English is legitimized as the medium of instruction and the mother tongues as subjects in the school system (Silver, 2005) the bilingual policy is connected explicitly to overall national goals of economic development and social harmony. In reporting detailed research data collected within the framework of a language in education planning program, this article addresses how language planning can respond to the Singapore context where the dominant spoken language, Mandarin, has been continually constituted as a “problem”. Singapore has undertaken frequent reforms of its Chinese language (CL) teaching system, seeking ever greater levels of achievement and more cohesion in the role of Mandarin as the “culturally” unifying form for the majority of its people. Official policy announcing the two most recent reforms in 2000 and 2004 (Silver, 2005; Tan, 2006) has shifted emphasis towards a newly emerging binary that seems to assume increasing importance in Singapore’s language planning paradigm: the English-speaking family (ESF) versus the Chinese-speaking family (CSF). The present article reports on the language proficiency of preschoolers, particularly their oral competence in Mandarin, with the objective of both reflecting on the success, assumptions and strategies of the new policy moves as well as proposing new ways to look at language-in-education planning for Chinese acquisition in a society that is, ethnically-speaking, dominantly Chinese.

Language teaching

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