Language Teaching Methodology Research Articles

영어교육 위기 상황에서의 융합 영어영문학의 역할

This study aims to offer how English language education based on English literary works (including children's literature) can respond more actively to the current crisis in which 'Korean-style' English language education is heading towards collapse. This study also aims to help English language instructors and scholars themselves understand the pedagogical, ethical, and political aspects of their teaching and research so that learning should be at the heart of all transformative actions against the crisis in the way that English language education can help EFL learners acquire a strong sense of agency, practice critical thinking, and respond to and initiate changes against the crisis. This study 1) critically reflects on the communicative approach that has long dominated our English language teaching and learning; 2) examines the hybridity and non-convergence of the various foreign language teaching and learning principles and methodologies introduced so far and attempts to develop new convergent English language teaching principles, directions, and methodologies with a humanistic approach as the centerpiece; and finally, 3) explores the necessity, importance, and methodology of shifting to content-competence- based English language teaching. It is hoped that these efforts can be integrated to overcome the gap between English language teaching practices and the world outside the classroom, thus helping overcome the current crisis in English language education from within and outside.

Shaping Language Pedagogy: The Impact of Linguistics, Psychology, and Sociology from the 1880s to the 1980s

The time frame from the 1880s to the 1980s represents a crucial era where foundational ideas in linguistics, psychology, and sociology were established. Major developments in these fields such as the emergence of modern linguistics, establishment of psychology as a distinct scientific discipline, Durkheim’s concept of collective consciousness and societal nature of beliefs, two world wars, and geopolitical changes greatly influenced language teaching methodologies and theories during this time. The impact of these events resulted in changes within school systems, prompting ministries of education to take administrative measures. It also gave rise to the establishment of new organizations like the International Phonetic Association (IPA) and associations for language teachers. The research aims to provide a nuanced understanding of the interconnectedness of linguistics, psychology, and sociology in molding language pedagogy during a crucial period in its historical development. The intersection of these disciplines sheds light on shaping language teaching methodologies and theories, offering insights for educators, researchers, and policymakers in the field of language education.

Exploring Language Teaching Methods: An in-Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review

The present literature study delves into the development of language teaching methodologies, with particular emphasis on three well-known techniques: Grammar Translation, Direct Method, and Audiolingual Method. The background underscores how pedagogical ideas have changed throughout time and stresses the historical context of language learning. The evaluation analyzes important academic publications, instructional resources, and empirical investigations using a thorough methodology to evaluate the advantages and disadvantages of each approach. Findings of the discussion show that educators can make informed decisions about selecting and adapting methodologies to optimize language instruction for diverse learner populations if they understand their historical development, theoretical underpinnings, practical implications, and limitations. This approach combines elements from each method while addressing their limitations, resulting in dynamic and effective language learning experiences that cater to diverse learner needs and goals. And the review concludes that Language teaching strategies vary, with each method having unique characteristics and methods. The Direct Method promotes natural language learning, the Audiolingual Method emphasizes habit building, and the Grammar Translation Method emphasizes formal language structures. To enhance effectiveness, teachers should combine technology, communicative teaching practices, and a learner-centered environment.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

Exploring the Balance between Fluency and Accuracy in Language Teaching Methodologies: A Comparative Analysis of PPP, TBL, CLT, and GTM

This paper delves into the balance between fluency and accuracy in language teaching methodologies, analyzing the approaches of Presentation Practice Production (PPP), Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Grammar-Translation Method (GTM). While some methodologies prioritize fluency, others prioritize accuracy, leading to diverse learning outcomes. The paper advocates for a comprehensive approach that addresses both aspects effectively to enhance language teaching practices. Achieving a balance between fluency and accuracy is crucial for effective language learning, as overemphasis on one may hinder the development of the other. By adopting a holistic approach, language learners can develop both fluency and accuracy, thereby enhancing their overall proficiency. This research contributes to the ongoing discourse on language pedagogy and emphasizes the importance of balanced language instruction in achieving proficiency.

Teaching foreign languages in Poland – the ongoing search for efficient ways

Teaching foreign languages in Poland – the ongoing search for efficient ways

Enhancing English Oral Proficiency of Chinese College Students: Curriculum Design Through the Communicative Approach Perspective

In the context of global communication and individual development, English has evolved into a universal lingua franca, playing a crucial role across various fields worldwide. Proficiency in spoken English is indispensable for the academic journey of Chinese college students. However, the current status of Chinese college students' spoken English proficiency reveals that there are still some aspects that need improvement. The communicative approach, recognized as an advanced language teaching methodology, proves to be instrumental in enhancing students' oral proficiency in English. This paper adopts the communicative approach perspective, employing a case study focused on a specific section of a Chinese students' English textbook. The study delves into the teaching path of "create-experience-practice-achieve". Building upon this teaching framework, a concrete teaching plan is designed, followed by an analysis and reflections, aiming to provide reflective insights as a practical reference for college-level oral English instruction. The ultimate goal is to contribute to the enhancement of college students' oral English proficiency.

Investigating the Challenges and Strategies of Thai University Students in Mastering English Idioms

Background: The acquisition of English idiomatic expressions is a critical aspect of language proficiency that unquestionably contributes to the improvement of effective communication skills. A number of studies have been conducted in the field of English idioms; however, there are still unanswered questions in this area. Since learning English idioms is a complex process, further investigation is needed, especially among students learning English as a Foreign Language (EFL) in the specific educational milieu of a university setting. Purpose: This study investigated the attitudes of Thai university students towards the importance of learning English idioms. In addition, it examined the challenges faced by these students in learning and comprehending English idioms, along with the effective strategies employed to overcome the difficulties. Methods: This study adopted a descriptive research design involving 50 fourth-year English major students (12% male, 88% female) from a university in southern Thailand. A survey questionnaire on a five-point Likert scale adapted from Orfan (2020) was used to collect the data from the participants. Results: The findings demonstrated that Thai university students had a positive attitude towards the importance of learning idioms and recognized the critical role they play in successful communication in English. Nevertheless, they faced various challenges when learning English idioms. They reported that idioms were challenging to grasp when taken out of context, and they faced difficulties due to their limited knowledge and cultural background. The participants in the study also reported utilizing different strategies to learn and comprehend idioms, such as guessing the meaning of idioms, using descriptive definitions in English, and memorization. Conclusion: This study offers valuable insights for both educators and researchers, serving as a foundation for the development of more efficient language teaching methodologies and promoting cross-cultural understanding in language acquisition.

The Usefulness of ChatGPT in Teaching Fixed Expressions and Conversational Strategies

This study aimed to investigate the effectiveness of using ChatGPT, a language model, in teaching fixed expressions and conversational strategies to improve Iranian EFL learners’ speaking skills. The study employed a pretest-posttest design, with 55 participants from two intact conversation classes selected through a convenience sampling aged between 20 and 32 intermediate EFL learners. Before the intervention, a pretest was administered. The classes started with teaching the 'Evolve 3', including related vocabulary and structures. The participants practiced using fixed expressions and conversational strategies in pairs, utilizing ChatGPT for comprehension, explanation, and additional examples. Further, the instructor emphasized the function and importance of these expressions. The posttest results were analyzed using t-tests, which showed a significant improvement in the participants' speaking skills after the intervention. The findings indicated that integrating ChatGPT into language instruction can be an effective method to teach fixed expressions and conversational strategies, leading to improvements in English learners' speaking skills. The use of a language model like ChatGPT provides students with immediate feedback, comprehension support, and additional examples, which can greatly facilitate their learning process. It provides insights and recommendations for educators and curriculum designers to explore innovative ways of integrating AI-powered language models into language teaching methodologies

Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning

This study explores the uncharted territory of integrating drama into literature and language teaching, aiming to unveil its untapped potential for English language learning. Titled "Toward Literature and Language Teaching: Uncovering the Potential of Drama for English Learning," this research embarks on a systematic examination of the benefits derived from the symbiotic relationship between drama and language acquisition. The investigation delves into existing literature on the subject, acknowledging drama as a powerful pedagogical tool. Drawing inspiration from Budiarto's assertion that "Drama is a powerful teaching tool," the study positions itself within the broader discourse on innovative language teaching methodologies. The primary focus lies in unraveling the multifaceted advantages of incorporating drama in language instruction, emphasizing its relevance in literature-based language learning. The geographical emphasis of the study aligns with the prevalence of current research in Asian countries, primarily those where English is taught as a foreign language. This geographical lens aims to uncover unique challenges and opportunities influenced by socio-cultural backgrounds. Furthermore, the study examines participant diversity, encompassing English education majors, students from various educational levels, and teachers, providing a comprehensive understanding of the varied impacts of drama on different stakeholders. As the study navigates through the benefits accrued by students, teachers, and the broader educational landscape, it contributes to the ongoing discourse on effective language teaching methodologies. The abstract encapsulates the essence of the research, offering a preview of the journey toward unraveling the latent potential of drama for English learning within the context of literature and language teaching

Breadth or depth: The perceptions of Turkish ELT academics in terms of academic specialization: A qualitative analysis of challenges and affordances

The constant accumulation of knowledge forces academics to branch out into further sub-domains within a specific scientific area, requiring more specialization. The same is true for English Language Teaching (ELT) departments, especially in Türkiye, since some twenty years ago ELT academics were expected to know all about the process of language teaching ranging from testing to methodology. Türkiye has experienced an explosion of universities with the ‘one university in each province’ initiative. This brought about a huge number of universities and newly-opened ELT departments. Another factor that triggered the present study is the increasing competence of ELT professionals in Türkiye which is reflected in the increasing number of publications in internationally acclaimed platforms including journals or edited books. This expansion calls for an examination of how ELT professionals view specialization. Therefore, in the present study, I report on the eleven semi-structured interviews conducted with ELT professionals with varying degrees of experience in Türkiye on the topic of specialization. The ELT professionals in the study listed publication / academic output, thesis supervision, and practical application as merits of specialization. The ELT professionals stated that collaboration should be increased, and a meticulous needs analysis and planning process should be conducted to ensure specialization. Finally, the ELT professionals stated that we need experts in testing and evaluation as well as language teaching methodology.

Innovative Methods of Teaching Foreign Languages for Economics Students

This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamification, technology-enhanced learning, and the flipped classroom model. These methods aim not only to enhance foreign language proficiency but also to deepen students' understanding of economic concepts in a global context. By integrating content knowledge with language learning, these approaches offer a more engaging, relevant, and practical educational experience, preparing students for the complexities of the global economy

Improving Students’ English Grammar Through Incorporating Games

This classroom action research aimed to enhance English grammar learning at a junior high school level by incorporating game-based activities, focusing on the simple present tense. The primary objective was to address identified challenges, such as low student enthusiasm and understanding of grammatical concepts. The study used classroom action research, unfolded in three cycles, each refining the game-based approach based on insights from the previous cycle. The methodology involved pre-tests, game-based lessons, observations, and reflective assessments. Results demonstrated sustained improvements, with increased scores and active participation. Key findings indicated enhanced active participation, motivation, concept understanding, collaboration, spontaneous English use, and a deeper understanding of the game-based method's shortcomings. The time required for understanding they were varied, reflecting the effectiveness of scaffolding in the learning environment. Implications of the research suggest the continued integration of game-based approaches, recognizing the diverse learning needs of students. Teachers should tailor scaffolding strategies to individual ZPDs, fostering collaboration and addressing language apprehension. The study contributes to the broader discourse on effective language teaching methodologies, emphasizing the dynamic interplay of theory and practice in the language learning classroom.

A lifelong worker in the field of public education: on the 150th birthday anniversary of P. O. Afanasyev

The paper describes the life path of the prominent scholar Pyotr Onisimovich Afanasyev. P. O. Afanasyev developed a methodology for teaching the native language in elementary school originated by F. I. Buslaev and K. D. Ushinsky. In his works, he also gave a detailed description of the basic concepts of methodology as a science froma historical perspective. The scientist designed a course in Russian language teaching methodology for vocational and higher educational institutions, prepared textbooks and study aids of various types which have gone through many editions.P. O. Afanasyev contributed enormously to training teachers taking professional development courses. The paper presents the methodologist’s main works and outlines his pedagogical views and ideas. Among these ideas are adopt ingthe activity approach to learning, using active forms of class organisation, paying attention to students’ oral speech development, and increasing students’ general cultural level through teaching Russian. The study focuses on the issues of students’ speech culture and speaking skills enhancement, which are reflected in almost all methodological writings of P. O. Afanasyev. The article also provides examples of specific assignments and best practices. The research relied on the analysis of scientific, teaching and learning, reference, and popular science materials, as well as the search and descriptive methods. The article concludes that P. O. Afanasyev contributed significantly to the development of Russian language teaching methodology in primary and secondary school. He also promoted the development of the system ofteaching the Russian language to non-Russian students. The paper highlights the enduring value of the scientist’s ideas, his approaches to teaching Russian. Many of them remain in demand under modern conditions as well.

FORMATION OF COMMUNICATIVE GRAMMATICAL COMPETENCE OF B1 LEVEL ENGLISH LANGUAGE STUDENTS OF THE REPUBLIC OF KARAKALPAKSTAN

This article describes the process of developing communicative grammatical competence in the English language among students at the B1 proficiency level in the Republic of Karakalpakstan. As language proficiency is crucial for effective communication, understanding the specific challenges and strategies involved in acquiring grammatical competence is essential for language educators and policymakers. The article focuses on the unique linguistic and cultural context of the Republic of Karakalpakstan, considering how regional influences may impact the learning trajectory of English language students at the B1 level. Key aspects include the effectiveness of current language teaching methodologies, the role of cultural and linguistic factors in shaping grammatical competence, and the influence of socio-economic and educational backgrounds on language acquisition. The study also examines the use of technology and multimedia resources in language learning, aiming to identify innovative approaches that enhance grammatical competence among students at the B1 level. KEY WORDS: grammatical competence, innovative approaches, English language, acquisition, communicative, grammatical, competence.

Design and Innovation of English Teaching Methods in Colleges and Universities Based on Topological Number Theory

Abstract This research delves into the innovative application of topological number theory to reform English language teaching methodologies in higher education. We introduce and assess a novel approach to English teaching in colleges and universities, inspired by the principles of topological number theory. Our methodology leverages a unique model for recognizing handwritten English based on visual topological cognition, applying the insights of topological cognition theory to enhance English language instruction. The empirical analysis reveals a low word error rate of just 9.42% for our model, outperforming traditional models like the CRNN, which exhibits a 15.12% error rate. In a 10-week instructional experiment, students taught using the topological approach demonstrated significant improvements across all dimensions of English learning compared to their peers in a control group. The findings underscore the substantial potential of topological number theory in elevating English language teaching in colleges, offering significant benefits in teaching effectiveness and student motivation.

English Language Teaching Methods: Exploring the Impact of Various Approaches on Students’ Language Learning Outcomes

This scholarly paper embarks on an in-depth exploration within the domain of English language teaching methodologies, casting a spotlight on three innovative approaches: immersive teaching, task-based teaching, and reflective teaching. Each of these methods represents a unique strategy in the broader context of language pedagogy, aimed at enhancing the efficacy of language acquisition among learners. By meticulously examining the effectiveness of each approach in fostering language learning outcomes, this study makes a significant contribution to the ongoing scholarly conversation about the most effective methods for teaching languages. Through an exhaustive review and analysis of both existing literature and empirical evidence, the paper illuminates the distinct advantages and potential limitations inherent in each of these teaching strategies. Immersive teaching, with its focus on surrounding learners with the target language in context, aims to simulate the natural language acquisition processes. Task-based teaching, on the other hand, emphasizes the completion of meaningful tasks that require language use, thereby promoting practical language skills in real-world contexts. Reflective teaching introduces a critical component, encouraging both teachers and learners to reflect on their experiences, strategies, and outcomes to continuously adapt and improve the learning process. By offering educators a nuanced understanding of these diverse approaches, the paper provides valuable insights into how language education can be optimized to meet the varied needs of learners. It highlights the importance of selecting and tailoring teaching methodologies to suit specific educational contexts and learner profiles, thus enhancing the overall effectiveness of language learning programs. This comprehensive analysis not only aids educators in making informed decisions about their teaching practices but also contributes to the development of more dynamic, responsive, and effective language teaching and learning environments.

TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH

The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communicative language teaching methodology. The study identifies factors thatdeter teachers from implementing this approach and emphasizes the importance of following communicative language teaching at public sector colleges as an effective method. It is believed that meaningful English language teaching and learning can be achieved through proper implementation of aspects such as phonetics, phonology, morphology, syntax, and semantics.

Reflections on the English Teaching Mode in Colleges and Universities under the Environment of Multimedia Network Technology

Abstract With the advancement of educational technologies, multimedia and network technologies have significantly enhanced classroom teaching efficiency and quality through their dynamic and intuitive nature. This study introduces a flipped classroom teaching model for college-level English, utilizing the SPOC platform, grounded in constructivist theory and task-based language teaching methodologies. Conducted in a university in City H, this research involved two classes. It employed a paired-sample t-test and principal component factor analysis to evaluate students’ English performance and learning interest pre- and post-implementation. Additionally, a Student Satisfaction Scale was developed to assess the model’s reliability and effectiveness. Results indicated a 1.39-fold increase in learning interest, with independent learning needs’ mean value rising from 10.69 to 16.78 and a notable improvement of 12.49 points in English grades. The factor analysis confirmed the model’s robustness, with all variable influence coefficients surpassing 0.75 and fitness values exceeding standard benchmarks. The SPOC-based English flipped classroom model has proven effective in promoting independent learning, fostering mutual learning spirit, and enhancing academic performance.

Enhancing Professional Competence through ESP

In the contemporary globalized society we live in, professionals from various fields such as philology, ecology, and jurisprudence are faced with new and unique challenges arising from rapid technological advancements. The ability to find innovative solutions to professional tasks and effectively communicate and exchange information with colleagues worldwide has become crucial. Proficiency in a foreign language plays a vital role for professionals operating within their respective domains. To meet the needs of learners in this context, it is evident that modern language teaching methodologies, customized to the specific training objectives of future specialists, are imperative. This article explores the teaching of ESP at a non-linguistic university, with a particular focus on a specially designed course for undergraduate students.