Objectives Of Language Teaching Research Articles

From intercultural engagement to intercultural communicative competence: The case of Chinese, Japanese, and Korean

AbstractAs the objective of language teaching is shifting from producing so‐called “native‐like” speakers to fostering speakers competent in intercultural communication, it has become necessary to identify the kinds of learning resources that may be related to the learner's development of intercultural communicative competence (ICC) in today's context of globalization and technological innovation. Employing a mixed‐method approach with focus group interviews (n = 46) and a survey (n = 342), this study examines Chinese, Japanese, and Korean language learners' out‐of‐class intercultural experience and examines how interpersonal engagement and media usage are associated with the three dimensions of ICC: approach, analyze, and act. The study found that while both interpersonal interactions and media usage related to target language were positively associated with self‐reported gains in all three dimensions of ICC, media use consistently had a greater effect on ICC than interpersonal interactions. The implications of these findings for language educators are discussed.

Foreign Language Teaching and Learning Behaviour with a Big Data Corpus

Abstract This paper firstly constructs a foreign language subject system according to the foreign language teaching objectives and students’ learning situation in colleges and universities, puts forward a policy of informatization of foreign language teaching, and summarizes the ways in which college students’ foreign language learning behavior in the era of big data. Secondly, on the basis of corpus technology, the word vectorization representation of foreign language utterances is carried out, followed by similarity calculation of the word vectorization representation, judging the type of foreign language learning according to the results of foreign language semantic similarity calculation, and calculating the maximum weight path of the word vector sequence by using dynamic planning algorithm. Then, according to the demand analysis of the foreign language teaching corpus, the foreign language teaching corpus is constructed, and the application analysis of the corpus of foreign language teaching is carried out. The results indicate that the students in both classes have a similar understanding of the meaning and lexical properties of vocabulary. However, there is a certain gap in the collocation and utilization of vocabulary, and the corpus-based vocabulary teaching method is more conducive to students’ mastery of the target vocabulary than the traditional vocabulary teaching method, and the level of vocabulary learning is comparatively higher and more effective. The quality of foreign language teaching in colleges and universities can be improved by reference to this study.

Research on Innovation of College Korean Teaching Methods from the Perspective of Intercultural Communication

Basic Korean language courses are both a process of language learning and a process of experiencing Korean culture for beginners of Korean language from a zero-starting point in universities. The introduction of culture into Korean language teaching is crucial for stimulating students' interest in learning, innovating learning methods, improving learning effectiveness, and cultivating students' cross-cultural communication skills. This article explores a new approach to the reform of Korean language teaching based on the introduction of culture into junior Korean language teaching in universities. The Korean song introduction method, task driven method, and speech lab Korean speech chat method have good innovative applications in Korean language teaching, which plays an important role in promoting the realization of Korean language teaching objectives in vocational colleges and achieving the optimization of Korean language teaching effects.

Cultivation of College Students' English Pragmatic Competence under the Framework of China’s Standards of English Language Ability

The cultivation of pragmatic competence is one of the objectives of language teaching, and the implementation of pragmatic teaching is an important way to cultivate students' pragmatic competence. This paper mainly analyzes the cultivation of college students' English pragmatic competence from the perspectives of teaching methods, teaching resources, practical activities and language testing, and puts forward relevant strategies for the cultivation of pragmatic competence in order to achieve the goal of improving college students' pragmatic competence.

How to Incorporate Language Form, Function, and Structure in the SIOP Model Lessons

The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.

ANALYSIS OF MARUGOTO TEACHING MATERIALS IN JAPANESE LANGUAGE AND CULTURE: A1 ACTIVITIES FOR BEGINNERS

Marugoto Japanese Language and Culture teaching materials: Beginner A1 Activities can be used by Japanese language instructors and Japanese language learners as material resources to improve Japanese language skills. The purpose of this study is to describe the content components contained in the Marugoto Japanese Language and Culture teaching material: Beginner A1 Activity. This study uses a qualitative research method. This research is included in the type of content analysis used to examine teaching materials for Marugoto Japanese Language and Culture: Beginner A1 Activity. The data source is teaching material for Marugoto Japanese Language and Culture: Beginner A1 The activity. The results of this study indicate that the material and language components presented have been in accordance with the main objectives of language teaching. The advantage of this teaching material is that there are photographs and illustrative images that are colorful and interesting so that language learners are more interested in reading them. Then the textbook, also available in an online version (web). Meanwhile, the disadvantage is that the material in the teaching book is arranged randomly, making it difficult for teachers to deliver it. In addition, the learner has difficulty applying the material in it because the explanation books are arranged separately so that it is less optimal to use to learn independently.

Manhaj Ta’līm al-Lugah al-Arabiyyah fi al-Ma’āhid al-Salafiyyah (Dirāsah Taqwīmiyyah min Manẓūr Manhaj Ta’līm al-Lugah al-Arabiyyah li al-Nāṭiqīna bi Gairiha)

This current research departs from concerns over the conventional Arabic teaching in the salaf pesantren (Islamic boarding school) which is not in accordance with the Arabic teaching curriculum for foreign language speakers. It aims to find out the right steps to design the curriculum so that objectives of Arabic learning can be achieved. Using a qualitative approach with a multi-case design, this study took place in three salaf pesantrens in Java, namely Pesantren As-Salafi of Ciwaringin West Java, Pesantren Al-Hikmah 2 of Benda Central Java, and Pesantren HM Al-Mahrusiyah of Lirboyo East Java. Data were collected through in-depth interviews, participatory observation, and documentation review. The study found that although, in general, the Arabic curriculum in the three salaf pesantren was quite suitable with the Arabic teaching curriculum for foreign language speakers, the right steps in designing the curriculum were still needed. First, the four language skills must receive good attention, especially the speaking skills considering the main function of language as a means of communication. Second, the curriculum material must contain three language competencies, i.e. the linguistic aspect, the function of language as a communication tool, and the cultural aspect. Third, the learning system needs to use a combination of several methods by considering the learning objectives, the material characteristics, the students' ability, and even the teachers’ condition. Fourth, modern learning media such as language laboratories need to be pursued because almost all the main objectives of language teaching can be carried out in such laboratories. Fifth, the evaluation of language learning must include mastery of linguistics and communication.

Objectives of teaching English skills and their assessment in Indian schools: A study on the divergence

Listening and speaking are active language skills, and need special attention in English language pedagogy, especially in ESL/EFL contexts. In India, where English is taught as a second language in majority of Indian states, the secondary education boards stipulate the teaching of all the four language skills as the objective of teaching English, yet teaching and assessment system is only read-write intensive, and the active language skills, i.e., listening and speaking, are neglected in teaching as well as in assessment. The present paper is the result of a survey of the language teaching objectives, learning outcomes and assessment policies of two secondary education boards in India to investigate whether there exists any divergence between the stated objectives regarding teaching English language skills, and the testing pattern followed. The findings of the study suggest that there exists a divergence between the objectives stated by state level secondary education boards and their assessment patterns set for English language. The study recommends there should be a uniform standard of teaching and assessment of English for secondary school students in India, and there should be more research studies on the potential negative impact of the neglect of teaching and assessment of speaking and listening skills.

Review of Empirical Research into Teachers’ Belief related to Intercultural LanguageTeaching

<p>In recent years the topic of intercultural language teaching has attracted considerable research interest, few in the form of empirical studies of teachers' belief related to intercultural language teaching. Arguing the need to make a clear direction for further research of this kind, this paper intends to review the common issues investigated in these studies, and the similarities or differences between their findings. The review found the research focus of these studies can be mainly divided into six categories: teachers’ teaching objectives of language teaching and culture teaching; language teachers’ distribution of teaching time; the content and the way of language teachers culture teaching; language teachers’ belief on ICC and ILT; students’ attitudes towards ILT; and the degree of teachers familiarity with foreign culture. Apart from language teachers’ distribution of teaching time, the way of language teachers’ cultural teaching and language teachers’ belief on ICC, the findings of other aspects vary among different studies, even in the same study. In light of these findings, factors affecting the above differences and areas for further research are suggested.</p>

Yabancı dil Fransızca öğretimi ders kitabı “Le Nouveau Taxi 1”de A 1 düzeyi kültürel öğelerin sunumu

Yabancı dil öğretmek/öğrenmek demek sadece dil bilgisi, kelime ve dil becerilerini öğretmek/öğrenmek demek değil, aynı zamanda o dilin kültürel öğelerini de öğretmek/öğrenmek demektir. Gerçek anlamda yabancı bir dili öğretmek, o dilini şekillendiren kültürünü öğretmekle mümkündür. Bu nedenle yabancı dili öğreten öğretmen aynı zamanda kültür öğretmenliği de yapar. Öte yandan, kültürü oluşturan unsurların çeşitli olması sebebiyle yabancı dil kültürünü oluşturan bütün öğelerin ders sırasında ve ders araçlarıyla aktarılması mümkün değildir. Kuşkusuz kültür aktarımının en önemli materyallerinden biri ders kitaplarıdır çünkü o dili konuşan toplum kaynaklıdır ve o dile ait kültürün taşıyıcılığını yapmaktadır. Kültürlerarası karşılaşma alanı olan yabancı dil öğretiminin verimli bir kültür iletimi aracı olabilmesi için de ders kitaplarındaki metinlerin bilinçli bir şekilde seçilmiş olması gerekmektedir. Nitekim dil öğretiminin başlıca amaçlarından biri de Diller için Avrupa Ortak Başvuru Metni (Öğrenme-Öğretme-Değerlendirme)’ne göre kültürel beceri kazanımı olarak yer almaktadır. Bu çalışmada yabancı dil olarak Fransızca öğretimi derslerinde kullanılan “Le Nouveau Taxi” setinin “Le Nouveau Taxi 1 Méthode de Français” ders kitabındaki kültürel öğelerin Ortak Başvuru Metni ölçütlerinden hareketle öğrenenlere nasıl aktarıldığı doküman incelemesi yöntemiyle ele alınmıştır. Çalışmanın eğitsel içeriğine serpiştirilen ve diyaloglara eşlik eden sosyokültürel öğeler, öğrenenlerin A 1 düzeyi öğrenme hedeflerine uygun biçimde tasarlanmış ve eğitsel içeriğin, hedef kültürün aktarımını gerçekleştirmede yeterli olduğu düşüncesine ulaşılmıştır.

Didactique de la littérature et littérature didactique: l’exemple de la littérature africaine francophone en classe de langues étrangères au Burkina Faso

The teaching of foreign and second languages such as English, French and German in Burkina Faso has always used literature. However, its exploitation has always been limited to the handling and knowledge of the language. The potentialities of literary texts go beyond linguistic aspects. The didactic of literature helps to discover the potentialities of literature. They transmit cultural, socio-cultural, intercultural, empathic and educational skills. The purpose of this paper is to show not only how to teach literature in language class but also how to use didactic literature to develop social skills among learners to reduce vandalism, school violence, negative stereotypes, misunderstandings of intercultural nature while cultivating social peace and living together in a context of internationalization, globalization and digital revolution. Focusing on francophone African literature, the methodological approach used for the didactic transpositions of literary content is based on the new orientation and the redefinition of the objectives of language teaching according to the Common European Framework of Reference for Languages (2001) and on the didactic models of the aesthetic reception of didactics of literature from Bredella and Burwitz-Metzler’s (2004), which consists to put the learner in intensive interaction with the text and to motivate him to express oneself on one’s reading experiences.

O Ensino do Inglês objectivando a comunicação: um desafio para as zonas rurais (Moçambique)

A aprendizagem de línguas visa desenvolver habilidades sociais e comunicativas, de maneira a que as pessoas possam exprimir os seus sentimentos e pensamentos usando a linguagem; a oralidade é a dimensão mais frequente na comunicação no contexto rural. As pessoas podem aprender a língua em casa, na comunidade, assim como na escola. O uso da Língua Inglesa numa perspectiva comunicativa exige estratégias inovadoras, contextualização e motivação permanente por parte dos intervenientes. Despertando a auto-confiança e a motivação, promovendo um ensino contextualizado, podemos estar próximos de atingir os objectivos educacionais que se resumem no uso da língua para a comunicação. Na perspectiva em análise, o desafio é de ensinar a Língua Inglesa nas zonas rurais. Moçambique é um país multilíngue sendo o Português a língua oficial. Tendo em conta os contextos político e o social, o nacional e o internacional, o país vê-se na necessidade de ensinar o Inglês numa abordagem comunicativa.

Linguistics, language teaching objectives and the language learning process

Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.

ETHICS AND ENGLISH LANGUAGE TEACHING OBJECTIVES

ETHICS AND ENGLISH LANGUAGE TEACHING OBJECTIVES

Assessment Literacy or Language Assessment Literacy: Learning from the Teachers

ABSTRACTThe conceptualization of language assessment literacy (LAL) is currently a subject of debate in the language testing community, especially with regard to the role language components play in this construct. This is part of a broader discussion of generic and discipline-specific assessment literacy. Previous research on language teachers’ LAL aimed to uncover whether self-reported assessment knowledge complies with pre-established definitions. What transpired in the current study is a move in the opposite direction: following a generic course on assessment literacy, language teachers were asked to apply the course contents to their language-teaching objectives in designing a test and a performance task. Content analysis of the assessment artifacts created by 16 English and Hebrew teachers, points at partial employment of the generic assessment features acquired, with a more scant application and consideration of language-related construct components required as part of LAL for language assessment. LAL emerged as a process-oriented phenomenon, requiring an amalgamation of AL with language-related components but also with context-relevant variables.

Linguistic variation as an object and objective of language teaching

It is known that the teaching of Portuguese language is often restricted in using normative grammar, characterized by tracing right and wrong.

Thoughts about Foreign Language Teaching Planning Reform in Military Academies

In the process of transition from general foreign language teaching to military foreign language teaching, the main challenge facing the foreign language teaching reform in military academies is how to define and test the new foreign language teaching objectives scientifically. The paper points out that it is the key to solve the dilemma of foreign language teaching in military academies to grasp the special requirements of the application of military foreign language ability and integrate it systematically into the whole process of talent training. This study can provide a reference for the reform of foreign language teaching in military academies and provide some enlightenment for the reform of foreign language teaching reform in local colleges and universities.

Critical Evaluation of the New Headway Advanced and the ILI Advanced Series: A Comparison of Curricular Components and CLT Objectives Based on ACTFL

The critical evaluation of systematic planning, development and review practices of instructional materials intend to improve the quality of teaching and learning. This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015), the Iran Language Institute (ILI) Advanced1 (2008). The evaluation is done in terms of two prospects; firstly, the interpretation of communicative language teaching objectives and secondly, curricular components of the books. To this aim, a checklist of 5 Cs standards and seven curricular components evaluation developed by American Council on the Teaching of Foreign Languages (ACTFL) was employed. The evaluation reveals that the New Headway advanced series is more preferable and desirable than the ILI Advanced 1 due to the design and organization, authenticity, attractiveness, functionality, practicality and the other qualities mentioned above regarding communication, cultures, connection, comparison, and community in all aspects. The evaluation based on the seven curricular components- language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, technology and the other features- indicates that the ILI textbook enjoys low standards and is not well developed in all components. The ILI textbook is highly reading and writing oriented and not appropriate for transactional and interactional learning purposes. This study acquaints language teachers and learners with the more desirable and cogent book.

Future of ICT as a Pedagogical Tool in ESL Teaching and Learning

The integration of Information and Communication Technology (ICT) in education has provided more variation in the process of teaching and learning. The function of ICT in systematic teaching and learning in English as a Second Language (ESL) classroom is to achieve the objectives of language teaching and learning. The aim of this study is twofold: (i) to investigate how secondary school English teachers perceive the future of ICT as a pedagogical tool and (ii) to discover what they think the impact of ICT will be on the future of the teachers. This study is a qualitative research in nature because a semi-structured interview was used to examine the teachers’ perceptions of the future of ICT as a pedagogical tool and the impact of ICT on the future of the teachers. Overall, a total of 25 secondary school English teachers were interviewed. The teachers were pragmatically and purposively selected from four different areas of Malaysia, 8 teachers from Tawau, 7 teachers from Alor Setar, 6 teachers from Tuanku Jaafar and 4 teachers from Kuala Lumpur, respectively. The interviewees were selected based on three criteria which are the willingness to participate and cooperate, capability of giving effective responses to the interview questions and lastly having teaching experience of at least 1 year. The findings of the study showed that ICT has the potential to give great impact on the future of teachers in terms of the role of the teacher, the methods of instruction and the methods of assessment. It was also concluded that, in the future, the role of the teacher will be changed from the sole knowledge provider to a facilitator or moderator; the methods of instruction will be changed from conventional discussions in the classroom to the use of online forums with the students; and the medium of assessment will be changed from printed ones to e-assessment.

Le rôle des médias sociaux dans l’enseignement des langues étrangères : une étude de cas pour le FLE

While language teachers are quite used to using online resources in their teaching, the integration of social media is still relatively rare. However, since one of the key objectives of language teaching is to facilitate interaction and communication, language teachers should be encouraged to consider using these tools to make their students’ language learning experience richer in terms of authentic communication. The increased use of virtual learning environments (VLE) in Higher Education has facilitated greater student engagement with online activities and VLEs such as Moodle include many social media tools, allowing educators to incorporate them easily into the learning platform.The aim of this article is to examine how multiple social media tools could be used for teaching French as a foreign language as well as to report on the outcome of a single-case research project, which sought to establish students’ receptiveness towards the use of multiple social media tools for language learning.