Principles Of Language Teaching Research Articles

Optimizing Pronunciation Instruction for Vietnamese Learners of English: Applying Optimality Theory and Phonetic Principles in Language Teaching

This study explores the perceived benefits of using phonetic principles in teaching English pronunciation from both teacher and student perspectives. The research examines how incorporating phonetic instruction and Optimality Theory can improve pronunciation accuracy and phonological awareness. Using a mixed-methods approach, the study collected quantitative data through surveys from 57 participants (6 teachers and 51 students) and qualitative insights from focus group interviews with teachers. The results showed that teachers rated the benefits of phonetic instruction higher (mean score of 4.24) compared to students (mean score of 3.31). Teachers highlighted how phonetic principles offer a systematic way to identify and correct pronunciation errors, making teaching more efficient. Students, while recognizing the advantages, faced challenges in grasping some technical aspects, such as using phonetic symbols. However, they acknowledged that their pronunciation and listening skills improved with practice. The study concludes that while phonetic instruction is valuable, more practical and accessible approaches are needed to better support students' learning. These findings provide useful insights for educators looking to enhance pronunciation teaching and suggest areas for further exploration.

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

AbstractThis study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

СОЦИОЛИНГВИСТИЧКИТЕ АСПЕКТИ НА ЈАЗИЧНАТА КУЛТУРА

This paper aims to consider the problem of the influence of the Internet, especially social networks on users, their development and sociolinguistic aspects and points of view from the point of view of language culture. The influence of the Internet on the language (in this case, the Macedonian language) will be considered, as well as the consequences of that influence on the cognitive and academic development of future generations who live with the Internet for most of the day. Through the sociolinguistic approach, it will be possible to perceive many aspects in the structure, acquisition and use of language, including language teaching. The popularity of this discipline is quite developed, especially in universities, which is why its structure includes language teaching considered from several aspects: the traditional approach, discussions, mother tongue, consideration and principles in language teaching, etc. We will consider the pedagogical relevance of sociolinguistics from two perspectives: external and internal. Through an external perspective we will cover the philological context of the language and the influence of the internet, and with the internal perspective we will express the marked linguistic structure and the use of language as a communication system shaped by the interaction of different social actors.

Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

Student Progress Tracing of Arabic Learning: A Qualitative Investigation of Speaking Skills Formative Evaluation in Islamic Elementary School

Formative evaluation of Arabic language proficiency plays a crucial role in identifying students' progress in the learning process, particularly in speaking skills or maharatul kalam. The aim of this study is to explore the implementation of formative evaluation on Arabic speaking skills in the third-grade class of SDIT Harapan Bunda Manado. The research adopts a qualitative approach with data collected through interviews with Arabic language teachers and observations in three different classes. The findings indicate that the types of speaking skills tests implemented in this school align with the principles of Arabic language teaching for beginners. The formative evaluation method of maharatul kalam includes reading texts aloud and identifying vocabulary words presented by the teacher. This evaluation is conducted formatively throughout the learning process. Both evaluation methods aim to measure students' reading, pronunciation, and vocabulary mastery as a foundation for developing more complex Arabic language skills in subsequent levels. Interactive evaluation, utilizing varied technologies and approaches, enables teachers to provide constructive feedback and customize learning according to individual student needs.

BUILDING ORAL COMMUNICATION SKILLS FOR FUTURE ENGINEERS: AN EXAMPLE OF LEARNING TRANSPORT TERMINOLOGY IN ENGLISH CLASSES

This article explores the strategies and methodologies employed in English language education to nurture oral speech competence among engineering students. Drawing upon communicative language teaching principles, instructors implement interactive activities, collaborative projects, and authentic communication scenarios to engage students in meaningful oral exchanges. Central to this process is the integration of domain-specific terminology, tailored to the specialized needs of engineering disciplines. Through exposure to authentic materials and immersive experiences, students develop the linguistic proficiency and confidence needed to articulate complex technical concepts fluently and coherently. Furthermore, the integration of technology, including language learning apps and virtual reality simulations, enhances the learning experience and provides students with additional opportunities to practice and refine their oral communication skills.

ПРИНЦИПЫ И МЕТОДЫ ОБУЧЕНИЯ СЛОВОСОЧЕТАНИЯМ БУРЯТСКОГО ЯЗЫКА В АСПЕКТЕ ТРЕБОВАНИЙ ФГОС

This article is devoted to teaching phrases of the Buryat language in terms of the requirements of the Federal State Educational Standard. The Federal State Educational Standard focuses on the development of the child's personality. This task requires a new approach from the teacher to the organization of the learning process. The lesson, as it was before, remains the main unit of learning activity. But now the requirements for the lesson have changed, and a different classification of lessons has been proposed. The specificity of the system-activity approach assumes a different structure of the lesson, which differs from the usual, classical scheme. When teaching phrases of the Buryat language, the authors propose the application of strategic and tactical principles of language teaching, put forward by Dudnikov A.V. From the patterns of assimilation of native speech, discovered by the famous methodologist L. P. Fedorenko, the following principles of teaching the Buryat language follow: the principle of attention to the matter of language, the principle of understanding linguistic meanings, the principle of developing expressiveness of speech, the principle of comparing oral and written speeches. A system of exercises has been compiled aimed at improving skills and abilities in the construction and use of phrases of the Buryat language in the oral and written speech of students. The considered principles of language teaching constitute a theoretical basis on the basis of which teaching methods can be determined.

Iran’s High School English Textbooks (Vision Series) and Organizational Knowledge as a Component of CLT Model

Selecting an appropriate textbook is one of the key factors in teaching English. This content analysis study scrutinized whether organizational knowledge represented in Iranian high school English textbooks (Vision Series). Thus, the stance of organizational components as one of the Communicative Language Teaching (CLT) principles was investigated in such textbooks. George (1963) verb form frequency count, Halliday and Hassan’s (1976) model, McCrimman's (1984) model, Vocabulary List Cambridge English (2012) were used to examine the extent to which organizational knowledge was shown in high school EFL textbooks. The analysis of the results revealed that grammatical knowledge was not presented comprehensively. Therefore, high school students would not be able to exhibit a wide variety range of vocabulary. Because the vision series roughly represented the sufficient vocabulary size. The Vision series highlighted intonation rather than pronunciation. The role of rhetorical organizations was disregarded in the Vision series. Therefore, he Vision series should be revised to include the organizational components. Generally, the Vision series did not follow CLT principles to promote language learners' ability to communicate.

Beyond the classroom: Fostering English communication skills in vocational education through podcasting and radio broadcasting

Addressing the challenge of developing effective English communication skills in vocational education, this study explores the integration of podcasting and radio broadcasting as an alternative to traditional classrooms. The goal is to provide vocational students with a more immersive and practical learning experience in line with communicative language teaching principles. Putra Rifara Vocational School initiated a Radio Podcast program, emphasizing technological proficiency. A seminar, "Hosting Podcast in English," was conducted to train students in podcasting and radio broadcasting. Practical exercises were included to enhance language skills, including articulation, opinion expression, and real-time dialogues. A needs analysis revealed students' interest in podcasts as learning material, with challenges related to internet limitations. The initiative positively impacted students' attitudes, behaviors, linguistic proficiency, and soft skills development. Ongoing training and mentorship are recommended to empower students in confidently hosting English podcasts. This initiative demonstrates the potential of podcasting and radio broadcasting to enrich English language learning in vocational education, contributing to linguistic proficiency and soft skills development within the educational environment. Considerations for improving internet accessibility and guiding podcast selection are recommended for future implementations.

LINGUODIDACTIC PRINCIPLES OF DEVELOPING PROFESSIONAL COMPETENCE FOR SIMULTANEOUS INTERPRETATION TEACHERS

This article identifies and describes the language teaching principles for the formation of professional competence in simultaneous interpretation teachers. An analysis of domestic and foreign theoretical and practical research reveals that the problem of developing professional competence for simultaneous interpretation teachers, despite its undeniable significance, is still in the early stages of study. In the scientific, pedagogical, and translation discourses, the search for effective solutions has only just begun. Determining the linguodidactic principles of preparing translation teachers in general and forming their professional competence provides the basis for a comprehensive study of this complex issue. It is established that the professional competence of a translation teacher is an integrative characteristic of personality, which presupposes the formation of a complex of necessary competencies for effective pedagogical and translation activities, including various components of pedagogy and translation, and pedagogical communication within the framework of intercultural communication. The professional competence of a simultaneous interpreter is a complex formation that includes both general translation competencies, reflecting the main functions of translation activities, and specific competencies necessary for oral interpretation, including the simultaneous one (as readiness and ability to perceive and understand the oral speech of communicators from different cultures, to transmit it by the communication situation, genre, style, and register; ability to immerse oneself in situations of interlingual and intercultural interaction; ability to activate necessary competencies for translation and teaching activities; readiness for enriching communicative experience while mobilizing already developed skills and abilities; capacity for reflection and self-reflection). Linguodidactic principles of developing professional competence for simultaneous interpretation teachers are defined, taking into account the interdisciplinary nature of this process, namely: pedagogical, translation studies, linguistic, and psychological principles, without which it is impossible to organize the training process for future specialists qualitatively.

Enhancing English Proficiency for Thai Music Professionals: A CLT Instructional Package

The study aims to achieve three primary objectives: 1) To identify essential components for developing an instructional package aimed at enhancing English proficiency among individuals working in the Thai music industry; 2) To design an instructional package specifically tailored to improve the English proficiency of personnel in the Thai music industry; and 3) To implement the developed instructional package and assess its effectiveness in advancing English proficiency among music industry personnel. Employing the principles in developing an ESP course, the study comprises three phases: need analysis, instructional package development, and implementation. The need analysis phase involved surveying 150 individuals employed in the Thai music industry using a structured questionnaire. The instructional package development phase enlisted the expertise of five experts to evaluate the instructional model. Finally, phase three involved administering a pre-posttest study with 30 music professionals. The results highlight the successful creation of an English instructional package based on communicative language teaching (CLT) principles, leading to significant enhancements in participants' English proficiency. The study's significance lies in its identification of English language development needs within the music profession and its provision of a practical methodology for designing specialized English for Specific Purposes (ESP) courses tailored to the unique requirements of music professionals.

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.

Principles of foreign language teaching based on artificial intelligence technologies

Importance. The widespread use of artificial intelligence technologies affects the language education system. In the few years since the advent of artificial intelligence technology, it has transformed from a theoretical concept into a dynamic force that changes ideas about classical language education. The transition to digital didactics defines new types of relationships between participants in the educational process: the teacher, the student, the educational environment and new technologies. Accordingly, the role of the teacher and the content of didactic and methodological principles of teaching a foreign language using artificial intelligence technologies are changing. The integration of artificial intelligence technologies into the process of teaching a foreign language, on the one hand, indicates the intensification of the educational process and automation of a number of pedagogical tasks, and, on the other hand, the imperfection of new technologies and potential risks and challenges when using them in practice. The main purpose of the research is to define and describe the principles of teaching a foreign language based on artificial intelligence technologies, acting as a full-fledged individual assistant for each student.Research Methods. To conduct research in the field of linguodidactics, an integrated approach is used, including theoretical and empirical methods. At the first stage of the research, theoretical methods are used, including the study of scientific literature on the research topic, analysis, generalization and classification of the information received. At the second stage of the study, empirical methods are applied, including observation and description.Definition of Concepts. Two key concepts of “artificial intelligence technologies” and “neural networks” are considered, and neural networks are classified by type of architecture and scope of application.Results and Discussion. The use of hybrid forms of learning makes it possible to use artificial intelligence technologies as an effective tool for teaching a foreign language right now. Artificial intelligence technologies play a leading role in digital didactics, allowing you to personalize the learning process and enhance the importance of students’ learning autonomy. Digital didactics, based on traditional didactic and methodological principles, involves the implementation of the following principles of learning: the principle of expediency, the principle of contextual learning, the principle of interactivity, the principle of accessibility, the principle of personalization of learning, the principle of multimodality, the principle of gamification, the principle of inclusive assessment.Conclusion. A system of principles of teaching a foreign language based on artificial intelligence technologies is presented, taking into account the peculiarities of the organization of the educational process in relation to digital didactics. It is worth noting that this system of principles is open and can be supplemented with new learning principles, as well as the content of these principles may change with the development of artificial intelligence technologies. The results obtained can be used in further research on the integration of artificial intelligence technologies into language education, as well as in the methodology of teaching foreign languages based on modern technologies.

POINTS OF LINGUISTIC STUDIES AND LANGUAGE TEACHING PERTINENT TO ISLAMIC VALUES

Purpose: This paper reveals the points of linguistic studies and that of language teaching which are relevant to Islamic values. Introduction: Interdisciplinary discussions on linguistic underpinnings including functional linguistics and language teaching principles, and Islamic perspectives have insufficiently been explored. Hence, the study focusing on such a relation gains significance. Method: Using an exploratory descriptive method, the data of this study were collected by exploring the linguistic axioms and language instructional principles which are relevant to Islamic knowledge conveyed in Qur’anic verses and Hadits. Having been collected, they were analyzed by thematic scrutiny, described, and concluded. The findings show that the linguistic points that are associated with Islamic values are the Divine source of language origin, the endowment of language acquisition devices, the compliance with maxims of quality and quantity in cooperative principles, that of politeness rules, and the existence of language variants. Conclusion: Concerning language teaching, the ideas that are appropriate to Islamic values include the importance of communicativeness and collaboration, the comprehensibility of instructional language, content-bound materials, and effective and efficient strategies.

Реализация принципа обучения на речевых образцах в профильно-ориентированной иноязычной подготовке

One of the leading special methodological principles of professionally-oriented foreign language training — the principle of teaching based on speech patterns of a specific subject area — is highlighted. A theoretical analysis of the essence of this principle, its place and role in the system of principles of professionally-oriented foreign language teaching is presented, along with an attempt to practically implement this principle in the content of English language teaching for the subject area “Information Technology”. To achieve the goal: 1) the concept and essence of speech patterns in a specific professional field are specified; 2) similarities and differences in the use of the terms “speech pattern”, “speech template”, “speech cliché” are analyzed; 3) specific conditions for the implementation of the principle in practical pedagogical activities in professionally-oriented foreign language classes are determined; 4) the sequence of methodological and educational actions during foreign language training based on speech patterns of a specific subject area is described; 5) a practical implementation option of the principle for the purposes of professionally-oriented foreign language teaching for students in the field of information technology is proposed. The study concludes that the quality of such foreign language training indicators as visibility, authenticity, time efficiency, functionality, and complexity (multi-aspect nature) is improved in the process of forming professionally-oriented speech skills and developing students’ speech abilities.

Bangladeshi EAP teachers’ perspectives on task-based language teaching

Abstract We explored the extent to which academic English teachers from an English-as-a-Foreign-Language (EFL) context held beliefs that aligned with Task-Based Language Teaching (TBLT) principles, as well as their levels of receptiveness to using tasks in the classroom. In this mixed methods study, 41 tertiary-level EFL teachers from Bangladesh were invited to take a survey on TBLT and participate in follow-up interviews. We used convergent mixed methods analysis to triangulate the data and verify the findings. Results showed that participants agreed with TBLT principles from a moderate to high level, and consistently favored use of tasks over traditional activities, which included audio-lingual and form-based instruction. Moreover, teacher beliefs and practices seemed to have become further aligned with TBLT tenets in light of the COVID-19 pandemic and its consequential shift to online teaching.

PRINCIPLES OF LINGUISTIC AND CULTURAL APPROACH IN FOREIGN LANGUAGE TRAINING OF FUTURE SPECIALISTS

The article is devoted to the disclosure of the linguistic and cultural approach and conceptual apparatus, development in the system of sciences, and its problems. It has been found that using the theoretical foundations of linguistic and cultural studies and introducing them into the educational process, a linguistic and cultural approach has been formed in linguistic didactics.
 The study of educational content has shown that the didactic essence of the linguistic and cultural approach consists of defining the goals, objectives, content, methods, and forms of its implementation. Based on the analysis of several concepts, the peculiarities of the cultural approach have been identified, and a classification and table of hierarchical dependence of the principles of the linguistic and cultural approach in the foreign language training of future specialists has been created.
 It has been established that the linguistic and cultural approach provides higher education students with the opportunity to master the following skills: to show interest in aspects of another culture, lifestyle, and mentality; find cultural information and materials taking into account the characteristics of a specific group; compare the phenomena of one’s own and foreign cultures; explain differences and overlaps in linguistic intentions; develop effective strategies for intercultural communication; to reveal the interrelationships between different cultures; distinguish linguistic and regional information in authentic materials, comment and supplement it; understand the cultural conditioning of behavioral stereotypes and overcome prejudices; to semanticize non-equivalent vocabulary in a cultural context.
 The author of the article also has attempted to reveal the meaning of the category “approach to learning” in the context of professional foreign language training of humanitarian specialists. Modern characteristics of this category of communication training are analyzed. The main principles of foreign language teaching in higher education institutions are considered.

Glocalizing English Language Teaching in the Arabian Gulf: Professional Development's Mediating Influence

Methods and materials in English Language Teaching (ELT) are influenced by the unique socio-cultural contexts of instruction. Nonetheless, English as a Foreign Language (EFL) teaching practices in the Arabian Gulf tend to adopt a one-size-fits-all approach when it comes to teaching methods and pedagogical approaches. This study investigates the influence of the Cambridge English Teacher (CET) professional development program on the classroom practices of EFL instructors in the Arabian Gulf and its role in facilitating the contextualization of teaching in alignment with Saudi cultural norms. The study involved 120 Saudi EFL university teachers as participants. Employing a convergent parallel design that incorporated a survey questionnaire and semi-structured interviews, the results demonstrated that the CET program empowered participants to contextualize their teaching methods and adapt their classroom delivery to the local teaching environment. Specifically, the findings revealed that participants perceived their learning experience in the CET program in four distinct dimensions: contextualizing teaching methods, localizing Communicative Language Teaching (CLT) principles, diversifying teaching methodologies and materials, and comprehending context-specific classroom management strategies. Moreover, the study highlighted the significant impact of contextually tailored in-service professional development programs in the process of "glocalizing" teaching methods. In conclusion, the research findings carry implications for EFL educators, professional development initiatives, and provide valuable directions for future research endeavors.

Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher

As a newly developed principle of language teaching, critical language awareness (CLA) has great potential to promote social justice through language learning. However, the implementation of CLA pedagogy in Chinese educational settings has not been fully explored yet. Informed by the theory of planned behavior (TPB), this case study investigated the implementation of CLA pedagogy in a Chinese EFL writing class by exploring the teacher’s attitudes and perceived barriers, and how these factors influenced her intention to adopt the pedagogy. The analyses of multiple qualitative data sources (semi-structured interviews, classroom observations, teaching lesson plans, and course curriculum) revealed that the teacher’s intention of adopting CLA pedagogy was positively affected by her high appraisal of CLA. Several challenges were also found to limit the teacher’s choice of pedagogy, including the pressure from standardization examinations, the mismatch between the aims of CLA pedagogy and students’ actual needs and expectations, as well as insufficient teaching materials and resources. Based on these findings, several implications were suggested for the research of CLA pedagogy in Chinese EFL contexts.

Foundational Principles of Task-Based Language Teaching

Foundational Principles of Task-Based Language Teaching