Modern Language Teaching Research Articles

Celebrating CercleS: introductory notes to 30 years of professional activity in the field of language learning and teaching

Abstract and acknowledgements This introduction provides a glimpse of CercleS’ mission over the past 30 years, as clearly emerges in the contributions this issue contains. It is a Special Issue which celebrates the 30th anniversary of CercleS (1991-2021) and coincides with our being invited to become Editors-in-Chief of Language Learning in Higher Education, indeed a great honour for us. We would like to thank the present and past Executive Boards and Coordinating Committees for placing their faith and trust in us. We would also like to thank the authors who contributed to this special issue and the De Gruyter staff for their ongoing support. In this and future issues, we intend to carry forward the precious work of our predecessors, encouraging the CercleS community to continue to join forces in fostering best practices of modern language education both in Europe and the world at large.

Enhancing EFL teachers’ intercultural sensitivity through instruction, is it really feasible? An ethnocentrism versus ethnorelativism perspective

It is simplistic to believe that second language learning can be accomplished without proper acquisition of the second language culture. This study aimed at investigating the feasibility of promoting Iranian EFL teachers’ intercultural sensitivity through training. To do so, 35 teachers, who proved to be homogenous, were randomly selected from among 45 teachers after the administration of the general language proficiency test TOEFL. Afterwards, Chen and Starosta’s Intercultural Sensitivity Scale was completed by the participants. They were then required to take the intercultural sensitivity training course for a semester. The same scale was completed by them at the end of the semester. A pre-test and a post-test were also administered. The results of the t-test run indicated a notable enhancement in the level of Iranian EFL teachers’ intercultural sensitivity. The findings could have some important implications for all stakeholders who are open-mindedly inclined to acknowledge the unavoidable, although neglected, role played by culture as the inseparable component of modern language education which can effectively trigger a movement away from ethnocentric stages towards ethno relative stages. Keywords: EFL, ethnocentrism, ethno relativism, intercultural sensitivity.

Critical Digital Pedagogies in Modern Languages – a Tutorial Collection

This introduction sets out the context for this special collection of self-learning online tutorials exploring critical pedagogies in Modern Languages. Previous research has demonstrated that, while some areas within the Modern Languages (such as language pedagogy) have a long history of engagement with digital mediation through approaches such as CALL, MALL and TELL, broader experience with digital culture and technology within the field is characterised by uncertainty, scepticism and sometimes anxiety. This is particularly apparent in the area of digital literacy acquisition – a survey we carried out in 2019 demonstrated significant interest in acquiring digital literacies appropriate to Modern Languages education and research, but also doubts about which literacies needed to be acquired and how to acquire them. This collection consists of practical and open educational resources for use in the Modern Languages, but it also represents an interrogation of the affordances and limitations generated by digital mediation. In this introduction we highlight some of the challenges that the collection had to overcome, and in so doing, we hope to foster wider discussion about how digital learning resources can be better integrated into Modern Languages education and research across languages, across educational levels and across digital platforms. Tweetable abstract: This introduction by @politonaiz & @iambrandao sets out the context for a special collection of self-learning online tutorials exploring critical pedagogies in digital #ModernLanguages https://www.modernlanguagesopen.org/collections/special/dml-tutorials/ @languageacts #OWRI .

Applying Communicative Language Teaching Principles to Biblical Hebrew Instruction

Biblical Hebrew (BH) has traditionally been taught using the so-called “grammar-translation” method. This method, however, has been shown to be ineffective in bringing most students to spoken or reading fluency. Communicative language teaching (CLT) has been the dominant teaching method of modern languages since the 1980s. In modern language teaching, spoken fluency is the primary goal of the language teaching. The goal of most students studying BH, however, is not spoken fluency, but reading with comprehension. The thesis of this article is threefold: 1) that CLT can be used to help students reach their goal of reading with comprehension, 2) that it can be implemented with success in a first-year classroom, and 3) that students find it more effective and enjoyable than the grammar-translation method. After a brief overview of the history of language teaching, the first part of the body of the article substantiates the claim that CLT is effective in helping students read with comprehension and not just speaking fluently. The second part shows how CLT can be implemented in a first-year classroom. The various techniques that we use in our curriculum are described in some theoretical detail, after which their application in the curriculum is described. Finally, we consider some feedback that we have received from students.

THE IMPACT OF GLOBALIZATION ON THE STUDY OF FOREIGN LANGUAGES IN THE REPUBLIC OF KAZAKHSTAN

This article is devoted to the processes of intercultural integration leading to modernization of the content of modern language education in Kazakhstan. Expanding the range of international cooperation of Kazakhstan, increasing the social importance of foreign language and the desire of citizens for lifelong education stimulate the intensification of the development of foreign language education in our country. Therefore, an important aspect of the study is the research for the study and synthesis of the best pedagogical experience of teaching a foreign language, as a result of foreign language education in the context of informatization of education. Modernization of education implies changing the goals and planned result of education, reducing the volume of compulsory content, changing the methods and technologies of content mastering at all levels of education, individualization of the learning process, and the possibility of variable education systems. In this direction, it is necessary to take into account the psychological and pedagogical conditions of teaching a foreign language, which could contribute to stimulate communication, cognitive, game and other activities of the student; provide free communication in the group, and an opportunity to choose educational programs and training technologies.

Tom Arie: pioneer in the development of psychiatric services for elderly people

Photo credit: Laura Ingrams Tom Arie was born Tomas Arje in Prague, to parents Otto, a lawyer, and Hedy (nee Glaser), a modern language teacher. He recalled a happy early...

Trening metaleksykograficzny w globalnej rzeczywistości online – praktyczna pomoc czy archaizm w międzykulturowym procesie glottodydaktycznym XXI wieku

In this article, its author offers the practical considerations of a philologist, a linguist, a translation-studies researcher, and an eager modern-language academic teacher, regarding a range of contemporary technological solutions/tools for enhancing the acquisition of a foreign language (English). In particular, the author refers to electronic pedagogical dictionaries – the monolingual Dictionary.com, the bilingual Wielojęzyczny słownik polskiOFFLINE, and the semibilingual Słownik angielskiegoDiki, which are presently commonly used by young language learners. Such smart-applications developed for smartphones and tablets – in the author’s view – are remarkable tools for enhancing the complex language teaching and learning process, but – on the other hand – they do require certain methodological training if they are to bring a range of didactic benefits to their users. As the author perceives this notion, such a training regarding the smart dictionary applications – the metalexicographic training – should become the integral part of the modern language teaching and learning process, which may serve as highly beneficial to both smart-users of electronic dictionaries and their smart-teachers alike.

A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.

SEMANTIC MOTIVATION OF THE TERMINOLOGIZED LEXIS IN THE FIELD OF DIGITAL TECHNOLOGIES

Digital technologies are changing people’s lives, the way we communicate, learn and work. Modern language teaching technologies are changing the ways we learn languages as well. On the other hand, the language itself is changing as technology advances. The aim of this article is to reveal semantic motivation of terminologized Lithuanian and English computer lexis. The present research, focusing on semantic motivation of IT terms, is also aimed at identifying similarities and differences between the semantic models of the words in both contacting languages, and revealing the factors that determine the choice of foreign sememes. In addition, the article sheds some light on semantic relations of IT terms, as well as on tendencies in the shifts of meanings of specific LT and EN common language words, related to the process of terminologization. It has been established that the majority of the analysed words that have entered the Lithuanian IT vocabulary as a result of terminization and transterminization processes can be considered semantic loan-translations, having acquired new meanings from foreign (usually English) words, and based on ‘borrowed’ motivation. Nonetheless, many such words can also be substantiated in Lithuanian, for their terminological meanings can be explained by central, nonterminological meanings. Thus, in the majority of cases, close associations between central meanings of specific English and Lithuanian words have stimulated the development of new terminological meanings related to information technologies. By contrast, only a relatively small number of the analysed Lithuanian terms can be considered semantic formations, having acquired their terminological meanings in the process of turning Lithuanian common language words into terms.

Foreign Language Writing in the Context of Modern Language Education in Non-Linguistic Majors

Foreign Language Writing in the Context of Modern Language Education in Non-Linguistic Majors

Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers’ motivations

Many countries are facing a shortage of modern language teachers, including teachers of Chinese as a second language (CSL), which is believed to relate to pre-service teachers’ motivations. Thus, this study aims to explore pre-service CSL teachers’ motivations and the background variables that might influence their motivations. The participants were 411 pre-service CSL teachers. A 33-item questionnaire adopted from the Factors Influencing Teaching Choice (FIT-Choice) scale was administered, including nine FIT-Choice subscales and two new subscales. First, exploratory factor analysis of data from the first random split-half sample of participants suggested a 6-factor structure, which was confirmed in the subsequent confirmatory factor analysis of data from the second random split-half sample of participants. The results show that pre-service CSL teachers had strong intrinsic value, cross-cultural value and altruistic value but weak extrinsic value. Second, structural equation modelling analysis was performed with questionnaire data from 296 participants who provided complete demographic information. Age, annual family income and frequency of contact with foreigners significantly predicted the participants’ motivations, yet their predictive power varied. The implications for understanding the theoretical framework of teacher motivation and the professional development of CSL teachers were discussed.

Connectivist learning theory at developing modern foreign language teaching model

Connectivist learning theory at developing modern foreign language teaching model

Think-tank of teaching foreign languages in Russia

On November 5-6, 2019, MGIMO University hosted The First International Scientific and Practical Conference in Memory of Elena Solovova “Problems of Teaching Modern Languages”. Elena Solovova is regarded as one of the most influential and impactful figures in developing and promoting of teaching modern languages in Russia. The conference was coorganized with MGIMO University, National Association of English Teachers of Russia, Military University of the Ministry of Defence, Moscow Pedagogical State University, Esenin Ryazan State University, and Titul Publishing House. Elena Solovova (1956-2019) worked tirelessly on fostering and improving modern languages teaching in Russia. Her academic and pedagogical work has greatly influenced many peers and colleagues, teachers and students, in Russia and around the globe. She guided numerous PhD students and authored and co-authored countless publications in the field. She is greatly missed by her colleagues, family and friends.

Language Education and ‘Conflicted Heritage’: Implications for Teaching and Learning

AbstractThis article revisits discussions of the relationship between language and heritage, bringing into the picture processes and experiences of (in)security and conflict. It draws largely on critical heritage studies literature, as well as on literature that deals with managing heritage in postconflict situations, and uses insights and concepts from this literature to inform current debates in modern language education and heritage language education in particular. Using the notion of conflicted heritage, it focuses on a particular type of language class, Turkish classes in Greek‐Cypriot educational settings, where the target language has been part of a long history of conflict. The discussion of these classes reveals the role that language education can potentially play in wider social and political processes of managing a conflicted heritage as a society attempts to move beyond a conflict‐troubled past. Finally, the article points to the implications for language education when a language is associated with a conflicted heritage and discourses of (in)security.

Belief and knowledge construction among modern foreign language teacher trainees

ABSTRACT There has recently been much criticism, at government level, of the role of universities on the training of teachers in the UK. This paper investigates the effects of an initial teacher education programme (ITE) at a higher education institution (HEI) on trainee modern foreign language teachers. Seven modern foreign language trainees teachers were interviewed in order to explore the evolution of their beliefs about language teaching and pedagogical content knowledge, with a focus on grammar during their engagement with a 10-month ITE programme, in the UK. Findings report on the transformative role that learning theories and, secondly subject specific second language acquisition theory, may have in shaping knowledge construction and how this may influence pedagogy. They furthermore highlight the influence of the HEI tutor, fellow trainees and professionals in the school teaching placement in the construction of trainee knowledge and beliefs.

STRATEGIES OF CONTINUOUS FOREIGN LANGUAGE TRAINING AT HIGHER SCHOOL IN PROFESSIONAL INTERACTION OF NON-LINGUISTIC SPECIALISTS

Purpose: The optimization of the educational process by teaching strategies for autonomous foreign language training at higher school during the professional interaction of non-linguistic specialists.
 Methodology: Among theoretical methods of this experimental and review study there is the analysis of psychological and pedagogical approaches to the solution of the problems of modern language education at Russia Universities, questionnaire of linguistic preference for statistical analysis among students of nonlinguistic departments.
 Main findings: 1) the questionnaires of nonlinguistic students were analyzed to identify possible fields of multicultural professional interaction and use of a foreign language for other purposes by future specialists; 2) the possibilities of autonomous learning for professional purposes were found out and the strategies for self-educational and cognitive activity were indicated; 3) the proposed strategies are believed to improve the continuous foreign language training.
 Novelty: Foreign language training for future professionals is considered as a multifaceted educational product with a clear and didactic-based orientation to a profession.Based on the research results, the main reasons for complex educational strategies of autonomous training are identified.

Primary school modern language teaching in England 1964-2014: the legacy of the Burstall Report

ABSTRACT The Nuffield/Schools Council Pilot Scheme of the mid-1960s to 70s was the first concerted effort to teach a modern language in the primary schools of England. The results of this experiment were published in the final Burstall Report (1974), which concluded that teaching French to eight-to-eleven year olds was not feasible given the available resources. Therefore, the Pilot Scheme was written off as a failure. This study suggests that, far from failing, the Scheme prepared the ground and planted the seeds of today’s successful primary modern language teaching (PMLT). In viewing the Scheme in retrospect through the lens of current developments, it becomes apparent that its innovations shape much of present practice. Its use of classroom teachers, principle of inclusiveness, and introduction of technology into the modern language classroom are some examples. Moreover, its identification of major obstacles to good PMLT led to the fashioning of a new ethos which harmonises it with the Progressive philosophy of primary education.

Meertaligheid en onderwijs van moderne talen in de 16de eeuw

Abstract Multilingualism and modern language teaching in the 16th century: the interjection hola as a possible case of language contact in the Colloquia, et dictionariolumIn this paper, we explore the semantic-pragmatic functions of the interjection hola in the Dutch, French and Spanish versions of the Colloquia, et dictionariolum, printed in Antwerp, as a possible case of language contact. The Colloquia, et dictionariolum, first printed in the 16th century, are parallel language textbooks designed for acquiring basic skills in up to eight languages. The first edition of the Colloquia was bilingual Dutch-French; Spanish was among the first languages added to the textbook. At the core of the textbook are dialogues related to everyday situations, such as shopping at the market or participating in a family dinner. Although these dialogues are commonly regarded as early sources of spoken forms of European languages, they are in fact instances of conversational mimesis i.e. they are representations of spoken language, intended for didactic purposes and, most importantly, adapted and translated over time by various authors.In our case study, we analyse first (h)ola’s semantic-pragmatic function(s) from a contrastive perspective. Subsequently, we explore a possible case of semantic-pragmatic extension in Spanish due to language contact. Generally speaking, (h)ola can fulfil a requestive function in Dutch, French and Spanish (cf. typology by Poggi 2009), viz. it was used to attract someone’s attention, a function that can be attested for the three languages in the Colloquia. Moreover, the dialogues of the Colloquia provide an example for (h)ola in a requestive-cessative function, used to tell someone to stop or slow down. This function has been described for both Dutch and French hola (also in English and German) but has, up until now, not been attested for the Spanish counterpart. A first explorative analysis of hola in the 16th-century Spanish CORDE-corpus does not yield any cessative occurrences either. Consequently, the cessative function of Spanish hola in the Colloquia might be due to the possible interference from Dutch or French (or both). However, in order to provide a more conclusive answer, a detailed study of the semantic-pragmatic functions of hola in the Germanic and Romance languages involved will be necessary.

Perceptions of Willingness to Communicate Orally in English among Iranian PhD Students

Willingness to Communicate (WTC) in second Language (L2) has received substantial consideration in modern language research and instruction. This study intends to investigate how oral L2 WTC of a group of EFL Iranian PhD students in a public university in Malaysia has changed during their stay in this country and what factors have resulted in their willingness to communicate. A qualitative case study method was implemented to obtain information from 8 participants through semi-structured interview as the main method, followed by focus group discussion and solicited journal diaries of the participants. The analyses of data derived from the first research question yielded five major themes: lack of exposure to L2 oral communication, cultural values, low L2 self-confidence, L2 extrinsic motivation, and enabling behaviors. Analysis of the second research question revealed six major themes as: raised awareness, cultural background, personality, exposure to L2 oral communication, extrinsic L2 motivation, and increased L2 self-confidence. The findings of the study concluded that rare exposure to English oral communication in Iran resulted in having little practice of English language in authentic settings that led to low L2 WTC among the respondents of the study before coming to Malaysia. Besides, the respondents suffered from lack of L2 WTC upon arrival to Malaysia. However, by understanding their deficiencies and importance of L2 oral communication, they gradually changed their attitude toward L2 oral communication and tried to improve it. This study also provides theoretical and practical implications for designing teaching methods to maximize language learners’ L2 WTC in the classroom that leads to their L2 oral communication improvement.

THE PERILS OF JARGONS: HOW ILLUSION OF KNOWLEDGE OBSCURES TRUE TEACHER COMPETENCE

Teacher competence is a crucial factor to the success of BIPA teaching and learning. In terms of pedagogy, a competent BIPA teacher naturally is not only proficient at theories, but also adept at materializing them into classroom instructions, to help students learn effectively. Nonetheless, trapped inside knowledge illusion of one’s own competence, a teacher might believe having grasped the latest development in language teaching, while in fact, although capable of reciting jargons smoothly, that teacher still teaches traditionally. This paper (re-)visits trends in modern language teaching, reflecting on which we have genuinely understood and fully implemented, and which still require our study. Ultimately, this paper expects to contribute to the larger discussion of how BIPA teacher competence should be defined and could be improved. Keywords: teacher competence, language pedagogy, classroom practice, jargons, reflection