Language Teaching Theory Research Articles

A Literature Review of Communicative Language Teaching: Effectiveness and Deficiencies

Communicative Language Teaching is an important foreign language teaching theory and approach worldwide, and it is the mainstream idea and theoretical root of foreign language teaching. The purpose of this paper is to review the theoretical research and practical measures of the Communicative Approach at home and abroad, to find the advantages and shortcomings of the Communicative Language Teaching, and to put forward own viewpoints on the problems existing in the research of the Communicative Approach. At the same time, it explores how the Communicative Language Teaching can be based on the reality of English teaching in China and find the future development trend.

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.

Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation

Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.

A road map to engage online EFL and ESL learners: A book review in focus

The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engaging Online Language Learners” is a practical book the authors of which have considered the sudden shift online connected with the pandemic as an opportunity to enhance the inclusivity of language learning while testifying that EFL/ESL learners’ engagement in remote/online language learning context ought to be an inevitable priority. Being well targeted to its ELT audience and deeply grounded in both principles of learning engagement and foreign language teaching theories the book straightly targets language teachers, whether experienced ones or those who intend to teach online for the first time. It also bestows ELT teachers with a clear road map to discern what the next steps are for innovative practices in online/remote learning and teaching contexts.

Arabic Language Teaching in Arabic Preparatory Schools

This study aims to highlight, describe and analyse the experiment conducted at the Arabic Preparatory School for Girls in Bandar Seri Begawan (SPABSB) and explore how it can be utilised to improve the teaching of Arabic to non-Arabic speakers. The Arabic school in Brunei seeks to leverage modern theories and methods of language teaching. The school established a committee to oversee all aspects related to the Arabic language. This committee aims to enhance Arabic language instruction by mandating that all teachers of Arabic language and religious studies, as well as students, communicate in Arabic. They additionally translated posters and publications into Arabic, while arranging professional development events to educate teachers on language teaching theories and methods. They develop class activity books and materials for extensive Arabic practice both inside and outside the classroom. Furthermore, they organise various intensive learning activities to promote Arabic language usage, such as competitions encompassing plays, speeches, group presentations, calligraphy, and singing in Arabic. They also initiated numerous activities aimed at teaching Arabic culture, including Arabic festivals, expeditions, Arabic Week, and open days. The school encourages the use of Arabic language in all activities and events. This study found that the approach adopted by the (SPABSB) serves as a valid model for other newly established schools. It emphasises a balance between extracurricular activities organised by the administration and academic pursuits within the classroom. It suggests the integration of Arabic language use both inside and outside the classroom, highlighting that traditional classroom teaching alone may not suffice to enhance Arabic language proficiency and develop students' skills

Preparing technical university students for self-study of a foreign language

Problem. The development of student autonomy in learning a foreign language (FL) is an important aspect of the theory and practice of foreign language teaching, since the study of FL does not complete in the classroom, but should continue throughout life, and the task of the teacher in the process of formal education is to help students develop useful and lasting language habits for effective independent work. Goal. Identifying and substantiating the main pedagogical components, the implementation of which ensures successful FL autonomous learning by students of a technical university. Methodology. Based on the analysis of literature and our own experience, the following components of the successful development of student autonomy in learning FL were identified, such as the presence of positive motivation; the role of the teacher in developing autonomous learning skills; availability and accessibility of resources that enable autonomous learning; mastering self-education strategies; skills in modern information and computer technologies; using the flipped classroom approach. Results. The essence and importance of each of the components that ensure successful FL autonomous learning by technical university students are revealed, namely: the main intrinsic motive that determines the quality of learning is cognitive interest; teachers are expected not only initiate autonomy, but also teach students to be autonomous, help them choose the most effective self-learning strategies, draw up a long-term plan for self-education, teach self-assessment and reflection; learning resources should have high educational potential; it is necessary to widely use the advantages of multimedia Internet resources, including mobile ones, which provide opportunities for the development of necessary language skills, as well as the individualization of learning taking into account the interests and abilities of language learners; students should be familiarized with the widest possible range of strategies so that they can choose those that suit their psychotype, correspond not only to their goals and objectives, but also to their time and physiological capabilities; the use of the flipped classroom approach allows students to master the material at their own pace, thanks to video lectures that are always available on the Internet. Originality. The main components of the educational process are identified and characterized, which make it possible to purposefully prepare students for FL self-study. Practical value. Conclusions and practical recommendations of the article will help teachers of a foreign language to structure their activities in preparing students for independent mastery of a FL, focusing on the components highlighted in the article.

Adaptation of English Teachers to the Use of CALL in Technical Secondary Schools in Nyanza District, Rwanda, and Its Implications on Students’ Performance in English

In some Rwandan schools, the use of Computer-Assisted Language Learning (CALL) in English teaching has influenced students' English performance. In technical secondary schools, language teachers have begun utilizing new technologies as pedagogical tools to enhance students' English performance. The current study investigates how teachers adapt to the use of CALL and its implications for students' performance in English subjects in some Rwandan technical secondary schools. Sociocultural theory in language teaching guided this investigation. It used a descriptive research design with a sample of 24 English teachers from Nyanza Technical Secondary Schools. This study utilized a census of all 24 English teachers. Data were collected using questionnaires in the form of a Likert scale. Descriptive analyses indicate that 91% of respondents have a positive attitude towards CALL. The findings show that teachers of English use CALL in teaching English, which affects students’ performance in English. The inferential analysis results show a P value of 0.020, which is lower than the significant correction of 0.05. Therefore, the study findings confirm the teachers’ positive attitude towards CALL. According to the research, the Rwanda TVET Board should train new teachers and continue updating existing English teachers with new CALL technologies.

Language Debates: Theory and Reality in Language Learning, Teaching and Research. Ed. by Ana de Medeiros and Debra Kelly

<i>Language Debates: Theory and Reality in Language Learning, Teaching and Research</i>. Ed. by Ana de Medeiros and Debra Kelly

Study on the Integration of Curriculum Ideology and Politics into the Teaching Model of English Majors Under the Concept of POA-- Take the Comprehensive English Course as an Example

Implementing the ideological and political reform is an important initiative of the current ideological and political work in colleges. As one of the core courses for English majors, Comprehensive English course is an important starting point for the ideological and political construction of English majors. The "production-oriented approach" is a localized foreign language teaching theory proposed by Professor Wen Qiufang, which is suitable for China's national situation. In the context of the comprehensive implementation of ideological and political education in today's curriculum, the production-oriented approach is used as a theoretical guide to demonstrate the teaching process of the comprehensive English course according to the three links of "Motivating-Enabling-Assessing", taking a unit in the comprehensive English textbook as an example. The three links demonstrate the teaching process, integrating knowledge transfer and ideological education, in order to provide reference for other courses to deepen their educational teaching reform.

The Importance of Context Theory in Language Education

In common use, almost every word has many shades of meaning, therefore, it needs to be interpreted by context. A context theory is a very important theory in language education.&#x0D; This paper aims to show the notion of context and its importance in communication and language study which has been extensively studied by different linguists from different perspectives. Moreover, in today's world, there is a growing need to learn how to use language appropriately in context and it is widely accepted that language requires context in order to function as a medium of communication between speakers and listeners. Therefore, effective communicator needs to understand all forms of context to master all forms of verbal and physical exchanges of information and as listeners, they make use of background knowledge about the speaker, concepts and previous utterances in order to infer the speaker's intended meaning. Therefore, effective language teachers treat language as a whole integrated communication system and use it as a context to facilitate their students learning. &#x0D; In this paper, the author emphasizes the importance of context theory in interactive language teaching concentrating on developing natural language communication and the teacher aims to use all language activities in meaningful situation and how to promote the students' communicative competence in the context and use all knowledge about language in meaningful situation to negotiate meaning and get their message through.

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.

The Application of Cognitive Linguistics Theory in Japanese Language Teaching in the Age of Artificial Intelligence

Abstract This paper firstly summarizes the tense expressions in Japanese, Chinese and English according to the cognitive linguistics theory so as to derive the grammatical transformation law in the process of Japanese to Chinese or Japanese to English. Secondly, on the basis of artificial intelligence technology, a hierarchical Japanese phrase model based on maximum entropy tense classification features is proposed, and the extraction of Japanese phrase rules is realized through maximum entropy mathematical modeling to obtain the model feature function and decoding strategy, and the application of the model in Japanese language teaching is explained in the research. Then, the second-year students of Japanese language major in the School of Foreign Studies, Nanjing University of Posts and Telecommunications are selected as the research objects, research tools and experimental process are determined, and simulation analysis and statistical analysis are used to analyze the example of Japanese language teaching with the integration of artificial intelligence. The results show that on the model, compared with the baseline, the model in this paper improves the blue value by 0.64%, the comprehensibility by 4.39%, and the tense accuracy by 4.14% on the whole test set, which verifies the effectiveness of the hierarchical phrase model fused with the tense features proposed in this paper in Japanese-Chinese translation. In terms of Japanese language teaching, the independent samples t-test p-values were less than 0.05, and the students in class A outperformed the students in class B in the four question types: multiple choice, sentence ordering, Chinese-to-Japanese translation and composition. This study improves students’ language proficiency and achieves the objective of developing high-quality talents.

Using applied linguistics in teaching: The role of linguistics in the English language

The study aims to focus on linguistics as it relates to the instruction of the English language will be the focus of this particular piece of writing. It will discuss the role of linguistics in educating those still working on their English language skills. The literature review, often called library research, is the foundation for data analysis. The comparison technique and the descriptive approach are used throughout the data collection process. Due to the discovery, one can realize that linguistics pays attention to the part it plays in the lecture hall. The definitions of applied linguistics, as well as a development in that definition and the return of the essential subject matter to education and teaching, are presented in this article to assess language instruction through the lens of applied linguistic theory. The most recent results from research in applied linguistics conducted on language instruction are presented here. Teaching the English language is used as an example to integrate it with practical language teaching theory, allowing for the creation of relevant teaching experiments. According to the results, applied linguistic teaching theory may raise the students' desire for learning, which may boost the efficiency with which they acquire a second language. The findings show that the theory of applied linguistics should be built on language teaching, that the method of language teaching should be modified, and that improvements should be made to the information transferred to students.

Complex Dynamic Systems Theory in Second Language Learning and Teaching: A Textometric Review from 2008 to 2022

Complex Dynamic Systems Theory (CDST) has significantly reshaped our understanding of second language learning and teaching across the micro, meso, and macro levels for several decades since its systematic introduction by Larsen-Freeman and Cameron (2008). This study conducts a comprehensive review of empirical research on second language learning and teaching within the framework of CDST from 2008 to 2022. Textometric analysis, a computer-supported qualitative method for textual analysis, was employed to conduct the review by using the IRAMUTEQ software. A total of 198 publications were identified, leading to the emergence of three prominent research themes: research on the language system, research on the second language learner and learning, and research on the second language teacher and teaching. The chronological trends and distinguishing features of the three research themes were discussed against a mainstream model of language learning and teaching at the micro, meso, and macro levels (The Douglas Fir Group, 2016). The findings of this review hold the potential for enlightening future research endeavors in this field.

EFL teachers’ beliefs and practices in teaching the speaking skills: the case of secondary schools in Bale Zone, Oromia Region, Ethiopia

Abstract To enhance learners’ speaking proficiency, teachers’ beliefs and classroom actions have crucial impacts in EFL classes. This study was conducted to investigate EFL teachers’ beliefs and practices in teaching speaking skills at secondary schools in Ethiopia. The study adopted descriptive and correlational research designs in which the data were collected through quantitative and qualitative methods. Sixty-four EFL teachers from some selected secondary schools were taken as a source of data. Data were collected using questionnaires, classroom observation, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics: frequency, percentage, and mean. Two-tailed Pearson correlation was also used to show the relationship between teachers’ beliefs and their classroom practices. Qualitative data were analyzed in a verbal and narrative description. The findings from the teachers’ responses indicated that teachers have in general positive beliefs towards teaching the speaking skills communicatively. However, classroom observation results revealed that EFL teachers’ practices of teaching speaking skills contradict what they believe to be. The overall result indicated that teachers were not teaching the speaking skills as per language teaching theories, methods, and mainly to their stated beliefs. The study also showed a moderate positive relationship between teachers’ beliefs and practices regarding teaching speaking skills. Based on the result, it was recommended that the Ethiopian Ministry of Education should offer in-service professional development programs that focus on classroom teaching of speaking skills to teachers. EFL teachers should also exert their maximum effort to put their beliefs of teaching speaking skills into practice by overcoming unfavorable conditions inside and outside the classroom environment.

Methods and techniques for the development of students’ communicative competence in Russian language lessons

The article studies the development of the concept “communicative competence” in the history of linguistics and the Russian language teaching theory and methodology, overviews the basic conceptions devoted to the interpretation of this term and presents the structure of communicative competence found in the works of different researchers. We consider and analyze modern technologies and didactic materials that form students’ communication skills. It is proved that communicative competence is multicomponent, it is a set of linguistic, discursive, sociolinguistic, pragmatic, strategic and socio-cultural components. The article deals with the forms and methods that contribute to the development of communicative competence in two forms: oral and written. Of particular interest are innovative technologies, methods and forms of work in the classroom, as their application contributes to the creative development and self-development of students. The formation of the considered communicative competence ensures the development of a person who is able to communicate in different cultural spaces. It is the communicative competence that ensures the development of a creative and competitive personality, in so far as the text activities get more complicated, practical skills are formed, and students familiarize themselves with the spiritual world and culture of the native language with a careful attitude to their own language. It is concluded that the development of communicative competence occurs when the competence and activity approach to learning is implemented.

On Intercultural Communication in Chinese International Education in the New Era

Cross-cultural communication is the necessity of the development of Chinese international education, the necessity of the development of language teaching theory, and the necessity of the social development for talent demand. The main goal of international Chinese education in the new era is to cultivate the intercultural communicative competence of Chinese learners. International Chinese teachers play an important role in Chinese teaching. In cross-cultural communication, it is the responsibility of Chinese language international education to make both parties behave appropriately, reduce misunderstandings, avoid conflicts, and achieve communication goals smoothly so as to better enhance international understanding. With China's rising international influence, as well as the Chinese international promotion opportunities and challenges, so it is urgent to promote Chinese international education teachers' cross-cultural communication ability, this article through the analysis of the current international situation and challenges, and presents the new characteristics of cross-cultural communication, to discuss how to better develop in the new period of cross-cultural communicative competence.

Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction

This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic. It reflexively examines two critical incidents in classroom practice in terms of what these incidents reveal about the challenges faced by pre-service teachers in operationalizing an interpretive stance towards intercultural language teaching and learning in practice. Based on the epistemology of reflective practice, this self-study seeks to produce knowledge-of-practice by framing the author’s practical knowledge as language teacher in relation to theories of intercultural language teaching. Classroom discourse analysis of teaching and learning sequencies provides an emic lens on the enactment of an interpretive perspective on intercultural language teaching at the micro level in terms of two basic aspects of pedagogical practice: 1) Embedding interpretation in learning design and 2) Mediating learners’ interpretations in classroom interaction. The findings reveal that this author’s attempts to personalise intercultural language learning and elicit meaningful reflections from students were constrained by the limited semiotic richness of the material presented and the difficulty of going beyond a superficial interactional format to provide effective scaffolding and successfully realize a dialogic stance towards knowledge building. The paper considers the implications of these challenges for pre-service teacher education and offers suggestions for supporting teachers hoping to teach interculturally.

Applied Linguistics: An Approach for Assessing Language Instruction

Background: Provide an adequate background covering the literature review and the gap of the research with other relevant former research works. Aim: The study aims of linguistics as it relates to the instruction of the English language will be the focus of this particular piece of writing. Method: The literature review, which is more often referred to as library research, serves as the foundation for the data analysis. Throughout the process of data collecting, the comparison technique and the descriptive approach are used. Findings: The most recent results from research in applied linguistics conducted on language instruction are presented here. Teaching the English language is used as an example to integrate it with practical language teaching theory, which then allows for the creation of relevant teaching experiments. According to the experiment results, applied linguistic teaching theory may raise the students' desire for learning, which may boost the efficiency with which they acquire a second language. Finally, the theory of applied linguistics should be built on language teaching, that the method of language teaching should be modified, and that improvements should be made to the information transferred to students.

Constructivism in language pedagogy

AbstractThis paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview.