View Of Language Teaching Research Articles

Master students' voices about post-method pedagogy

Post method pedagogy can be regarded as a good way to deal with the lacks experienced by the usage of traditional methods. It compels us to restructure our view of language teaching both in pedagogical and ideological aspects. It requires that teachers should consider the essential components of post method pedagogy. As Kumaravadivelu (2006) forwarded, post-method pedagogy can be visualized as three-dimensional system consisting of three pedagogic parameters: particularity, practicality and possibility. This study aims to explore if English as a Foreign Language (EFL) teachers, who are also Master of Arts (MA) students, have knowledge on Post-Method Pedagogy; to learn about their attitudes, beliefs and preferences towards it and to examine whether there was a probable relationship between these practising teachers’ attitudes and reflections on their classroom applications or not. To do this, 9 active EFL teachers pursuing their MA degrees at a Turkish state university, Institute of Educational Sciences, in English Language Education Master’s Programme were administered a survey. Findings indicate that the participants have knowledge of the post-method pedagogy and most of them have positive attitudes about the classroom practices regarding implementation of strategies and parameters. Participants’ responses indicated “particularity” as the most important parameter. In terms of the 10 macro-strategies, the participants gave the highest importance to the strategy of “raise cultural awareness”, while they reported to employ “activate intuitive heuristics” as the least.

Articulating arts and intercultural education: static and dynamic views of language teaching at school

ABSTRACT In this contribution, we argue that consideration should be given to the implications of a holistic approach to language acquisition as a fundamental part of plurilingual and pluricultural education serving several aims of a knowledge-based and innovative learning through metalinguistic knowledge, well beyond developing communicative competence in the language of schooling. By analysing discourse data, we examine to what extent the success of such a plurilingual education is dependent on how the notion of plurilingual speaker is presented, represented by visual images, taught, developed as well as broadly discussed (and understood) among the school community.

China English and ELT for English Majors

This paper is a general study of one of varieties of English—China English and its influence on English Language Teaching (ELT) for English majors. The status of English as an International language breaks the situation in which British English or American English is the sole standard. English becomes World Englishes, taking on a plural form, which include many varieties of English with nativized cultural, political and economical characteristics. Researchers in China believe that China English as a variety of English has been objectively in existence and become a lingua franca. It consolidates the cultural identity of the Chinese speakers of English, enriches the multiple identities of English and plays an important role in promoting Chinese culture internationally. For teachers of English majors, it presents challenges to their traditional view of language teaching.

In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate

This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.

Multiple Data Sources: Converging and diverging conceptualizations of lote teaching

The study, uncovered Japanese Language Other Than English (LOTE) teachers' understandings of communicative language teaching (CLT). Using the idea of multiple data sources, the project relied on open ended interviews, classroom observations, and LOTE teacher survey responses. The data provided answers to two research questions: 1) What are LOTE teachers' beliefs and knowledge about (communicative) language teaching? and 2) How do LOTE teachers implement CLT in their classrooms. The multiple data sources provided information that both converged and diverged, providing insights not only into communicative language teaching, but also teachers' views of language teaching in general. The various sources allowed a richer and deeper conceptualisation of LOTE teachers and captured nuances, subtlety, and complexity that these Japanese LOTE teachers dealt with in their daily professional lives. Such databases have much to offer researchers in dealing with understanding the many aspects of LOTE teacher education in particular and teacher education in general.

Memory, Meaning & Method. A View of Language Teaching

I. Memory 1. What We Remember 2. Kinds of Memory 3. Memory at Work: Basic Processes 4. Processes of Memory: What Happens within the Files 5. Managing Memory: The Mechanical Side 6. Memory and the Whole Person II. Meaning 7. The Meaning of Speaking 8. Interpersonal Meanings 9. The Language Class as a Small Group III. Method 10. Three Views of Method 11. Six Methods 12. Tradition, Diversity and Oakley's Thesis