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Journal articles on the topic 'Teaching English as an International Language (TEIL)'
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Matsuda, Aya. "Is Teaching English as an International Language All about Being Politically Correct?" RELC Journal 49, no. 1 (April 2018): 24–35. http://dx.doi.org/10.1177/0033688217753489.
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One comment I often receive when I talk about teaching English as an international language (TEIL) is that TEIL is all about being politically correct – a mere gesture to be inclusive and egalitarian, promoted by a certain ideological stance. It is true that there are certain ideologies, language and beyond, that are compatible with certain aspects of TEIL and this encourages some English Language Teaching (ELT) professionals to embrace or reject this approach to English language teaching. My stance on this issue, however, is that TEIL is not about being politically correct or promoting certain ideologies; rather, it is about understanding and accepting the realities of global use of English today and having our teaching grounded in this reality. The article provides a brief overview of what TEIL is and reviews some ideological arguments that seem compatible with TEIL. It then moves on to argue that TEIL is something all English language teachers can and should embrace, regardless of their ideological stance or beliefs about what English should be. This is for a pragmatic reason: to better prepare our students for the messy world of English today.
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Saud, Mohan Singh. "Teaching English as an International Language (EIL) in Nepal." Indonesian TESOL Journal 2, no. 1 (April 6, 2020): 29–41. http://dx.doi.org/10.24256/itj.v2i1.1079.
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With the rapid growth and widespread use of English worldwide, there has been a paradigm shift from teaching English as foreign language to teaching English as an international language. However, there has been less discussion on English pedagogy about the global spread of English in this era of globalization, with rapid increase of English speakers around the world. The internationalisation of the status of English, leading to the emergence of World Englishes, has led to discuss the issue of teaching English as an international language (TEIL) to visit the way we conceptualise and teach English. As English is no longer a homogeneous language, English teachers across the world have been teaching English according to their own contexts. Considering this scenario, this article discusses teaching and learning of English as an international language in the context of Nepal, taking Kachru’s three concentric circles of English in the global context as the theoretical framework and English as an international language as the conceptual framework, focusing on use of culturally sensitive EIL pedagogy.
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Xu, Zhichang. "Exploring English as an International Language – Curriculum, Materials and Pedagogical Strategies." RELC Journal 49, no. 1 (January 31, 2018): 102–18. http://dx.doi.org/10.1177/0033688217753848.
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The English language has been going through a dual process of globalization and nativization. The globalization of English renders the language into a global lingua franca and an international language, whereas the nativization of English diversifies it into varieties of English, namely, World Englishes. Such ‘glocalization’ of English has realistic implications for teaching English as an International Language (TEIL). English as an International Language (EIL) is more than a ‘language’ per se. It has increasingly been conceptualized as a framework or a paradigm, developed alongside the glocalization of English, and it is a multicultural way of thinking, doing and being. EIL recognizes English variation and varieties, and it is time to introduce EIL awareness, literacy, and competence into tertiary education. This article unpacks the assumptions and definitions of EIL, and explores the pedagogical implications of teaching EIL at a tertiary institution in Australia. In particular, this article reviews and examines an EIL unit titled ‘Exploring English as an International Language’ in terms of its curriculum, materials, and pedagogical strategies. It can be argued that TEIL is not only realistic, but also essential for university students who engage in communication in a variety of international contexts in today’s globalized world.
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Elsheikh, Aymen. "Teachers’ Perceptions of Teaching English as an International Language (TEIL)." International Journal of Bilingual & Multilingual Teachers of English 03, no. 02 (December 1, 2015): 131–41. http://dx.doi.org/10.12785/ijbmte/030207.
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Erbay Çetinkaya, Şakire. "Teaching English as an International Language (TEIL): A Showcase of the Field." Innovational Research in ELT 2, no. 1 (June 7, 2021): 13–20. http://dx.doi.org/10.29329/irelt.2020.347.2.
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Hassall, P. J., and S. Ganesh. "Correspondence Analysis in Attitudinal Research: The Case of World Englishes and Teaching English as an International Language." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 1 (June 1, 2005): 80–102. http://dx.doi.org/10.18538/lthe.v2.n1.05.
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This paper provides a further investigation into the application of Correspondence Analysis (CA) as outlined by Greenacre (1984, 1993), which is one technique for “quantifying qualitative data” in research on learning and teaching. It also builds on the utilisation of CA in the development of the emerging discipline of English as an International Language provided by Hassall and Ganesh (1996, 1999). This is accomplished by considering its application to the analysis of attitudinal data that positions the developing pedagogy of Teaching English as an International Language (TEIL) (see Hassall, 1996a & ff.) within the more established discipline of World Englishes (cf. Kachru, 1985, 1990). The multidimensional statistical technique Correspondence Analysis is used to provide an assessment of the interdependence of the rows and columns of a data matrix (primarily, a two-way contingency table). In this case, attitudinal data, produced at a number of international workshops which focused on the development of a justifiable pedagogy for Teaching English as an International Language (TEIL), are examined to provide a more complete picture of how these venues differed from each other with respect to the collective responses of the respondents. CA facilitates dimensionality reduction and provides graphical displays in low-dimensional spaces. In other words, it converts the rows and columns of a data matrix or contingency table into a series of points on a graph. The current study presents analyses of two different interpretations of this data.
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Keqiang, Wang. "Teaching English as a Foreign Language in China." TESL Canada Journal 3 (August 26, 1986): 153. http://dx.doi.org/10.18806/tesl.v3i0.1001.
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The purpose of this paper is to share with international colleagues the history and status of TEFL in China, as well as methods or approaches to teaching English in Chinese middle schools, colleges and universities. Finally, the author discusses problems, solutions and overall objectives of TEFL in China today.
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.
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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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Rahimi, Assoc Prof Dr Ali. "From the Editor." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 63. http://dx.doi.org/10.18844/gjflt.v6i2.1233.
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Message from Editor Dear Readers,It is a great honor for us to publish the sixth issue of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://sproc.org/ojs/index.php/GJFLTGlobal Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included in this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge through which different kinds of topics are discussed in 2016 Volume.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Toh, Glenn. "Teaching Writing in Rural Thailand: Considering New Perspectives." TESL Canada Journal 17, no. 2 (June 30, 2000): 33. http://dx.doi.org/10.18806/tesl.v17i2.892.
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This article reports on a practical writing workshop for Thai teachers of English in a rural Thai setting. The teachers were participants in a Certificate in TEFL course sponsored by the Canadian International Development Agency (CIDA and taught by the Southeast Asian Ministers of Education Organization, Regional Language Centre (SEAMEO RELC). The genre approach to teaching writing is proposed as a way of helping teachers look beyond structural elements like vocabulary, punctuation, and spelling. The social functions and language choices of three important genres of writing, Description, Anecdote, and News Item, are examined in the article. The principles and practices may be generalizable to similar situations, that is, places where English is taught as a foreign language.
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Garcia, Jesus Laborda. "Message from Editor." Global Journal of Foreign Language Teaching 8, no. 1 (March 9, 2018): I. http://dx.doi.org/10.18844/gjflt.v8i1.3216.
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Message from Editor
Dear Readers,
It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT).
Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.
The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics.
In this issue, various different topics were discussed. For example, Hadi Farjami and Ehsan Kazemi examined the relationship between teacher autonomy and teacher’s sense of self-efficacy. Giedre Valunaite Oleskeviciene and Andrius Puksas investigated TED-MDB multilingual discourse-annotated corpus for language learning and teaching. In addition, Renata Fabiana Cardinali and Maria Celina Barbeito provided a systemic functional linguistics perspective for developing intonation skills in English. Olusiji Lasekan mentioned gender difference in English proficiency. Abbas Behroozi provided a discussion for the implications for medical practitioners as a community of practice. Lastly, Ma’ssoumeh Bemani Naeini examined transferability or task variation in terms of articles in English L1–Persian L2 interlanguage.
The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2018 issues.
We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Assoc. Prof. Dr. Jesus Laborda Garcia
Editor – in Chief
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Krajka, Jarosław. "Electronic Appearances in Teil Instruction – Expanding Intercultural Teacher Training with Telecollaborative Activities." Roczniki Humanistyczne 67, no. 10 (January 17, 2020): 65–81. http://dx.doi.org/10.18290/rh.2019.67.10-5.
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Elektroniczna obecność w nauczaniu języka angielskiego jako międzynarodowego – wspomaganie procesu kształcenia nauczycieli zadaniami tele-współpracy
Wobec wielu badań empirycznych i publikacji praktycznych poświęconych definiowaniu i rozwijaniu kompetencji interkulturowej i interkulturowej kompetencji komunikacyjnej uczniów, dużo mniej badań dotyczyło kompetencji, umiejętności i postaw nauczyciela niezbędnych dla prowadzenia procesu glottodydaktycznego z uwzględnieniem różnic kulturowych uczniów w klasach wielojęzycznych i wielokulturowych (por. Farrell i Martin 2009; Krajka 2010; Wysocka 2013). Uwzględnienie globalnego wymiaru nauczania języka obcego stało się koniecznością we współczesnej edukacji językowej, a umiejętne wykorzystanie elementu współpracy zapośredniczonej przez Internet (telecollaboration) pozwala na nadanie bardziej autentycznego wymiaru kształceniu językowemu.
Celem artykułu jest ukazanie możliwości zastosowania wybranego formatu zadań realizowanych we współpracy zapośredniczonej przez Internet, ‘elektronicznej obecności’ (electronic appearances) w procesie rozwijania umiejętności nauczania języka angielskiego jako języka międzynarodowego (Teaching English as an International Language – TEIL) na neofilologicznych studiach magisterskich.
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Rahimi, Assoc Prof Dr Ali. "Message from Editor." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 01. http://dx.doi.org/10.18844/gjflt.v6i1.973.
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Dear Readers,It is the great honor for us to publish sixth issue of Global Journal of Foreign Language Teaching (GJFLT). Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related with linguistics. GJFLT is an international journal published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Linguistic clichés, teaching English as a foreign language, corpus-based language teaching, TESOL, language acquisition and elementary literacy teaching topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Assoc. Prof. Dr. Ali RahimiEditor – in Chief
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Vodopija-Krstanoviæ, Irena, and Maja Brala-Vukanoviæ. "EFL students' perspectives on English: the (widening) gap between ideals and practices." Revista Brasileira de Linguística Aplicada 12, no. 2 (June 2012): 285–309. http://dx.doi.org/10.1590/s1984-63982012000200004.
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This paper is based on a survey into perspectives on the English language conducted in a MA in TEFL program in a Croatian University. In the study we examine non-native student-teachers' attitudes towards English and explore four key issues: a) which varieties of English are preferred, b) how the notion of English as an International Language is conceptualized, c) how attitudes about English inform teaching and learning, and d) to what extent the sociocultural context informs attitudes about English. In the English department, there is no articulated policy toward English, yet there appears to be a strong attachment to native-speaker norms. However, with the internationalization of English and the changing ownership of the language, in recent years, much debate has arisen over the native-speaker ideal (HOLLIDAY, 2005; MCKAY, 2002). The English language is used primarily by non-native speakers to communicate with non-native speakers but it appears that this notion has had little impact on teaching and learning (see JENKINS, 2007). We see this gap as an important, and relatively underexplored issue, which merits more interest in English studies. We conclude that, in this context, perceptions of English are still formed by native-speaker norms, and lack of policy on the English language, in fact, supports native-speaker policy.
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Rahimi, Assoc Prof Dr Ali. "Message from editor." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 1. http://dx.doi.org/10.18844/gjflt.v7i1.2409.
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Dear Readers,
It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT).
Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.
The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, language acquisition and learning, language curriculum development, language education, language program evaluation, language testing and assessment, literacy and language learning, literature, mobile language learning, pragmatics, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics.
Metaphors of English as a foreign language, instructors’ ideas on the use of code-switching in EFL in Turkey, relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT, Test-taking strategies and Iranian EFL learners’ vocabulary and structure test performance, Charles Taylor’s ontological hermeneutics and the question of existence in Marilynne Robinson’s Lila, infants’ word acquisition, bio-cognitive aspects of simple and progressive verb forms usage, learning style preferences of Persian learners and relationship between cultural awareness and Iranian EFL Learners' motivation topics are included in this issue.
The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.
We present many thanks to all the contributors who helped us to publish this issue.
Best regards,
Prof. Dr. Ali Rahimi
Editor – in Chief, Bangkok University
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Al-Mukdad, Sarah. "Investigating English Academic Writing Problems Encountered by Arab International University Students." Theory and Practice in Language Studies 9, no. 3 (March 1, 2019): 300. http://dx.doi.org/10.17507/tpls.0903.07.
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This study is in the area of Teaching English as a Foreign Language (TEFL). It aimed to investigate the academic writing problems encountered by students at Arab International University (AIU) who are taking the Academic Writing module (AWR). The purpose of the study is to investigate this problem from the perspective of students in order to suggest possible treatments to deal with it. The data was collected through distributing a questionnaire to 50 students from different majors at AIU. Upon analyzing and discussing the obtained data, results suggest that students tend to perceive all aspects of academic writing to be difficult. One reason is that they poorly recognize the difference between academic and general English writing due to the lack of background knowledge about writing academically. Another prime reason is attributed to having problems in different linguistic elements even at this supposedly high proficiency level. The study concludes with suggesting a number of ways to address this issue.
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Dooly, Melinda, and Dolors Masats. "A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)." Language Teaching 48, no. 3 (June 18, 2015): 343–72. http://dx.doi.org/10.1017/s0261444815000117.
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This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.
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Rahimi, Assoc Prof Dr Ali. "From the editor." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 176. http://dx.doi.org/10.18844/gjflt.v6i4.1679.
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Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Rahimi, Assoc Prof Dr Ali. "From the editor." Global Journal of Foreign Language Teaching 6, no. 3 (May 3, 2017): 111. http://dx.doi.org/10.18844/gjflt.v6i3.1664.
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From the Editor Assoc. Prof. Dr. Ali RahimiMessage from EditorDear Readers,It is a great honor for us to publish August 2016 - Vol 6, No 3 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics. Keyword and Full Video Captioning in Listening Comprehension, Infants’ Acquisition of Words Before Concepts, Pragmatics, Task Complexity , Language Use of Patients With Early-Onset Alzheimer’s Disease, Headings in Theses and Research Articles in Applied Linguistics, and Developing Intercultural Competence have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University
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Atmowardoyo, Haryanto. "Research Methods in TEFL Studies: Descriptive Research, Case Study, Error Analysis, and R & D." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 197. http://dx.doi.org/10.17507/jltr.0901.25.
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Articles published in International journals have rich potentials of learning sources since their publication has been scholarly processed through the hands of journal editors. Readers can get a lot of benefits from them. One lesson we might get is the way the writers conducted their researches. Thus, we can learn the research methods from the models found in journal articles. This paper will elaborate the research methods used in the teaching of English as a foreign language (TEFL). The elaboration is formulated from the research methods used by journal article writers around the world. A number of international journal articles in TEFL are taken as the corpus of the study. Using a grounded theory, varieties of research methods in TEFL are investigated. Among of them are case study, quasi experiment, qualitative experiment, meta analysis, descriptive research, activity theory, error analysis, R & D, action research, research and development (R&D), and survey method. Due to the limited space, however, the paper will only describe four popular methods: descriptive research, case study, error analysis, and R & D. The description of each method is supported with examples found in international journal articles published around the world.
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Doğançay-Aktuna, Seran. "Improving EFL learners' pragmatic awareness." ITL - International Journal of Applied Linguistics 141-142 (January 1, 2003): 199–223. http://dx.doi.org/10.2143/itl.141.0.2003187.
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This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.
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Derakhshan, Ali, and Farzaneh Shakki. "An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles." SAGE Open 8, no. 4 (October 2018): 215824401880940. http://dx.doi.org/10.1177/2158244018809408.
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It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.
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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.
Full textAbstract:
This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English
Keywords: Whole language approach, Early reading, Early writing, Early childhood
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Kondina, Anna S. "The experientiality of narrative in the process of teaching a foreign language to students of non-linguistic faculties." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 90–96. http://dx.doi.org/10.20323/1813-145x-2021-1-118-90-96.
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The article discusses the concept of narrative and narrativization of a secondary linguistic personality in the process of teaching a foreign language, substantiates the use of narrativization as a technique for teaching a foreign language, describes its advantages as an active teaching method. The article substantiates the understanding of the concepts of emotionality and emotionality in the context of the study of the narrative approach in teaching a foreign language. The narrative is analyzed as a text from the standpoint of an experimental approach, which allows not only to tell about the event, but also to convey to the author of the event an emotional and evaluative attitude to what is being discussed. The role of narrative in structuring the inner world of a person, creating and understanding new personal meanings is emphasized. The interdisciplinary nature of the narrative is noted, which enhances its significance in the context of lifelong education in native and foreign languages and in an international format. The interrelation of emotive vocabulary and the life experience of the narrator are noted. The results of the study of the emotive features of storytellers, which are manifested in the narrative of early childhood memories on the basis of short stories-texts, are presented, a change in the point of focalization is recorded, and various ways of manifestation of assessment using various means are demonstrated. The main methods of analysis from speech language means such as content analysis and compositional analysis with elements of the narrative method are substantiated. The article describes the results of testing storytelling technology in practical classes in English based on referring to the previous life experience of storytellers as a way to increase the level of logical thinking and emotional intelligence of students. The positive character of students' narrativization in the process of learning a foreign language is revealed, which is reflected in the framework of the student's narrativization as a secondary linguistic personality. The practical value of the concept of experimental narrative is emphasized, the interaction of personal and cultural, logical thinking, emotional intelligence, imitation of the mental processes of students in the external world is noted.
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Yousefi, Reihanne, Abdorreza Tahriri, and Maryam Danaye Tous. "Factors Affecting Iranian TEFL Postgraduate Candidates’ Research Productivity: A Qualitative Study." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 65. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.65.
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Developing research performance has become an important theme in Iranian higher educational institutions as other national and international academic institutions across the world. However, the research performance of Iranian Teaching English as a Foreign Language postgraduate candidates has been argued to be limited. In order to increase their research productivity and develop their capacity in this regard, the first critical step is to understand the influences which are associated with their academic research performance. This qualitative study focuses on a group of TEFL postgraduate candidates from five major Iranian universities with the purpose of investigating the motivational influences in conducting research, their perception of research value, and their understanding of research environment which is required for research productivity. Interviews were conducted with 20 candidates from the sample universities. It was revealed that the research related activities and efforts of the participants were driven by both external and internal needs and motivations. A multi-dimensional value was accorded to research; however, the academic research environment and requirements were the subject of various concerns. The results of this study offer several future implications for departmental and institutional research administrators to further support TEFL postgraduate candidates’ research development.
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Locke, Terry. "International perspectives on English teaching." English Teaching: Practice & Critique 14, no. 1 (May 5, 2015): 2–17. http://dx.doi.org/10.1108/etpc-04-2015-0032.
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Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.
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Zhang, Xiao. "The Place of English as an International Language in English Language Teaching, Teachers’ Reflections." Journal of AsiaTEFL 18, no. 2 (June 30, 2021): 739–41. http://dx.doi.org/10.18823/asiatefl.2021.18.2.30.739.
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Kumar, Dr Jai Vardhan. "English Language Teaching: Problems and Solutions." SMART MOVES JOURNAL IJELLH 8, no. 9 (August 15, 2020): 1–9. http://dx.doi.org/10.24113/ijellh.v8i9.10745.
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English is one of the most influential and important language of the world. It is an international language. We cannot ignore the importance of English language because most of the learning and research are available in English medium. If we have to establish communication with the world, we must have to learn English. As English is a foreign language to us, there are lots of problems in teaching of English. Therefore, in this paper we will examine the problems of teaching of English as well as see if there is any solution to these problems.
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Matsuda, Aya. "World Englishes in English language teaching: Kachru's six fallacies and the TEIL paradigm." World Englishes 38, no. 1-2 (March 2019): 144–54. http://dx.doi.org/10.1111/weng.12368.
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ADEYANJU, THOMAS K. "TEACHING ENGLISH IN NIGERIAN INTERNATIONAL PRIMARY SCHOOLS." World Englishes 4, no. 1 (March 1985): 33–35. http://dx.doi.org/10.1111/j.1467-971x.1985.tb00369.x.
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Yoon Hyun Sook. "Rethinking Teaching Goals for English as an International Language." Studies in Foreign Language Education 21, no. 1 (February 2007): 209–31. http://dx.doi.org/10.16933/sfle.2007.21.1.209.
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고영진. "Teaching Culture in English Subject as an International Language." Studies in English Language & Literature 37, no. 3 (August 2011): 173–94. http://dx.doi.org/10.21559/aellk.2011.37.3.009.
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McKay, S. "Teaching English as an International Language: the Chilean context." ELT Journal 57, no. 2 (April 1, 2003): 139–48. http://dx.doi.org/10.1093/elt/57.2.139.
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Sifakis, Nicos C. "Teaching EIL—Teaching International or Intercultural English? What Teachers Should Know." System 32, no. 2 (June 2004): 237–50. http://dx.doi.org/10.1016/j.system.2003.09.010.
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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.
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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction
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Hino, Nobuyuki. "The teaching of English as an International Language in Japan." AILA Review 22 (November 16, 2009): 103–19. http://dx.doi.org/10.1075/aila.22.08hin.
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This paper explores the ambivalent nature of Japanese attitudes toward English vis-à-vis the Japanese language, followed by a discussion of Japanese efforts in incorporating the concept of English as an International Language (EIL) into their educational system and teaching practice as a solution to this dilemma. While the Japanese have an indigenous language used for all purposes including academic discourse, in this age of globalization they seem to find it to their disadvantage. The recent move in Japan in both public and private sectors is to promote the use of English even among Japanese people, often at the expense of their native language. One practical approach to a solution or a mitigation of this dilemma is the teaching of EIL or de-Anglo-Americanized English as a means of expressing indigenous values in international communication. Although Japanese teachers of English have not really gone beyond the World Englishes paradigm, which describes the Expanding Circle Englishes including Japanese English as basically exonormative, efforts have been underway in Japan to put the idea of EIL into practice. The teaching of EIL in place of Anglo-American English provides a chance of reconciliation between the use of internal and external language resources.
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Tan, Kim Hua, Atieh Farashaiyan, Rahman Sahragard, and Fatemeh Faryabi. "Implications of English as an International Language for Language Pedagogy." International Journal of Higher Education 9, no. 1 (December 23, 2019): 22. http://dx.doi.org/10.5430/ijhe.v9n1p22.
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The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
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Kobayashi, Yoko. "ASEAN English teachers as a model for international English learners: Modified teaching principles." International Journal of Applied Linguistics 27, no. 3 (May 31, 2017): 682–96. http://dx.doi.org/10.1111/ijal.12173.
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Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.
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In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
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Busse, Vera. "International perspectives on motivation: Language learning and professional challenges (International perspectives on english language teaching)." System 45 (August 2014): 259–60. http://dx.doi.org/10.1016/j.system.2014.07.002.
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Matsuda, Aya. "Incorporating World Englishes in Teaching English as an International Language." TESOL Quarterly 37, no. 4 (December 1, 2003): 719. http://dx.doi.org/10.2307/3588220.
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Wee, Lionel. "Principles and Practices for Teaching English as an International Language." TESOL Quarterly 47, no. 1 (February 12, 2013): 202–4. http://dx.doi.org/10.1002/tesq.77.
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Lockwood, Michael. "The Routledge international handbook of English, language and literacy teaching." Cambridge Journal of Education 41, no. 2 (June 2011): 238–39. http://dx.doi.org/10.1080/0305764x.2011.575276.
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Horibe, Hideo. "World Englishes: Implications for International Communication and English Language Teaching." Asian Englishes 10, no. 2 (December 2007): 110–13. http://dx.doi.org/10.1080/13488678.2007.10801219.
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Hassall, Peter John. "English as an International Language, TEIL and the Needs of Pacific Rim Countries." Asian Englishes 4, no. 2 (December 2001): 72–101. http://dx.doi.org/10.1080/13488678.2001.10801077.
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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.
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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.
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O'Keeffe, Anne. "Teaching and Irish English." English Today 27, no. 2 (June 2011): 58–64. http://dx.doi.org/10.1017/s0266078411000228.
Full textAbstract:
The first decade of the twenty-first century has been characterised in Irish English studies by a diversification of research agendas. Whereas studies before 2000 were largely concerned with internal issues in the development of Irish English, more recent research has been marked by the desire to view Irish English in the context of international varieties of English, as demanded by Barker and O'Keeffe (1999). Much has changed in the study of Irish English in the last decade or so. This is in part due to a broader perspective adopted by researchers and also to the emergence of new ways of looking at Irish English: see Barron and Schneider (eds) 2005; Hickey, 2005, 2007a; Corrigan, 2010; Amador-Moreno, 2006, 2010. There seems to be a less exclusive concern with Irish English within the strict orbit of British English and the effects of contact with the Irish language. This is perhaps aided by looking at Irish English in the context of English as a global language (Kirkpatrick ed. 2010). A function of this globalisation is variation and that in itself brings richness and diversity. In the context of English language teaching, Irish English is one of many types of English.
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Vakhrusheva, Daria Aleksandrovna. "Issues of Teaching English Language to Adults." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 142–45. http://dx.doi.org/10.24158/spp.2020.11.24.
Full textAbstract:
This study is devoted to the consideration of the issues of teaching English to adult learners. It is noted that teaching English to adults today is in great demand, due to the world integration aspira-tions of our country, which cannot be realized when the majority of the population does not have foreign language speech skills and abilities for free partici-pation in international communication. However, adult education differs significantly from the specif-ics of teaching a foreign language to schoolchildren and students, which provokes a number of prob-lems. These problems impede the acquisition of English by adults, which, as a rule, they need for professional activities that involve the implementa-tion of foreign language communication. The analy-sis carried out in this study helped to identify the problems that need to be overcome to build an ef-fective system of teaching English to adults. In addi-tion, a number of psychological and pedagogical conditions that contribute to the effective teaching of the English language to adults and the formation of their foreign language communicative compe-tence were formulated.