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1.
This research explored the congruence and disparity between teachers’ and students’ attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students’ and teachers’ attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners’ different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education. 相似文献
2.
Tony Burner 《Scandinavian Journal of Educational Research》2016,60(6):626-648
Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on either studying students or teachers, little research has been conducted on formative assessment of writing where both students and teachers are studied. As such, this study provides new insight. The findings mostly indicate that contradictions are prevalent amongst teachers’ and students’ perceptions of formative assessment of writing. The contradictions revolve around feedback, grades, text revision, self-assessment, and student involvement. The identified contradictions suggest the need for developing a mutual understanding of formative assessment in order to make it useful and meaningful. 相似文献
3.
Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two Latino student characteristics (English language learner status and grit) in relation to their academic achievement. Using a sample of fourth- and fifth-grade Latino students from the Measures of Effective Teaching dataset (n = 3,272), the authors conducted a series of nested regression models with two- and three-way interactions between student characteristics and student perceptions of classroom characteristics. Findings revealed that grit is most strongly associated with Latino English language learners’ English/language arts achievement when students perceived that teachers used high levels of care and control. We conclude with implications for practitioners. 相似文献
4.
Katie B. Howard 《Support for Learning》2023,38(3):154-161
Due to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners.
Key points
- Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND.
- Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child.
- The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs.
- To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.
5.
Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized ‘top down’ curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students’ positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice. 相似文献
6.
This study investigated the relation between teachers’ (N = 22) use of sophisticated and complex language in urban middle‐school classrooms and their students’ (mean age at pretest = 11.51 years; N = 782; 568 language minority and 247 English only) vocabulary knowledge. Using videotaped classroom observations, teachers’ speech was transcribed and coded for their total amount of talk, vocabulary usage, and syntactic complexity. Students’ vocabulary skills were assessed at the beginning and end of the school year. Results showed variation in students’ vocabulary skills and teachers’ language use. Hierarchical linear modeling techniques revealed that after controlling for classroom and school composition and students’ beginning‐of‐the‐year scores, students’ end‐of‐the‐year vocabulary skills were positively related to teachers’ use of sophisticated vocabulary and complex syntax, but not teachers’ total amount of talk. 相似文献
7.
The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers’ perceptions of effective teaching and the contextual evaluation of the school. The aim of this article is to describe the relationship between the perceptions of school climate and effective teaching among EFL teachers. The study revealed that EFL teachers’ perceptions of the school climate correlate to some extent with their perceptions of effective teaching practices, with some differences between teachers of Estonian-language schools compared with those of Russian-language schools. The research also highlighted that senior management should place more emphasis on creating a cooperative school climate for developing a learner-centred teaching approach as one of the foundation principles of the new national curriculum. 相似文献
8.
李纯晶 《沈阳教育学院学报》2004,6(2):81-84
本文探讨了如何建立以学生为中心的互动英语教学模式。首先要培养学生的学习主体意识和自主学习能力。其次要贯彻交际理论中的语言真实性原则和语境化原则使教学更接近语言现实。最后要处理好师生之间、语言流利与正确之间的关系，开展教师——学生和学生——学生的互动活动，在交际活动中培养学生的语言能力和交际能力。 相似文献
9.
Russell Cross 《Teachers and Teaching》2013,19(4):467-478
The current educational context in many English speaking countries is one where literacy is understood to be essentially monolingual in orientation; that is, an understanding of literacy around a single common language, with the emphasis on identifying universal, normative ‘standards’ and ‘benchmarks’, such as the National Assessment Program-Literacy and Numeracy in Australia, the Primary National Strategy in the United Kingdom, and No Child Left Behind in the United States. This paper aims to problematise such assumptions by examining how teachers, themselves, understand “teaching literacy” when their students come to the teaching/learning relationship with a first language other than English. With a focus on teachers working with bilingual and multilingual students in their early stages of acquiring English as a second language (ESL), the study thus acknowledges the increasingly diverse sociolinguistic profile of students in Australia and elsewhere in the varying degrees of communicative competence they bring to the mainstream in their use of ESL. Moreover, it draws on ESL teacher knowledge and expertise which has been identified as increasingly marginalised within mainstream educational discourse. Through case studies of three ESL teachers in the middle years, salient themes around the interrelated notions of literacy as learning, language for literacy and language as literacy were identified with respect to the literacy needs of second language learners. 相似文献
10.
大学外语课堂教学作为语言教学本身,是20世纪思想家福柯所提出的话语权理论的一个典型的语境。在大学外语课堂教学中,教师存在极度的话语权,而学生的话语权则普遍缺乏,这种现状体现了目前教学中师生权力的不平等。要回归学生在课堂教学中的话语权,广大教师就应为课堂教学话语权寻找一个平衡点,即转变教师角色,建立多元化的考核方式和课堂激励机制,针对不同群体采用多样化的教学手段,为学生创造一个主动的、和谐的、宽容的、注重人文关怀的课堂环境。 相似文献
11.
Aino Belt 《Educational research; a review for teachers and all concerned with progress in education》2017,59(1):54-72
Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students’ behaviour as one of the primary challenges. Teachers’ knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances.Purpose: The purpose of this study is to explore how practising teachers perceive classroom disturbances and to compare their views to those presented in the literature. By clarifying typical perceptions, this research is intended to give individual teachers tools to develop their insights by comparing their perceptions with those of other teachers.Sample: The empirical material was collected by interviewing 14 home economics teachers in Finland. Home economics is a school subject that involves individual and group work as well as theoretical and practical work. In Finland, home economics is a compulsory subject for students aged 13–15 years, which are challenging ages in regard to classroom management.Design and methods: The empirical research was completed via deep, qualitative theme interviews for data gathering and phenomenography for analysis.Results: The analysis identified five dimensions in which interviewees expressed varying views of classroom disturbances: who or what disturbs, whose work is disturbed, why students disturb, who is responsible and how to prevent classroom disturbances. Based on the various perceptions within each dimension, the main perceptions for understanding classroom disturbances can be condensed into four categories: unavoidable nuisance, deficient resources, the matter of atmosphere and educational task.Conclusions: Teachers who wish to develop their classroom management skills may use these findings as tools to compare their perceptions with those of other teachers. This knowledge may also be useful for developing teacher education. 相似文献
12.
Astrid Menninga Marijn van Dijk Annemie Wetzels Henderien Steenbeek Paul van Geert 《Educational Research and Evaluation》2017,23(1-2):26-51
This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18, Ncontrols = 26) and teachers (Nintervention = 5, Ncontrols = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills. 相似文献
13.
Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation. 相似文献
14.
李双玲 《佳木斯教育学院学报》2012,(6):336-337
高校外语教师肩负着提升学生外语水平能力的重担。在日常教学中教师进行元认知能力的培养对于提升教师自身能力,加强教师自身教学水平的提高具有不可替代的作用。元认知能力包含元认知知识、元认知体验和元认知监控,这三个方面构成了教师在实际教学工作中的重点。如何把握和创新教师的元认知能力对于改善高校外语教学、革新高校外语教学模式具有较强的实践意义。 相似文献
15.
Katya A. Karathanos 《International Journal of Inclusive Education》2013,17(1):49-65
This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner‐specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed‐method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open‐ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner‐specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations. 相似文献
16.
语言交际功能和情感功能客观上决定了语言教学必须突破传统的语言教学的理念,真正实现在课堂上训练和培养学生实际运用语言的能力,丰富学生的情感,增强学生的跨文化意识,提高学生的人文素养和思考问题以及解决实际问题的能力。该文将从交际教学法的基本概念,交际教学法在英语课堂中的应用和交际教学法对英语教师提出的新挑战三个方面论述交际教学法在英语教师职业技能提升的过程中所发挥的作用。 相似文献
17.
大学外语课堂教学作为语言教学本身,是20世纪思想家福柯所提出的“话语权”理论的一个典型的语境。在大学外语课堂教学中,教师存在“极度的话语权”,而学生的话语权则普遍缺乏,这种现状体现了目前教学中师生权力的不平等。要回归学生在课堂教学中的“话语权”,广大教师就应为课堂教学“话语权”寻找一个平衡点,即转变教师角色,建立多元化的考核方式和课堂激励机制,针对不同群体采用多样化的教学手段,为学生创造一个主动的、和谐的、宽容的、注重人文关怀的课堂环境。 相似文献
18.
杨培华 《天津职业院校联合学报》2012,(1):114-117
社团语言学习法旨在创造和谐教学气氛,发挥教师在学生情感因素中所起的主导作用,以降低学生学习的情感障碍,提高外语教学效果。辅以一些必要的修改,社团语言学习法同样适用于高职教育。 相似文献
19.
阳林 《南昌教育学院学报》2013,(10)
焦虑是现代大学生学习过程中普遍存在的现象。对于工科类高职院校的学生而言,外语学习似乎比其他课程的学习更容易引起焦虑。文章主要从工科类高职院校学生外语学习焦虑原因进行分析,并通过访谈了解重庆水利电力职业技术学院工科专业学生英语课堂的焦虑状况,结合笔者自己的教学实践经验,探讨一些帮助高职院校学生克服和减轻外语学习焦虑的有效策略。 相似文献