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Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities  [cached]
Greta Gorsuch
Education Policy Analysis Archives , 2001,
Abstract: In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs) into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku) activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational), and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.
The Role of University Education in Changing the Gender Role Perceptions of Turkish ELT Student Teachers  [PDF]
?rem KIZILASLAN,?nan ?ner D?KTA?
International Online Journal of Educational Sciences , 2011,
Abstract: Despite recent improvements in demographics and educational outcomes, it is still the case that traditional expectations and attitudes toward gender roles in the Turkish society have been preserved to a great extent. Given this current position of Turkey in terms of gender issues, the transformative power of education, especially of teachers, could be emphasized more strongly at all levels of education. Therefore, it is important that teachers are trained to identify and counter gender bias to help fight the problem of sexism prevalent in the country. The purpose of this study was to compare the gender role perceptions and gender role classifications of first-year and fourth year English language teaching (ELT) student teachers and to identify any difference between the two groups. The sample (N=204) for the present study was obtained from a large state university in western Turkey. Gender role orientation was assessed with the Bem Sex Role Inventory (BSRI, Bem 1974). Findings have indicated that male student teachers still have a traditional perspective on gender roles and that university education does not seem to have a role in changing their existing value judgments in relation to gender. On the other hand, Turkish female students have adopted a more masculine gender role within the four years of their university education. Implications are included for teacher education institutions in Turkey.
EFL Teachers’ Perceptions of The Place of Culture in ELT: A Survey Study at Four Universities in Ankara/Turkey
Journal of Language and Linguistic Studies , 2005,
Abstract: This study aims to investigate Turkish teachers’ opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices andapplications in EFL classrooms in Turkish higher education context. Particularly, it tries toexplore three research questions: (a) How do Turkish teachers of English define culture? (b)What are the EFL teachers’ attitudes towards incorporating cultural information into theirteaching? and (c) What role do they allocate to the culture of the target language in theirclassrooms? The study shows that teachers mostly define culture in the sociological sense, suchas values and beliefs. Their definition of culture in the framework of ELT slightly shifts towardsmore visible culture, such as food and clothing. The study also reveals teachers’ positive attitudestowards incorporating cultural information in their instruction.
Teachers' informed decision-making in evaluation: Corollary of ELT curriculum as a human lived experience
Quintero Polo,álvaro Hernán;
Colombian Applied Linguistics Journal , 2003,
Abstract: this article characterizes informed decision-making as one important activity of evaluation in the english language teaching (elt) curriculum. i emphasize on a distinction between human and technical approaches to evaluation. this emphasis is consequence of my reflection upon my and some in-service teachers' perceptions about literature and small-scale research projects related to the area of evaluation. in this article, i also intend to contribute to an understanding of why educational processes need to be seen as a lived experience for which informed decision-making can be used as a sound practice in a process of evaluation. a practical academic experience illustrates the discussions in this article. i led the practical experience as a professor of a seminar on testing and evaluation in english language teaching (elt), in the master's program in applied linguistics to the teaching of english as a foreign language at the distrital university in bogotá, colombia.
Mere indolence or genuine Hindrance: Paucity of publishing in ELT at Sultan Qaboos University
Ali Said Al-Issa,Ali Al-Bulushi
Cypriot Journal of Educational Sciences , 2011,
Abstract: This study investigated the reasons why Omani English language teachers at the Language Centre (LC) at Sultan QaboosUniversity (SQU) tend not to publish in the English Language Teaching (ELT) field or a related one. Publishing has always beenone of various venues for professional development in any academic area in any context. ELT at SQU is not an exception.Twenty Omani ELT teachers at the LC at SQU responded to an online questionnaire about their professional publicationactivities. The results showed that the participants are being overburdened with administrative and technical responsibilitiesand assigned a heavy teaching load. Furthermore, the participants hold perceptions about publishing as being a demanding andchallenging process due to reasons related to their professional competence or the work culture and environment they belongto.
An Analysis of ELT Teachers’ Perceptions of Some Problems Concerning the Implementation of English Language Teaching Curricula in Elementary Schools
Filiz Yal??n T?lfarl?o?lu,Ali R?za ?ztürk
Journal of Language and Linguistic Studies , 2007,
Abstract: It can be said that foreign language teaching/learning has been failure inTurkey for many years although nearly everyone believes that speaking at least oneforeign language is essential today. Considering Turkey as a developing country inmany aspects; such as industry, trade, technology, tourism, the importance of foreignlanguage teaching will increase.Children in elementary schools are open to ideas of global understanding.In other words elementary school education period can be said to be the right time toexpand the students’ intercultural views and enhancement of cognitive skills(Curtain, 1990). As it is mentioned above using a foreign language effectively hasnumerous benefits and it also helps a child to become a well-educated person whilehe/she is growing up. In order to make them successful, we should provide thechildren in our country with a well-organized language teaching. To do this, manyresearches should be done and many new ideas are required.So, this study aims to investigate the problems faced by teachers andstudents, concerning the implementation of English Language curricula in terms ofthe components of curricula such as objectives, selection and organization ofcontent, implementation of method and methodologies, the use of technology andevaluation.The research sampling of the study consists of 261 teachers of English whoare teaching 4th and 5th year students in elementary schools which were chosenrandomly. The teachers of English were administered a questionnaire, data wereanalysed, the results were discussed, and in the light of findings recommendationswere made to cause betterment in English language teaching in elementary schools.
Malissa Maria Mahmud,Wong Shiet Ching
Academic Research International , 2012,
Abstract: In the field of English Language Teaching (ELT), a vast number of teachers are not native speakers of English. The majority of students worldwide learn English in foreign language (EFL) contexts and consequently, most English teachers work in similar contexts too. These non-native teachers have taught hand in hand with the native speakers for centennial however, research on the students’ in the facets of attitudes and perceptions of their teachers have onlybeen carried out recently. This paper reports on a study conducted which investigated the attitudes and perceptions of transfer students towards their non-native lecturers. The students were queried via a questionnaire and interviews. On the whole, the students had a favorable attitude although some shortcomings were indicated. The reasons for the students’ attitudes and perceptions are discussed.
Perception of Nonverbal Immediacy and Effective Teaching among Student Teachers: A Study across Cultural Extremes  [PDF]
Kemal Sinan ?zmen
International Online Journal of Educational Sciences , 2011,
Abstract: This study investigates the perception of nonverbal immediacy behavior with regard to effective teaching among student teachers of English language teaching (ELT) programs from a cultural aspect. Nonverbal immediacy behavior fosters various educational objectives such as affective learning, cognitive learning and motivation. Like many aspects of communication, nonverbal immediacy behavior constitutes cultural components that display differences among cultures. The present research was conducted on 450 student teachers studying in ELT undergraduate programs in Japan, Turkey and the USA. Nonverbal Immediacy Scale and a questionnaire item were utilized in a survey model. The findings indicated that each of the cultures considers nonverbal immediacy as an indispensable part of effective teaching, which also revealed that nonverbal immediacy positively correlates with effective teaching. Also American student teachers believe 'touching' is a critical variable in defining effective teaching. This study indicated while the perceptions of the nonverbal immediacy behavior vary across cultures, its use in effective teaching is considered to beindispensable by the student teachers.
Rethinking applied ELT: Life-responsive teaching in ESP classes and learners’ satisfaction with life  [cached]
Ketabi, Saeed,Zabihi, Reza,Ghadiri, Momene
International Journal of Research Studies in Language Learning , 2013,
Abstract: Many philosophers of education as well as researchers have highlighted the importance of life skills training in education. Recently, the idea of life-wise instruction has been imported into the field of English language teaching after the introduction of notions such as applied ELT (Pishghadam, 2011) and life syllabus (Pishghadam & Zabihi, 2012). This study was conducted to analyze L2 learners’ level of life satisfaction and its relationship with their ESP teachers’ life-responsive language teaching perceptions. For this purpose, two instruments, i.e. the Life-Responsive Language Teaching Beliefs Scale (LLTBS) and the Satisfaction with Life Scale (SWLS), were administered to Iranian ESP teachers (N = 164) and a sizeable sample of their learners (N = 800), respectively. For one thing, analysis of the questionnaire results displayed low levels of life-wise language teaching perceptions on the part of ESP teachers and low levels of satisfaction with life among learners. The results also demonstrated how language learners’ scores on the satisfaction with life scale were significantly correlated with ESP teachers’ life-responsive teaching beliefs. It was thus concluded that through the integration of life skills in ESP classes, materials developers, syllabus designers and ESP practitioners may become empowered to enhance learners’ quality of life.
Perceptions of In-Service Teachers Regarding Technology Integrated English Language Teaching  [PDF]
Asl? Lidice G?ktürk Sa?lam,Semih Sert
Turkish Online Journal of Qualitative Inquiry , 2012,
Abstract: Technology is changing paradigms in education rapidly and teachers are caught unguarded due to lack of professional training in this aspect. This study reflects the perceptions of nine ELT instructors with M.A TEFL degrees and with over six years of professional experience. Despite the lack of formal professional training as part of their pre-service teacher education, these instructors need to cope with the demands of this transition in daily implementation. Data were collected through semi-structured interviews, open-ended questionnaires and field notes. An inductive analysis approach was used to analyze the data and emergent patterns of data were used to develop coding categories. Results indicated that respondents held positive views about the role of educational technology for enriching language instruction. However, they also acknowledged the challenges faced and emphasised the need for ICT training not only for teachers but also for students. It is concluded that participants make use of technology to teach academic and linguistic skills in an integrated skills approach, encourage students to construct knowledge, expose students to life-long learning skills and strategies, cater for different students who have different learning styles, find and create teaching materials, develop skills through exposure to existing on-line sources and create a motivating environment that is conducive for learning.
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