Explicit teaching and authenticity in L2 listening instruction: University language teachers' beliefs

System ◽  
2019 ◽  
Vol 80 ◽  
pp. 107-119 ◽  
Author(s):  
Mark R. Emerick
Keyword(s):  
Language Teachers ◽  
Teachers Beliefs ◽  
Explicit Teaching ◽  
Listening Instruction ◽  
L2 Listening

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Understanding the Professional Practice of Teachers of Chinese as an Additional Language through the Lens of Teacher Agency

2020 ◽  
Vol 12 (18) ◽  
pp. 7493
Author(s):  
Min Bao ◽  
Wei Ren ◽  
Danping Wang
Keyword(s):  
Content Knowledge ◽  
Professional Practice ◽  
Teacher Identity ◽  
Language Teachers ◽  
Teacher Agency ◽  
Teaching Materials ◽  
Materials Development ◽  
Pedagogical Content ◽  
Teachers Experiences ◽  
Teachers Beliefs

Teacher agency plays a key role in sustaining the professional practice of language teachers, including teachers of Chinese as an additional language (CAL), to ensure sustainable multilingualism in universities. This paper reports on an exploratory study that examined five CAL teachers’ experiences of using teaching materials in a leading Belarussian university. Drawing on theorization about teacher agency, the analysis of the participants’ experiences helped to reveal the manifestations of teacher agency in their engagement with teaching materials in their teaching, which emerged from interactions between individual aspirations and contextual conditions. In particular, the findings highlight that three factors, namely teachers’ beliefs, teacher identity, and relationships within their community, play significant roles in mediating the participants’ exercise of agency in using teaching materials. The findings not only contribute to the conceptualization of teacher agency, but suggest that pedagogical content knowledge (PCK) and materials development of CAL teachers should be emphasized in supporting effective teaching, so that they can achieve sustainable professional practice to ensure sustainable multilingualism in universities.

scholarly journals On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes

2015 ◽  
Vol 8 (11) ◽  
pp. 56
Author(s):  
Maryam Sharajabian ◽  
Mahmood Hashemian
Keyword(s):  
Language Learning ◽  
Survey Design ◽  
Language Teachers ◽  
Pedagogical Beliefs ◽  
Significant Difference ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
L2 Learners ◽  
Language Schools ◽  
The Relationship

<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>

scholarly journals Teachers’ Beliefs and Practices Regarding Assessment in English as a Foreign Language Classrooms in Vietnam

2021 ◽  
Author(s):  
Xuan Ha ◽  
Nam Tran ◽  
Ngoc Tran
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Strong Impact ◽  
Curriculum Innovation ◽  
High School English ◽  
High Stakes ◽  
Beliefs And Practices ◽  
Intended Curriculum ◽  
Teachers Beliefs ◽  
Language Classrooms

Task-based language teaching (TBLT) has generated worldwide popularity as a curriculum innovation, and extensive research has investigated various aspects of the approach. However, little is known about the implementation of classroom assessment in TBLT curricula. This study investigated high school English as a foreign language teachers’ beliefs and practices regarding assessment in a curriculum innovation context in Vietnam. Data comprised in-depth interviews with six teachers, as well as testing documents. The findings revealed a strong impact of the high-stakes exams on teachers’ testing beliefs in that they focused explicitly on linguistic items in the assessed content and forms of assessment. These beliefs were accurately reflected in their testing practices. However, both the teachers’ beliefs and practices were contradictory to teaching principles and the expectations of the intended curriculum. These findings suggest that in-service teacher professional development programs are necessary for innovations like TBLT to have a real change in the classroom.

scholarly journals Enabling Translanguaging in the French Language Classroom

2020 ◽  
Vol 10 ◽  
Author(s):  
Michiko Weinmann ◽  
Noella Charbonneau
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Native Language ◽  
Strong Support ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Beliefs And Practice

Recent studies in multilingual and translanguaging pedagogies have shifted the focus from investigating how students engage their multilingual repertoires to exploring how teachers understand and implement these pedagogical directions in their practice. In this article, the authors report on a national online survey on the multilingual perspectives and practices of teachers of French in Australia. The overall goal of the survey discussed here was to comprehensively capture how teachers of French understand the teaching and learning of languages in general, and of French in particular. The study revealed several tensions between the language teachers’ beliefs and practice. While most of the survey participants expressed strong support for innovative pedagogies such as translanguaging (García & Wei, 2014), and keen motivation to engage the full multilingual repertoire of their learners, a closer reading of the data indicated that most of them felt restricted in their practice by “the normative terms and conditions of an understanding of languages education that remains rooted in parochial, monolingual and pecuniary perspectives” (Weinmann & Arber, 2017, p. 173). In particular, the findings indicate that (self-)perceptions of “non-native” language teachers as “culturally deficient” continue to frame the notion of what constitutes a “good” language teacher (Holliday, 2015). For teachers to feel more confident and better equipped to effectively implement translanguaging pedagogies in their practice, teachers’ perceptions of their own multilingual identities and how these are shaped within the systems they work in (Young, 2017) need to be better understood. Keywords: Languages teaching, languages education, translanguaging, native language teacher, non-native language teacher, linguistic repertoire, multilingualism, Australia

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