А REGIONAL LINGUOCULTURAL COMPONENT OF TRAINING LANGUAGE TEACHER (CONTENTS, FORMS AND MEANS OF IMPLEMENTATION)

Author(s):  
Tatiana Nikitina ◽  
Elena Rogaleva

The article presents the author’s concept of forming the regional cultural linguistic competence of language teachers in the process of study in pursuit of Bachelor's and Master's degrees. It regards the optimal structure and contents of the regional cultural linguistic competence, the forms and means of the implementation of the regional linguocultural component of teachers’professionaltraining. It shows different types of students’ in- and out-of-class activities and research projects connected with studying regional cultural linguistics, new models of modern means of teaching – the author’s textbooks and educational dictionaries that provide the implementation of the concept. The results of the methodical experiment that prove the effectiveness of the author’s model of forming the regional cultural linguistic competence of language teachers are given.

Author(s):  
فتحي بن جمعة أحمد

ملخص البحث تعدّ هذه المحاولة في دراسة مجالات التفسير الموضوعي ومنهجية البحث فيه  مفتاحا لبعض القضايا المتعلقة بالموضوع، ومدخلا لدراسة التفسير الموضوعي يسهل على طلاب العلم والباحثين فهم كلام الله، وتدبر معانيه، والاهتداء به، والقيام ببحوث تطبيقية في مجالات التفسير الموضوعي. فقد بينت أن مجالات البحث في التفسير الموضوعي أربعة وهي البحث في المصطلح، والموضوع، والمحاور، والوحدة الموضوعيّة في السورة القرآنيّة. وقد أكدت أن البحث في محاور القرآن الكريم من مجالات البحث في التفسير الموضوعي التي لم تحظَ باهتمام الباحثين، ثم توسعت في سوق الأدلة والبراهين الدالة على أن الوحدة الموضوعية للسورة القرآنيّة مجال أساس من مجالات البحث في التفسير الموضوعي الذي لا ينبغي إغفاله، وإهمال شأنه. ثم بحثت في موضوع منهجيّة البحث في التفسير الموضوعي، ونظراً للخلط أوالاضطراب الذي بدا لدى بعض الباحثين في هذا الصدد، وضحت المقدمات المنهجيّة العامة الضرورية للبحث في التفسير الموضوعي ثم حاولت رسم الإطار التصوري والمنهجي العام والضوابط الأساسية التي يجب أن يتبعها الباحث إذا أراد الكتابة في التفسير الموضوعي. ثم بيّنت الخطوات الأساسيّة للبحث في التفسير الموضوعي ومنها حرية الباحث في اختيار موضوع بحثه والاطلاع على أكبر عدد ممكن من التفاسير بمختلف أنواعها مع الاستفادة من التراث البشري في حقول المعرفة المتنوعة على أن تكون الهيمنة للقرآن أولا وأخيرا على الكتب الأخرى والنظريات البشرية. الكلمات الرئيسة: القرآن، تفسير، موضوعي، مجالات، منهج. Abstract This article is an attempt to address the issue of the scopes and research methodology in the thematic commentary of the Holy Qur’Én. It could be considered as an introductory work for students and researchers who are interested in this field of research which will help them develop a good understanding of the meanings and teachings of the Qur’Én and its application to the real life. It may also help them undertake case studies and research in the field of thematic commentary of the Qur’Én. It has been explained in the article that the scope of the thematic commentary of the Qur’Én includes four areas; i.e. the concept, the topic, the central themes and the thematic unity of the SËrah/Chapter. The article gives a special emphasis on the study of the Qur’Énic central themes as it was overlooked by some researchers. It also provides a systematic investigation on the thematic unity of the SËrah/Chapter and considers it a significant area of research in the thematic commentary of the Qur’Én. The article also addresses the issue of the research methodology in the field of the thematic commentary of the Qur’Én. In this regard, the author highlights the principles, conditions and framework for undertaking research projects in this field of study and explains the major steps that should be followed in the execution of the research. These steps include freedom of choosing the research topic, freedom of benefitting from different types of tafsÊr (interpretation of the Qur’Én) works and schools and benefitting from the human heritage in different fields of knowledge, provided that the Qur’Én should have controlling power on other books and human theories.   Key Words: The Qur’Én, TafsÊr, Thematic, Scopes, Methodology. Abstrak Artikel ini ialah satu percubaan menangani isu  skop dan metodologi penyelidikan dalam tafsiran Al-Qur’Én Holy mengikut tema. Ia boleh dianggap sebagai satu kajian permulaan untuk pelajar-pelajar dan sarjana-sarjana yang meminati bidang ini penyelidikan yang akan membantu mereka merangka satu pemahaman yang baik tentang makna-makna dan ajaran-ajaran Qur’Én dan perlaksanaannya dalam kehidupan sebenar. Ia mungkin juga  dapat membantu mereka menjalankan kajian kes dalam bidang penyelidikan tafsiran Al-Qur’Én mengikut tema. Artikel ini akan menjelaskan  skop tafsiran Al-Qur’Én mengikut  tema ini merangkumi empat bidang:  konsep tafsiran mengikut tema, topiknya, tema-tema kecil dan tema umum Surah Al-Qur’Én. Artikel ini memberi satu penekanan khas pada kajian tafsiran Al-Qur’Én mengikut  tema kerana ia agak kurang mendapat perhatian beberapa penyelidik. Ia juga menampilkan satu kajian sistematik pada pemahaman tema Surah dalam Al-Qur’Én dan menganggapnya satu bidang penyelidikan penting dalam kajian tafsiran Al-Qur’Én mengikut tema. Artikel juga memberikan perhatian kepada bidang metodologi penyelidikan terhadap usaha tafsiran Al-Qur’Én secara bertema. Dalam hal ini, pengkaji akan menonjolkan prinsip-prinsip, syarat-syarat dan rangka kerja untuk projek-projek projek penyelidikan dalam lapangan ini dan menerangkan langkah-langkah utama yang harus diikuti dalam pelaksanaan penyelidikan yang berkenaan. Lang-langkah ini termasuk kebebasan memilih tajuk penyelidikan, kebebasan dalam mengambil  manfaat daripada jenis-jenis tafsiran Qur’Én yang berbeza serta sekolah-sekolah pemikiran yang berbeza dalam aliran tafsir serta rangka bagaimana memanfaatkan warisan tamadun manusia berlandaskan ajaran Al-Qur’Én. Kata Kunci: Al-Qur’Én, TafsÊr, Tema, Bidang-bidang, Metodologi.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nurdiana Nurdiana Nurdiana

<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test,  alternative assessments, and test specifications.</span></span>


2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。


2019 ◽  
Vol 31 (3) ◽  
Author(s):  
Peter Swanson ◽  
Robin Huff

Foreign language teachers are in critical need in many parts of rural America. Using Bandura's conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new instrument is psychometrically sound and there are two dimensions to language teacher efficacy: Content Knowledge and Facilitating Instruction. Positive correlations between the two surveys suggest that teaching languages requires more than just strength of content knowledge and FL teachers may need assistance engaging students. Aditionally, it appears female novice Spanish teachers are more prone to attrition than teachers of other languages. The research holds implications for professional development opportunities as well as teacher preparation programs. 


e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.


2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.


2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.


Author(s):  
Berhanu Abera

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.


Author(s):  
Lucas Moreira dos Anjos-Santos ◽  
Michele Salles El Kadri ◽  
Raquel Gamero ◽  
Telma Gimenez

This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.


This chapter will give an overview of different types of corpora and explain their differences. It will provide readers with different examples of computer corpora that are available to users and for which language analysis can be used. Based on differences of existing corpora, the chapter will show in which way users (language teachers) can use these corpora for creating teaching materials for their students. It will explain why certain types of corpora can be and are open educational resources that provide teachers with a large number of language examples. Additionally, the chapter will examine open source technology (e.g., available tools and programs for creating computer corpora).


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