scholarly journals USING NASREDDIN HODJA STORIES IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS

2017 ◽  
Vol 1 (Volume 5 Issue 1) ◽  
pp. 410-420
Author(s):  
İsmail Yaman
Keyword(s):  
Foreign Language ◽  
Efl Classrooms ◽  
Nasreddin Hodja

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.

scholarly journals TYPES OF COMMUNICATION STRATEGIES USED BY YOUNG LEARNERS IN EFL CLASSROOMS

2018 ◽  
Vol 25 (2) ◽  
pp. 53
Author(s):  
Dewi N.L.T. ◽  
Batan I Gede ◽  
Myartawan I P.N.W
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Foreign Language ◽  
Focus Group Discussion ◽  
Communication Strategies ◽  
Group Discussion ◽  
Repetition Code ◽  
Young Learners ◽  
Proficiency Level ◽  
Efl Classrooms

The learner’s proficiency level in communication using English as a foreign language was indicated by their capability to make use of strategies to communicate both in written as well as spoken forms. This qualitative study focused on finding out (i) the types of communication strategies used by the students in EFL classrooms at SMP Negeri 4 Singaraja, and (ii) the students’ reasons towards the use of their communication strategies. The data were obtained from observation and focus group discussion. All data were analysed descriptively. The results of the study indicated that numerous types of strategies were used by the students when communicating in the classroom. They are the use of fillers, self-repetition, code switching, appeal for help, self-repair, asking for confirmation, massage abandonment, omission, approximation, and literal translation. Various types of reasons were expressed by the students toward the use of communication strategies such as thinking time, anxiety, and proficiency level.

Factors in the Usage of Mobile Phones in Japanese University EFL Classrooms

2013 ◽  
pp. 118-144
Author(s):  
George R. MacLean ◽  
James A. Elwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mobile Phones ◽  
Attractive Alternative ◽  
Successful Implementation ◽  
Japanese University ◽  
Recent Developments ◽  
Mediating Factor ◽  
Computers In Education ◽  
Efl Classrooms

This chapter considers factors that can play roles in the use of mobile phones in university English as a Foreign Language (EFL) classrooms in Japan. While recent developments have made such devices an increasingly attractive alternative to computers in education, issues such as cost and privacy have been noted by other research to be of some concern. This study investigated the use and perceptions of mobile phones by 249 university students studying EFL in Japan. Results indicated that although students declared varying levels of proficiency with their mobile phones, most were able to complete the tasks queried. Among factors that might inhibit successful implementation of the use of mobile phones for education, cost and security concerns were minimal, but student reservations about using mobile phones for educational tasks appeared to be a mediating factor.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

Code Switching in EFL Classrooms: A Bangladeshi Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 924
Author(s):  
Md. Obaidullah
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Pedagogical Issues ◽  
Common Phenomenon ◽  
English As Foreign Language ◽  
Efl Classrooms

Code switching (CS) in classrooms, especially in bilingual classes, is a common phenomenon. This paper tends to expose the plausible reasons behind the application of first language (L1) in English as Foreign Language (EFL) classrooms where English is considered the medium of instruction in all spheres of pedagogical issues. Another important aspect of this study is to reveal the perception of both students and teachers towards their CS to L1. The findings of this survey show that a switch to L1, whether initiated by the teachers or the students, makes the lesson or topic discussed in the class more comprehensible.

scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals Causes of Vocational College Students’ Reticence in EFL Classrooms of Mainland China – based on Panxi Vocational College

2021 ◽  
Vol 5 (6) ◽  
pp. 26-30
Author(s):  
Jun Fu
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Social Factors ◽  
Mainland China ◽  
General Tendency ◽  
Classroom Behaviors ◽  
Vocational College ◽  
Item Questionnaire ◽  
Long Time ◽  
Efl Classrooms

This article reports on a study of students’ reticence in English as a Foreign Language (EFL) classrooms in Panxi Vocational College in Sichuan Province of Mainland China. Forty-one students answered a 28-item questionnaire. The students’ reticence levels, general tendency of unwillingness-to-speak, and their learning behaviors were identified. Individual and social factors contributing to the reticence phenomenon in the vocational college’s EFL classrooms were also determined. The results suggested that culture have strong influences on Chinese vocational college students’ reticence. However, their habitual classroom behaviors that have been established for a long time should be taken into account in regard to their reticence.

scholarly journals An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam

2021 ◽  
Author(s):  
◽  
Si Thang Kiet Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Culture Learning ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Language Teaching And Learning

<p><b>Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered.</b></p> <p>The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes.</p> <p>In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture.</p> <p>The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on thedevelopment of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means.</p> <p>Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere.</p>

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