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The use of English language outside the classroom

Abstract

This article presents a study which aimed to explore in what ways Armenian EFL students use their English language knowledge outside the classroom. The study involved 38 EFL learners of different English proficiency levels, ages, and genders. Data were collected using surveys and in-depth interviews. Findings indicate that most of the Armenian EFL learners use English out of the class very often, especially with social media, listening to songs, watching movies and clips, as well as travelling and searching on the Internet. Based on the findings, specific recommendations are offered to bring the students’ interests into the classroom.

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The intercultural component in an EFL course-book package

Intercultural Approach to English Language Teaching . Clevedon: Multilingual Matters. Cunningsworth, A. (1984). Evaluating and Selecting EFL Teaching Materials . Oxford: Heinemann International. Damen, L. (1987). Culture Learning: The Fifth Dimension in the Language Classroom . Reading: Addison-Wesley Publishing Company. Davcheva, L., & Sercu, L. (2003). Culture in Foreign Language Teaching Materials. In Sercu, L. (Eds.), Foreign Language Teachers and Intercultural Competence . Clevedon: Multilingual Matters, 90-109. Gadušová, Z. (2011). Štátny

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“What is the date today?”: A dialogist perspective on expert EFL teachers’ classroom interaction

Abstract

This article presents a micro-analysis of an EFL classroom episode in which the teacher and the pupils worked on the concepts “date” and “day” (and relatedly saying the date in English), which the learners had not fully internalized yet. Conversation analysis (CA) and concepts from sociocultural theory (SCT) are used in the analysis to reveal how the mutual understanding proceeded. It is argued that the presented dialogist perspective can cast light on the intricacies of the teaching and learning processes.

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Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language

References Beglar, D., Hunt, A, & Kite, Y. (2012). The Effect of Pleasure Reading on Japanese University EFL Learners’ Reading Rates. Language Learning, 62(3), 665-703. Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Furukawa, A., Kanda, M., Komatsu, K., Hatanaka, Nishizawa, H. (2005). Eigo tadoku kanzen bukkuguido [Complete book guide for extensive reading in English]. Tokyo: CosmoPier. Furukawa, A., Nishizawa, H

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On the Codification of Usage by Labels

) Oxford: Oxford University Press. Ptaszyński, M. (2010). Theorethical Considerations for the Improvement of Usage Labelling in Dictionaries: A Combined Formal-Functional Approach. International Journal of Lexicography, 23(4), 411-442. Stein, G. (2002). Better Words: Evaluating EFL Dictionaries. Short Run Press Ltd. van Sterkenburg, P. (2003). The dictionary: Definition and history. In van Sterkenburg, P. (Ed.), A Practical Guide to Lexicography (pp. 3-17). John Benjamins Publishing Company. Svensén, B

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Reading input flooding versus listening input flooding: Can they boost speaking skill?

hypothesis. In J. Alatis (Ed.), Georgetown University Roundtable on Language and Linguistics (pp. 299-322). Washington: Georgetown University Press. Lee, S.K. (2007). Effects of textual enhancement and topic formality on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87-118. DOI: 10.1111/j.1467-9922.2007.00400.x Lee, J.F. (2002). The incidental acquisition of Spanish future morphology through reading in a second language. Studies in Second Language Acquisition, 24(1), 55- 80

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Becoming an English language teacher: Continuities and Discontinuities

References Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717. Alsup, J. (2006). Teacher identity discourses. Mahwah, NJ: Lawrence Erlbaum Associates. Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching: Theory and Practice , 9 (4), 351-375. Aronin, L. & Singleton, D. (2013). Affordances theory in multilingualism studies. Studies in Second Language

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Successful Learners of Irish as an L2: Motivation, Identity and Linguistic Mudes

, Tatsuya, Michael Magid and Mostafa Papi. 2009. ‘The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study’, in Zoltán Dörnyei and E. Ushioda (eds.). Motivation, language identity and the L2 self . Bristol: Multilingual Matters, 66-97. Ushioda, Ema. 2012. ‘Motivation: L2 Learning a Special Case?’, in: S. Mercer, S. Ryan, and M. Williams. Psychology for Language Learning . Basingstoke: Palgrave Macmillan. Yashima, Tomoko. 2009. ‘International posture and the ideal L2 self in the Japanese EFL Context’, in

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Development of Foreign Language Speaking Skills through the Application of the Dynamic Model of Speech Production and Activating Methods

Abstract

The present time places considerable demands on the process of foreign language education both in the field of communication and information transfer. Teachers, occupying a pivotal role in this process, are not able to proceed with simple, lay approaches and methods. It has become more and more important to apply sophisticated approaches and methods in teaching which are based on primary and secondary researches. This paper discusses the Dynamic Model of Speech Production as a specific approach to EFL teaching. Furthermore, the application of activating methods in the process of teaching English as a foreign language is examined from the standpoint of gender, country, length of teaching practice, and type of university. The data was collected using a questionnaire about the use and the frequency of occurrence of activating methods, which was completed by 82 university teachers from the Slovak Republic and the Czech Republic.

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Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

: Cambridge University Press. Ellis, R. & Xe, H. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition , 21, 285–301. File, K. A. & Adams, R. (2010). Should Vocabulary Instruction be integrated or isolated? TESOL Quarterly , 44(2), 222 – 249. Furr, M. (2004). Literature circles for the EFL classroom. Proceedings of the 2003 TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia . Gorsuch, G. J. (1998). Yakudoku: EFL instruction in two Japanese high school

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