Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4772
F. Fang
Currently, how English is being used as a lingua franca (ELF) has caused linguistic and cultural norms to be revisited in relation to language use. The issue of global citizenship has emerged when English is used as the main medium of instruction in higher education; as achieving global citizenship is a main goal of international universities, the ELF paradigm has assisted in the realization of this goal because English is used in a fluid and dynamic perspective. This paper uses interview data (N=6), which was collected from Chinese students from the Chaoshan area who obtained their master’s degrees abroad, to analyze how these students developed their senses of global citizenship. Although their ELF experiences play an important role in understanding global citizenship, many did not receive a formal education regarding global citizenship at home or abroad. This paper concludes by emphasizing how the ELF paradigm can aid higher education institutions raise people’s awareness of global citizenship.
{"title":"Global citizenship education and English as a lingua franca","authors":"F. Fang","doi":"10.33474/ELTAR-J.V1I1.4772","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4772","url":null,"abstract":"Currently, how English is being used as a lingua franca (ELF) has caused linguistic and cultural norms to be revisited in relation to language use. The issue of global citizenship has emerged when English is used as the main medium of instruction in higher education; as achieving global citizenship is a main goal of international universities, the ELF paradigm has assisted in the realization of this goal because English is used in a fluid and dynamic perspective. This paper uses interview data (N=6), which was collected from Chinese students from the Chaoshan area who obtained their master’s degrees abroad, to analyze how these students developed their senses of global citizenship. Although their ELF experiences play an important role in understanding global citizenship, many did not receive a formal education regarding global citizenship at home or abroad. This paper concludes by emphasizing how the ELF paradigm can aid higher education institutions raise people’s awareness of global citizenship. ","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122466657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4768
K. Cho, S. Krashen
The hypothesis explored in this paper is whether a “virtuous circle” can be established to promote English language development: providing access to interesting and comprehensible reading material, which in turn will increase reading English books, which in turn will promote English competence and in turn more reading of English books. Specifically, we seek to determine if those with more access to English books at home and through visits to bookstores show more interest in reading, and in turn are more supportive of having an English library at their school. Analysis of responses of sixth graders at four schools in Korea revealed little access to English reading material, but supported the virtuous circle hypothesis, suggesting that the path to high English competence may be easier to establish than we have imagined.
{"title":"Access to books and English reading: A virtuous circle","authors":"K. Cho, S. Krashen","doi":"10.33474/ELTAR-J.V1I1.4768","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4768","url":null,"abstract":"The hypothesis explored in this paper is whether a “virtuous circle” can be established to promote English language development: providing access to interesting and comprehensible reading material, which in turn will increase reading English books, which in turn will promote English competence and in turn more reading of English books. Specifically, we seek to determine if those with more access to English books at home and through visits to bookstores show more interest in reading, and in turn are more supportive of having an English library at their school. Analysis of responses of sixth graders at four schools in Korea revealed little access to English reading material, but supported the virtuous circle hypothesis, suggesting that the path to high English competence may be easier to establish than we have imagined. ","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114055424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4771
D. Bao
The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence.
{"title":"The place of silence in second language acquisition","authors":"D. Bao","doi":"10.33474/ELTAR-J.V1I1.4771","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4771","url":null,"abstract":"The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. ","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134083514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4773
V. Tarrayo
Literature teaching (and the teaching of reading, in general) is challenged by many rivals with which it competes for the attention and interest of the younger generation called the ‘digital natives.’ This article introduces flash fiction as one possible way to regain the interest of the young to journey and explore the interesting world of literature. Flash fiction as bite-sized stories may be a less intimidating yet challenging (because it requires rich language) venue for learners to develop their creative reading and writing skills.This article begins with a concise discussion on the problem of reading among young people nowadays, and then proceeds with an introduction of flash fiction as a literary genre. Most importantly, the paper discusses the place of flash fiction in the academe and offers practical knowledge on the use of the said literary genre in the teaching of reading and writing.
{"title":"What’s in a flash?: Teaching reading and writing (and beyond) through flash fiction","authors":"V. Tarrayo","doi":"10.33474/ELTAR-J.V1I1.4773","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4773","url":null,"abstract":"Literature teaching (and the teaching of reading, in general) is challenged by many rivals with which it competes for the attention and interest of the younger generation called the ‘digital natives.’ This article introduces flash fiction as one possible way to regain the interest of the young to journey and explore the interesting world of literature. Flash fiction as bite-sized stories may be a less intimidating yet challenging (because it requires rich language) venue for learners to develop their creative reading and writing skills.This article begins with a concise discussion on the problem of reading among young people nowadays, and then proceeds with an introduction of flash fiction as a literary genre. Most importantly, the paper discusses the place of flash fiction in the academe and offers practical knowledge on the use of the said literary genre in the teaching of reading and writing.","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123884318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4770
M. Kabilan
Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities.
{"title":"Malaysian English language teachers’ satisfaction level of their professional development","authors":"M. Kabilan","doi":"10.33474/ELTAR-J.V1I1.4770","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4770","url":null,"abstract":"Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities. ","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124685725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-31DOI: 10.33474/ELTAR-J.V1I1.4769
R. Sabnani, W. Renandya
Speaking is important to language learners. The ability to structure talk facilitates effective communication with fellow interlocutors. A strong spoken command positions them to participate actively in interactions with their teachers and peers to hone their academic mastery. This article presents a principled approach to improve the accuracy and fluency of learners’ utterances through the teaching speaking cycle (Goh & Burns, 2012). It comprises seven strategically sequenced stages to increase learners’ knowledge of language and discourse, enhance their core skills and heighten their awareness and use of communication strategies. Based on a methodological framework underpinned by cognitive, metacognitive and socio-affective domains, the model provides for rehearsal, task repetition and focused teaching to strengthen learners’ oral competence in a holistic manner. Complementing explicit instruction with contextualized practice develops learners’ introspective awareness of the elements and processes in speaking to gain greater autonomy over their progress.
{"title":"A comprehensive approach to developing L2 speaking competence","authors":"R. Sabnani, W. Renandya","doi":"10.33474/ELTAR-J.V1I1.4769","DOIUrl":"https://doi.org/10.33474/ELTAR-J.V1I1.4769","url":null,"abstract":"Speaking is important to language learners. The ability to structure talk facilitates effective communication with fellow interlocutors. A strong spoken command positions them to participate actively in interactions with their teachers and peers to hone their academic mastery. This article presents a principled approach to improve the accuracy and fluency of learners’ utterances through the teaching speaking cycle (Goh & Burns, 2012). It comprises seven strategically sequenced stages to increase learners’ knowledge of language and discourse, enhance their core skills and heighten their awareness and use of communication strategies. Based on a methodological framework underpinned by cognitive, metacognitive and socio-affective domains, the model provides for rehearsal, task repetition and focused teaching to strengthen learners’ oral competence in a holistic manner. Complementing explicit instruction with contextualized practice develops learners’ introspective awareness of the elements and processes in speaking to gain greater autonomy over their progress.","PeriodicalId":185926,"journal":{"name":"English Language Teaching and Research Journal (ELTAR-J)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125544799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：