Pub Date : 2019-12-01DOI: 10.2478/jolace-2019-0020
D. Manríquez
Abstract This research aims to prove the effectiveness of Spanish as a Second Language lessons for Haitians designed by volunteers in Santiago de Chile. The methodology used through the study was based on the application of two questionnaires to Haitian students in order to compare results, and finally obtain an average that reflects the achievement of the communicative functions expected. Results indicate that neither the lessons planned, material giver nor the Common European Framework of Reference for Languages fulfilled such expectations. Findings are discussed in relation to previous studies on methodologies for Spanish as a Second Language for Haitian immigrants in Chile (Toledo, 2016)
{"title":"Contents, communicational needs and learner expectations: a study of SSL in Haitian immigrants","authors":"D. Manríquez","doi":"10.2478/jolace-2019-0020","DOIUrl":"https://doi.org/10.2478/jolace-2019-0020","url":null,"abstract":"Abstract This research aims to prove the effectiveness of Spanish as a Second Language lessons for Haitians designed by volunteers in Santiago de Chile. The methodology used through the study was based on the application of two questionnaires to Haitian students in order to compare results, and finally obtain an average that reflects the achievement of the communicative functions expected. Results indicate that neither the lessons planned, material giver nor the Common European Framework of Reference for Languages fulfilled such expectations. Findings are discussed in relation to previous studies on methodologies for Spanish as a Second Language for Haitian immigrants in Chile (Toledo, 2016)","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"35 - 57"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46683542","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 : 2019-12-01DOI: 10.2478/jolace-2019-0018
Jerca Vogel
Abstract In recent decades, Slovenian sociolinguistic situation and within the functions of different language varieties have dramatically changed. In spite of this process, the standard language remains a language variety that enables an individual to participate equally in educational and public life. As the Slovenian schools are not successful enough in developing of the discursive flexibility and mastering of the standard language, in the article, the functions of Standard language in modern Slovenian-speaking society is described; the specific groups of primary Slovenian language speakers are defined, and some solutions for improving the first language learning are suggested. In 1990’s, in opposite to the prevailing traditional structural language-stratification theory, the new classification of the primary sociolects, based on the English functional linguistics, by A. E. Skubic was represented. According to his theory, the sociolects are defined as non-hierarchically ordered cultivated or marginal language varieties that are used and identified with by different social groups. Based on Skubic’s classification, two main groups of primary-Slovenian language speakers can be described. The speakers of the cultivated primary sociolects are mostly self-confident users of language, identifying themselves with the main culture. In opposite, the speakers of the marginal sociolects could be de-privileged due to their linguistic deficit in standard language and micro-cultural discursive patterns, used in educational or public contexts. As it is suggested, to improve students’ linguistic competence and diminish deficits, the discursive flexibility should be understood as a complex awareness, consisting of cognitive, emotional-evaluative and active dimensions. Therefore, the basic principle of first language teaching should become the extended holistic principle, emphasizing the inclusion of standard and different non-standard language varieties, observation of their different functions in specific communicative situations and reflection about the complex context, that can be implemented to first language teaching in all basic phases of learning.
{"title":"The importance of intra-linguistic diversity in teaching Slovenian as the first language","authors":"Jerca Vogel","doi":"10.2478/jolace-2019-0018","DOIUrl":"https://doi.org/10.2478/jolace-2019-0018","url":null,"abstract":"Abstract In recent decades, Slovenian sociolinguistic situation and within the functions of different language varieties have dramatically changed. In spite of this process, the standard language remains a language variety that enables an individual to participate equally in educational and public life. As the Slovenian schools are not successful enough in developing of the discursive flexibility and mastering of the standard language, in the article, the functions of Standard language in modern Slovenian-speaking society is described; the specific groups of primary Slovenian language speakers are defined, and some solutions for improving the first language learning are suggested. In 1990’s, in opposite to the prevailing traditional structural language-stratification theory, the new classification of the primary sociolects, based on the English functional linguistics, by A. E. Skubic was represented. According to his theory, the sociolects are defined as non-hierarchically ordered cultivated or marginal language varieties that are used and identified with by different social groups. Based on Skubic’s classification, two main groups of primary-Slovenian language speakers can be described. The speakers of the cultivated primary sociolects are mostly self-confident users of language, identifying themselves with the main culture. In opposite, the speakers of the marginal sociolects could be de-privileged due to their linguistic deficit in standard language and micro-cultural discursive patterns, used in educational or public contexts. As it is suggested, to improve students’ linguistic competence and diminish deficits, the discursive flexibility should be understood as a complex awareness, consisting of cognitive, emotional-evaluative and active dimensions. Therefore, the basic principle of first language teaching should become the extended holistic principle, emphasizing the inclusion of standard and different non-standard language varieties, observation of their different functions in specific communicative situations and reflection about the complex context, that can be implemented to first language teaching in all basic phases of learning.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"1 - 17"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47496562","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 : 2019-12-01DOI: 10.2478/jolace-2019-0025
S. Pokrivčáková
Abstract As any other area of human lives, current state of foreign language education has been greatly influenced by the latest developments in the modern information communication technologies. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it summarizes eight types of AI-powered tools for foreign language education and related results of the existing research, however scarce it is. Third, it discusses the frame for effective preparation of foreign language teachers in order to integrate AI-powered tools into their teaching to make it easier, less time-consuming and more effective. The author argues for reconsideration of the existing frames of requirements for CALL teachers.
{"title":"Preparing teachers for the application of AI-powered technologies in foreign language education","authors":"S. Pokrivčáková","doi":"10.2478/jolace-2019-0025","DOIUrl":"https://doi.org/10.2478/jolace-2019-0025","url":null,"abstract":"Abstract As any other area of human lives, current state of foreign language education has been greatly influenced by the latest developments in the modern information communication technologies. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it summarizes eight types of AI-powered tools for foreign language education and related results of the existing research, however scarce it is. Third, it discusses the frame for effective preparation of foreign language teachers in order to integrate AI-powered tools into their teaching to make it easier, less time-consuming and more effective. The author argues for reconsideration of the existing frames of requirements for CALL teachers.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"135 - 153"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69223022","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 : 2019-12-01DOI: 10.2478/jolace-2019-0022
Hussein Meihami, Mahboobeh Saadat
Abstract Self-selecting of the material has been the arena of discussion by the researchers of L2 pedagogy. While some believe that it can be effective, others believe that it is detrimental to L2 learning. Hence, the purpose of this study was to investigate the effect of self-selected and teacher assigned writing prompts on the writing complexity, accuracy, and fluency of Iranian EFL learners at beginning, intermediate, and advanced proficiency levels. The theoretical aspects of the current research were founded based on Theory of Reasoned Action (Ajzen & Fishbein, 1980) and Choice Theory (Glasser, 1998). Given that, 52 Iranian EFL learners (beginning N = 19, intermediate N = 16, advanced N = 17) participated in this study. Each student was asked to write about two writing prompts: one selected by the students and the other by the teacher. Using relevant indexes, we measured writing complexity, accuracy and fluency with regard to the two writing prompts. The results indicated that there was a statistically significant difference between the writing complexity, accuracy, and fluency of L2 learners when they wrote about their own self-selected prompts and when they wrote about the teacher assigned ones. The results also revealed that L2 learners’ writings were more complex, accurate, and fluent when they wrote about their self-selected prompts. The findings of this study can have some implications for L2 writing instructors and test designers.
{"title":"An investigation into the effects of prompt selection on writing complexity, accuracy, and fluency: The case of Iranian learners at different proficiency levels","authors":"Hussein Meihami, Mahboobeh Saadat","doi":"10.2478/jolace-2019-0022","DOIUrl":"https://doi.org/10.2478/jolace-2019-0022","url":null,"abstract":"Abstract Self-selecting of the material has been the arena of discussion by the researchers of L2 pedagogy. While some believe that it can be effective, others believe that it is detrimental to L2 learning. Hence, the purpose of this study was to investigate the effect of self-selected and teacher assigned writing prompts on the writing complexity, accuracy, and fluency of Iranian EFL learners at beginning, intermediate, and advanced proficiency levels. The theoretical aspects of the current research were founded based on Theory of Reasoned Action (Ajzen & Fishbein, 1980) and Choice Theory (Glasser, 1998). Given that, 52 Iranian EFL learners (beginning N = 19, intermediate N = 16, advanced N = 17) participated in this study. Each student was asked to write about two writing prompts: one selected by the students and the other by the teacher. Using relevant indexes, we measured writing complexity, accuracy and fluency with regard to the two writing prompts. The results indicated that there was a statistically significant difference between the writing complexity, accuracy, and fluency of L2 learners when they wrote about their own self-selected prompts and when they wrote about the teacher assigned ones. The results also revealed that L2 learners’ writings were more complex, accurate, and fluent when they wrote about their self-selected prompts. The findings of this study can have some implications for L2 writing instructors and test designers.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"79 - 96"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45153083","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 : 2019-09-01DOI: 10.2478/jolace-2019-0013
B. Džuganová
Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).
{"title":"Teaching Medical English through Professional Captioning Videos","authors":"B. Džuganová","doi":"10.2478/jolace-2019-0013","DOIUrl":"https://doi.org/10.2478/jolace-2019-0013","url":null,"abstract":"Abstract Since the Barcelona objective released on 16 March 2002, European Union met an ambitious goal: to promote learning of “at least two foreign languages from an early age” (European Commission 2019). Thus, bilingualism, multilingualism, and linguistic diversity became a part of European policy (Pokrivčáková 2013a; Pokrivčáková 2013b; Schunz 2012). Nevertheless, English language is still considered to be the global language, used as lingua franca. English is the language of international dialogue facilitating further educational and professional development, it is the language of international communication, science, academia, and the Internet (Dearden 2014). English is the first foreign language taught in Slovakia, and therefore majority of Slovak medical students chose the course of Medical English during their study. To develop communicative competence and performance in students, it is necessary to offer a very wide range of stimulating activities in English classes. Videos published on the Internet offer enormous potential for foreign or second language (L2) acquisition at every level according to Common European Framework of Reference for Languages (CEFR) in almost all learning phases, covering a significant variety of authentic topics (Barnau, Džuganová, Malinovská 2018). Our study is particularly aimed at watching of YouTube professional medical videos with/without captions and their effect on English language skills, especially listening comprehension in medical students at Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Slovakia (JFM UC).","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"107 - 95"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45375150","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 : 2019-09-01DOI: 10.2478/jolace-2019-0017
Martina Kosturková
Abstract Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.
{"title":"Teaching Slovak Language and Literature in the 1st Grade of Grammar Schools: the Verification of the Development of Critical Thinking of Pupils","authors":"Martina Kosturková","doi":"10.2478/jolace-2019-0017","DOIUrl":"https://doi.org/10.2478/jolace-2019-0017","url":null,"abstract":"Abstract Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"173 - 187"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43934707","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 : 2019-09-01DOI: 10.2478/jolace-2019-0011
S. Hanusova, M. Píšová, T. Kohoutek
Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.
{"title":"Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions","authors":"S. Hanusova, M. Píšová, T. Kohoutek","doi":"10.2478/jolace-2019-0011","DOIUrl":"https://doi.org/10.2478/jolace-2019-0011","url":null,"abstract":"Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"51 - 77"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211712","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 : 2019-09-01DOI: 10.2478/jolace-2019-0015
Hana Vančová
Abstract Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom. The contribution presents partial results of the research project KEGA 001TTU-4/2019.
{"title":"Current Issues in Pronunciation Teaching to Non-Native Learners of English","authors":"Hana Vančová","doi":"10.2478/jolace-2019-0015","DOIUrl":"https://doi.org/10.2478/jolace-2019-0015","url":null,"abstract":"Abstract Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom. The contribution presents partial results of the research project KEGA 001TTU-4/2019.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"140 - 155"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470517","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 : 2019-09-01DOI: 10.2478/jolace-2019-0014
Stanislav Štěpáník, Jana Vlcková-Mejvaldová
Abstract Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded a “universal quality” of one’s self-presentation. Even though the Czech curriculum sets the development of phonetic aspects as one of the important elements of L1 teaching, various sources show that the educational reality in school differs. Based on a sample of 148 teachers of all educational levels from across the Czech Republic, the study analyses the teachers’ stated beliefs and pedagogical content knowledge of teaching phonetic aspects of Czech, and attempts to give at least an assumption of the actual classroom practices of teaching phonetic aspects in Czech classes and through that the extent of the mismatch between the intended and implemented curriculum. The results show that phonetic aspects are not treated with as much attention as they ought to and that teachers’ beliefs about the actual process of teaching and learning phonetic aspects seem to influence the implemented curriculum more than the intended curriculum and other formal requirements given by the government do.
{"title":"Impact of Teachers’ Beliefs on Teaching Phonetic Aspects: the Case of Czech as L1","authors":"Stanislav Štěpáník, Jana Vlcková-Mejvaldová","doi":"10.2478/jolace-2019-0014","DOIUrl":"https://doi.org/10.2478/jolace-2019-0014","url":null,"abstract":"Abstract Cultivated speech with correct pronunciation and adequate prosody is important from a social, communicative and also didactic point of view. It can be regarded a “universal quality” of one’s self-presentation. Even though the Czech curriculum sets the development of phonetic aspects as one of the important elements of L1 teaching, various sources show that the educational reality in school differs. Based on a sample of 148 teachers of all educational levels from across the Czech Republic, the study analyses the teachers’ stated beliefs and pedagogical content knowledge of teaching phonetic aspects of Czech, and attempts to give at least an assumption of the actual classroom practices of teaching phonetic aspects in Czech classes and through that the extent of the mismatch between the intended and implemented curriculum. The results show that phonetic aspects are not treated with as much attention as they ought to and that teachers’ beliefs about the actual process of teaching and learning phonetic aspects seem to influence the implemented curriculum more than the intended curriculum and other formal requirements given by the government do.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"108 - 139"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42649108","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 : 2019-09-01DOI: 10.2478/jolace-2019-0010
Huashan Wu
Abstract Foreign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities.
{"title":"Chinese TESOL Students’ Perception of Their Speaking Anxiety in Workshops","authors":"Huashan Wu","doi":"10.2478/jolace-2019-0010","DOIUrl":"https://doi.org/10.2478/jolace-2019-0010","url":null,"abstract":"Abstract Foreign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"21 - 50"},"PeriodicalIF":0.1,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49083034","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}
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