菲律宾大学英语教学:21世纪教学视角下的问题与改革

Diam Maru P Etcoy, Aeryel Kassandra A. Joverto, Ma. Julia Andrea Paligutan
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摘要

本研究探讨了菲律宾大学的英语作为第二语言(ESL)教学,重点关注菲律宾教授和学生面临的问题。研究人员通过引用教师在课堂上使用的不同方法,研究了21世纪的语言方法和教学法如何提高学生的第二语言能力。解释性现象学方法(IPA)的定性研究设计旨在确定大学教授面临的问题,并为建议教学改革提供框架,以加强菲律宾的ESL教学,特别是在高等教育中。本研究的重点是ESL学习方法的特殊性和连贯性,以及它们与21世纪学习标准的联系。研究结果表明,现有课程需要增加其独特性、内部连贯性和21世纪关键学习概念的整合。方法和教学方法的应用程度对学生第二语言技能的发展至关重要。建议的干预计划旨在培养有能力的语言学习者。文献综述有助于培养有能力的语言学习者。该研究总结了潜在的实施问题,对未来设计和实施的建议,以及对未来研究的影响。
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ESL Pedagogy in Philippine Colleges: Issues and Reforms through 21st Century Teaching Perspective
This study explores the teaching and learning of English as a Second Language (ESL) in Philippine colleges and universities, focusing on the issues faced by Filipino professors and students. The researchers examine how 21st-century language methods and pedagogies can improve students' second language competency by citing different approaches teachers can apply in the classroom. The qualitative research design in Interpretative Phenomenological Approach (IPA) aims to identify issues faced by college professors and provide a framework for suggesting pedagogical reform to enhance ESL teaching in the Philippines, particularly in tertiary education. The study focuses on the specificity and coherence of ESL approaches and their connection with 21st-century learning standards. The findings suggest that the existing curriculum needs to increase its distinctiveness, internal coherence, and integration of key 21st-century learning concepts. The degree of application of methods and teaching methods is crucial for the development of students' second language skills. The proposed intervention program aims to develop competent language learners. The literature review will help develop competent language learners. The study concludes with potential implementation issues, recommendations for future design and implementation, and implications for future research.
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