Teacher, Learner and Student-Teacher Identity in TESOL

Classroom Practices ◽

Approaches To Learning ◽

Language Teachers ◽

Theory And Practice ◽

Learner Identity ◽

The Impact ◽

Education Courses

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

Language Ideology and Second Language Learning

ITL - International Journal of Applied Linguistics ◽

10.2143/itl.155.0.2032360 ◽

2008 ◽

Vol 155 ◽

pp. 95-115 ◽

Cited By ~ 1

Author(s):

Theresa McGarry

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Language Ideology ◽

Classroom Practices ◽

Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

Simulation & Gaming ◽

10.1177/10468781211056511 ◽

2021 ◽

pp. 104687812110565

Author(s):

Maram Almufareh

Keyword(s):

Student Achievement ◽

Saudi Arabia ◽

Second Language ◽

Video Games ◽

Language Learning ◽

Video Gaming ◽

Control Group ◽

Students Attitudes ◽

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

First and Second Language Learning: Same or Different?

Journal of Education ◽

10.1177/002205747615800206 ◽

1976 ◽

Vol 158 (2) ◽

pp. 39-54 ◽

Cited By ~ 3

Author(s):

John Macnamara

Keyword(s):

Second Language ◽

Language Learning ◽

Mother Tongue ◽

First Language ◽

Research Data ◽

Language Teachers ◽

Practical Guidelines ◽

Considerable Body

The thesis of the following paper is that the process of learning a second language, if it produces successful results, is the same as that of learning a first language. The paper reviews various objections that have been raised against this thesis, and it discusses the considerable body of research which explores it. It examines the appropriateness of the research data for throwing light on the validity of the thesis. It concludes with some practical guidelines for language teachers drawn from observations of babies learning their mother tongue.

Idiomaticity as a Language Learning Barrier: The EFL Context of Saudi Arabia

International Journal of English Linguistics ◽

10.5539/ijel.v10n3p59 ◽

2020 ◽

Vol 10 (3) ◽

pp. 59

Author(s):

Abdalla Elkheir Elgobshawi

Keyword(s):

Social Sciences ◽

Language Learning ◽

Language Learners ◽

Language Teachers ◽

Learning And Teaching ◽

Efl Context ◽

The Social ◽

Idiomatic Expressions ◽

Efl College Students ◽

The aim of this paper is to investigate the impact of Idiomaticity on language learning and the extent to which it can be a language learning barrier. It contrasts the perspective of language teachers and the attitude of language learners regarding how idioms can influence language learning. The theoretical framework provides a description of the general properties of English idiomatic expressions and shows the relevance of idiomaticity to linguistic theory. The paper is based on an analytical analysis and follows a quantitative approach in which two questionnaires are used to collect the data. The two questionnaires are administered to two independent samples: 20 participants representing ELT teachers at the tertiary level and 80 subjects representing Saudi EFL college students. The data are then analyzed using SPSS (Statistical Package for the Social Sciences). The study reveals learners’ reasonable consensus on the issues assessed. They generally acknowledge the significance of idioms for language learning but with a general dissatisfaction with their status in learning and teaching contexts. Both teachers and learners view idioms as odd pieces of language that lack a uniform character and do not receive due attention in language syllabi and curricula. Teachers give different ratings on the pedagogical value of idioms, but they generally show low interest in teaching them.

Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.10.1.8 ◽

2016 ◽

Vol X (1) ◽

pp. 107-110

Author(s):

Barbara Schmenk

Keyword(s):

Foreign Language ◽

Language Learning ◽

Sense Of Self ◽

Foreign Language Learning ◽

Language Education ◽

Foreign Language Education ◽

Theory And Practice ◽

Self And Other ◽

Upper Secondary ◽

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽

10.30687/elle/2280-6792/2018/03/006 ◽

2019 ◽

Author(s):

Giacomo Cucinotta

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Classroom Climate ◽

Cross Cultural ◽

Language Teachers ◽

Motivational Strategies ◽

Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

First Person Singular

Multimedia Storage and Retrieval Innovations for Digital Library Systems ◽

10.4018/978-1-4666-0900-6.ch002 ◽

2012 ◽

pp. 22-40

Author(s):

Shaoqun Wu ◽

Ian H. Witten

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Digital Library ◽

First Person ◽

Library Collection ◽

The Impact ◽

Library Technology ◽

The Web

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.

Learning Arabic Through Language of Journalism

Computer-Assisted Language Learning ◽

10.4018/978-1-5225-7663-1.ch088 ◽

2019 ◽

pp. 1837-1867

Author(s):

Mai Samir El-Falaky

Keyword(s):

Second Language ◽

Mass Media ◽

Language Learning ◽

Language Learners ◽

First Language ◽

Language Teachers ◽

Natural Context ◽

Direct Exposure ◽

Lexical Items

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

Annual Review of Applied Linguistics ◽

10.1017/s0267190519000084 ◽

2019 ◽

Vol 39 ◽

pp. 40-51 ◽

Cited By ~ 3

Author(s):

Glenn Stockwell ◽

Hayo Reinders

Keyword(s):

Language Learning ◽

Technology Implementation ◽

Teaching And Learning ◽

Language Teachers ◽

Learner Motivation ◽

Autonomous Behavior ◽

Role Of Teachers ◽

Impact Of Technology ◽

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.