Although theoretical perspectives and empirical findings support the facilitative role of first language use in teaching a foreign or second language, in some contexts practitioners are reluctant to make use of this resource and those who use it feel guilty. This shows that language teaching follows social norms and expectations rather than principles of language teaching and learning. To demystify the role of mother tongue in language education, this study aimed at: reviewing the theoretical perspectives and empirical finings related to first language use; drawing implications for practitioners and other interested stakeholders. The review clearly shows that, among other things, teachers can use the mother tongue judiciously and reasonably to: arouse a sense of security in learners; build background prior to reading, listening, speaking, and writing tasks and activities; maximize intake by using L1 (first language) to make the input comprehensible; avoid giving learners the feeling of identity-threatened by the total rejection of their mother tongue; and help students with comprehension problems when L2 (second language) fails or is not effective.
Abstract-This study aimed at exploring the comparative effect of reciprocal teaching on EFL learners' reading proficiency. From the total population of freshmen at Shahrood University of Technology (SUT) who enrolled for the General English course, 120 students were randomly selected. The researcher administered and scored the Comprehensive English Language Test (CELT) and then selected subjects whose raw scores were one standard deviation above and below the arithmetic mean. All in all, 70 students were paired based on their rank score. Subjects of the same rank were randomly assigned to experimental and control groups and were instructed through transmission and reciprocal models respectively. A second test, i.e. TOFL, was used for pre-test and post-test. The results showed: (1) a significant (at the 0.05 level) difference in how the control and experimental groups performed in the post test; (2) a significant (at the 0.05 level) difference in how the experimental group performed in pre-test and post test.
This study aims at theorizing language teachers’ evaluation of a top-down curriculum change by eliciting their perspectives through open-ended qualitative interviews. In line with grounded theory procedures, concepts and categories were theoretically sampled from the perspective of participants who were willing to share their views with the researcher. Iterative data collection and analysis revealed a set of categories which show the conflict of interest between practitioners and policy-makers. Practitioners focus on immediate classroom concerns and reject the syllabus change because of its lack of small-scale try-outs, inappropriate timing, vague methodology, inappropriate in-service program, learner homogeneity fallacy, unrealistic expectations and increased absenteeism among learners. On the other hand, focusing on issues beyond immediate classroom, policy makers advocate it since it is conducive to uniformity, convergent practice, efficiency and covert privatization. This conceptualization of teachers’ perspectives on curriculum change has clear implications for policy makers and teachers in this context and other similar contexts.
This qualitative study aims at exploring EFL learners' perceptions of the integrated skills approach to language teaching. To this end, the researchers presented the integrated skills approach to a group of 30 participants and interviewed those who were willing to share their views and experience with the researchers. The researchers used grounded theory to collect and analyze interview data. Iterative data collection and analysis continued until theoretical saturation was reached. To establish credibility, transient and final categories were verified through member-checking. The results clearly show that the participants positively perceive this approach. The findings have implications for all stakeholders including policy makers, syllabus designers, practitioners and learners.
The applied science model of teacher education implies that the relationship between theory and practice is unidirectional. In this study, however, the researchers make a case in the opposite direction, i.e., they believe that professional practice can also shed some light on theories of language teaching. Since narrative inquiry is best for capturing the detailed stories or life experiences of a single life, the researchers took it as a legitimate mode of research to uncover and make sense of the professional experience of an experienced and professionally popular language teacher. Analysis revealed six themes, which reflect the participant’s professional beliefs. Among other things, she believes that optimizing teaching practice depends on maximizing learner involvement, focusing on responsive teaching, leaving room for practice, and personalizing practice. The study has clear implications for practitioners and teacher educators.
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