Sėkmingos užsienio kalbos pamokos: atvejo analizė

Zmogus ir Zodis Pub Date : 2019-04-23 DOI:10.15823/ZZ.2018.20

Sri Rejeki Murtiningsih

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Abstract

[full article, abstract in English; abstract in Lithuanian] This research aims to explore the perspective of a successful English as a foreign language (EFL) learner regarding his own linguistic development and the contributing factors of the success. The learner was deemed to be a good EFL learner because he was an extremely struggling learner in terms of the English language once, but he became an EFL teacher in an elementary school. The study utilized experiences of an Indonesian who was a good EFL learner collected through in-depth interviews. The data revealed that although the learner considered his listening skills improved significantly, his level of confidence in the other language skills did not increase as high. With regard to the contributing factors that influence the language learning process, his success was attributed to the teachers and self-awareness. Teachers’ personality became the major motivating factor to develop English proficiency. In addition, teachers who gave assignments and provided negative feedback were considered to contribute significantly to the linguistic development. The implications for teacher education are also discussed. Keywords : good language learners, linguistic development, EFL, teachers’ personality, teacher education. DOI: https://doi.org/10.15823/zz.2018.20

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成功的外语课：案例分析

[全文，英文摘要;本研究旨在探讨一个成功的英语作为外语学习者对其自身语言发展的看法以及成功的因素。这个学习者被认为是一个优秀的英语学习者，因为他曾经是一个在英语语言方面非常挣扎的学习者，但是他成为了一所小学的英语教师。本研究通过深度访谈收集了一位优秀的印尼英语学习者的经验。数据显示，尽管学习者认为自己的听力技能有了显著提高，但他对其他语言技能的信心水平并没有提高那么高。在影响语言学习过程的因素方面，他的成功归功于老师和自我意识。教师的个性成为培养英语能力的主要激励因素。此外，布置作业和提供负面反馈的教师被认为对语言发展有重要贡献。本文还讨论了对教师教育的启示。关键词:优秀语言学习者，语言发展，EFL，教师个性，教师教育。DOI: https://doi.org/10.15823/zz.2018.20

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Zmogus ir Zodis

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审稿时长

24 weeks