European Journal of Foreign Language Teaching最新文献

BRAZILIAN TEACHERS OF PORTUGUESE AS A FOREIGN PERCEIVE THEMSELVES AS LESS PREPARED TO TEACH GRAMMAR THAN THEIR EUROPEAN COUNTERPARTS 与欧洲教师相比，巴西的对外葡萄牙语教师认为自己在语法教学方面准备不足

European Journal of Foreign Language Teaching Pub Date : 2024-04-19 DOI: 10.46827/ejfl.v8i1.5331

Maria Luiza Cunha Lima

引用次数: 0

ATTITUDES OF GREEK FRENCH LANGUAGE TEACHERS ON THE DISTANCE TEACHING OF FRENCH AS A FOREIGN LANGUAGE 希腊法语教师对作为外语的法语远程教学的态度

European Journal of Foreign Language Teaching Pub Date : 2024-04-13 DOI: 10.46827/ejfl.v8i1.5321

Athina Varsamidou

{"title":"ATTITUDES OF GREEK FRENCH LANGUAGE TEACHERS ON THE DISTANCE TEACHING OF FRENCH AS A FOREIGN LANGUAGE","authors":"Athina Varsamidou","doi":"10.46827/ejfl.v8i1.5321","DOIUrl":"https://doi.org/10.46827/ejfl.v8i1.5321","url":null,"abstract":"The period of the pandemic and the imposed distance teaching in all educational institutions for almost two years changed the way of approaching the subjects on many levels. Teachers were called upon in difficult circumstances and under pressure to adapt their teaching materials, to prioritize their teaching techniques differently, to make use of the available modern and asynchronous communication platforms, restructuring their teaching accordingly. In this article we will present the results of a qualitative research conducted between March-May 2023 in the region of Thessaloniki, aiming to investigate the views of French teachers of public secondary and primary education on the distance teaching of French as a foreign language. The survey involved 20 permanent and contractual French language teachers who were teaching in secondary and primary education during the period of the health crisis. A semi-structured interview was used as a research instrument in order to have a question guide leading to specific answers. Specifically, the following axes, which are the research questions of the study, were posed: a) how did they organize the foreign language lesson during distance education and which teaching techniques were chosen; b) which tools of the WebEx educational platform were used; c) to what extent did they use the educational platforms e-class & E-me education; d) how did they evaluate the degree of development of students' linguistic communicative and pragmatic skills? e) what do they consider to be the main obstacles in distance teaching of foreign language? The teachers in the study have responded to the new challenging data, adapted their teaching practice and raised questions and concerns about distance teaching of French as a foreign language. Article visualizations:","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"107 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140706934","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}

引用次数: 0

ENHANCING L2 LEARNERS' WRITING: IMPACT OF PRODUCT AND PROCESS APPROACHES 提高初二学生的写作水平：产品和过程方法的影响

European Journal of Foreign Language Teaching Pub Date : 2024-04-07 DOI: 10.46827/ejfl.v8i1.5313

Youssef El Ouidani, Redouane Madaoui

{"title":"ENHANCING L2 LEARNERS' WRITING: IMPACT OF PRODUCT AND PROCESS APPROACHES","authors":"Youssef El Ouidani, Redouane Madaoui","doi":"10.46827/ejfl.v8i1.5313","DOIUrl":"https://doi.org/10.46827/ejfl.v8i1.5313","url":null,"abstract":"This study investigated the effects of two approaches to teaching writing (product and process) on the development of writing skills of Moroccan EFL high-school students. Two intact classes of 86 third-year high-school students participated in the present study. A pre-test was administered to all participants to measure their writing competence in expository essay writing. Each group was then subjected to a specific treatment. The experimental group was instructed to use a process-based syllabus, while the control group followed the original product-based syllabus. In the process-oriented syllabus, students were guided through various stages of the writing process via activities like brainstorming, collaborative problem-solving, free writing, multiple drafting, structured peer feedback, and teacher-student conferences. Conversely, the product-oriented syllabus focused on teaching writing through model analysis, writing exercises, and structured feedback sessions with teachers. Following the instructional period, participants underwent a post-test to assess the impact of each approach on their writing proficiency. Statistical analyses, including Paired Samples T-test and Independent Samples T-test, demonstrated that both approaches led to improvements in students' writing performance, with the process-based approach being more effective. Participant feedback on the questionnaire also supported these findings. The study concludes by outlining implications for the teaching of writing in second language (L2) contexts. Article visualizations:","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"50 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140733732","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}

引用次数: 0

METAPHORICAL INSIGHTS: PHRASAL VERB KNOWLEDGE GAINS IN THE LIGHT OF CONCEPTUAL METAPHOR THEORY 隐喻洞察:概念隐喻理论视角下的短语动词知识获取

European Journal of Foreign Language Teaching Pub Date : 2023-10-18 DOI: 10.46827/ejfl.v7i3.5070

Dilsah Kalay, İlknur Keçik

{"title":"METAPHORICAL INSIGHTS: PHRASAL VERB KNOWLEDGE GAINS IN THE LIGHT OF CONCEPTUAL METAPHOR THEORY","authors":"Dilsah Kalay, İlknur Keçik","doi":"10.46827/ejfl.v7i3.5070","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5070","url":null,"abstract":"The primary objective of this research is twofold: first, to elucidate the explicit teaching of phrasal verb constructions within the framework of conceptual metaphor theory, with a specific focus on the metaphorical aspects of particle usage, and second, to examine the correlation between such explicit instruction in phrasal verbs and the gains in implicit knowledge of these verb forms. This study employed a within-group pretest/posttest design as part of an experimental investigation involving 60 Turkish English as a Foreign Language (EFL) learners who were students at the School of Foreign Languages (SFL) at a state university in Turkey. The research was analyzed across three dimensions: the achievement and retention of both receptive and productive knowledge of phrasal verbs, subconscious recognition and processing of lexical items, and the processing of phrasal verb meanings in a semantic context. To assess the first dimension, a multiple-choice test to gauge the students' receptive understanding of phrasal verbs and a c-test to measure their controlled productive knowledge of these verb forms were administered at three points: the initial pretest, an immediate posttest, and a delayed posttest. A masked repetition priming lexical decision task was utilized to investigate the subconscious recognition and processing of lexical items. Additionally, a self-paced task was employed to scrutinize the participants' semantic processing of phrasal verb meanings. The study's findings revealed that the explicit presentation of phrasal verb knowledge within the conceptual metaphor framework significantly impacts not only the acquisition and retention of receptive and productive knowledge but also the subconscious recognition and processing of lexical items, as well as the semantic priming of phrasal verb meanings, which substantiates the influential role of conceptual metaphors in the lexical aspects of language learning. Article visualizations:<img src=\"/-counters-/soc/0010/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888578","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}

引用次数: 0

READING HABITS OF STUDENTS OF THE NATIONAL UNIVERSITY OF EDUCATION, ECUADOR, AND ITS EFFECTS ON THEIR PERFORMANCE IN READING IN THE TARGET LANGUAGE 厄瓜多尔国立教育大学学生的阅读习惯及其对其目的语阅读成绩的影响

European Journal of Foreign Language Teaching Pub Date : 2023-09-20 DOI: 10.46827/ejfl.v7i3.5044

Tania Cajamarca, Diana Gonzalez

{"title":"READING HABITS OF STUDENTS OF THE NATIONAL UNIVERSITY OF EDUCATION, ECUADOR, AND ITS EFFECTS ON THEIR PERFORMANCE IN READING IN THE TARGET LANGUAGE","authors":"Tania Cajamarca, Diana Gonzalez","doi":"10.46827/ejfl.v7i3.5044","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5044","url":null,"abstract":"The study aims to assess the impact of students' reading habits in their first language (L1) on their English acquisition at the National University of Education. It found that students who do not frequently read in their first language negatively influence their second language reading habits, resulting in a lack of vocabulary acquisition and fundamental grammatical structure management. As English professors, we were concerned about the underperformance in reading abilities of our students. This was further evidenced by the poor scores of learners who took the B1 test, particularly in the reading section. As a result, we began investigating the reading habits of students and the possible factors that contribute to their low reading proficiency. In the study, we administered a survey and a diagnostic test to 70 students from level five and 29 students from level six. The results showed that an extensive number of students read scarcely. A considerable number of students did not read at all. Only a minority of the assessed students read routinely. We compared the results from the survey with the data collected by the diagnostic test. We observed that students who barely read in L1 did not reach a high-performance score in their diagnostic. Furthermore, we concluded that reading in their mother tongue influences their reading performance in the target language. Therefore, it is necessary to motivate students to enhance their reading skills in the first and second language to acquire the vocabulary and grammar knowledge needed to improve their level of English. Article visualizations:<img src=\"/-counters-/soc/0057/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136377848","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}

引用次数: 0

CONSTRUCTING THE LANGUAGE IDENTITY OF A HONG KONG CHINESE LANGUAGE TEACHER: A NARRATIVE SELF-STUDY 建构香港语文教师的语言身份:一种叙事性的自我研究

European Journal of Foreign Language Teaching Pub Date : 2023-09-11 DOI: 10.46827/ejfl.v7i3.5025

On Ki Wong

{"title":"CONSTRUCTING THE LANGUAGE IDENTITY OF A HONG KONG CHINESE LANGUAGE TEACHER: A NARRATIVE SELF-STUDY","authors":"On Ki Wong","doi":"10.46827/ejfl.v7i3.5025","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5025","url":null,"abstract":"This study examines the development of second language (L2) identity based on the author's personal experiences as a citizen of Hong Kong. Employing a narrative self-study method, the author explores how Hongkongers' perceptions of their language identities evolve over time. The study reveals that the author's own perception of L2 identities has changed due to shifting political and social contexts as she has taken on various roles throughout her life, including daughter, granddaughter, student, and teacher. By using Mandarin and English at different times, the author has gained a unique understanding of her language identity as a Hong Kong citizen. This research demonstrates that L2 identity is fluid and constantly evolving, adapting to roles and experiences, which in turn influence teaching practices.本研究透過探索香港教師的個人經歷，研究第二語言身份的發展和演變。透過自我敘說研究法，探討香港人如何隨著時間推移感知他們的語言身份的變化和連續性。研究亦探討個人的第二語言身份認同如何隨著生活角色轉換以及政治和社會環境的變化而改變，以及如何影響其教學實踐 Article visualizations:<img src=\"/-counters-/soc/0061/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"141 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136024850","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}

引用次数: 0

FRESHMAN EFL LEARNERS’ ANXIETY IN SPEAKING CLASSES AND COPING STRATEGIES 新生英语学习者在口语课堂上的焦虑及应对策略

European Journal of Foreign Language Teaching Pub Date : 2023-09-05 DOI: 10.46827/ejfl.v7i3.5019

Le Thi Thuy Duong, Nguyen Huynh Trang

{"title":"FRESHMAN EFL LEARNERS’ ANXIETY IN SPEAKING CLASSES AND COPING STRATEGIES","authors":"Le Thi Thuy Duong, Nguyen Huynh Trang","doi":"10.46827/ejfl.v7i3.5019","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5019","url":null,"abstract":"This study aims to investigate what speaking anxiety freshman EFL learners encountered in their classes and what strategies they used to reduce their anxiety. A mixed methods approach was employed to collect the data, including a questionnaire following the quantitative method and individual semi-structured interviews following the qualitative method. The participants were 185 freshman EFL learners at several universities in the Mekong Delta. The combination of the Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz &amp; Cope (1986) and the theories about three kinds of anxiety proposed by Ellis (1994) was adapted to measure freshman EFL learners’ kinds of speaking anxiety in classes. Additionally, the five categories of coping strategies in Kondo and Ling (2004) were adapted to measure the participants’ coping strategies for reducing their speaking anxiety. The results of the study showed that the participants encountered all three kinds of speaking anxiety including trait anxiety, specific-situation anxiety, and state anxiety in classes. Furthermore, the study also indicated five kinds of strategies utilized by the participants to reduce their anxiety in speaking class namely preparation strategies, relaxation strategies, positive thinking strategies, peer-seeking strategies, and resignation strategies. From the results, it was also indicated that preparation strategies were used more frequently than the other strategies by the participants in speaking classes. Article visualizations:<img src=\"/-counters-/soc/0019/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135364192","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}

引用次数: 0

THE EFL 8TH GRADERS’ ATTITUDES TOWARDS THE USE OF COMPETENCY-BASED INSTRUCTION IN LISTENING COMPREHENSION AT A SECONDARY SCHOOL IN KIEN GIANG, VIETNAM 越南江市一所中学英语八年级学生对使用能力为基础的听力教学的态度

European Journal of Foreign Language Teaching Pub Date : 2023-08-25 DOI: 10.46827/ejfl.v7i3.5005

Nga Tran Thi Thanh, Tung Nguyen Thanh

{"title":"THE EFL 8TH GRADERS’ ATTITUDES TOWARDS THE USE OF COMPETENCY-BASED INSTRUCTION IN LISTENING COMPREHENSION AT A SECONDARY SCHOOL IN KIEN GIANG, VIETNAM","authors":"Nga Tran Thi Thanh, Tung Nguyen Thanh","doi":"10.46827/ejfl.v7i3.5005","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5005","url":null,"abstract":"Listening skill is a vital component of language acquisition on the grounds that it can foster the improvement of other language skills. Therefore, enhancing students’ listening is constantly gaining the prominent attention of most English teachers at secondary schools. Besides, applying competency-based instruction into teaching listening is a novel method that helps teachers attain students’ attitudes, affecting their listening comprehension. Therefore, this current study aimed to examine students’ attitudes toward using competency-based instruction in listening for a main idea and specific information. The study employed a qualitative approach to determine 45 8th graders’ attitudes at a secondary school in Kien Giang province. The students’ diaries were the critical data collection. The study’s findings showed that their views affected their listening skills. Most of them had positive attitudes toward the utilization of competency-based instruction in listening comprehension. Article visualizations:<img src=\"/-counters-/soc/0036/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134930539","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}

引用次数: 0

EFL ADOLESCENT LEARNERS’ ATTITUDES TOWARDS APPLYING DYNAMIC ASSESSMENT TO ENHANCE THEIR SPEAKING PERFORMANCE 青少年英语学习者对运用动态评估提高口语表现的态度

European Journal of Foreign Language Teaching Pub Date : 2023-08-25 DOI: 10.46827/ejfl.v7i3.5006

Tran Thi Cam Nang

{"title":"EFL ADOLESCENT LEARNERS’ ATTITUDES TOWARDS APPLYING DYNAMIC ASSESSMENT TO ENHANCE THEIR SPEAKING PERFORMANCE","authors":"Tran Thi Cam Nang","doi":"10.46827/ejfl.v7i3.5006","DOIUrl":"https://doi.org/10.46827/ejfl.v7i3.5006","url":null,"abstract":"Dynamic assessment (DA) has been broadly applied in educational settings over the past few decades. It not only helps evaluate students’ learning ability but also helps predict their potential future development at the same time. This study aims to investigate EFL adolescent learners’ attitudes toward applying DA to enhance their speaking performance. The data were gathered through a questionnaire and semi-structured interviews. 14 participants who had experienced DA were invited to do a questionnaire expressing their attitudes including three aspects, namely behavioural, cognitive, and emotional. Then six of them were selected to enter semi-structured interviews. The result of the questionnaire revealed that EFL adolescent learners possessed positive attitudes in three domains- behavioural, cognitive, and emotional. The data from the interviews showed that classroom anxiety was not a big problem for students. Eagerness, concentration, confidence, and motivation were what they gained after getting used to DA. Besides, DA was reported to enhance their speaking performance in terms of accuracy and fluency. Article visualizations:<img src=\"/-counters-/soc/0032/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134930536","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}

引用次数: 0

TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY 翻译在语言学习和教学中的应用:从底层实践到全球教育政策的基石

European Journal of Foreign Language Teaching Pub Date : 2023-08-18 DOI: 10.46827/ejfl.v7i2.5001

Anwar Ben Moqadem, Bani Koumachi

{"title":"TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY","authors":"Anwar Ben Moqadem, Bani Koumachi","doi":"10.46827/ejfl.v7i2.5001","DOIUrl":"https://doi.org/10.46827/ejfl.v7i2.5001","url":null,"abstract":"Ever since the Grammar Translation Method has been outlawed in mainstream language education policy, translation as a tool for language learning and teaching has been ostracized for a variety of reasons other than pedagogical. However, with the currently growing multilingualism and multiculturalism, there is an ideal opportunity to engage in true cultural dialog and democratic citizenship. The translation is justifiably an essential step in the process of global identity construction. Today, the Common European Framework of Reference for Languages with its Companion Volume with New Descriptors for Mediation provides a blueprint for installing mediation as a proxy for translation in the learning and teaching of English as a foreign language. In this regard, mediation is conceived of as a set of translatorial skills that are highly required by today's world citizens in day-to-day life situations. Therefore, the foreign language classroom has to provide for the development of language learners as social agents whose mission is to establish and maintain communication across linguistic and cultural barriers. Within this perspective, this paper joins the initiative to close the conceptual, theoretical, and methodological divide between translation studies and foreign language learning and teaching methodologies. In doing so, it purports to reassess the validity of translation as a pedagogical activity in the foreign language classroom in light of the mediation descriptors provided by the Council of Europe in the Common European Framework of Reference for Languages (CEFRL). Article visualizations:<img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" />","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064772","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}

引用次数: 0