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Proceedings of the Applied Linguistics and Language Teaching Conference 2018: Teaching and Learning in a Globalised World
Abstract and Figures
This volume contains a selection of eighteen articles that originated as papers presented at the Applied Linguistics and Language Teaching International Conference and Exhibition (ALLT 2018), which was held at Zayed University, Dubai, United Arab Emirates, in March 2018. The articles selected for inclusion showcase high quality contributions that document theory, research, and pedagogy within the field of Applied Linguistics and language teaching in the Arab Gulf and beyond.
https://www.zu.ac.ae/main/en/research/publications/_books_reports/2018/ALLT2018Proceedings.pdf
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A general review of the different approaches to teaching EFL speaking reveals that two views of speaking instruction have dominated: a direct approach and an indirect one. The direct approach includes "skill getting". It is highly controlled and it helps learners focus on specific elements of speaking proficiency which are isolated and practiced. The indirect approach, on the other hand, increases leaner autonomy with a focus on the production of more 'authentic" and functional language use.
Actually, it was proven the sole dependence on only one of the above approaches can negatively affect EFL speaking skills. Thus, the need arises for combining the two models- direct and indirect ones- in an integrative teaching approach.
Communicative tasks- as representing the indirect approach – was selected in the current study. Communicative tasks give learners experience of spontaneous interaction. Similarly, tasks give learners a chance to benefit from noticing how others express orally similar meanings. However, it was assumed that adopting the task alone is not adequate as it leads the learner to prioritize meaning and neglect focus on form either to achieve accuracy or precision in speaking.
Hence, the need emerges to adopt a more direct approach to contrive sufficient focus on form (accuracy) to enable interlanguage development to proceed without decreasing the naturalness of the communication that tasks can generate. To achieve this goal, the cognitive approach focuses on how tasks are implemented to maximize chances of focus on form.
In the light of the previous main assumptions, an instructional strategy is proposed for tackling tasks according to the cognitive approach that include three main stages: A pre-task stage, a during-task stage and a post-task stage.
It was concluded that:
Communicative tasks were effective in developing first year secondary students speaking skills. Communicative tasks increase students' motivation and positive attitudes towards learning to speak. As a result, students’ ability to speak fluently and correctly increases.
There is an indication that integrating both the cognitive approach principles and communicative tasks can foster students’ speaking.
Triggering students to focus on form- whether in terms of language, discourse or functions- before or after the task enables language development to proceed without decreasing the naturalness of the communication that tasks can generate.
Providing FL learners with explicit instruction, raising their consciousness and allowing them to plan before the task enable them to understand and prepare themselves well to the task and hence fosters their spoken performance.
Self/ peer-evaluation and public performance after performing tasks, enable students to direct and control their own learning as they pay more attention to their points of strength and weakness.
Culturally responsive teacher, Intercultural competence, teacher education handbook for continued professional development (CPD), diversity education, democracy and human rights education
Journal Plus Education
In the present paper intercultural and citizenship education is
described in the Greek educational setting. More specifically,
the presentation of the intercultural and citizenship education
in Greece is organized around four axes; the organization of
the educational system in Greece, the relative educational
legislation, the National Curriculum as well as the reference
to teaching approaches and practices that teacher use to
implement intercultural and citizenship education based on
research undertaken. The aforementioned axes are presented,
discussed and compared both at a theoretical and practical
level.
This volume gives an overview of the theory of motivation and applies it to practical skills and strategies, providing new insights into the field of motivational studies and its implications for second-language pedagogy.