Challenges of Foreign Language Instruction in the University Context
Challenges of Foreign Language Instruction in the University Context
Contributor(s): Danuta Gabryś-Barker (Editor)
Subject(s): Language and Literature Studies, Foreign languages learning, Applied Linguistics
Published by: Wydawnictwo Uniwersytetu Śląskiego
Series: Pedagogika, Dydaktyka
- Page Count: 180
- Publication Year: 2019
- Language: English
EFL pronunciation teaching to Polish English studies majors
EFL pronunciation teaching to Polish English studies majors
(EFL pronunciation teaching to Polish English studies majors)
- Author(s):Arkadiusz Rojczyk, Andrzej Porzuczek
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:9-25
- No. of Pages:17
- Keywords:teaching pronunciation; metacompetence; segmentals; suprasegmentals; speech perception; pronunciation pedagogy
- Summary/Abstract:The article discusses selected issues in teaching English pronunciation to Polish learners at the university level. The main assumption is that metacompetence and practical training are inseparable in that they interact effectively in successful pronunciation pedagogy. We discuss segmental issues, such as vowel category learning and teaching stop aspiration. Next, we proceed to suprasegmental elements, such as intonation, stress, and rhythm. We attempt to show how integrating students’ general knowledge of linguistics with various training tasks in speech perception and production may lead to improved production and perception in English.
- Price: 4.50 €
Puns as tools for teaching English grammar in a university context
Puns as tools for teaching English grammar in a university context
(Puns as tools for teaching English grammar in a university context)
- Author(s):Agnieszka Solska
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:27-48
- No. of Pages:22
- Keywords:Explicit and implicit grammar teaching; puns; ambiguity; wordplay; language play; consciousness raising activities
- Summary/Abstract:This paper addresses the issue of teaching grammar to students who are learning English at the tertiary level, especially those who have taken up English as a university subject. It makes a case for incorporating yet another tool in the extensive toolkit already available to their teachers: puns, an ambiguity-based wordplay whose effect springs from correlating two distinct meanings via one linguistic form. The paper outlines arguments for the pedagogical value of using puns in the classroom and presents examples of specific activities that can be employed in the classroom to raise L2 learners awareness of a whole range of grammar-related issues.
- Price: 4.50 €
Developing speaking skills in conversation classes
Developing speaking skills in conversation classes
(Developing speaking skills in conversation classes)
- Author(s):Dagmara Gałajda
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:49-69
- No. of Pages:21
- Keywords:conversation classes; communicative competence;willingness to communicate;
- Summary/Abstract:This chapter focuses on the issues and challenges connected with teaching conversation classes in a university context. It briefly discusses the theoretical background of communication studies related to communicative competence and psychological aspects of communicative behaviour of a language learner, that is, willingness to communicate, communication apprehension, and self-perception. The section devoted to implications gives hints and possible solutions which can be implemented in order to make conversation classes engaging and effective. The final part of the present chapter offers a list of tasks and questions which can be used in the process of designing, planning, and conducting conversation classes.
- Price: 4.50 €
Academic Writing instruction – some missing links
Academic Writing instruction – some missing links
(Academic Writing instruction – some missing links)
- Author(s):Krystyna Warchał
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:71-86
- No. of Pages:16
- Keywords:academic writing; academic competence; writing conventions; language awareness; reading and writing for academic purposes.
- Summary/Abstract:Building academic competence can be viewed as a long process of individual development, but academic writing skills at the university level are typically learnt rather than acquired. The need for effective instruction derives from the fact that students are expected to achieve a considerable level of academic English in a rather compressed time and that their success in this respect co-determines their overall results upon graduation. This paper discusses some of the challenges involved in teaching English academic writing in the Polish university context. In particular, it focuses on the following problem areas: students’ lack of awareness concerning academic writing conventions in Polish; lack of explicit, course-based connection between reading and writing for academic purposes; and students’ unwillingness to assume a dialogical, critical attitude towards sources. The paper ends with a suggestion that a remedy to some of the problems may be sought in approaches inspired by Academic Literacies, with their focus on raising language awareness, developing critical abilities, and fostering reflection on the social context of academic communication.
- Price: 4.50 €
Teaching translation as part of a practical EFL course in teacher training groups
Teaching translation as part of a practical EFL course in teacher training groups
(Teaching translation as part of a practical EFL course in teacher training groups)
- Author(s):Dorota Lipińska
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:87-106
- No. of Pages:20
- Keywords:teaching translation; teaching in the university context;EFL;
- Summary/Abstract:The aim of this paper is to provide instruction on how to teach translation as part of the practical English course in the university context. Such modules are included in programmes dedicated to teacher training groups or business English groups and are characterised by a limited number of hours devoted to translation training. This is why, unlike in the case of translator training groups, where students have much more time to develop their skills, the teacher has to carefully plan the curriculum paying attention to every detail and make the most of every translation class conducted with and for his or her students. The following paper tries to point out the most important issues which need to be presented and discussed during translation classes, as well as provide the teacher with sample questions and tasks that may be used for training. In particular, it focuses on the following strategies that ought to be applied in translation: changing the order of words; dividing longer sentences into shorter ones; combining shorter sentences into longer ones; generalisation; simplification and omission; clarification; and changing grammatical categories of words.
- Price: 4.50 €
Developing language awareness through students’ conceptualisations: Metaphoric approach in content courses
Developing language awareness through students’ conceptualisations: Metaphoric approach in content courses
(Developing language awareness through students’ conceptualisations: Metaphoric approach in content courses)
- Author(s):Danuta Gabryś-Barker
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:107-126
- No. of Pages:20
- Keywords:creativity; multilingual mental lexicon; metaphor; simile;conceptualisation.;
- Summary/Abstract:This article aims to demonstrate to university lecturers as well as to students how “thinking outside the box” by means of metaphoric conceptualisations of studied issues in content courses can raise awareness about these issues. Two pedagogical dimensions are especially in focus here. First of all, one is the promotion of a more active involvement of students in content courses and a better understanding of content issues through a more creative approach to them. The second dimension of this creative approach can impact syllabus construction and the methodology used by lecturers. This article makes use of real life activities employed during lectures on multilingualism, focusing on complex issues of understanding multilingualism and individual multilinguality and the concept of the multilingual mental lexicon (MML). The teaching strategy used here consisted of introducing multilingualism and MML by means of individual student conceptualisations presented in a form of metaphoric representations (in this case, similes).
- Price: 4.50 €
Teaching Spanish as an additional foreign language to experienced learners
Teaching Spanish as an additional foreign language to experienced learners
(Teaching Spanish as an additional foreign language to experienced learners)
- Author(s):Ingrid Bello-Rodzeń, Aida Montenegro
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:127-161
- No. of Pages:35
- Keywords:Third/additional language learning; Spanish L3/Ln instruction; multilingual language education; experienced language learners
- Summary/Abstract:This chapter advocates the multilingual turn in language education and stems from the premise that multilingualism is a resource to exploit in the foreign language classroom. Drawing on the literature and on empirical knowledge, two Colombian language educators reflect upon their experiences teaching Spanish at a Polish and at a German university. The authors contend that lack of awareness and misconceptions about multilingualism may limit the opportunities for multicompetence development, affect classroom dynamics, and have a negative impact on student motivation, engagement, and autonomy. Overall, the discussion focuses on the need of adopting a multilingual approach for third/additional language instruction and pinpoints four major challenges in the Spanish L3/Ln class, suggesting they be regarded as possibilities for methodological innovation and professional growth. Ultimately, the authors invite language teachers to reflect upon their classroom practices from a multilingual stance, taking into account the linguistic profile, specific needs, and great potential of experienced learners.
- Price: 4.50 €
Challenges of the Chinese language teaching in the university context
Challenges of the Chinese language teaching in the university context
(Challenges of the Chinese language teaching in the university context)
- Author(s):Katarzyna Bańka-Orłowska
- Language:English
- Subject(s):Language and Literature Studies
- Page Range:163-179
- No. of Pages:17
- Keywords:Chinese as a foreign language; specificity of Chinese; tones in Chinese; strokes
- Summary/Abstract:The following article derives from the author’s doctoral dissertation concerning teaching Chinese as a foreign language (ChFL). It aims at investigating and assessing the challenges Chinese teachers encounter in the process of ChFL teaching to the beginner students. First, the theoretical background of ChFL teaching is provided, with emphasis on the specificity of Chinese. Then, the issues and challenges of ChFL teaching are examined, especially in terms of the syllabus and coursebook choice and teaching methods. In the final part of the article, the teaching and learning implications are presented.
- Price: 4.50 €