• English Language & Literature Teaching
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• v.15 no.4
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• pp.265-290
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• 2009

The present data-driven study attempted to explicate nonnative English teacher trainees' foreign language teaching anxiety in microteaching settings from their perspectives. It is assumed that nonnative English teachers or teacher trainees may experience anxiety not only as foreign language learners but also as foreign language teachers. In order to inquire into their anxiety, the researcher had 172 teacher trainees perform extended microteaching tasks and reflect on their teaching and anxiety through group discussion. Based on the analysis of their discussion, three aspects related to nonnative English teacher trainees' anxiety were identified. First, teacher trainees identified three main types of anxiety-provoking situations: communicative-competence-threatening situations, unexpected situations, and instruction-hindering situations. Second, they identified three sources of anxiety: limited ability to use English, lack of English teaching skills, and fear of criticism. Third, they were aware that they used diverse strategies to lower anxiety before and while teaching for different purposes. From their identification and awareness of anxiety-provoking situations, sources of anxiety, and anxiety-lowering strategies, they could reflect on professional qualifications as a foreign language teacher.

• Iberoamérica
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• v.23 no.2
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• pp.135-178
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• 2021

A teacher's talk does not make a simple delivery of information. It reflects the role of the teacher, since the language used by a teacher intervenes in a crucial way in the complex mechanisms that underlie teaching and learning of foreign languages. In this sense, the ways in which teachers give feedback have an impact on the process, not only of learning, but also of teaching. The important role of emotional factors in learning has resonated strongly in the intuition of many second and foreign language teachers. As a result, over the past three decades, research on foreign language acquisition has confirmed the hypothesis that language learning is enhanced by rapport between teacher and student. This study analyses the positive feedback given by native Spanish teachers in the context of university classes in Korea. The positive words from a language teacher are related to forming emotional factors such as motivation, attitude, interest, self-confidence, self-esteem, anxiety, and empathy, which directly influence in the acquisition of Spanish. 35 hours of oral practical classes taught by three native teachers of Colombian, Spanish and Mexican nationality were examined. According to the result, almost all the correct answers from students were corresponded with some type of positive feedback. The most frequent strategies are making a compliment, an approval, a repetition, and laughter or non-verbal cues. It is interesting to observe that teachers don't use only a single strategy to provide positive feedback, but instead combine multiple ways to enrich the positiveness of the feedback.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.427-436
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• 2021

The article reveals and theoretically substantiates the trends of foreign language teachers' professional training in universities of Ukraine in terms of European integration, which are systematized in three areas: macro-level (system of education), meso-level (universities) and micro-level (subjects of educational process). The article aims to substantiate the trends of foreign language teacher training in the context of European integration and the main directions of creative use of constructive ideas of European experience in the innovative development of education. The article lights up the system for improving foreign language teacher training in universities, which is based on updated goals, content and approaches to the implementation of basic concepts, principles and features of teacher training in European experience, enable us to improve the quality of teacher training, its competitiveness in the European labor market. In the article developed the conceptual model of strategic development of the university in the conditions of European integration. It is emphasized that information technologies provide great opportunities for the development of professional skills and intellectual potential of future professionals. At present, the computerization of the educational process in higher education institutions is considered as one of the first and most promising areas for improving the quality of education. The article offered directions of internationalization of educational activity of university in the conditions of European integration. Diagnostic tools for the development of the university in terms of integration into the European educational space, individual rating and ranking of structural units of the university have been developed; main directions of activity of the laboratory of the skill of the teacher of higher school and methodical recommendations on the creation and the organization of work of scientific laboratories.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.63-70
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• 2022

At the present stage, the main directions of the professional position of a specialist in the implementation of English-language Education are to improve and spread the practice of learning languages throughout a person's life by involving information, communication and digital technologies in the educational process. Computerization of the educational process in Higher Education Institutions is considered as one of the first and most promising areas for improving the quality of education in Higher Education Institutions. The necessity of ensuring timely training and retraining of specialists of various profiles (in particular teachers) on the effective use of domestic and foreign electronic resources with the help of modern information technologies for the implementation of the professional position of a future specialist in a foreign-language environment is noted. The main goal of teaching a foreign language (the formation of students' communicative competence, which means mastering the language as a means of intercultural communication) is defined. The types of speech activity that cover the content of teaching a foreign language are highlighted. The main types of assessment in a foreign language are shown - current (non-classroom), thematic, semester, annual assessment and final state certification. The task of the teacher is drawn, which is to create conditions for practical language acquisition for each student, to choose such teaching methods by means of information technologies that would allow each student to show their activity, their creativity; to activate the cognitive activity of the student in the process of learning a foreign language.

• English Language & Literature Teaching
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• no.4
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• pp.117-130
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• 1998

It is simply not true that anyone who can speak English can teach it. Language teaching is both a science and an art; its methods are based on a theoretical foundation and implemented by techniques. However, at a time like the present, when the scientific justification for our methods seems to be uncertain, we should concern ourselves less with theory and more with developing techniques that work with our students. The success of language teaching must be evaluated by the effectiveness of the techniques used. The purpose of the present study is to suggest some useful techniques that the teacher can utilize in teaching English as a foreign language in the elementary school. The techniques suggested are based on the investigation of the characteristics peculiar to children. The investigation takes into account cognitive, affective, and linguistic factors affecting specific techniques. The goal of language teaching is communication and all techniques should move toward this end. The resourceful teacher will provide techniques which exact more and more from the students and less and less from the teacher.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.157-175
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• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.

• Journal of Korean language education
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• v.29 no.2
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• pp.101-123
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• 2018

The purpose of this paper is to develop a training program for overseas Korean language teachers focus on preservice teacher. This thesis based on the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region). The present task established prospective teachers, career teachers, and local teachers as the targets of each assignment. We focused on developing a program that could match each of these characteristics. For prospective teachers, the program was designed and conducted with the goal of "improving real expertise through practical training," whereas for career teachers the program was developed with the goal of "improving leadership" and "retraining teachers" by focusing on their abilities as middle managers to build and maintain foreign and domestic networks. For local teachers, the goal was to provide "retraining as Korean language teacher certification". The limitations of those unable to attend domestic meetings were alleviated through training, workshops, and meetings, and a program was developed for real education practical training. For prospective teachers and career teachers in particular, the program was designed to center on a system of collaboration in which classes based on international Project Based Learning(iPBL) were conducted, and groups prepared practical training and practice modules.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.103-124
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• 2002

For the current study, five Asian English teachers participated in their case studies to investigate an in-depth understanding of their beliefs about teaching and learning English as a foreign language. Data were collected through structured and unstructured interviews, written documents, observations of teacher-participants' micro teaching, a research methodology journal and a self-reflection journal. This study described the beliefs that Asian English teachers brought to the teacher preparation program and examined to see if these teacher-participants who were involved in case studies perceived change in their beliefs. The study found that formal and informal learning experiences greatly shaped the way teacher-participants' beliefs about the way learning and teaching ought to be. In addition, early experiences of learning and teaching influenced teacher-participants' change in beliefs.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)