The ability to teach foreign languages effectively has become an increasingly important skill to develop and improve the language proficiency of students. Teachers need to develop and apply proactive and positive attitudes to foster new levels of foreign language learning within their students. Teaching, on its own, is not a panacea for success. This paper investigates how teachers at the Universidad de Oriente (UO) in Santiago de Cuba search for and apply innovative ways of teaching foreign languages to their students within current boundaries.
The results from this research show that there is a positive relationship between the level of proficiency in a foreign language and the methods and approaches teachers apply to keep students motivated and interested in the subject matter. The literature review from this study provided supportive evidence which was strengthened with insights from face to face interviews and a focus group meeting. The outcomes confirmed that students, who are exposed regularly to practical and diverse teaching methods, are more likely to exceed the expected foreign language proficiency levels set by the University’s quality standards.
Table of Contents
1. Introduction
1.1 Introduction
1.2 Literature Review
1.3 Main Research Questions/Hypotheses
2. Research Methodology
2.1 Method
2.2 Data Collection, Interpretation and Triangulation
3. Results
3.1 Face to Face Interviews
3.2 Focus Group Meeting
4. Discussion
5. Conclusions
Research Objectives and Themes
This study aims to investigate the relationship between the attitudes, behaviors, and teaching competencies of foreign language teachers at the Universidad de Oriente (UO) and the resulting impact on student language proficiency. It explores how proactive, innovative, and practical teaching approaches can enhance student motivation and overall learning outcomes in challenging academic environments.
- The impact of teacher attitude and proactive methodology on student engagement.
- Application of practical language skills training within classroom and laboratory settings.
- The role of student-teacher interaction and the integration of "real-world" topics.
- Methodological effectiveness of combining theoretical knowledge with communicative task-based activities.
- The importance of teacher-initiated research to bridge the gap between linguistics and psychology.
Excerpt from the Book
1. Introduction
Being able to communicate in a language other than one’s own native language has become paramount not only in business but also in people’s private lives. Many businesses operate in more than one country and people travel across the world to experience the different cultures of other people. Being able to communicate in another language brings people much closer together and much faster. Language teaching plays a vital role in developing and fostering people with the necessary attitude, motivation and driving force to become proficient in another language. This is not an easy task. Every person is different and responds in a different way to language teaching approaches and methods. Language teachers need to keep themselves informed of new technological advances, for examples, to improve the effective and efficient means of teaching a foreign language to students.
Much of today’s business discussions and negotiations are conducted primarily in English and many tourists use English as a common means to communicate with others in countries such as Cuba, Spain and Italy. The learning and teaching of foreign languages such as English, Spanish and German is of enormous importance across the world. It appears that publications on language teaching have often been seen as the lowest step of a staircase according to Appel (1995). At the top there is theory and as one walks down, the lower steps become more and more practical until class room interaction is reached. Practical applications in many and varied forms are what makes successful language teaching today.
Summary of Chapters
1. Introduction: Discusses the global importance of foreign language proficiency and introduces the specific context of the Universidad de Oriente regarding pedagogical challenges and the necessity for innovative teaching.
2. Research Methodology: Details the constructivist interpretivist research approach and the use of interviews and focus groups to gather qualitative data from students and faculty.
3. Results: Presents the findings from face to face interviews and focus groups, highlighting the student perception of practical language skills training and the value of contextual learning.
4. Discussion: Analyzes the research outcomes in relation to the established hypotheses, emphasizing the positive correlation between proactive teacher attitudes and student language gains.
5. Conclusions: Summarizes the study's findings and suggests future directions, including the need for increased teacher-led research and the creation of dedicated language resource centers.
Keywords
English language teaching, Content and Language Integrated Learning (CLIL), Communications, Psychology, Language Teachers, Foreign Language Proficiency, Constructivism, Task-based Learning, Practical Skills, Student Motivation, Methodology, Qualitative Research, Professional Development, Intercultural Competence, Pedagogical Innovation.
Frequently Asked Questions
What is the core focus of this research?
The research examines how foreign language teachers at the Universidad de Oriente can utilize proactive and innovative teaching methods to improve student proficiency and motivation.
What are the central thematic areas?
The central themes include the psychological aspects of language acquisition, the implementation of practical/contextual teaching methods, and the vital role of teacher attitude in the classroom.
What is the primary objective of the study?
The primary goal is to identify what constitutes an effective language teacher and how specific teaching behaviors and competencies lead to higher levels of student language proficiency.
Which scientific methods are applied in this work?
The authors employ a constructivist interpretivist research approach within a phenomenological paradigm, utilizing semi-structured interviews, focus group meetings, and a comprehensive literature review.
What topics are covered in the main body?
The main body covers the theoretical foundations of language learning, current teaching practices, the results of qualitative surveys conducted with students, and a discussion on validating hypotheses regarding effective pedagogy.
Which keywords characterize this paper?
Key terms include English language teaching, CLIL, psychology, student motivation, task-based learning, and practical language skills.
How does the "80/20" principle relate to the study's conclusions?
The study adapts Pareto's 80/20 principle to suggest that language teachers can achieve significant improvements in student outcomes by focusing their efforts on the most impactful teaching activities rather than distributing effort equally across all tasks.
What role does the "community of practice" play at the university?
The community of practice, consisting of students and teachers, provides invaluable practical insights that allow the researchers to validate teaching approaches and adapt them to local needs, ensuring the findings are grounded in real-world professional experience.
How does the study address the gap between linguists and psychologists?
The research emphasizes the need for teachers to integrate psychological insights into their linguistic instruction, suggesting that recognizing the mental processes behind language acquisition is essential for effective teaching.
- Citation du texte
- Prof Dr Eddie Fisher (Auteur), Jorge Luis Herrera Ochoa (Auteur), Yoennis Diaz Moreno (Auteur), 2013, English Language Skills Training. Theory and Practice, Munich, GRIN Verlag, https://www.grin.com/document/267446
