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English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes

100%
Wlosowicz T. M.
Theory and Practice of Second Language Acquisition
|
2017
|
vol. 3
|
issue 1
EN
The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
2
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Technology as a Method of Teaching and Learning Foreign Languages

75%
Softa V.
Intercultural Communication
|
2022
|
vol. 7
|
issue 1
81-90
EN
Technology is by far an inseparable tool to foreign language learning. Computer assistance language learning, (CALL) presented in the sixties was only the beginning of a new era in foreign language learning, to be ensued by information and communication technology (ICT) in the form of e-learning and the Internet in the recent decades. This paper aims at investigating how commonly is technology used in the foreign language classes in Albanian education system and what English language teachers (ELT) state about digitalisation effect in the learning environment and the students` performance according to personal experience. By using “ Eight Questions to Ask Yourself”, (Hockly N., 2011b) questionnaire adopted into test mode, comprising eight items to respond in a Likert scale, coded from 1-6, it resulted that the vast majority of ELT (91-95%) state that digitalization is time and effort effective and it facilitates the lesson presentation and is a crucial tool to enhance the foreign language environment. 42 % of ELT have a range of tools and repertoire of techniques to draw on and only 33 % design effective task types for the tool. They rely on internet application as a resource in foreign language classes. However they consider that technology is both stimulating and distracting to students, who are reportedly digital natives.
3

English Language Teachers’ Reading Habits and the Teaching of Reading at Selected Secondary Schools in Ibadan

63%
Soji-Oni T. I.
Społeczeństwo i Rodzina
|
2012
|
issue 3(32)
19-29
EN
The study investigates the reading habits of English language teachers and the teaching of reading at secondary schools. A sample of 90 teachers drawn from 24 schools in Ibadan municipality area of Oyo State of Nigeria was used for the study. A questionnaire on “Teachers Reading Habbits and the teaching of Readings “was used to elicit information from the respondents. Five research questions were generated and tested through a self-made questions designed by the researcher and administered on the respondents for that purpose. Simple percentage was used to analyze the data. The findings revealed that secondary school teachers in this study read and that majority of the teachers like reading newspapers and magazines. It could also be noted from the findings that the teachers teach their students to read and in teaching them to read, they face some difficulties, finally, the findings also revealed that teachers reading interests affect their teaching of reading in the schools. Based on this some recommendations and suggestions were made.
PL
Celem badań jest analiza nawyków czytelniczych nauczycieli języka angielskiego, a także nauczania czytania w szkołach średnich. Badaniom poddano próbę 90 nauczycieli z 24 szkół w metropolii Ibadan, położonej w nigeryjskim stanie Oyo. Aby uzyskać informacje od respondentów, użyto kwestionariusza o nazwie „Nawyki czytelnicze nauczycieli i nauczanie czytania”. Opracowano pięć pytań badawczych, a następnie sprawdzono je przy wykorzystaniu stworzonych osobiście pytań, które zadano w tym celu respondentom. Na potrzeby analizy danych użyto prostych obliczeń statystycznych. Z badań wynika, że poddani badaniu nauczyciele szkół średnich sięgają po lekturę i że większość z nich czyta gazety i czasopisma. Odnotowano również, że nauczyciele uczą swoich uczniów czytania, jednak w czynnościach tych napotykają pewne trudności; koniec końców stwierdzono, że zainteresowania czytelnicze nauczycieli wpływają na nauczanie czytelnictwa w ich szkołach. W oparciu o uzyskane wyniki przedstawiono parę rekomendacji i sugestii.
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