Glottodidactica. An International Journal of Applied Linguistics
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Towards a framework for developing and assessing pre-service EFL teachers’ classroom English proficiency
Full text linkAlthough EFL teachers’ classroom language proficiency constitutes a core component of teacher expertise and a crucial dimension of effective teaching, it still remains an elusive concept, as it is too complex to be fully conceptualised. The article elaborates on the procedure for designing a learning-oriented English-for-teaching purposes assessment (ETPA) implemented at a North Macedonian university to enhance and assess pre-service English teachers’ classroom English proficiency through teacher, peer and self-assessment. First, it provides a brief review of the relevant studies on EFL teachers’ language proficiency as English for specific purposes (ESP) and the literature on learning-oriented assessment (LOA). Next, it describes the process of operationalising the instructional, regulative and dialogic function of teacher talk in the criteria of accuracy, fluency, interaction, stimulating the development of ideas and addressing audiences customised from the Common European Framework of Reference for Languages (CEFR). The results of a survey of students’ perceptions of the assessment tool revealed that they were mostly positive, with few suggestions for improvement. Finally, conclusions are drawn regarding the potential of the proposed framework to inform future research despite its limitations
Sprachenwahl? Mehrsprachige Interaktion in internationalen Arbeitsgruppen im hochschulischen Kontext
Full text linkBasierend auf zwei Datensätzen (erhoben an einer nationalen Hochschule in Deutschland und einer internationalen Hochschule in Italien) widmet sich der Beitrag Aushandlungsprozessen zur Sprachenwahl in mehrsprachigen Arbeitsgruppen, in denen Deutsch für die individuell Beteiligten sowohl Erstsprache als auch Zweit- und Fremdsprache ist. Die Aushandlungssequenzen werden mit Verfahren der multimodalen Interaktionsanalyse untersucht und im Hinblick auf mehrsprachige Kompetenzen fokussiert. Damit stehen nicht nur die einzelsprachlichen Kompetenzen in Deutsch als Fremd- oder Zweitsprache im Zentrum des Interesses, sondern die bisher unterrepräsentierten mehrsprachigen Kompetenzen, die im Zusammenführen und Verbinden einer Vielzahl an Ressourcen sichtbar werden und in zunehmend pluralistischen Gesellschaften an Bedeutung gewinnen.Based on two datasets (collected at a national university in Germany and an international university in Italy), this study focuses on negotiating processes for language choice in multilingual working groups, in which German is both a first and second language, or a foreign language for individual participants. In the task-oriented group work, English and German materials are used and the participants bring a variety of linguistic backgrounds. The negotiation sequences are analysed using the methods of multimodal interaction analysis with the focus on multilingual competencies. Thus, the emphasis is less on individual language skills in a specific language, e.g. in German as a foreign or second language, but more so on hitherto underrepresented multilingual competencies. Such competencies go beyond the distinction of named languages and include the integration and connection of various resources. This integrated view of the speakers’ linguistic repertoires and their varied multilingual competences is gaining importance in increasingly pluralistic societies.Na podstawie dwóch zbiorów danych (na państwowym uniwersytecie w Niemczech i międzynarodowym uniwersytecie we Włoszech) niniejsze badanie koncentruje się na procesach negocjacyjnych dotyczących wyboru języka w wielojęzycznych grupach roboczych, w których język niemiecki jest dla poszczególnych uczestników językiem pierwszym, drugim lub obcym. W pracy grupowej zorientowanej na zadania wykorzystywane są materiały w języku angielskim i niemieckim, a uczestnicy pochodzą z różnych środowisk językowych. Sekwencje negocjacyjne są analizowane przy użyciu multimodalnej analizy interakcji z naciskiem na kompetencje wielojęzyczne. W związku z tym indywidualne umiejętności językowe w określonym języku nie stanowią przedmiotu badania, które koncentruje się na kompetencjach wielojęzycznych. Kompetencje te wykraczają poza rozróżnienie nazwanych języków i obejmują integrację i połączenie różnych zasobów. To zintegrowane spojrzenie na repertuar językowy mówców i ich zróżnicowane wielojęzyczne kompetencje zyskuje obecnie na znaczeniu w coraz bardziej pluralistycznych społeczeństwach
Sadia Belkhir. Proverbs within cognitive linguistics. State of the art. Amsterdam / Philadelphia: John Benjamins Publishing Company. 2024. Pp. 351.
Full text linkExploring the effects of strategic intervention in fostering autonomy in learning grammar
Full text linkThe present paper reports the findings of a quasi-experimental study which investigated the effects of strategy-based instruction targeting grammar learning strategies (GLS) on the development of autonomy in learning English grammar. Participants were 55 Polish university students, English majors in the first year of a three-year BA program, divided into an intervention group (43 students) and a control group (12 students). The intervention focused on different types of GLS and was implemented in eight 30-minute segments during regularly scheduled classes over one academic semester. The data were collected on the pretest, posttest and delayed posttest by means of the Grammar Learning Autonomy Scale (GLAS), a research instrument specifically created for the purpose of the study. Analysis of variance failed to show statistically significant differences within and between the two groups, indicating that the intervention failed to impact autonomy in learning grammar among the participants. Item-level analysis provided evidence for a positive effect of the treatment with respect to the belief that progress in learning L2 grammar depends on the teacher. Limitations of the study are presented and directions for future research are outlined
Lernpfade von extrinsisch und intrinsisch motivierten Fachsprachenlernenden im Selbstlernkurs LSP-TEOC.Pro
Full text linkThe paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed.The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed.The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed.The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed
An introduction to the LSP-TEOC.Pro project (Language for Specific Purposes Teacher Education Online Course for Professional Development) and its findings: Overview of the thematic issue
Full text linkThe article introduces the LSP-TEOC.Pro project (Language for Specific Purposes Teacher Education Online Course for Professional Development, https://lsp-teoc-pro.de/) as presented in this post-conference issue of Glottodidactica. Its first part discusses the project including its rationale, consortium, approach and project phases as well as its main result, the developed self-directed online course. In the second part, an overview of the different contributions collected in this special issue is given.The article introduces the LSP-TEOC.Pro project (Language for Specific Purposes Teacher Education Online Course for Professional Development, https://lsp-teoc-pro.de/), as presented in this post-conference issue of Glottodidactica. Its first part discusses the project, including its ration- ale, consortium, approach and project phases as well as the self-directed online course developed as its main result. In the second part, an overview of the different contributions collected in this special issue is given
Förderung des Interesses polnischer DaF-Lehrkräfte an den DACHL-Ländern durch interkollegialen Austausch: Ergebnisse einer Umfrage
Full text linkIn diesem Beitrag wird zum einen das Projekt DACHL-Eulen als Modell zur Förderung des Interesses an den DACHL-Ländern im DaF-Unterricht in Polen vorgestellt. Im Rahmen des Projekts hat sich in den letzten Jahren eine unterstützende Gruppe von DaF-Lehrkräften und Forschenden gebildet, die den interkollegialen Austausch fördert. Zum anderen stehen die Ergebnisse einer Umfrage im Fokus, die das Interesse polnischer DaF-Lehrkräfte am DACH-Prinzip erfasst. Diese Umfrage wurde unter 142 DaF-Lehrenden, einschließlich einer Gruppe von 16 Lehrkräften, die aktiv am Projekt DACHL-Eulen beteiligt sind, durchgeführt. Die Umfrage berücksichtigt das Wissen von polnischen DaF-Lehrenden über die DACHL-Länder, ihre persönliche Vorbereitung auf das Unterrichten DACH-bezogener Inhalte, ihr Interesse an diesen Ländern sowie ihre Bereitschaft zu einer entsprechenden Fortbildung. Die Ergebnisse zeigen teils signifikante Unterschiede zwischen den beiden befragten Gruppen. Die 16 im Projekt DACHL-Eulen engagierten Lehrkräfte weisen eine deutlich höhere Sensibilität für die Vielfalt des deutschsprachigen Raums auf, was als positive Wirkung der unterstützenden Gruppe auf die Einstellung der Lehrkräfte interpretiert werden kann.This paper introduces the DACHL-Eulen project as a viable model for enhancing inter est in the DACHL countries – Germany, Austria, Switzerland, Liechtenstein, and Luxembourg – within the context of teaching German as a foreign language in Poland. A key feature of the project is the establishment of a collegial network of German language teachers and researchers that facilitates peer-to-peer support and professional exchange. In addition, this study reports on a survey conducted among 142 Polish teachers of German, including 16 actively involved in the DACHL-Eulen project, to assess their familiarity with the DACHL countries, their preparedness to integrate DACHL-related content into instruction, their level of interest in these countries, and their willingness to engage in further professional development. The findings indicate notable differences between the two groups surveyed. Specifically, the 16 teachers participating in the DACHL-Eulen project exhibited a significantly higher awareness of the cultural and linguistic diversity within the German-speaking world, suggesting that sustained peer exchange exerts a positive influence on teachers’ perceptions and instructional approaches.W artykule przedstawiono projekt DACHL-Eulen jako przykład inicjatywy mającej na celu wzbudzenie zainteresowania krajami DACHL podczas lekcji języka niemieckiego jako obcego w Polsce. W ramach projektu w ostatnich latach powstała grupa składająca się z nauczycieli i pracowników naukowych, której celem jest zacieśnienie współpracy między szkołami a uniwersytetem. Ponadto artykuł koncentruje się na wynikach ankiety badającej zainteresowanie polskich nauczycieli języka niemieckiego jako obcego zasadą DACH. Badanie przeprowadzono wśród 142 nauczycieli, w tym 16 aktywnie zaangażowanych w projekt DACHL-Eulen. Ankieta uwzględniała takie aspekty, jak wiedza polskich nauczycieli na temat krajów niemieckiego obszaru językowego, ich przygotowanie do nauczania tych treści, poziom zainteresowania tymi krajami oraz gotowość do dalszego doskonalenia się w tym zakresie. Wyniki badania wskazują miejscami na znaczące różnice między obiema grupami respondentów. 16 nauczycieli zaangażowanych w projekt DACHL-Eulen wykazuje znacznie większą wrażliwość na różnorodność krajów niemieckiego obszaru językowego, co może być interpretowane jako pozytywny wpływ grupy wspierającej na ich postawy
Advancing ESP instruction through DDL: A structured training framework
Full text linkThis study explores the urgent need for corpus-based English instruction within English for Specific Purposes (ESP), an area with untapped potential despite its growing importance. The limited use of corpora in classrooms, due to shortcomings in teacher training, underscores the need for strategies that enhance teacher proficiency in corpus use, addressing the unique linguistic needs of learners. It proposes an integrated training framework, extending Carter and McCarthy’s (1995) ‘3 Is’, further expanded to ‘4 Is’ by Flowerdew (2009), to a more comprehensive training framework of ‘6 Is’ to facilitate a balance between inductive and deductive learning. The paper highlights the necessity of specialised training to empower teachers with the skills for effective Data-Driven Learning implementation in ESP teaching, aiming to improve the overall educational experience by integrating corpus insights into language instruction. Adopting a theoretical approach, this study synthesises insights derived from a specialised corpus and DDL pedagogy to develop a structured training framework. It provides a roadmap for ESP educators, equipping them with the necessary competencies to effectively integrate corpora into instruction. By offering a structured methodology, the study contributes to ongoing discussions on ESP teacher development and the normalisation of corpus-based teaching practices.This study explores the urgent need for corpus-based English instruction within English for Specific Purposes (ESP), an area with untapped potential despite its growing importance. The limited use of corpora in classrooms, due to shortcomings in teacher training, underscores the need for strategies that enhance teacher proficiency in corpus use, addressing the unique linguistic needs of learners. It proposes an integrated training framework, extending Carter and McCarthy’s (1995) ‘3 Is’, further expanded to ‘4 Is’ by Flowerdew (2009), to a more comprehensive training framework of ‘6 Is’ to facilitate a balance between inductive and deductive learning. The paper highlights the necessity of specialised training to empower teachers with the skills for effective Data-Driven Learning implementation in ESP teaching, aiming to improve the overall educational experience by integrating corpus insights into language instruction. Adopting a theoretical approach, this study synthesises insights derived from a specialised corpus and DDL pedagogy to develop a structured training framework. It provides a roadmap for ESP educators, equipping them with the necessary competencies to effectively integrate corpora into instruction. By offering a structured methodology, the study contributes to ongoing discussions on ESP teacher development and the normalisation of corpus-based teaching practices
Experiment as a research method for investigating the effectiveness of drama in EFL Higher Education: A systematic review
Full text linkThe shift towards communicative teaching has led to the need of developing innovative approaches to teaching English as a foreign language. Among them, drama methodologies have gained increasing attention for their ability to enhance language learning efficiency. Although research indicates a positive contribution of drama to language learning, its application in university education remains largely unexplored. This study addresses this gap by systematically reviewing recent studies on drama techniques in higher education EFL classrooms and summarising experimental research trends and limitations in this context. Following the search in Scopus and Web of Science databases, 11 studies were identified according to inclusion and exclusion criteria for qualitative analysis. The results revealed an overall positive influence of drama on language classrooms. However, certain limitations were revealed, and more rigorous empirical studies are needed. By addressing these gaps, this review provides valuable insights. It proposes directions for future research, aiming to expand empirical research and establish drama in English language teaching as a generally accepted method.Zmiana w kierunku nauczania komunikatywnego doprowadziła do potrzeby opracowania innowacyjnych podejść do nauczania języka angielskiego jako języka obcego. Wśród nich, metody dramy zyskały większą uwagę ze względu na ich zdolność do zwiększania efektywności nauki języka. Chociaż badania wskazują na pozytywny wkład dramy w naukę języka, jej zastosowanie w edukacji uniwersyteckiej pozostaje w dużej mierze niewykorzystane. Niniejsze badanie zajmuje się tą luką poprzez systematyczny przegląd ostatnich badań nad technikami dramy w klasach EFL w szkolnictwie wyższym i podsumowanie eksperymentalnych trendów badawczych i ograniczeń w tym kontekście. Po przeszukaniu baz danych Scopus i Web of Science, zidentyfikowano 11 badań według kryteriów włączenia i wykluczenia do analizy jakościowej. Wyniki ujawniły ogólny pozytywny wpływ dramy na klasy językowe. Jednak ujawniono pewne ograniczenia i potrzebne są bardziej rygorystyczne badania empiryczne. Poprzez zajęcie się tymi lukami, niniejszy przegląd dostarcza cennych spostrzeżeń. Proponuje kierunki przyszłych badań, których celem jest rozszerzenie badań empirycznych i ustanowienie dramy w nauczaniu języka angielskiego jako konwencjonalnej metody
Exploring cognitive discourse functions for disciplinary literacies in university EMI programs
Full text linkThis study investigates the integration of Cognitive Discourse Functions (CDFs) in English-Medium Instruction (EMI) classrooms across various disciplines in Turkish higher education, with a particular focus on teacher education programs. CDFs provide a systematic framework for analysing how language facilitates cognitive processes such as describing, explaining, evaluating, and categorising in disciplinary contexts. The data comprise 472 minutes of lesson recordings from five courses across three fields: Computer Education and Educational Technology, English Language Teaching, and Mathematics and Science Education. Lessons were analysed using CDF coding to examine field-specific variations in language use and their implications for disciplinary literacies. The study provides an initial exploration of the interconnectedness of CDFs with disciplinary literacies by delineating their role in building foundational knowledge, facilitating reasoning, and fostering critical thinking. These findings indicate that explicit integration of CDFs into EMI pedagogy has potential for addressing language and content challenges faced by students in EMI settings. The article contributes to the growing body of research on EMI by providing insights into the interplay between language and disciplinary knowledge construction.Niniejsze badanie dotyczy integracji poznawczych funkcji dyskursu (CDFs) w dydaktyce prowadzonej w języku angielskim (English-Medium Instruction, EMI) na różnych kierunkach studiów w Turcji, ze szczególnym uwzględnieniem programów kształcenia nauczycieli. CDFs posłużyły jako rama analityczna do zbadania, w jaki sposób język wspiera procesy poznawcze, takie jak opisywanie, wyjaśnianie, ocenianie i kategoryzowanie w kontekstach akademickich. Materiał badawczy obejmuje 472 minuty nagrań zajęć z pięciu kursów w trzech dziedzinach: edukacji informatycznej i technologii edukacyjnej, nauczania języka angielskiego oraz edukacji matematyczno-przyrodniczej. Analiza z zastosowaniem kodowania CDF umożliwiła identyfikację specyfiki poszczególnych dziedzin w zakresie użycia języka oraz sformułowanie implikacji dla rozwijania kompetencji dyskursywnych w ujęciu międzydziedzinowym. Wyniki ukazują związki między CDFs a rozwojem podstaw wiedzy oraz wspieraniem umiejętności wnioskowania i myślenia krytycznego. Sugerują także, że świadoma integracja CDFs w nauczaniu EMI może stanowić odpowiedź na wyzwania językowe i treściowe, z którymi mierzą się studenci. Artykuł wpisuje się w dynamicznie rozwijający się nurt badań nad EMI, dostarczając wglądu w relacje między językiem a konstruowaniem wiedzy w różnych dziedzinach akademickich