Виклики у викладанні англійської мови як іноземної
Ключові слова:
виклики, англійська мова як іноземна, іншомовна освіта, вчитель
Анотація
Ключовим завданням модернізації сучасної системи іншомовної освіти є забезпечення педагогічного персоналу можливостями професійного розвитку з врахуванням їхніх нагальних потреб і викликів. Водночас у джерельній базі помітний брак наукових розвідок, спрямованих на з’ясування труднощів, які виникають у ході викладання англійської мови як іноземної. З метою усунення означеної прогалини, у статті здійснено докладний аналіз окресленої проблеми в літературі. Зокрема, розглянуто два кола проблем: Перед якими труднощами постають учителі іноземних мов, особливо у світлі оновлених вимог до іншомовної комунікативної компетентності учнів? Яким чином це позначається на професійній діяльності вчителя іноземних мов?
З’ясовано, що труднощі виявляються в особливостях добору дидактичних підходів учителем, взаємодії з учнями, комунікативному стилі вчителя, іншомовній комунікативній поведінці, професійній самоідентифікації, самопочутті вчителя, професійній вдоволеності, стійкості та ін. Труднощі викладання іноземної мови було поділено на зовнішньозумовлені й внутрішньозумовлені щодо педагога, а також на фахові й загальні, властиві педагогічній професії в цілому. До зовнішньозумовлених віднесено труднощі, спричинені вимогами до компетентнісного рівня та ролей вчителя іноземних мов, організацією навчального процесу і взаємодією з учнями (навчальна мотивація, дисципліна, диференціація й індивідуалізація та ін.), низьким соціальним статусом педагогічної професії, недостатньою матеріальною забезпеченістю і соціальною захищеністю, мовною політикою тощо. Внутрішньозумовлені труднощі витікають з особистісних характеристик педагога та його недостатнього компетентнісного рівня. На підставі ґрунтовного аналізу літератури висновковано, що прицільна увага до означеної проблеми допоможе окреслити подальші шляхи оптимізації галузі іншомовної освіти.
Завантаження
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Посилання
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9. Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257–272.
10. Chambless, K. S. (2012). Teachers' oral proficiency in the target language: research on its role in language teaching and learning. Foreign Language Annals, 45, 141−162. https://doi.org/10.111/j.1944-9720.2012.01183.x.
11. Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48, 738−762. https://doi:10.1002/tesq.148
12. Corzo, J. Q., & Contreras, O. R. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. Profile Issues in Teachers' Professional Development, 13, 59−72.
13. Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76, 607−651. https://doi.org/10.3102%2F00346543076004607
14. Farrell, T. S., & Richards, J. (2007). Teachers’ language proficiency. In T. S. Farrel (Ed.), Reflective Language Teaching: From Research to Practice (pp. 55–66). London: Continuum.
15. Freeman, D. (2017). The case for teachers’ classroom English proficiency. Regional English Language Journal (Singapore), 48, 1−2. https://doi.org/10.1177/0033688217691073
16. Golombek, P., Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102−111. https://doi.org/10.1016/j.tate.2014.01.002.
17. Hlas, A. C. (2018). Grand challenges and great potential in foreign language teaching and learning. Foreign Language Annals, 51, 46−54. https://doi.org/10.1111/flan.12317
18. Houghton, S. A., Rivers, D. J., & Hashimoto, K. (2018). Beyond native-speakerism. New York. https://doi.org/10.4324/9781315643601
19. Hökkä, P., Vähäsantanen, K., & Paloniemi, S. (2020). Emotions in learning at work: A literature review. Vocations and Learning, 13, 1–25. https://doi.org/10.1007/s12186-019-09226-z
20. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
21. Komar, O. S., Kolisnichenko, A., Derkach, S., & Kapeliushna, T. (2021). Newly qualified foreign language teachers’ adaptation in profession: challenges, problems, first achievements and further prospects. Advanced Education, 17, 35−45. https://doi:10.20535/2410-8286.228211
22. Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
23. Kubanyiova, M (2020) Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 49−59. https://doi.org/10.1177/1362168818777533
24. Kyriacou, C. (2000). Stress-busting for teachers. Cheltenham: Stanley Thornes Publishers, Ltd.
25. Levrints (Lőrincz), M. (2022). Understanding challenges of foreign language teachers: Ukrainian perspective. Inozemni Movy (In press).
26. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243–259. https://doi.org/10.1017/ S0261444807004363
27. Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Front. Educ., 3(49), 1−10. https://doi.org/10.3389/feduc.2018.00049
28. Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile Issues in Teachers' Professional Development, 17, 81−99. http://dx.doi.org/10.15446/profile.v17n2.43641
29. Madalińska-Michalak, J., & Bünyamin, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688−706. https://doi.org/10.1080/02619768.2018.1531125
30. Nguyen, M. H. (2018). ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education. In J. D. D. Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (1st ed., pp. 243−257). Springer. https://doi.org/10.1007/978-3-319-75438-3_14
31. Richards, J. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225 –239. https://doi.org/10.1177/0033688220927531
32. Riesky, R. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. Indonesian Journal of Applied Linguistics (IJAL), 2(2), 260–272. https://doi.org/10. 17509/ijal.v2i2.169.
33. Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7. https://doi.org/10.1016/j.heliyon.2021.e08053
34. Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0
35. Shepherd, D. A., Patzelt, H., & Wolfe, M. (2011). Moving forward from project failure: negative emotions, affective commitment, and learning from the experience. The Academy of Management Journal, 54(6), 1229–1259. http://www.jstor.org/stable/41413617
36. Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, 1−12. https://doi.org/10.1016/j.system.2021.102642
37. Tarnopolsky, O. (2018). Principled pragmatism, or well-grounded eclecticism: A new paradigm in teaching English as a foreign language at Ukrainian tertiary schools? Advanced Education, 10, 5−11. https://doi.org/10.20535/2410-8286.133270
38. Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11.8
39. Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61−67. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.61
40. Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85. https://doi. org/10.1016/j.paid.2014.01.052
41. Wilkerson, C. (2000). Attrition of foreign language teachers: Workplace realities. Foreign Language Annals, 33, 31–35. https://doi.org/10.1111/j.1944-9720.2000.tb00887.x
42. Young, J. W., Freeman, D., Hauck, M. C., Garcia Gomez, P., & Papageorgiou, S. (2014). A design framework for the ELTeach program assessments (ELT Research Report No RR- 13–46). Princeton, NJ: Educational Testing Service. https://doi.org/1002/ets2.12036.
43. Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830
2. Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394−401. https://doi.org/10.1016/j.sbspro.2015.07.524
3. Akcan, S. (2016). Novice non-native English teachers’ reflections on their teacher education programmes and their first years of teaching. Profile Issues in Teachers’ Professional Development, 18(1), 55–70. https://doi.org/10.15446/profile.v18n1.48608
4. Al-Mekhlafi, A. M. & Nagaratnam, R. P. (2011). Difficulties in teaching and learning grammar in an EFL context. International Journal of Instruction, 4(2), 69−92.
5. American Psychological Association (n.d.). Challenge. In APA Dictionary of Psychology. Retrieved April 8, 2022, from https://dictionary.apa.org/challenge
6. Back, M., & Dean, J. E. (2020). ¡Profesores Adelante! Recruiting teachers in the target language. Foreign Language Annals, 53, 613−633. https://doi.org/10.1111/flan.12482
7. Behroozi, M., & Amoozegar, A. (2014). Challenges to English language teachers of secondary schools in Iran. Procedia - Social and Behavioral Sciences, 136, 203−207. https://doi.org/10.1016/j.sbspro.2014.05.314
8. Borg, S. (2011). Language teacher education. In J. Simpson (Ed.), The Routledge handbook of applied linguistics (pp. 215−228). London: Routledge.
9. Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257–272.
10. Chambless, K. S. (2012). Teachers' oral proficiency in the target language: research on its role in language teaching and learning. Foreign Language Annals, 45, 141−162. https://doi.org/10.111/j.1944-9720.2012.01183.x.
11. Copland, F., Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: global perspectives and local realities. TESOL Quarterly, 48, 738−762. https://doi:10.1002/tesq.148
12. Corzo, J. Q., & Contreras, O. R. (2011). Understanding and facing discipline-related challenges in the English as a foreign language classroom at public schools. Profile Issues in Teachers' Professional Development, 13, 59−72.
13. Davis, E. A., Petish, D., & Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76, 607−651. https://doi.org/10.3102%2F00346543076004607
14. Farrell, T. S., & Richards, J. (2007). Teachers’ language proficiency. In T. S. Farrel (Ed.), Reflective Language Teaching: From Research to Practice (pp. 55–66). London: Continuum.
15. Freeman, D. (2017). The case for teachers’ classroom English proficiency. Regional English Language Journal (Singapore), 48, 1−2. https://doi.org/10.1177/0033688217691073
16. Golombek, P., Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102−111. https://doi.org/10.1016/j.tate.2014.01.002.
17. Hlas, A. C. (2018). Grand challenges and great potential in foreign language teaching and learning. Foreign Language Annals, 51, 46−54. https://doi.org/10.1111/flan.12317
18. Houghton, S. A., Rivers, D. J., & Hashimoto, K. (2018). Beyond native-speakerism. New York. https://doi.org/10.4324/9781315643601
19. Hökkä, P., Vähäsantanen, K., & Paloniemi, S. (2020). Emotions in learning at work: A literature review. Vocations and Learning, 13, 1–25. https://doi.org/10.1007/s12186-019-09226-z
20. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
21. Komar, O. S., Kolisnichenko, A., Derkach, S., & Kapeliushna, T. (2021). Newly qualified foreign language teachers’ adaptation in profession: challenges, problems, first achievements and further prospects. Advanced Education, 17, 35−45. https://doi:10.20535/2410-8286.228211
22. Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.
23. Kubanyiova, M (2020) Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world. Language Teaching Research, 24(1), 49−59. https://doi.org/10.1177/1362168818777533
24. Kyriacou, C. (2000). Stress-busting for teachers. Cheltenham: Stanley Thornes Publishers, Ltd.
25. Levrints (Lőrincz), M. (2022). Understanding challenges of foreign language teachers: Ukrainian perspective. Inozemni Movy (In press).
26. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243–259. https://doi.org/10.1017/ S0261444807004363
27. Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Front. Educ., 3(49), 1−10. https://doi.org/10.3389/feduc.2018.00049
28. Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-service foreign language teachers. Profile Issues in Teachers' Professional Development, 17, 81−99. http://dx.doi.org/10.15446/profile.v17n2.43641
29. Madalińska-Michalak, J., & Bünyamin, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688−706. https://doi.org/10.1080/02619768.2018.1531125
30. Nguyen, M. H. (2018). ESL teachers' emotional experiences, responses and challenges in professional relationships with the school community: implications for teacher education. In J. D. D. Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (1st ed., pp. 243−257). Springer. https://doi.org/10.1007/978-3-319-75438-3_14
31. Richards, J. (2022). Exploring emotions in language teaching. RELC Journal, 53(1), 225 –239. https://doi.org/10.1177/0033688220927531
32. Riesky, R. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. Indonesian Journal of Applied Linguistics (IJAL), 2(2), 260–272. https://doi.org/10. 17509/ijal.v2i2.169.
33. Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7. https://doi.org/10.1016/j.heliyon.2021.e08053
34. Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0
35. Shepherd, D. A., Patzelt, H., & Wolfe, M. (2011). Moving forward from project failure: negative emotions, affective commitment, and learning from the experience. The Academy of Management Journal, 54(6), 1229–1259. http://www.jstor.org/stable/41413617
36. Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, 1−12. https://doi.org/10.1016/j.system.2021.102642
37. Tarnopolsky, O. (2018). Principled pragmatism, or well-grounded eclecticism: A new paradigm in teaching English as a foreign language at Ukrainian tertiary schools? Advanced Education, 10, 5−11. https://doi.org/10.20535/2410-8286.133270
38. Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11.8
39. Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61−67. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.61
40. Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85. https://doi. org/10.1016/j.paid.2014.01.052
41. Wilkerson, C. (2000). Attrition of foreign language teachers: Workplace realities. Foreign Language Annals, 33, 31–35. https://doi.org/10.1111/j.1944-9720.2000.tb00887.x
42. Young, J. W., Freeman, D., Hauck, M. C., Garcia Gomez, P., & Papageorgiou, S. (2014). A design framework for the ELTeach program assessments (ELT Research Report No RR- 13–46). Princeton, NJ: Educational Testing Service. https://doi.org/1002/ets2.12036.
43. Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830
Опубліковано
2022-09-30
Як цитувати
Леврінц , М. (2022). Виклики у викладанні англійської мови як іноземної. Вісник ХНУ імені В. Н. Каразіна. Серія: Іноземна філологія. Методика викладання іноземних мов, (95), 99-106. https://doi.org/10.26565/10.26565/2227-8877-2022-95-13
