EFL Context: One World or Different Worlds?
(Sprache: Englisch)
This book attempts to define English as a Foreign Language (EFL) and globalization based on the literature and highlighting its major facets. Discussing the spread of English and motives for this kind of spread, the book outlines some of the impacts the...
Voraussichtlich lieferbar in 3 Tag(en)
versandkostenfrei
Buch (Kartoniert)
54.99 €
- Lastschrift, Kreditkarte, Paypal, Rechnung
- Kostenlose Rücksendung
- Ratenzahlung möglich
Produktdetails
Produktinformationen zu „EFL Context: One World or Different Worlds? “
Klappentext zu „EFL Context: One World or Different Worlds? “
This book attempts to define English as a Foreign Language (EFL) and globalization based on the literature and highlighting its major facets. Discussing the spread of English and motives for this kind of spread, the book outlines some of the impacts the language has had on different societies, cultures and the kind of reactions this language has generated among different cultures. The spread of the English language can't be fully understood without the hegemonic nature of English. Yet, this book claims that, despite the hegemonic nature of English, it is still badly needed in the Arab world for the purpose of communicating with the world, education, acquiring technology and development at large. To teach English as such, it is necessary to change the traditional methods of instruction. It is important to solidify teaching of the native language, empower the learners to have more self-confidence through learning English, teach the language as a foreign, rather than second language, and make changes in the curriculum in response to the needs of the learners and society.
Lese-Probe zu „EFL Context: One World or Different Worlds? “
Text Sample:Chapter Four Tracing Ideological Awareness of Students in Reading Comprehension:
Abstract:
This study seemed to be critical in order to pave the way for implementing the critical- based approaches into pedagogy. The present study had binary purposes. First, it aimed to investigate Iraqi EFL students' attitudes towards the use of critical awareness techniques in academic reading. Second, it purported to examine the attitudes of the students towards using critical awareness techniques in academic reading. Third, it tried to show that analytical thinking and reasoning were gender- related. Thus, the present study tried to teach comprehension utilizing innovative models based on tenets of critical reading and critical discourse analysis to highlight the principles of language awareness surely, in teaching reading passages the students' consciousness and awareness was raised to encourage them to get a deeper understanding of the texts under scrutiny. The subjects of the study emphasized that EFL learners need to learn diverse strategies to improve their reading comprehension. Effectively, the results of the study indicated that the students preferred to be taught utilizing a critical based approach to be able to foster their critical thinking towards the perspectives and ideologies behind the texts. They added that consciousness raising would equip them to be able to get access to the profound meanings of the texts.
Rationale:
Reading comprehension has caused severe difficulties for learners and instructors as well. Apparently, critical discourse analysis suggests highly influential answers to the needs of language learners by considering the potentials it presents to improve reading comprehension skills of the learners. (Mohtadi and Kuhi: 2016). It has been riveted that critical discourse analysis (CDA) is a frame work for revealing the implicit ideologies covered in a text. CDA examines how texts represent and construct reality within a specific
... mehr
ideological system through implicit messages based on what is said and left unsaid. (Widdowson: 2000; Heros: 2009). Critical text analysis assumes that no text is neutral and that, therefore, texts are always informed by authorial bias. Critical text analysis as such aims to equip individuals with a heightened awareness of how semiotic elements in the text reveal messages that impose authors' ideologies (Janks: 2012).
Common pedagogical practices of critical text analysis include analyzing authors' intentions and ideologies and exploring multiple perspectives. A key feature of critical analysis is the examination of the politics behind the creation of texts. In critical analysis , students examine the authors' beliefs held at the time the text is created .Critical literacy encourages students to challenge , question, deconstruct or rewrite the assumptions , beliefs , ideologies ,concepts encompassed implicitly or not within the perspective of the text by identifying the dominant and silenced voices in the text in an attempt to enrich the students' abilities through different lenses.( Beck:2005; Bourke:2008). Critical analysis pushes forward towards discussing complex issues which gives the students the opportunity to clarify their emotions and values , and developing the skills of information-processing, reasoning , enquiry , creative thinking and evaluation.( Fajardo:2015). As a matter of fact, reading the word entails reading the world, unpacking myths and distortion, and building new ways of knowing and acting upon the world. With the indispensable assistance of critical exploration the students' lack of deeper understanding of the socio-cultural issues in the written texts would be sedated. That is, the technical mastery of written language, then, becomes a means to broader human agency, individual and collective actions and not an end by itself. (Akbari: 2008; Freire and Macedo: 1987).
Unfortunately, former approaches to EFL have focused on teaching language skill
Common pedagogical practices of critical text analysis include analyzing authors' intentions and ideologies and exploring multiple perspectives. A key feature of critical analysis is the examination of the politics behind the creation of texts. In critical analysis , students examine the authors' beliefs held at the time the text is created .Critical literacy encourages students to challenge , question, deconstruct or rewrite the assumptions , beliefs , ideologies ,concepts encompassed implicitly or not within the perspective of the text by identifying the dominant and silenced voices in the text in an attempt to enrich the students' abilities through different lenses.( Beck:2005; Bourke:2008). Critical analysis pushes forward towards discussing complex issues which gives the students the opportunity to clarify their emotions and values , and developing the skills of information-processing, reasoning , enquiry , creative thinking and evaluation.( Fajardo:2015). As a matter of fact, reading the word entails reading the world, unpacking myths and distortion, and building new ways of knowing and acting upon the world. With the indispensable assistance of critical exploration the students' lack of deeper understanding of the socio-cultural issues in the written texts would be sedated. That is, the technical mastery of written language, then, becomes a means to broader human agency, individual and collective actions and not an end by itself. (Akbari: 2008; Freire and Macedo: 1987).
Unfortunately, former approaches to EFL have focused on teaching language skill
... weniger
Autoren-Porträt
Prof. Dr. Abbas Deygan Darweesh Al-Duleimi holds a B.A. in English Language and Literature, a M.A. in Applied Linguistics and a Ph.D. in General Linguistics. He is currently working at the University of Babylon, College of Education-Human Sciences. In 2015 the author went to the University of Northampton (UK) and met all the requirements for a postdoctoral research in language and culture studies. Furthermore, he has published five books and 30 articles in national and international well accredited journals.
Bibliographische Angaben
- 2017, 240 Seiten, 53 Abbildungen, Maße: 15,5 x 22 cm, Kartoniert (TB), Englisch
- Herausgegeben: Abbas Deygan Darweesh Al-Duleimi
- Verlag: Anchor Academic Publishing
- ISBN-10: 3960671784
- ISBN-13: 9783960671787
Sprache:
Englisch
Kommentar zu "EFL Context: One World or Different Worlds?"
0 Gebrauchte Artikel zu „EFL Context: One World or Different Worlds?“
| Zustand | Preis | Porto | Zahlung | Verkäufer | Rating |
|---|
Schreiben Sie einen Kommentar zu "EFL Context: One World or Different Worlds?".
Kommentar verfassen