Foreign Language Education at the Crossroads: Whose Model of Competence?

Álvarez, Inma

doi:10.2167/lcc330.0

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…The stimulus to undertake this study came firstly from my teaching experience that I had in Italy, and secondly from my interest in this field. In addition, the readings of articles from academic journals on similar studies [1][2][3]9,10] contributed to arouse my curiosity and prompted me to do a more in-depth research in this area. Data collected through qualitative semi-structured interviews with four Italian teachers of English as a foreign language and four high school students attending a state institution provided valuable insights into the current ELT methods and learning approaches and led me to draw some conclusions about the issues raised above.…”

Section: Rationalementioning

confidence: 99%

“…This paper presents responses to three articles namely: 1) L3 and the new inner circle, IATEFL voices [1] ; 2) Language Learners' Perceptions of Accent [2] ; 3) Foreign language Education at the Crossroads: Whose Model of Competence [3] ? These articles discuss the issues of grammar translation instruction, the differences of World English(es) accents, especially the British and American pronunciation and, above all, what model of reference to consider when learning English.…”

Section: Introductionmentioning

confidence: 99%

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Perspectives on World English(es): Perceptions of Italian EFL learners at secondary state schools with regard to grammar teaching, British and American accents and what model to aspire to when learning English as a second language

Valente

2023

Appl. Psychol. Res.

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The aim of this paper is to provide effective responses to three different articles that discuss the issues of grammar translation instruction, the differences between British and American accents and, above all, what model to aspire to when learning English, in order investigate what are the perceptions of Italian EFL learners at secondary state schools with regard to these elements. The trigger for this analysis comes firstly from my EFL teaching experiences at Italian state high schools where the syllabi employed tend to overlook these features and focus on conventional teaching practices. Secondly, the stimulus for this study comes also from research articles in this field that I read before writing these responses in order to have a broader view of these themes. Each response describes in detail theoretical issues with regard to the articles selected for this analysis, and it also makes reference to the context identified for this investigation. This study was conducted in Italy and the data gathering processes consist mainly of qualitative semi-structured interviews with eight participants (four EFL learners and for teachers of English as a foreign language and English literature), interview transcripts, and content analysis techniques which I used to examine and interpret data collected. Findings indicate that innovative EFL teaching and learning practices are needed in Italian state high schools, especially where the syllabi employed overlooks these identified aspects of the language.

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Section: Rationalementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%