The aim of the thesis is to design general recomendations on mistake management in a foreign language classroom which would meet both teachers' and learners' requirements and methods of mistake management in a foreign language classroom which would contribute to development of learners' communicative competence. The following methods were used in the research: analysis of literature on pedagogy, psychology and methodology of foreign language teaching, interview, questionnaire and observation....
The focus of the present study is to examine the communication strategies used by learners and teachers in the foreign language classroom. The data is from introductory Spanish classrooms at the university level. The author analyzed the data for instances of communications strategies according to taxonomy developed for ESL studies. Important…
Diego Fernando Macías
Full Text Available This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
Macías, Diego Fernando
This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of…
Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon
Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...
Full Text Available This article presents some theoretical reflections about the concept of culture and its paramount importance in foreign language classrooms, as a basis for examining curriculum as inquiry, a facilitative tool to incorporate culture in courses in the Bachelor’s degree in the Teaching of English as a Foreign Language at the National University of Costa Rica (UNA. Feasible solutions to common problems that teachers face when trying to incorporate culture in their classrooms, are also discussed.
Atmaca, Hasan; Günday, Rifat
Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be…
Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffery
This paper examines trends reflecting changes in the role of the classroom foreign language teacher, particularly as these trends affect English-as-a-Second-Language instruction. This study is based on relevant literature and research being carried out in the English Language Institute at Kanda University of International Studies (Japan). Past and…
Tuncer, Murat; Dogan, Yunus
This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…
Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.
The use of newspaper and magazine advertisements for teaching foreign language skills in listening, speaking, reading, and writing as well as vocabulary, idiomatic expressions, grammar, pronunciation, and culture is encouraged and discussed. Suggested lessons and classroom activities are presented in four categories: vocabulary, grammatical rules…
Dogan, Yunus; Tuncer, Murat
This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they…
Turnball, Miles; Arnett, Katy
Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…
Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA) is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a stron...
Barbosa, Matheus de Almeida
Full Text Available The objective of every good teacher is that students can have a successful and progressive performance throughout the course. However, there are times when what is taught in the classroom is not enough for the proper outcome of some students who may have some learning difficulties. “What should we do with these students?”, “how can we find the source of their real difficulty?” and “how to deal with such problems?” are common questions among teachers and about which we intend to reflect in this work. In order to do so, we decided to compare our students with a patient looking for medical care, in order to show him the steps to overcome the difficulties he might face
Miranda J. Walker
Full Text Available The purpose of this study was to construct a new scale for measuring foreign language classroom anxiety (FLCA. It begun with the creation of an extended item pool generated by qualitative methods. Subsequent Rasch and semantic analyses led to the final 18-item Foreign Language Classroom Anxiety Inventory (FLCAI. In comparison with the Foreign Language Classroom Anxiety Scale (FLCAS, the FLCAI demonstrated more convincing evidence of unidimensionality and the optimal 5-point Likert scale functioned better. The FLCAI, while 55% the length of the FLCAS, thus more practical for classroom practitioners to administer and analyse, maintains its psychometric properties and covers a wider range on the construct continuum thus improving the degree of validity of the instrument. Finally, test anxiety was shown to be a component of FLCA.
Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…
St. John, Oliver
Foreign language (FL) education has been marked by a monolingual principle that has favoured "intralingual" methodologies. Bakhtin's view of language interillumination--that languages throw light on each other--challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of…
Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.
Provides a background to the development of the Internet; discusses Web sites as foreign-language-learning tools; and describes the Nicenet Internet Classroom Assistant that can be used as a software template for teachers to create their own Internet pages for foreign-language instruction. (Author/LRW)
SLA research on foreign language pedagogy has long demonstrated that culture is essential to language learning. However, presenting culture in the language classroom poses certain problems. For learners, there is a tendency to stereotype others and to rely excessively on the teacher. For teachers, there is a tendency to transmit isolated facts…
Eaton, Sarah Elaine
This presentation introduced Skype and how it can be used to: (1) connect teachers with other professionals - and save on long distance charges - even internationally (2) empower language teachers and tutors (3) give presentations and workshops (4) be a stepping stone to using more sophisticated technology in the classroom. It was noted that for…
Yang, Jia; Yin, Chengxu; Wang, Wei
Through an in-depth analysis of quantitative and qualitative data, this article offers a case study of the advantages and challenges in the application of the flipped learning approach in the instruction of Chinese as a foreign language at the beginning level. Data were collected from two first-year Chinese classes (one in traditional and the…
Martí, Natalia Morollón; Fernández, Susana S.
This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups…
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.
This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners' attainment in speech production in English-as-a-foreign-language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed…
Felix-Brasdefer, J. Cesar; Cohen, Andrew D.
This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…
Dewaele, Jean-Marc; Ip, Tsui Shan
Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that…
Moreno-López, Isabel; Ramos-Sellman, Aida; Miranda-Aldaco, Citlali; Gomis Quinto, Maria Teresa
The researchers used qualitative and quantitative instruments to measure students' linguistic gains and their opinions and attitudes toward intercultural awareness while studying Spanish as a foreign language under four different pedagogical models: a traditional face-to-face classroom, face-to-face classes with a community-based learning…
This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects…
Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…
Full Text Available This article reports Chilean and Finnish foreign-language (FL teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”, whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.
Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.
Full Text Available Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.
Lucía Ramallo Cuesta
This article proposes solutions to put theory into practice in the classroom of Spanish as a foreign language. Key words: interculturality, intercultural skill, social consciousness, cultural shock, foreign language acquisition
guidance should be given by the teacher, bearing in mind how easy it can be to fall back on .... set the parameters for the design of three different courses of English language study. They were each ..... But this attitude is disadvantage for intercultural communication, I ... However I use 'cannot judge good or bad' in the mean.
Smit, Nienke; de Bot, Cornelis; van de Grift, Wim
Many scholars have stressed the importance of the role of interaction in the language learning process (Kramsch, 1986; Van Lier, 1996; Ellis, 2000; Walsh, 2011). However, studies on classroom interaction between foreign language (FL) teachers and a group of FL learners are rare, because they are
Jean-Marc Dewaele; Taghreed M. Al-Saraj
The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males). Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014) and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013). Multiple regression analyses revealed ...
Full Text Available Is a smart phone a toy or a tool? Students can’t get enough of it – after all, social media notifications and viral videos do take time to reflect on – while teachers, quite understandably, are dismayed to see an excellent educational tool used purely for entertainment. This paper posits that these two concepts are not mutually exclusive. It proposes a possible common ground, ‘edutainment,’ the integration of interactive mobile technology with the classroom for new opportunities to effectively achieve learning objectives in a light-hearted spirit. This research study describes the attitudes and intentions of 121 Thai English as a Foreign Language (EFL university students towards a playful, competitive smart phone application, its ease of use and perceived benefits to learning. Results of a cross-sectional examination through a paper-based, 4-page questionnaire seem to indicate general acceptance, widespread use and an altogether positive attitude to the software. The paper concludes by highlighting student impressions of its relevance to their studies and offering recommendations for further integration of digital teach-nology into foreign language classrooms.
Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
Full Text Available Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL coursebooks. These cultural elements are not limited to the target culture but they cover local and international culture components as well. Not focusing on solely one specific culture enables language learners to touch different cultures as well as maintaining awareness of their own culture. Humour constitutes another aspect without which human beings cannot survive. Our daily lives are full of humorous elements like jokes and these add remarkable taste to human beings’ course of living. This positive prevalence of humour in human life may also have its reflections in the realm of language teaching. Considering the inseparableness of both culture and humour from human life, Nasreddin Hodja stories can ideally serve a double purpose while teaching English in EFL settings. When offered in English, these culturally embedded and humour-laden stories that wittily combine both local culture and humorous elements hold the potential to motivate both English language teachers and learners while teaching and learning English in Turkish EFL context. This study aims to discuss the possible ways to employ Nasreddin Hodja stories in Turkish EFL classrooms. To this end, sample to-the-point activities based on Nasreddin Hodja stories in English will be introduced for different language skills ranging from main skills like reading and speaking to sub-skills like vocabulary and grammar.
Ampalagan, Meghavaani d/o; Sellupillai, Mogana d/o; Yap, Sze Sze
The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among Mainland Chinese students undergoing the Laureate English Programme in INTI International University, Malaysia. The participants of this study consisted of 75…
Full Text Available The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students’ own devices through the implementation of a Bring Your Own Device Policy (BYOD within foreign language lessons.
Scott, Sally S.; Edwards, Wade
Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive…
Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL) coursebooks. These cultural elements are not limited to the target culture but they cover local and…
Full Text Available Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011 while moderate levels of Second Language Tolerance of Ambiguity (SLTA are believed to boost foreign language learning (Ely, 1995. There is prima facie evidence that both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986 and the Second Language Tolerance of Ambiguity Scale (Ely, 1995. Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.
Adinolfi, Lina; Astruc, Lluïsa
Translanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether…
Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.
Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose
Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.…
Macedonia, Manuela; Klimesch, Wolfgang
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within-subject longitudinal study lasting 14 months that tested the use of…
Heinz, Solveig M.
Content-based instruction (CBI) has been part of the foreign language curriculum for many years at US colleges, leading to courses that combine language instruction with specific content domains, such as film, literature, politics, sports and many others. This article presents a rather unusual choice of content domain for a second-year language…
This PhD project mainly aimed at exploring the relationship between foreign language (FL) anxiety and FL proficiency development, the sources of FL anxiety, and the stability of FL anxiety over time and across target languages. To this end, 146 L1 Chinese university students, who had been learning
Akram SHARIFI; Afsaneh GHANIZADEH; Safoura JAHEDIZADEH
The present study delved into a language learning model in the domain of English as a foreign language (EFL), i.e., simulation. The term simulation is used to describe theactivity of producing conditions which are similar to real ones. We hypothesized that simulation plays a role in middle school students’ perceptions of classroom activities (i.e., interest, challenge, choice, and joy). It was also conjectured that simulation affects foreign language...
Dolean, Dacian Dorin
Foreign language classroom anxiety (FLCA) has been the subject of several studies aimed to optimize learning of a foreign language in the classroom. However, few studies provide specific curriculum-based methodological strategies to be used in the classroom in order to lower the anxiety level. In this article, two experimental classes of 8th-grade…
Josefina Quintero Corzo
Full Text Available Complying with school regulations and teachers' instructions is a basic principle of an excellent class; both novice and experienced teachers face challenging situations when getting into real classrooms, especially those related to classroom management. There are various reasons that explain discipline problems in public schools, as well as varied strategies beginning teachers create and try when coping with those challenges. This article reports an action research study on how this methodology helped a group of teacher-trainees overcome indiscipline in English as a foreign language classrooms at public schools, and align with professional development initiatives which focus on reflection and decision-making processes that the new Colombian policies demand from new teachers seeking a higher quality of education.
Fu, Tingfeng; Nassaji, Hossein
The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult…
Full Text Available The present study focuses on the link between psychological, sociobiographical and linguistic variables and Foreign Language Classroom Anxiety of 348 Arabic learners of English (250 females, 98 males. Data were collected using the Arabic Foreign Language Anxiety Questionnaire (AFLAQ; Al-Saraj, 2011, 2014 and an Arabic version of the Multicultural Personality Questionnaire-Short Form (MPQ-SF; van der Zee, van Oudenhoven, Ponterotto & Fietzer, 2013. Multiple regression analyses revealed that self-perceived proficiency in oral English and frequency of use of English explained over a third of variance in FLCA: More proficient and frequent users felt less anxious. Two personality traits, Emotional Stability and Social Initiative explained a further fifth of variance in FLCA, with emotionally stable and more extraverted participants scoring lower on FLCA. Age was the final predictor of a small amount of variance, with older participants feeling less anxious. Degree of multilingualism, sex and education level had no effect on FLCA.
Wang, Yang; Liu, Chao
This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…
Nelson, Mark Evan; Johnson, Neil H.
In this article, we describe a programme of qualitative research and interpretive analysis around an approach to foreign language pedagogy that aimed to develop learners' symbolic competence through experience with and examination of the signs in acts of communication. Learners were presented with the problem of visually representing the abstract…
Wei, M.; Brok, den P.J.; Zhou, Yalun
We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers’ interpersonal
Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activitiesÂ for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competenceÂ in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily lifeÂ communication. The reasons for the proposed implementation of reading-based classroom activitiesÂ in TEFLINÂ and the role of reading and its relation with other language skills are presented.
aus der Wieschen, Maria Vanessa
, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against...... the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform...... this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short...
Al-Saraj, Taghreed M.
With the increase in globalization, the study of English has become common in Saudi Arabia, but students' experiences of foreign language anxiety (FLA) have been underexamined. Saudi Arabia and other Arab countries are culturally distinct from the Western world, where the most popular assessments of FLA were developed. Through a qualitative and…
Kjærgaard, Hanne Wacher
A central part of language teachers’ work consists in providing written corrective feedback for their students using wellknown pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close ....... The article also presents and discusses some of the advantages that may result from increasing the adequate uses of ICT in this aspect of (foreign) language teaching.......A central part of language teachers’ work consists in providing written corrective feedback for their students using wellknown pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close...
Full Text Available In the teaching of foreign languages, complex-clause syntax does not seem to have had an established role over the last 20 years, especially within the communicative approach and, of course, the CEFR. It was previously part of methods which stressed formal approaches to foreign languages and their being taught, but not of natural, acquisition-based methods. With the communicative approach, two important premises were introduced: authentic texts and grammar as a tool when necessary. This is one probable reason why explicit, complex-clause syntax is hardly mentioned in the CEFR, even though it is implicitly present in descriptors, even though it is particularly recognisable in those for writing skills, and even though we know that it can be used for all four skills, as well as to guide learners towards some self-directed learning about language features. To date, in the era of the communicative approach, not much is known about the role of complex-clause syntax in foreign/second language classrooms, in particular from the learners’ viewpoint. In order to bridge this research gap, the paper analyses a questionnaire among learners in secondary schools that looked at their perspectives regarding the (possible role of syntax. The examined aspects consider its role for the four skills, and the benefits of knowing syntax; implicitly, the paper touches on some affective factors and related methodological approaches, along with problems concerning the teaching of syntax. The findings are based on quantitative data; an evaluation of the need for complex-clause syntax is included, and some pedagogical implications are presented.
Chang, Chih-Wei; Chen, Gwo-Dong
Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…
Kjærgaard, Hanne Wacher
A central part of language teachers’ work consists in providing written corrective feedback for their students using well-known pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close....... The article also presents and discusses some of the advantages that may result from increasing the adequate uses of ICT in this aspect of (foreign) language teaching....... to 300 Danish teachers of lower-secondary EFL aimed at uncovering their practices, not least the role of ICT in their work. The results indicate that they use ICT much less in this part of their work than in others, depriving both teachers and students of the benefits that technology can provide......A central part of language teachers’ work consists in providing written corrective feedback for their students using well-known pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close...
Kjærgaard, Hanne Wacher
A central part of language teachers’ work consists in providing written corrective feedback for their students using wellknown pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close ....... The article also presents and discusses some of the advantages that may result from increasing the adequate uses of ICT in this aspect of (foreign) language teaching....... to 300 Danish teachers of lower-secondary EFL aimed at uncovering their practices, not least the role of ICT in their work. The results indicate that they use ICT much less in this part of their work than in others, depriving both teachers and students of the benefits that technology can provide......A central part of language teachers’ work consists in providing written corrective feedback for their students using wellknown pen-and-paper practices, and they are often unsure of the return on their investment of time in this task. This article will describe the results of a survey among close...
Full Text Available Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (L1 in English Language Teaching (ELT, critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of L1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of language teachers in Mexico are using the students' mother tongue, Spanish, not only as a pedagogical tool but to develop and reinforce interpersonal relationships in the language classroom in order to enhance the learning of English.
Full Text Available Abstract Drawing on constructivist perspectives, this study aimed to investigate the tacit knowledge of pre-service English teachers regarding the foreign language classroom by discovering their belief systems mainly through a metaphor analysis. The participants consisted of two pre-service teachers, who enrolled in a practicum class of a one-year intensive teaching certificate course offered at an English-medium foundation university located in Istanbul, Turkey, during the spring semester of 2012-2013 academic year. The possible effects of practice teaching period on the metaphors were also explored. In so doing, the participants were requested to reflect on the metaphors they generated. In this exploratory design, the data collection tools included a metaphor completion task, a semi-structured interview, and follow-up e-mails. The results suggested that pre-service teachers do not enter teacher education as a tabula rasa and that the use of metaphors to reveal previous knowledge was a useful instrument. It was also found that real teaching experience seemed to influence the metaphors expressed prior to practicum. Implications and applications for teacher education and suggestions for future research are discussed. Keywords: Pre-service teacher education, teaching certificate programs, practicum, metaphor analysis, prior beliefs, tacit knowledge Öz Yapılandırmacı yaklaşımı takip eden bu çalışma hizmet öncesi İngilizce öğretmenlerinin yabancı dil sınıfı ile ilgili var olan bilgilerini metafor analizi yöntemi ile ortaya çıkarmayı amaçlamıştır. 2012-2013 eğitim-öğretim yılının bahar döneminde bir vakıf üniversitesinde verilmekte olan bir yıllık yoğun bir pedagojik formasyon programının okul deneyimi dersine kayıt olan iki hizmet öncesi İngilizce öğretmeni çalışmada yer almışlardır. Bahsi geçen okul deneyimi döneminin araştırmaya katılan öğretmenler tarafından dile getirilen metaforlar
Honig, Lucille J.; Brod, Richard I.
Gives employment opportunity information in the following fields where foreign language can be used as an auxiliary skill: 1) Business, Industry, Commerce; 2) Civil Service; 3) Education; 4) Law; 5) Library Science; 6) Media; 7) Science; 8) Service; 9) Social Sciences; 10) Travel, Tourism. The fields of foreign language teaching and interpretation…
Coto Keith Rossina
presents each separately, giving the idea that only one or two can be used in the language classroom, thus missing some important matters. The point of this article is that in order to be more effective, Learning Styles, Multiple Intelligences and Language Learning Strategies must intertwine, so as to create a solid building block. The author first gives an overview of each of these areas. She then explains in the review of the literature how they should be used as a closely-knit unit. Next, she provides an example of this integration through a lesson plan on the topic of environmental conservation for an Oral Communication course for English majors at School of Modern Languages, University of Costa Rica. Finally, some advice is given to instructors on the incorporation of each of these building blocks.
The study explores the complexities associated with graduate language instructors' NS/NNS identities and teaching of culture. Researchers, who work mainly in the English as a Second/Foreign Language field, have been discussing this divide and have examined the advantages and disadvantages each group brings to the profession, but not the influence…
Koch, Glenn G.
Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...
Arnaldo Moisés Gómez
Full Text Available Foreign Language Interactive Didactics is intended for foreign language teachers and would-be teachers since it is an interpretation of the foreign language teaching-learning process is conceived from a reflexive social interaction. This interpretation declares learning based on interactive tasks that provide learners with opportunities to interact meaningfully among them, as a way to develop interactional competence as objective in itself and as a means to obtain communicative competence. Foreign language interactive didactics claims for the unity of reflection and action while learning the language system and using it to communicate, by means of solving problems presented in interactive tasks. It proposes a kind of teaching that is interactive, developmental, collaborative, holist, cognitive, problematizing, reflexive, student centered, humanist, and with a strong affective component that empower the influencing psychological factors in learning. This conception appears in the book: DIDÁCTICA INTERACTIVA DE LENGUAS (2007 y 2010. The book is used as a textbook for the subject of Didactics that is part of the curriculum in language teachers’ formation of all the pedagogical sciences universities, in Spanish teachers’ formation who are not Spanish speaking people at Havana University, and also as a reference book for postgraduate courses, master’s and doctorate’ s degrees.
van Hugten, Joeri; van Witteloostuijn, Arjen
The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students' defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students' confidence and motivation by communicating positive feedback in the foreign language.
This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that…
This article describes an online intercultural citizenship project concerning the environment in the primary English-language classroom carried out in 2013/2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram that involves teachers and researchers in Europe, the US and East Asia. The project is…
Barrett, Martin T.; And Others
Five papers presented at a language conference are compiled in this report. They include: (1) "Le Francais au Pot-Pourri," or "Adapting the 'Open-Classroom' to the Teaching of Foreign Languages," (2) "We Can Teach Anyone to Speak French," (3) "The Use of Puppetry in the Teaching of Foreign Languages," (4) "A New Perspective for Integrated Foreign…
The purpose of this study is to clarify Japanese attitudes towards foreign languages based on the kinds and changes of TV and radio programs that aired on the Japanese national broadcasting station (NHK) between 1955 and 2000. Foreign language programs are classified into three groups according to their content: 1) cultivation, 2) education, or 3) communication. For Japanese people, foreign languages are the measures of intelligence and intellect. Studying a foreign language is considered a sign of intelligence whether or not it is used for actual communication. The number of foreign language programs has increased tremendously since 1965 in part because the global economy has brought many countries in such close contact. Since 1990, programs for the purpose of communication have increased because of the necessity to communicate with foreign people. Japanese attitudes towards studying foreign languages have been changing gradually from an intellectual purpose to a communication purpose.
Why are second language learners in Japan's universities so silent? This book investigates the perplexing but intriguing phenomenon of classroom silence and draws on ideas from psychology, sociolinguistics and anthropology to offer a unique insight into the reasons why some learners are either unable or unwilling to speak in a foreign language.
This article examines current pedagogical trends in the foreign language classroom and argues that a critical literacies pedagogical approach (Freire, 1970) should guide instruction. A critical literacies pedagogical approach is then discussed in the context of foreign language teaching and learning, and particular attention in this article is…
Full Text Available Foreign language anxiety (FLA has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.
The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...
Feinberg, Lilian O.; Tarjan, Jeno
Foreign language study at the Karl Marx University of Economic Sciences in Budapest aims to develop the ability to use the language as a native would in a particular business or profession, and to help the student become fully aware of the political, historical, sociological, and geographical background of the foreign country and the…
Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching...
Full Text Available This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Bruen, Jennifer; Kelly, Niamh
This paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native…
Maxim, Hiram H.
Reviews current practices in foreign-language teaching in light of Bourdieu's theories of language and power to show how failing to assess discursive intent prevents students from understanding strategic use of language. Bordieu's model is then proposed as the basis for pedagogy that authorizes students to use their existing cognitive skills in…
Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.
de Bot, Kees; Weltens, Bert
Reviews recent research on language maintenance and language loss, focusing on the loss of a second language in a first language environment, the linguistic aspects of loss, and relearning a "lost" language. An annotated bibliography discusses nine important works in the field. (43 references) (MDM)
Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.
Full Text Available The focus of this text is on the multicultural condition, related to the foreignlanguage classroom as a possible arena for democratic experiences. However,due to the increasing ambiguity, to say the least, of the conceptions of “culture”and “multiculturalism” today, I will argue that, depending on how “multicul-turalism” is conceived, this focus may indeed either lead to a cultural andcommunicative closure, or open up the possibility of multi-vocal dialogue andcommunication. If, on the one hand, “multiculturalism” is understood asdifference, mainly constituted by a variety of categorized cultural groupings,you may end up essentializing culture to something that people “have”, andthat is imposed on them collectively from an outside position. If, on the otherhand, cultural differences are seen as constructed within human practices ofongoing narratives and negotiations between individuals and groups – acrossand beyond all kinds of cultural borders – then the hybrid, pluralistic condi-tion of a society, or even of a foreign language classroom, may offer at least anopportunity for cultural identities to co-construct a social space, where nor-mative conflicts and different viewpoints could be dealt with through multi-vocal deliberative communication.
Luis Carlos Estrada Naranjo
Full Text Available This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.
Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon
Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…
In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…
Orpet, Brian R.
Describes a visit made to Sweden to ascertain why Swedish citizens speak such excellent English. Motivation was a key factor. Describes observations of the methods of teaching English as a second language in Swedish schools. Makes recommendations for foreign language teaching in Great Britain based on these observations. (SED)
The leitmotif of this address, inspired by lines found in William B. Yeats'"The Second Coming", underscores the need for a greater display of solidarity of language teachers through increased participation in professional associations. The work of the American Council on the Teaching of Foreign Languages (ACTFL) is discussed and noted to be vital…
Brooks-Lewis, Kimberly Anne
Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…
This book is intended for foreign language teachers interested in the approaches used in Rudolf Steiner schools, and also classroom teachers who teach foreign languages. Chapters address these issues: what the language lesson is to achieve; how the language lesson differs from other lessons; lesson design; examples of actual lessons; avoiding the…
Students and Teachers' Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico (Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México)
Mora Pablo, Irasema; Lengeling, M. Martha; Rubio Zenil, Buenaventura; Crawford, Troy; Goodwin, Douglas
The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews.…
The author of this book conducted different studies to investigate the potential of serious games for global education when used in EFL classrooms. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.
The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students…
Husbye, Nicholas; Dorner, Lisa M.
One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…
Francisco Jiménez Calderón
Full Text Available Resumen: El objetivo de este artículo es unificar algunos criterios acerca de la utilización de textos literarios en el aula de español como lengua extranjera (ELE, sobre todo en relación con la adaptación de los textos. Para ello, se elabora una propuesta didáctica que consiste en una adaptación de El burlador de Sevilla, que ha sido trabajada en el aula de manera efectiva mediante actividades específicas. La conclusión es que el trabajo con textos literarios puede ser más rentable si se elabora una unidad didáctica basada en el texto aplicando el enfoque por tareas que normalmente se emplea en el método comunicativo. Además, el sentido del texto debe considerarse como el primer objetivo de aprendizaje.Abstract: The aim of this paper is to unify some criteria on the use of literary texts in the classroom of Spanish as a foreign language, especially in relation to the adaptation of the texts. For that, we develop a teaching proposal that is an adaptation of El burlador de Sevilla, which has been tested in the classroom effectively through specific activities. The conclusion is that working with literary texts can be more productive if we develop a teaching unit based on the text using the task-based approach normally used in the communicative approach. Besides, the sense of the text should be established as the most important learning objective.
Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M
Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.
Perrine, Byron K.
Techniques learned in the Goethe-Institut German classroom in Germany, are described and recommended for American use, particularly the immersion approach and emphasis on variety in instructional activities. Other features are also discussed, including: the role of a teacher's willingness to provide multi-sensory activities, creative use of the…
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign…
This paper selects one of classifications of motivation in foreign language learning,that is,instrumental and integrative motivation.By analyzing such a distinction,it hopes to direct foreign language teaching in China.
Foreign language education, particularly in French, has taken root in Kenyan ... interest and potential in foreign language education at this young stage of life. ... Since independence, the Kenyan government has set up several education ...
This paper deals with a topic self-reflection in developing teaching performance. Self-reflection is a vital skill to reflect and evaluate teachers' teaching performance in the classroom. However, there are many teachers running monotonous classes because they do not make a self-reflection. This consideration explores teachers' strengths and weaknesses in learning process. This research will help the teachers to maintain or eliminate critical incident on learning and teaching process. This re...
Doman, Evelyn; Webb, Marie
Many educators worldwide are aware that traditional teacher-fronted instruction and lecture-based learning often lead students to become passive in the classroom. In the language classroom, particularly in classrooms for English as a second or foreign language, the flipped model of education drives students to become more responsive and more…
Safar, Anna; Kormos, Judit
This study investigated three of the issues recently raised in connection with the traditional concept of foreign language aptitude: the relationship between foreign language aptitude and working memory and phonological short-term memory capacity, the role of foreign language aptitude in predicting success in the framework of focus-on-form foreign…
Ansyari, Muhammad Fauzan
This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed…
Castaneda, Martha E.
This case study examines students' experiences regarding the infusion of digital storytelling in their high school fourth-year Spanish class. The aim of this case study is to determine if digital storytelling can be an effective tool for language learners to communicate emotion and present information to an audience. Sources of information for…
Research on communication in classrooms is reviewed to provide implications for the writing process. Studies address language, social identity, and teacher expectation. The importance of meaning as the focus of writing is stressed. (CL)
Serraj, Samaneh; Noordin, Noreen Bt.
Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the…
O'Connell, Raymond S.
This brochure describing language programs to both parents and prospective high school language students in Endicott, New York focuses on developing student motivation and interest. Topics discussed include: (1) reasons for studying foreign language, (2) stages of foreign language learning, (3) course offerings, (4) homework, and (5) examinations.…
Ibrahim, Mona Kamal; Ibrahim, Yehia A.
Following a "mixed methods" approach, this research is designed to examine whether teaching English as a foreign language (EFL) in Egypt's public schools matches the communicative English language teaching (CELT) approach. Qualitative and quantitative data were collected from 50 classroom observations, 100 questionnaire responses from…
Foreign language and bilingual educators are in the unique position of being able to bring the world to their classrooms via the telecommunications technologies. Telecommunication is electronic communication over long distances by means of an online computer service, a telephone, a television, a satellite, or other long distance technologies. This…
Conner, Maurice W., Ed.
The papers collected here are largely devoted to foreign language education as a means of increasing international and cross-cultural understanding. Titles include: (1) "Language Is the Medium, Culture Is the Message: Globalizing Foreign Languages" (Lorraine A. Strasheim); (2) "Cultural Understanding for Global Citizenship: An Inservice Model"…
Hult, Francis M.
Language policy has developed into a major area of research that continues to expand and develop. This article examines potential directions for cross-pollination between the fields of language policy and foreign language education. First, publication trends are examined. Database searches were conducted for the journals "Foreign Language…
While many studies have demonstrated the advantages of using computer technology in foreign language classrooms, many post-secondary foreign language (FL) teachers still remain reluctant to use technology in instruction. Even when teachers do use technology, critiques have indicated that it is oftentimes used merely to replicate traditional…
Ana B. Fernández-Guerra
Full Text Available Several scholars have argued that translation is not a useful tool when acquiring a second or foreign language; since it provides a simplistic one-to-one relationship between the native and the foreign language, it can cause interference between them, and it is an artificial exercise that has nothing to do in a communicative approach to language teaching. Recent studies, however, show that, far from being useless, translation can be a great aid to foreign language learning. The aim of the present paper is twofold: (1 to summarize and assess the arguments that encourage the use of translation in the foreign language classroom, supporting the integration of several forms of translating; and (2 to present the results of a survey that focused on students’ perceptions and responses towards translation tasks and their effectiveness in foreign language acquisition. Results show that students’ attitudes were surprisingly positive for several reasons: translation is one of their preferred language learning tasks, it is motivating, it facilitates a deeper understanding of the form and content of the source language text, it increases learners’ awareness of the differences between both linguistic systems, it allows them to re-express their thoughts faster and easier, and it helps them acquire linguistic and cultural knowledge.
Full Text Available Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS by Horwitz, Horwitz, and Cope (1986. The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.
Full Text Available The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English.
Klein, Ana Maria
This article focuses on the instructional needs of newcomers to the North American classrooms who already speak one or more foreign languages and who are coping with classroom-related language issues. It taps into positive instructional strategies that are culturally-validating and welcoming for these students. Inspired by an invited Oxford Round…
Lochland, Paul W.
This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…
Çapan, Seyit Ahmet
This study aims to investigate pre-service English as Foreign Language (EFL) teachers' beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants' responses to a belief…
Gopang, Illahi Bux; Bughio, Faraz Ali; Pathan, Habibullah
The present study investigated foreign language anxiety among students of Lasbela University, Baluchistan, Pakistan. The study adopted the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). The respondents were (N = 240) including 26 female and 214 male. The data was run through the Statistical Package for the Social Sciences (SPSS)…
Taha, T. A.
This paper examines the alternate use of Arabic and English in the context of a university classroom, where a policy to use the former language in place of the latter was being implemented. Analysis of a sample of recorded university lectures of English and Arabic medium classes in sciences and humanities reveals that teachers use code switching,…
Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an…
Full Text Available This study aimed to Şnd out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semistructured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exempliŞed with extracts from student teachers’ diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided
Park, Mi Yung
Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of…
Full Text Available n this study, the departments of philology and teaching, which take place in higher education programs in Turkey and give education in foreign language, have been examined. 23 different languages are offered to philology students who wants to attend to faculty of literature. Students can prefer classical languages besides modern languages. However, English, German, French, Arabic and Japanese are offered to the students of teaching department. To teach another foreign language, pedagogical formation is also required.This study focuses on the departments of German Language Teaching and German Language and Literature. From this point, the place and the importance of other philology and foreign language teaching departments in Turkish higher education have been examined.
GÜNDOĞMUŞ, Niyazi; ORHAN, Gökhan; ŞAHIN, İsmail
One of the main aims in Foreign Language Teaching is to actualize naturaland entertaining educational environment. Foreign Language Teaching Activitiesshould stress on motivational goals furthering interests and motivation oflearners and minimizing their anxiety in language teaching activities. So as toadopt that, these activities should be designed to incite students’ interests,curiosity and include some diverse alternatives from school textbooks tohandheld technological devices and other el...
Mariza Mendez López
Full Text Available Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.
The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…
Memis, Muhammet Rasit
Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…
This article is an attempt to the work on language learning strategies(LLS) in second & foreign language acquisiton (SFLA) research, and to give suggestions for future language learning strategies research. In the first section, I will discuss briefly the background of language learning strategies reserch, and in the ensuing sections, I will review articles on: (i) the identification & classification of language learning strategies; (ii) the variables affecting the use of language learning st...
Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.
THIS MANUAL IS AN ANNOTATED LIST OF 16-MILLIMETER EDUCATIONAL FOREIGN LANGUAGE FILMS (BOTH LINGUISTIC AND CULTURAL) WHICH WERE PURCHASED WITH STATE AND FEDERAL FUNDS AND PLACED IN LOUISIANA'S NINE FILM LIBRARIES. FILMS ARE ARRANGED ALPHABETICALLY BY LANGUAGES. FILMS IN THE TARGET LANGUAGE ARE LISTED SEPARATELY FROM FILMS WITH ENGLISH NARRATION. A…
Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.
In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language,
Bown, Jennifer; Dewey, Dan P.; Martinsen, Rob A.; Baker, Wendy
This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and…
Sparks, Richard; Ganschow, Leonore
Review research on foreign language aptitude and its measurement prior to 1990. Describes research areas in the 1990s, including affective variables, language learning strategies, learning styles as contributors to aptitude and aptitude as a cognitive construct affected by language variables. Reviews research on individual differences and the…
The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching…
Full Text Available The aim of the present article is to describe ethnography as a qualitative approach frequently applied in foreign language acquisition research (Pollard,1985; Smith, 1992; Robinson-Stuart and Nocon, 1996. Reviews of two studies having used ethnographic techniques are presented in the paper to highlight the theoretical background for such an investigative method. The first study discusses issues about participant observation, while the second depicts the language learner in the role of the ethnographer. The paper also tries to throw light on the various tasks of the ethnographer as well as the values (emic and holistic view and limitations (the insider/outsider dilemma of ethnography. Key words: Culture, Ethnography, Ethnographer, Qualitative Research- Techniques, Participant Observation El objetivo de este artículo es describir la etnografía como un método cualitativo que es utilizado frecuentemente en la investigación de la adquisición de una lengua extranjera (Pollard, 1985; Smith, 1992; Robinson-Stuart and Nocon, 1996. En el documento se presentan reseñas de dos estudios que implementaron técnicas etnográficas, con el propósito de resaltar los antecedentes históricos de este tipo de método de investigación. El primer estudio trata acerca de temas relacionados con la observación de los participantes, mientras que el segundo estudio presenta al aprendiz de lengua en el rol de etnógrafo. El documento también da varias pautas sobre las tareas del etnógrafo, así como los valores (el punto de vista émico y holístico y las limitaciones (el dilema interno y externo de la etnografía. Palabras claves: Cultura, Etnografía, Etnógrafo, Técnicas InvestigaciónCualitativa, Observación Participativa
Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…
This study reviews beliefs related to translanguaging activities in the French as a Foreign Language (FFL) classroom and suggests cultural reasons why some condemn the concomitant use of previously learnt languages with the target language in FFL learning contexts. A corpus analysis of two Maltese FFL teachers’ recorded lessons attempts a structural categorisation of translanguaging instances according to the classification of classroom translanguaging in Causa (1998). It sheds light on the f...
Full Text Available In the last few decades there is growing interest in pre- and in- service teacher education which aims to help teachers keep up to date with new trends and developments in the field of education. Although this movement has resulted in upgraded approaches to the design and implementation of teacher training courses, most of them focus mainly on theoretical and methodological issues neglecting the systematic improvement and development of English teachers’ language proficiency and competence. However, it is a reality that several teachers sometimes feel uncomfortable with using the foreign language inside and outside the classroom. The present research investigates how comfortable teachers feel with their foreign language proficiency, whether their confidence in using it influences in any way their teaching practices and whether there is a need for in-service teacher training courses targeting teachers’ language development and improvement. From the analysis of the research data we are able to assume that teachers of English feel that there are deficiencies in their foreign language proficiency and competence and admit that their participation in training courses targeting their language development would improve not only their language proficiency but their actual teaching practices as well.
AL-KHASAWNEH, FADI MAHER
This study investigates the level and sources of foreign language learning anxiety experienced by Saudi students studying at King Khalid University (KKU). It also aims to examine the differences between the level of language anxiety and the students’ study level. For this purpose, 97 English majored students from different levels were purposively chosen to participate in this study. The research instrument used in this study was Foreign Language Classroom Anxiety Scales (FLCAS) developed by H...
Ioana Claudia Horea
Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.
Levey, Sandra; Polirstok, Susan
Language Development: Understanding Language Diversity in the Classroom offers comprehensive coverage of the language development process for pre- and in-service teachers while emphasizing the factors that further academic success in the classroom, including literacy skills, phonological awareness, and narrative. With chapters written by respected…
Oud-de Glas, Maria; Peels, Fons
Reports on levels of foreign language education and foreign language competence among Dutch students, discussing the sharp decline in the teaching of French and German, a lack of foreign language training in technical education, where it is most needed, and the limitations of the data collected regarding foreign language attainment in the…
Payne, Mark; Almansour, Maram
This paper presents findings from an exploratory study of foreign language planning in Saudi Arabia. In terms of official policy, the sole foreign language taught in Saudi public schools is English. Therefore, researching foreign languages there is often limited to researching the area of English as a Foreign Language. However, evidence shows that…
Foreign language motivation is regarded as one source of individual differences in second language acquisition. Learn-ing motivation is a dynamic mechanism which gives rise to learning activities. Learners ’motivation is a decisive factor for the suc-cess of second language acquisition.
Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan
This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware…
learning and recommends ways in which foreign language students and teachers can exploit the ... languages at university level in the Ugandan context. ... management and catering, the hospitality industry and international relations. .... Especially in the era of globalization, there is an increasing demand for intercultural.
Nasr, Raja T., Ed.; And Others
A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…
Lynch, Michael Patrick
In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern language...
The article is devoted to the description and characterizing of language schools and foreign language studying programs in Portugal. The relevance of language learning for professional, mobility, self-developing means is shown. The main courses and programs are observed and the advantages and disadvantages of each of them are given. It is stated that Portuguese courses mostly follow the Common European Framework of Reference for Languages. A small synopsis of the abilities for each level is p...
The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the...
Sparks, R; Ganschow, L; Pohlman, J
As increasing numbers of colleges and universities require a foreign language for graduation in at least one of their degree programs, reports of students with difficulties in learning a second language are multiplying. Until recently, little research has been conducted to identify the nature of this problem. Recent attempts by the authors have focused upon subtle but ongoing language difficulties in these individuals as the source of their struggle to learn a foreign language. The present paper attempts to expand upon this concept by outlining a theoretical framework based upon a linguistic coding model that hypothesizes deficits in the processing of phonological, syntactic, and/or semantic information. Traditional psychoeducational assessment batteries of standardized intelligence and achievement tests generally are not sensitive to these linguistic coding deficits unless closely analyzed or, more often, used in conjunction with a more comprehensive language assessment battery. Students who have been waived from a foreign language requirement and their proposed type(s) of linguistic coding deficits are profiled. Tentative conclusions about the nature of these foreign language learning deficits are presented along with specific suggestions for tests to be used in psychoeducational evaluations.
Full Text Available This article discusses the need for educators in business schools to become more involved in discovering and cultivating not only hard skills, but also soft skills, in order to prepare students to meet the requirements of their potential employers. At the level of business undergraduate studies in Romania, educational activities focusing on soft skills (such as intercultural communication, positive attitude, flexibility become essential for increasing students’ employability chances. Foreign language teachers who use a communicative teaching method are specifically involved in such activities. But do these courses cover the entire range of top soft skills required by business executives? What is done in the classroom and what can be improved? The present study will attempt to find the answers to these questions and to formulate suggestions for a more focused approach to soft skills development through foreign language courses.
Lavrenteva, Evgenia; Orland-Barak, Lily
Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized "top down" curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This…
Zare-ee, Abbas; Shirvanizadeh, Maryam
The study of factors influencing undergraduate learners' participation and/or reticence in second/foreign language classrooms, a relatively recent line of research, can contribute to the betterment of language teaching and learning practices. In this work, we attempt to investigate the causes of a population of undergraduate English as a foreign…
This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited…
This book contributes to the growing field of foreign language teaching and testing by shedding light on mediation between languages. Stathopoulou offers an empirically-grounded definition of mediation as a form of translanguaging and offers tools and methods for further research in multilingual testing. The book explores what cross-language…
This study investigated whether there was a correlation between first language proficiency as measured by the Mississippi Curriculum Test (MCT II) Reading and Language Arts and foreign language proficiency as measured by the French Language Proficiency Test. Data for the independent variable, first language proficiency, was collected from the…
de Bot, Kees, Ed.; And Others
Papers from a conference on empirical research on foreign language instruction in Europe and the United States include: "Foreign Language Instruction and Second Language Acquisition Research in the United States" (Charles A. Fergurson, Thom Huebner); "Empirical Foreign Language Research in Europe" (Theo van Els, Kees de Bot,…
Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach,…
Full Text Available The present study was conducted to identify the perceptions of the Iranian foreign language practitioners about Iran‟s foreign language education policy within a systemic functional linguistics approach. To this end, 8 Iranian male and female foreign language practitioners were interviewed and asked to talk about what they thought about Iran‟s foreign language policy. The findings obtained from analysing the process types and participants employed by the Iranian foreign language practitioners within a systemic functional linguistics approach point out that the FLEP document is heavily influenced by and draws on well entrenched ideological, historical, religious, economic, and political discourses. Further investigations within a systemic functional linguistics approach indicate that the Iranian teachers believed that while English is a tool for understanding cultural exchanges and transferring technological advances, achieving these goals through the teaching of English is sometimes problematic within an absolute Islamic framework. The findings obtained from a transitivity analysis for the Iranian foreign language practitioners by subjecting their responses to the questions on the interviews to a systemic functional linguistics approach are also indicative of the Iranian foreign language teachers‟ loyalty to the “the younger, the better” belief. Likewise, course content was a topic for controversy. Some of the practitioners believed that course content should be developed around a variety of topics. Whereas others asserted that the inclusion of different topics in the foreign language education policy document may increase the workload on the part of the teachers. Other issues such as culture, the Islamic ideology, and imperialism were identified as causes of different understandings among the Iranian foreign language practitioners as well.
Full Text Available The present study examined the role of social trust and types of classroom activities as some probable significant predictors of language learning motivation on a sample of 200 Iranian EFL upper-intermediate learners who have been selected randomly. Consequently, the participants completed three questionnaires, Language Learning Motivation Inventory, Classroom and school Community Inventory, and Classroom Activities Inventory, the reliability and validity of each have been checked previously. After running Multiple Regression through SPSS Software, the results revealed that social trust and types of classroom activities accounted for 16.7% of the variance in language learning motivation. Although each of them had a unique impact on language learning motivation, "Deep Language Use" as one of the types of classroom activities had a greater contribution to English as a foreign language learning motivation (002< .05, outweighing social trust as a more important predictor, (.005 < .05. Finally, pedagogical implications along with suggestions for further studies are discussed.
Jalali, Sara; Panahzade, Vahid
The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…
Office of Postsecondary Education, US Department of Education, 2012
The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in…
Bailey, Phillip D.; Onwuegbuzie, Anthony J.
This study determined which study habits would distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds enrolled in either Spanish, French, German, or Japanese classes. The students completed the Study Habits Inventory and the Background Demographic Form.…
Swanson, Peter B.
Vocational choice appears to crystallize during adolescence and one's career aspirations begin to take shape later. Over 40 years ago Holland studied incoming freshman to match vocational aspirations to vocational preference profiles. Individuals seeking to become foreign language teachers were assigned a Social, Artistic, Enterprising vocational…
Steele, Winifred H.
The results of a survey of cultural resources available to high school foreign language students in the Central New Jersey and New York City areas are presented in a listing of cultural and professional organizations, businesses, schools, government tourist offices, television and radio broadcasts, publications, religious groups, travel agents,…
This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a…
Ong, Wing S. S
Sequoyah, which is the Department of Defense (DoD)'s Program of Record for automated foreign language translation, is to identify current and developing technologies to meet warfighter requirements for foreign language support...
Showstack, Rachel E.
Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger…
Ludke, Karen M; Ferreira, Fernanda; Overy, Katie
This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.
Victoria Vadimovna Dobrova
Full Text Available The study of verbal behavior in a foreign language with the complex of methods of different sciences is the up-to-date task of scientific knowledge. The study of the ability to learn foreign languages is conducted with the help of psycholinguistic methods on the basis of contracted forms of communication, considering individual characteristics of speakers as well as level of their language culture, semantics and elements of their speech. The carried empirical study allows to say that there is the dependence of individual characteristics, motivation of communication, communicative skills of participants of communication and presence of various semantic and syntactic types of contracted forms in the dialogue.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-26
to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties......The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries should obviously include a strong (though far from exclusive) focus on the impact...... of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching...
Bringing Foreign Language Learning into the 21st Century. The different challenges facing foreign language lecturers are considered as well as the different methods used to teach a foreign language. Technology and multimedia are proposed not only as tools and supports but also as a possible solution. With the change ...
The way computers are used in foreign language teaching reflects teachers ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program ITS English. In this program, different types of exercises
Fojkar, Mateja Dagarin; Skubic, Darija
The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper…
Full Text Available Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind.
Full Text Available The present paper is aimed at providing a ref lection on the use of authentic texts in French as a foreign language classroom. The author bases herself on an analysis of texts taken from four textbook sets (Le nouveau sans fronti`eres, Panorama, Campus and Rond point, which were or are still used in teaching French as a foreign language. Initially, a definition of authenticity and a survey of authentic material usage through history are provided. In the overview of the texts forming the corpus the texts are divided into authentic, adapted, apparently authentic and those for which no assumption can be made as to their authenticity. The authenticity analysis is also carried out by taking into account the analysis of/categorisation into text types (according to Adam. The author proceeds from two premises, i.e. firstly she foresees that authentic texts will be present in all text books analysed and secondly, considering the greater accessibility of materials, that their presence will be more pronounced in recent textbooks. However, none of the two hypo theses is confirmed, as authentic texts are found in the first three textbook sets, but not in the most recent one, while their presence is most pronounced in the oldest textbook set, i.e. in Le nouveau sans fronti`eres. The result of the analysis is thus somehow surprising given the overall accessibility of all kinds of authentic materials. In the author's opinion more authentic texts should be included into textbooks to thus enhance the purposeful ness of the foreign language classroom.
Full Text Available The article analyzes the notions of plurilingualism and plurilingual identity through the prism of the concepts of multilingualism and multilingual identity and the perspective of the theories of bilingualism. The article suggests that plurilingual identity can be viewed as an objective in third language (second foreign language teaching and contemplates specific characteristic imposed on a third language learner by the process of third language acquisition and the necessity of managing a certain imbalance between the degrees of language command and culture experience in different target languages.
Full Text Available The article analyzes the notions of plurilingualism and plurilingual identity through the prism of the concepts of multilingualism and multilingual identity and the perspective of the theories of bilingualism. The article suggests that plurilingual identity can be viewed as an objective in third language (second foreign language teaching and contemplates specific characteristic imposed on a third language learner by the process of third language acquisition and the necessity of managing a certain imbalance between the degrees of language command and culture experience in different target languages.
Full Text Available In a developing nation like Turkey, the English language plays a significant role in educational and socioeconomic mobility. English is acquired and taught as a foreign language (EFL primarily in the classrooms. However, the ways in which English language is represented in classroom instruction have been hardly examined and understood. With that, this paper aims to depict two teachers’ representations of the English language as influenced by a university entrance English language test administered in 2008 in Turkey. The two teachers’ representations of the English language are projected from a 12th grade classroom at an Anatolian Lycee located in the Mediterranean region of Turkey. Doyle's task framework is employed, specifically in order to map what content representations emerged out of the teachers' classroom practices. Data sources include biweekly teacher logs, biweekly interviews, and biweekly classroom observations. The paper highlights that the two teachers' classroom representations of English were entrenched with the idea of highstakes test preparation for university admissions as they deemed test preparation as a major part of their classroom instruction. That is, representations of the English language were contracted to tested structures and items. The paper illustrates the teachers’ representations of reading and grammar with the insight that division of labour, though not in the form of collaboration, made it possible for the teachers to cope with the contraction effect of test preparation
Ammar, Abdullah Mahmoud Ismial
The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in…
De Smet, Audrey; Mettewie, Laurence; Galand, Benoit; Hiligsmann, Philippe; Van Mensel, Luk
This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research…
Enkin, Elizabeth; Mejias-Bikani, Errapel
In this paper, we discuss the benefits of using online translators in the foreign language classroom. Specifically, we discuss how faulty online translator output can be used to create activities that help raise metalinguistic awareness of second language grammar and of the differences between grammatical constructions in the first and second…
The study aims to explore university-level foreign language learners' perceptions of the content-based flipped classroom approach and factors influencing their perceptions. The research questions guiding the study are three-fold. (a) What attitudes and perceptions do students have about language and knowledge acquisition in the content-based…
Stomfay-Stitz, Aline; Wheeler, Edyth
For the past 30 years, peace educators have drawn attention to the vital role of language--the caring, creative words that describe and enhance peace. The language of peace has evolved through several stages of growth and complexity. It also offers a heritage of caring and acceptance for all children who enter through educators' classroom doors.…
Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.
Maylín Rodríguez Sánchez
Full Text Available The paper is intended to describe a didactic strategy to contribute to the development of foreign languages course students’ cognitive independence at Camagüey University. In its theoretical conception it is re-defined the concept “cognitive independence”, springing from the context in which the research is carried out, and the distinguishing features that characterize this capacity in students of foreign languages for pedagogical purposes are determined. The strategy comprises four stages: diagnosis, planning, execution, and evaluation. It is included the exemplification of the actions comprised in each stage, as well as the valuation of its effectiveness by means of experts’ opinions. Theoretical and empirical methods were applied, allowing the identification of the scientific problem and the modeling of its solution.
Ozer, Selda; Yılmaz, Ercan
The aim of the study was to determine students’attitudes towards Vocational Foreign Language Course and if the their attitudesdisplay significant differences in terms of gender, age, department, the placethey live, passing marks, the type of high school they graduated from, theirmothers’ and fathers’ graduation levels and being abroad. The study was carriedout in descriptive survey method. The population of the study comprised ofsenior students at two vocational colleges of Nevşehir Hacı Bekt...
Full Text Available Studies and articles that focus on describing and classifying foreign language syllabuses are dominated by the product / process dichotomy. Nevertheless, this is not always the case, as there are authors who, apparently, use other criteria to produce their own taxonomy. Thus, this paper attempts to provide a brief chronological outline of the various descriptions found in the syllabus design literature, so that the principles underlying the proposed taxonomies could be identified and critical comparisons could be performed.
Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade. Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal) intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between L1 and L2 skills, and for speculation that "lower level" skills in phonological processing are important for written language development and oral proficiency in a FL.
Full Text Available This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher’s use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students’ desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.
The mission of the Defense Language Institute Foreign Language Center (DLIFLC) is to train, sustain, and evaluate foreign language skills of linguists under the guidelines of the Defense Foreign Language Program (DFLP...
Sparks, R L; Miller, K S
An overview of multisensory structured language (MSL) techniques used to teach a foreign language to at-risk students is outlined. Research supporting the use of MSL techniques is reviewed. Specific activities using the MSL approach to teach the phonology/orthography, grammar and vocabulary of the foreign language as well as reading and communicative activities in the foreign language are presented.
Keysar, Boaz; Hayakawa, Sayuri L; An, Sun Gyu
Would you make the same decisions in a foreign language as you would in your native tongue? It may be intuitive that people would make the same choices regardless of the language they are using, or that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases. Four experiments show that the framing effect disappears when choices are presented in a foreign tongue. Whereas people were risk averse for gains and risk seeking for losses when choices were presented in their native tongue, they were not influenced by this framing manipulation in a foreign language. Two additional experiments show that using a foreign language reduces loss aversion, increasing the acceptance of both hypothetical and real bets with positive expected value. We propose that these effects arise because a foreign language provides greater cognitive and emotional distance than a native tongue does.
Affective constructs such as motivation, self-esteem, and anxiety play an important role in learning a foreign language. Scholars have conducted many studies to find out how these constructs affect foreign language (FL) learning. They aimed to find out how anxiety affects language learning, the sources of anxiety in FL learners, and how to overcome this anxiety. Teachers were offered various strategies to lower their students’ anxiety. Studies on Foreign Language (FL) anxiety mostly focused o...
With the advent of globalization and the increasingly multilingual and multicultural nature of nations, institutions and classrooms, the fundamental nature of foreign language instruction is changing. Such traditional notions as: "native speaker", "target culture", "standard L2" are becoming problematic with the…
This course, designed for instructing potential teaching assistants to teach college students a foreign language, concentrates on six major areas of preparation. A detailed outline covers: (1) course introduction and definitions, (2) applied linguistics, (3) approaches and methods, (4) testing, (5) classroom techniques, and (6) demonstrations.…
Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K
Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.
Full Text Available The use of the first language (L1 in the foreign language classroom has been highly contested in the last decades. This paper discusses the use of L1 in online activities in hybrid lower-level Spanish as a foreign language (SFL courses, with a focus on threaded discussions about cultural topics. I first discuss the use of L1 in foreign language (FL teaching. Second, I present Vygotsky's (1978 postulates about learning, and Cole and Engeström's (2001 activity theory. Third, I conduct an activity analysis of the SFL class to further narrow it down to L1 use in the discussion boards. By looking at the discussion boards through the lens of sociocultural theories, I claim that the use of L1 is a necessary cognitive tool for fostering inter-cultural learning through online discussions in SFL classes.
Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.
Full Text Available The paper substantiates the necessity and importance of the organization of prospective primary school teachers’ foreign language sociocultural competence monitoring in the educational process of high school. The author notes that prospective primary school teachers’ foreign language sociocultural competence is inseparably linked with linguomethodological competence. It is proved that the measurement of foreign language sociocultural competence of primary school foreign language teachers should be performed in the process of lingvomethodological training of the students as lingvomethodological competence occupies a dominant place and is a unifying and a backbone for other competencies of the future teacher’s professiogram. In this regard, the concept of “foreign language sociocultural competence of prospective primary school teacher” is clarified, the essence of lingvomethodological monitoring of foreign language sociocultural competence is revealed. It is emphasized that linguistic disciplines (“The practice of oral and written language”, “Practical grammar of a foreign language”, “Practical phonetics of a foreign language”, etc. and linguomethodological courses (“Methods of teaching English at primary school”, “ICT in learning foreign languages”, “Innovative technologies of learning foreign languages”, etc. play very important role in forming “foreign language sociocultural competence of prospective primary school teacher”. Specific principles of lingvomethodological monitoring of foreign language sociocultural competence are identified and characterized. They are complexity, lingvomethodological orientation, validity, multi-vector monitoring procedures.
Kluge, E. Alan
In the hospitality industry there are three major needs for study of a foreign language: (1) the need to communicate with non-English speaking employees, (2) the need to assist foreign travelers; and (3) the need to work in a non-English speaking country. The strength of the need to know a foreign language depends on the employee's level within…
Full Text Available There is ample evidence that technology-enhanced instruction could result in students’ learning. With the advancement and ever-increasing growth of technology, the use of educational electronic games or computer games in education has appealed to both educators and students. Because of their potential to enhance students’ interest, motivation and creativity, computer games can be used to teach various skills and strategies to different types of students, particularly schoolchildren. These games have also made inroads into language learning classrooms as they provide language learners with a rich learning context to engage in authentic and meaningful learning experiences. This paper reviews the potential of integrating computer games into second/foreign language syllabi and curricula by offering a synopsis of the assumptions, prior studies and theoretical background in support of these games in language education. At the end, the paper touches upon the role of teachers and the likely inhibiting factors affecting the integration of computer games into English language programs.
Max Florian Hertsch
Full Text Available Innovation and organization in language education are more than just a teacher and students gathered in the same classroom at the same time, using the same materials and current motivation. The importance of innovations is highlighted by the European Label for innovative projects in language teaching and learning. For Turkey and its European Union membership ambitions, education is a prior section whose standard can be raised by innovations in foreign language education. Heyworth created a formula for innovations [C=(abc>x] which declares changes and its costs. The formula expresses that change for innovation equals several factors which must be more effective than the costs. In this article, Heyworth’s formula is transferred towards the language education system in Turkey. It will theoretically show advantages and changes and a way how Turkish organizations could change to provide more sustainable language education. Furthermore, the article will explain the already existing approaches and show their advantages and disadvantages. As a conclusion, a theoretical approach for innovations will be given and discussed.
... 29 Labor 3 2010-07-01 2010-07-01 false Information in foreign language. 500.78 Section 500.78... § 500.78 Information in foreign language. Each farm labor contractor, agricultural employer and... English or, as necessary and reasonable, in Spanish or another language common to migrant or seasonal...
... 47 Telecommunication 1 2010-10-01 2010-10-01 false Documents in foreign language. 1.355 Section 1... Proceedings Evidence § 1.355 Documents in foreign language. Every document, exhibit, or other paper written in a language other than English, which shall be filed in any proceeding, or in response to any order...
This paper discusses the development offoreign language policy in higher educationin the United States (US) and indicates gaps in the study of foreign languages in highereducation in that country. A discussion of current policy, provision, programmes andfunding of foreign languages in higher education are presented, ...
Simon, Charlann S.
This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…
Natalia Alexandrovna Kameneva
Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41
Chan Yee Han
Full Text Available The study of popular culture is now becoming an emerging research area within the field of education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in teaching Japanese as a Foreign Language (JFL classroom. This paper attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classroom. By introducing the teaching idea of using anime in a Japanese language classroom, the present study is hoped to be able to encourage more Japanese language teacher to consider seriously about the use of anime in teaching JFL.
Reeves, J B; Newell, W; Holcomb, B R; Stinson, M
In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.
Dariga A. Bekova
Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.
O. S. Kazachiner
The aim of the article is analysis of content and structure of such phenomenon as a foreign language teachers’ inclusive competence. The necessity of development of such category of teachers’ inclusive competence was substantiated. On the base of scientists’ approaches to teacher’s inclusive competence content the author has defined foreign language teacher’s inclusive competence as an integrative personal background which includes the ability of teaching a foreign language to children with s...
This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...
Full Text Available A lack of motivation, incomprehensible content and a high workload are only some of the causes leading to students’ failures in the learning process. Dealing with failures seems to have become a new core competence in the current world, which is why the definition and implementation of an appropriate strategy is essential for prospective learning results. The focus of the contribution is on the meaning of failure and sources of potential student failures in the foreign language learning at the university level. The results presented in the paper base on the survey conducted with English language students at Koszalin University of Technology. Students were asked to identify the field causing learning failures. The described survey delivers information about the sources of failures from learner’s point of view, which can be an incentive to develop and implement strategies to cope with failures in the ESP class.
Medina, Sergio Alonso Lopera
This article analyzes the various types of information that alternative assessment and traditional assessment practices provided in an English foreign language (FL) reading course for graduate students at a public university in Medellín, Colombia. This study followed the principles of qualitative research, and a case study was used as a research…
Raymond, Robert B. L.
Recent research in language education policy (LEP) refocuses attention from the role of governments to local stakeholders that shape LEP. However, little attention has been given to teacher agency in LEP implementation for early foreign language (FL) education in the United States. This pilot study considers the role of foreign language elementary…
Miller, Patrick W.
Ralph Waldo Emerson and Mae West would seem to have little in common, but there is one thing they both understood--the importance of body language. Educators, psychologists, anthropologists and sociologists define body language or nonverbal communication as communication without words. It includes overt behaviors such as facial expressions, eye…
Against the background of increasing linguistic diversity in classrooms worldwide, we aimed to provide scientifically grounded insight into how language-oriented mathematics education can be designed, enacted and evaluated. We addressed the following main research question: How can teachers in
Chan Yee Han; Wong Ngan Ling
The study of popular culture is now becoming an emerging research area within the field of education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in teaching Japanese as a Foreign Language (JFL) classroom. This paper attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classroom. By intro...
Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton
Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.
Sun, He; Steinkrauss, Rasmus; van der Steen, Steffie; Cox, Ralf; de Bot, Kees
The current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors
Language is nature in action and something humans do. This literature review presents evidence from the literature that suggests that learning a foreign language in a classroom situation does not require high levels of student motivation. It is instead suggested that high levels of motivation are needed to make progress when a teacher is using…
Karwan Talaat Rashid
Full Text Available The study of research upon a qualitative procedure has conducted with twenty-two various instruments, based on the quantitative data collection to prepare for statistical analysis. Learning of the study is analytical Analyzing Student’s Attitude for Foreign Language. In some countries most of the students have to learn the first foreign language it may sometimes have is impact of learners The procedure of teaching a foreign language are influenced by different issues such as the used attitude, methods, techniques, educators, learners, inspiration, environment, and etc.. The problem of the study accompanied with dimensions to get solved the Foreign language as an official language has its impact on Student’s Relations. Foreign language (FL gave a good opportunity to students to know the culture of the other country, to learn the second language, students attitude toward foreign language differ according to gender. Furthermore, For the better understanding of different type of foreign languages and its empowerment to discover the solution to research problem take a notice of these objectives and can formulate as followings: To know the different type of foreign language and how it affect the student’s performance and measure the ability of their efficiency.
Carrigan, Richard P.
Ads that read, "If you can speak it, you can teach it," attracted thousands of young people to travel the world to teach English as a Second Language (ESL). English language schools of the 1960s and 1970s flourished with the influx of native speakers who were given a scripted textbook with all the "right" things to say. However, by the end of the…
Kroteva, Marijana; Mirascieva, Snezana
The aim of this paper is to present the significance and introduction of cultural studies in the curricula for foreign language studies. Although the main focus in the paper is pointed to English as the most dominant language in the world today, the paper is primarily intended and refers to all the languages. Section two consists of the aspects and reasons for the necessity of introducing the cultural studies in the foreign language curricula. Section three is written upon the research result...
Dr. Dexter R. Buted
Full Text Available The study generally intended to reckon the previous and present condition of senior tourism students with regards on their foreign language class. Specifically, it described the profile of the professors teaching foreign language; determined the senior tourism student’s performances on their foreign language class; assessed the teaching strategies used by the professors; tested the significant relationship between the performances of the students to the teaching strategies used; and lastly, proposed an action plan to help tourism students in the study of foreign language. The researchers used the descriptive method of research, with one hundred seventy-eight (178 respondents composed of all senior tourism students who are enrolled in foreign language class. The result of the study revealed that the professors who are teaching foreign language are 61 years old and above, masters degree holder, 10 years and above, with a unit of 21 and can speak Spanish. Also, the students are able to speak and comprehend Mandarin, French and Spanish. The teaching techniques used by the professors in teaching the language was giving and evaluating student’s performance more often. Moreover, the performances of the students in foreign language are affected by the teaching strategies used by the professors. And a proposed plan was formulated to improve foreign language subject of the study
Full Text Available The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a foreign language were investigated. Basing on obtained sources, the history of teaching Russian language as a foreign language was divided into two periods: before and after becoming separate discipline. In the article not only the main features, such as theories, methods, sources of each period were studied, but also history of teaching Russian language as a foreign language was evaluated as a unified process. Keywords: Teaching-Learning activities, Russian as a Foreign Language, Historical linguistic process
A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…
... DEPARTMENT OF DEFENSE Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY: Department of the Army, DoD. ACTION: Notice of open meeting. SUMMARY: Under the... Visitors, Defense Language Institute Foreign Language Center. Date: August 3 and 4, 2011. Time of Meeting...
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Horwitz, Elaine K.
Argues that many nonnative foreign-language teachers experience foreign-language anxiety and that this anxiety can have negative consequences for language teaching. The article discusses how anxiety affects teachers' feelings of self-confidence, use of the target language, and instructional choices and offers suggestions for increasing teachers'…
This document reports on the foreign language training offered in the Peace Corps. Following a brief introductory statement, a list of languages taught by the Peace Corps in the years 1961-67 is provided, as well as a brief description of Peace Corps language training methods. Guidelines for language coordinators are outlined, and the approach to…
Thompson, Amy S.; Khawaja, Anastasia J.
As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned…
Full Text Available The importance of listening in language learning can hardly be overestimated. In classrooms, students always do more listening than speaking. Listening competence is universally “larger” than other competence. Listening is not a oneway street. It is not merely the process of a unidirectional receiving of audible symbols one facet – the first step – 0f listening comprehension is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain. Every classroom lesson involves some form of assessment, whether it is in the form of informal, unplanned, and intuitive teacher processing and feedback, or in formal, prepared, scored tests.
Nowadays, there is a need to fit into a world increasingly globalized, in which communication and foreign languages have more importance than some years ago. The English language is the language of international communication. Present day English is the simplest adaptation of a very old language and yet it is still difficult to teach this language effectively, especially to those who speak English as a second or even third language. Teaching only the rules is found to be boring by most studen...
... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Foreign language proficiency pay. 9901... NATIONAL SECURITY PERSONNEL SYSTEM (NSPS) Pay and Pay Administration Premium Pay § 9901.364 Foreign language proficiency pay. (a) General provisions. (1) This section applies to employees who may be paid...
Costa, Albert; Foucart, Alice; Arnon, Inbal; Aparici, Melina; Apesteguia, Jose
In this article, we assess to what extent decision making is affected by the language in which a given problem is presented (native vs. foreign). In particular, we aim to ask whether the impact of various heuristic biases in decision making is diminished when the problems are presented in a foreign language. To this end, we report four main studies in which more than 700 participants were tested on different types of individual decision making problems. In the first study, we replicated Keysar et al.'s (2012) recent observation regarding the foreign language effect on framing effects related to loss aversion. In the second section, we assessed whether the foreign language effect is present in other types of framing problems that involve psychological accounting biases rather than gain/loss dichotomies. In the third section, we studied the foreign language effect in several key aspects of the theory of decision making under risk and uncertainty. In the fourth study, we assessed the presence of a foreign language effect in the cognitive reflection test, a test that includes logical problems that do not carry emotional connotations. The absence of such an effect in this test suggests that foreign language leads to a reduction of heuristic biases in decision making across a range of decision making situations and provide also some evidence about the boundaries of the phenomenon. We explore several potential factors that may underlie the foreign language effect in decision making. Copyright © 2013 Elsevier B.V. All rights reserved.
Hovsepian, Kristen B.
This report considers how the different departments of business administration and foreign languages can cooperate to create coursework that will benefit students in both areas of study. The ignorance many U.S. citizens have of the world is taken into consideration. Although foreign language majors have greater exposure to the world, this…
In teaching French as a foreign language, there is a constant development from traditional methods to action-oriented approaches. This development has arisen as a result of students' needs and of innovations in technology. Particularly in the last decade, there has been increasing interest in teaching foreign languages to children. Because of…
N V Kudinova
Full Text Available The influence of age factor on the foreign language learning is examined in the article from the practical point of view. The specific age features and their influence on the foreign language acquisition at different stages of age are highlighted and analyzed on the basis of psychological research.
Ghonsooly, Behzad; Showqi, Sara
The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive…
Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.
Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…
Dahl, Anne; Vulchanova, Mila D
This study investigated whether it is possible to provide naturalistic second language acquisition (SLA) of vocabulary for young learners in a classroom situation without resorting to a classical immersion approach. Participants were 60 first-grade pupils in two Norwegian elementary schools in their first year. The control group followed regular instruction as prescribed by the school curriculum, while the experimental group received increased naturalistic target language input. This entailed extensive use of English by the teacher during English classes, and also during morning meetings and for simple instructions and classroom management throughout the day. Our hypothesis was that it is possible to facilitate naturalistic acquisition through better quality target language exposure within a normal curriculum. The students' English vocabulary knowledge was measured using the Peabody Picture Vocabulary Test, version 4 (PPVT-IV, Dunn and Dunn, 2007a), at the beginning and the end of the first year of school. Findings are that (1) early-start second-language (L2) programs in school do not in themselves guarantee vocabulary development in the first year, (2) a focus on increased exposure to the L2 can lead to a significant increase in receptive vocabulary comprehension in the course of only 8 months, and (3) even with relatively modest input, learners in such an early-start L2 program can display vocabulary acquisition comparable in some respects to that of younger native children matched on vocabulary size. The overall conclusion is that naturalistic vocabulary acquisition is in fact possible in a classroom setting.
Full Text Available This article provides a summary of some of the key ideas of Seedhouse (2004. The study applies Conversation Analysis (CA methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.
Full Text Available The function of English as a lingua franca for communication needs rethinking in the teaching of English as a foreign language classroom as a consequence of globalisation. The present contribution is an empirical study carried out in an Italian university environment which aims to show how teachers should take on board awareness raising activities in the recognition of other varieties of English which, albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a relevant place in the global scenario. This can be achieved in practical terms by interrogating an expressly made corpus of Chinese English news texts and carrying out simple concordance activities.
Rossina Coto Keith
Full Text Available Este artículo presenta las ventajas de la integración de tres áreas comúnmente estudiadas en la enseñanza de idiomas: Estilos de Aprendizaje, Inteligencias Múltiples y Estrategias para el Aprendizaje de Idiomas. Cada una de estas áreas tiene un papel fundamental en la enseñanza de idiomas y el aprendizaje, pero por lo general se utilizan por separado, o en el mejor de los casos, los y las docentes integran ya sea estilos e inteligencias o estrategias, pero no las tres al mismo tiempo. De hecho, la mayoría de la literatura presenta cada una por separado, dando la idea de que sólo una o dos se pueden utilizar en la clase de idiomas, por lo que en muchas oportunidades se ignoran aspectos fundamentales. La tesis principal del artículo es que, para ser más eficaz, Estilos de Aprendizaje, Inteligencias Múltiples y Estrategias de Aprendizaje deben entrelazarse a fin de crear un pilar sólido para el aprendizaje de idiomas. Primeramente, la autora ofrece una visión general de cada una de estas áreas. Luego en el referente teórico explica cómo estas deben usarse como una unidad, y posteriormente da un ejemplo de esto a través de un plan de clase sobre el tema de la conservación del medio ambiente para un curso de Comunicación Oral I de la carrera de inglés de la Escuela de Lenguas Modernas de la Universidad de Costa Rica. Por último, se ofrecen algunas recomendaciones a los y las instructores sobre la integración de estos pilares en el aula.
Full Text Available It is a fact that language is a means of communication for human beings. People who needto have social interaction should share the same language, beliefs, values etc., in a given society.It can be stated that when learning a foreign language, mastering only linguistic features of FLprobably does not ensure true spoken and written communication. This study aims to deal withsocio-pragmatic problems which the learners may be confront with while learning and using theforeign language. Particularly cultural and cultural values of the target language such as idioms,proverbs and metaphors and their role in foreign language teaching have been focused on.
Young, Carl A., Ed.; Moran, Clarice M., Ed.
The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…
Osipov, Ilya V.; Volinsky, Alex A.; Nikulchev, Evgeny; Prasikova, Anna Y.
The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along…
Employability is increasingly becoming a central aspect of higher education in the United Kingdom and it is becoming imperative that modern foreign languages teachers engage directly and sincerely with the employability agenda. This article proposes the use of feature films as a successful method for developing and promoting employability skills in the language classroom, an approach which has not thus far been adopted. I begin by discussing different models for the delivery of employability ...
Is it a Practical Strategy of Foreign Language Teaching? Unpacking the Integrated Language and Culture Instruction (ILCI Method in its Application to Learning of German as a Foreign Language in Zimbabwe
Full Text Available It is without doubt, that most contemporary methods of language teaching are based on the Communicative language Teaching (CLT model. The principle that these methods share is that language can only be considered meaningful when it is not taught separately from its context, which is the context of the target language speakers. In other words, second and foreign language teachers are encouraged to pursue methods of instruction that seek to simultaneously improve not only the linguistic knowledge of the L2/foreign language learners (such as vocabulary and grammar but also their learning of the “appropriate” contextual meaning of this knowledge. To mention a few, these methods include the integrated content and language learning instruction (ICLI, theme based language instruction (TBI, Task based instruction (TBI and the integrated language and culture Instruction (ILCI. The last method of instruction which is the central subject of discussion in this study is not commonly addressed by most researchers despite its growing popularity in most foreign language teaching classrooms. It is mainly related to the theme based language instruction since it advocates for the teaching of language in tandem with topics in culture and civilisation and realises the importance of both culture (as content and language (as a medium of communication. This study unpacks this method, looking at its benefits and limitations when it comes to its application to the foreign language classroom. The major concern of this study therefore, is pedagogical implications of this method in actual foreign language teaching. To illustrate this, the study gives insights into learning of German in Zimbabwe, with the University of Zimbabwe as a close example. The underlying position in this study is that, while the integrated language and culture Instruction (ILCI method is a very attractive method on paper, there are a number of obstacles that can censor its practical application
Full Text Available In this study, we aimed to give information about language teaching in EU and Turkey which started negotiations for being full member in EU. Language teaching in both EU countries and in Turkey is studied comparatively in respect of some variables. These variables are: the age at which pupils are first taught foreign languages as a compulsory subject; the number of language taught during compulsory education, using “ CLIL” type provision in education; percentage distribution of all pupils according to the number of foreign languages learnt in primary and secondary education; percentage of all pupils in primary and secondary education who are learning English, German and/or French; relative priority given to the aims associated with the four major skills in curricula for compulsory foreign languages in full-time compulsory education; the minimum number of hours recommended for teaching foreign languages as a compulsory subject during a notional year in primary and secondary education; minimum number of hours recommended for teaching the first foreign language as a compulsory subject in a notional year in full-time compulsory general education and number of years spent for teaching; the proportion of minimum total time prescribed for the teaching of foreign languages as a compulsory subject, as a percentage of total teaching time in primary and fulltime compulsory general secondary education; and regulations or recommendations regarding maximum class sizes for foreign languages in primary education. In the end of this study, there are regulations and recommendations about teaching foreign languages which are foreseen to be implemented in the adaptation process of EU.
Full Text Available The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1 the assimilation of a large number of linguistic, lexical and grammatical units; 2 active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3 the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4 overcoming psychological barriers, including fear of the possibility of making a mistake; 5 high efficiency and fast learning; 6 too much new language material that is presented; 7 training of oral forms of communication; 8 decline of grammatical units and models.
Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning Individual classroom experiences: a sociocultural comparison for understanding efl classroom language learning
Full Text Available Este trabalho compara as experiências de sala de aula (ESA de duas universitárias na aprendizagem de língua inglesa. As ESA emergiram de entrevistas individuais, onde vídeos das aulas promoveram a reflexão. A análise revelou que experiências de natureza cognitiva, social ou afetiva influem diretamente no processo de aprendizagem e as que se referem ao contexto, à história, crenças e metas dos alunos influem indiretamente no mesmo. A singularidade de algumas experiências levou à sua categorização como ESA individuais (ESAI. Ao comparar as ESAI de duas informantes, a importância da análise sociocultural do processo de aprendizagem de sala de aula fica evidente. Concluiremos com uma defesa do valor da teoria sociocultural no estudo da aprendizagem de língua estrangeira em sala de aula e com a apresentação das implicações deste estudo para pesquisadores e professores. This paper compares the classroom experiences (CEs of two university students in their process of learning English as a foreign language (EFL. The CEs emerged from individual interviews, where classroom videos promoted reflection. The analysis revealed that cognitive, social and affective experiences directly influence the learning process and that those which refer to setting, learner’s personal background, beliefs and goal influence the learning process indirectly. The analysis also revealed the singularity of some of these CEs that led to their categorization as individual CEs (ICEs. When comparing the ICEs of the two participants, the importance of a sociocultural analysis of the classroom learning process becomes evident. We conclude with an analysis of the value of sociocultural theory in the study of classroom EFL learning and with the implications of this study for teachers and researchers.
Richardson, Judy S.
Describes the use of some read-alouds from Alexandre Dumas'"The Count of Monte Cristo" which helped to demonstrate some principles of learning foreign languages. Describes briefly the read aloud selection, discusses some specific activities that relate to foreign language learning, and discusses specific language arts activities. (SR)
... DEPARTMENT OF DEFENSE Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY: Department of the Army, DOD. ACTION: Notice; cancellation. SUMMARY: The Board of... be held on September 13 & 14, 2010 from 8 a.m. to 5 p.m. at the Defense Language Institute Foreign...
... matters, ACCJC interactions, and a review of previous BoV recommendations. Agenda: Summary--March 21--The... Visitors, Defense Language Institute Foreign Language Center. Date: March 21, 2012. Time of Meeting... Institute Foreign Language Center in response to the agenda. All written statements shall be submitted to...
Benseller, David P., Editor
The twenty-eight papers that make up the second part of the proceedings of the twenty-eighth annual meeting of the Pacific Northwest Council on Foreign Languages cover a wide range of topics relating to foreign language teaching and linguistic theory: German culture and civilization; sexism in language; bilingual education; bilingualism and…
A. A. Kudysheva; A. N. Kudyshev
In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...
KARTAL, Erdogan; UZUN, Levent
In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...
An annotated bibliography contains about 70 citations of instructional materials and materials concerning curriculum development for elementary school foreign language programs. Citations are included for Arabic, classical languages, French, German, Hebrew, Italian, Japanese, and Spanish. Items on exploratory language courses and general works on…
Stresses the importance of language laboratories and other technical devices used in foreign language teaching, particularly in programed language instruction. Illustrates, by means of taxonomies, the various stages a foreign language learning program should follow. (Text is in Spanish.) (DS)
Yang, Chi Cheung Ruby
Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…
Full Text Available This paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research into language acquisition are great, there are a number of popular myths that none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conclusion implies that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects reading abilities and general literacy in school. Like the other myths, there is also a popular conception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are learned during sleep, but learning a foreign language requires conscious effort and available data do not support this hypothesis that second language acquire during sleep. The main conclusion arising from this argument is that, while our understanding of the neural bases of language learning is continually evolving, our interpretation of the implications of these findings for foreign language
Full Text Available The article deals with problems of engineers’ training in higerh school. Problems in the organization of classroom and students’ independent work, in the area of evaluation and control as well as teaching recourses and training methods are pointed out. The role of foreign language in the training of future specialists in the field of construction is highlighted. The necessity of the use of settings of traditional and innovative educational paradigms when training of students in the specialization “Industrial and civil construction” on the discipline “Foreign Language” is proved. The interaction of traditional and innovative teaching resources, trraining methods, as well as evaluation and control means is shown. The conclusions on the effectiveness of interaction of traditional and innovative educational concepts when teaching a foreign language in technical universities are drawn.
Biologie und Fremdsprachenunterricht. Das Prinzip der Einsprachigkeit im Lichte biologischer Erkenntnisse ueber Denken und Lernen (Biology and Foreign Language Teaching. The Monolingual Principle in the Light of Biological Findings concerning Thinking and Learning).
Draws upon recent publications dealing with brain function (particularly F. Vester, "Denken, Lernen, Vergessen", Munich, 1978) for ideas for foreign language teaching. These include constant use of the foreign language in the classroom, frequent repetition, and avoidance of false associations by explanation in the native language.…
Full Text Available Being a minority European language, Polish has not attracted the attention of second language research (SLA very much. Most studies in the area focus on English and other major languages describing variables and process observed in learners’ interlanguage development. This article looks at the language performance of elementary learners of Polish as a foreign language with a view to diagnosing areas of difficulty at the initial stages of language instruction. It is a case study of five learners’ written production after a year of intensive language instruction in the controlled conditions of a classroom. The objective of the study presented here is: 1. to determine the types of error produced in a short translation task at different levels of language (morphosyntactic, lexical 2. to observe manifestations of crosslinguistic influences between languages the subjects know (interlingual transfer as well as those related to the language learnt itself (intralingual transfer.The small sample of texts produced does not allow for any generalized observations and conclusions, however, at the level of elementary competence in any foreign language, as other research shows, the amount of individual variation is not the most significant factor. Thus the incorrect forms produced may testify to some more universally error-prone areas of language. The value of this kind of analysis lies in this direct application to the teaching of Polish as a synthetic language. The study also demonstrates the fact that communicative teaching has a limited contribution to make in the case of this family of languages. It suggests that overt and explicit teaching of a synthetic language will give a sounder basis for further development of language competence in its communicative dimension
Olena Ye. Kravets
Full Text Available The article substantiates the view that the intensification of information flows as one of the main factors entering the world in the era of the global information society actualizes the problem of the organization of educational information space in the classroom for foreign language in higher educational institutions. The authors have proposed the educational information design technology in foreign languages distance learning at non-philological faculties. The article analyzes the experimental results verification of the technological effectiveness used in the learning content design in a foreign language for professional purposes; it has been proved the basic criterion of effective informational product – information-oriented competence of professional foreign language knowledge.
Full Text Available Being and becoming is the ultimate objective of any educational enterprise, including language teaching. However, research results indicate seemingly unjustified differences between how females and males are treated by EFL (English as a Foreign Language teachers. The overall aim of this study is to illustrate, analyze, and discuss aspects of gender bias and gender awareness in teacher–student interaction in the Iranian college context. To this end, teacher–student interactions of 20 English teachers and 500 students were investigated from the perspective of gender theory. The data were obtained via classroom observations, a seating chart and the audio-recording of all classroom interactions during the study. The findings, obtained from the quantitative descriptive statistics and chi-square methods, as well as the qualitative analysis by way of open and selective coding, uncovered that there were significant differences in the quantity and quality of the interaction for females and males in almost all categories of interaction. The study also revealed teachers’ perception of “gender,” the problems they associate with gender, and the attitudes they have to gender issues. Apparently, while positive incentives are able to facilitate learner growth, the presence of any negative barrier such as gender bias is likely to hinder development. This has implications for teachers, and faculty members who favor healthy and gender-neutral educational climate.
Higgins, Maureen B
.... The expeditionary Air Force (AF) mission demands Airmen with international insight, foreign language proficiency, and cultural knowledge to understand the specific regional context in which air and space power may be applied...
Jelena Mihaljević Djigunović
Full Text Available This paper focuses on young foreign language learners’ attitudes andmotivations. An overview is given of the main issues in this researcharea, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research.Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.
N. M. Nikiforova
Full Text Available The program of teaching foreign languages to information security professionals is aimed at unifying linguistic, extra linguistic and professional information distributed in the contents of the course.
The importance of contrastive analysis in foreign language learning with ... In the South African context, knowledge of English plays a significant part, but can ... on in the learning process should result in positive transfer of Zulu while curbing ...
Stanton, H. E.
Discusses the Lozanov Method of teaching foreign languages developed by Lozanov in Bulgaria. This method (also known as Suggestopedia) uses various techniques such as physical relaxation exercises, mental concentration, classical music, and ego-enhancing suggestions. (CFM)
Ergeshali kyzy A.
Full Text Available this article describes some theoretical tasks of multicultural education of teenagers in foreign language teaching. The work also has analyzed inter-functional influence of the language and culture in the process of foreign language teaching.
I Made Purna Wijaya
Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.
Stephen D. Luft
Full Text Available While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. This study finds that risk-taking behavior has a moderate positive relationship with student performance in PCA. While questionnaire items related to teaching style and classroom dynamics are not found to significantly correlate with students’ risk-taking behavior, some items related to daily grading and personal study habits are found to have a moderate positive relationship with risk-taking behavior. Based on these findings, it is recommended that further research investigate the relationship between assessment and risktaking in language learning. As second language acquisition researchers have investigated the role of affective variables in language learning, risk-taking has frequently been identified as a variable linked with success (Beebe, 1983; Ely, 1986; Naiman, Frolich, Stern, & Todesco, 1978; Rubin, 1975; Samimy & Pardin, 1994; Samimy & Tabuse, 1992. However, it is difficult to apply these findings to language classrooms that use the performed culture approach (PCA, an approach to the teaching of East Asian languages, for two reasons: (a PCA’s focus on the learning of a foreign culture could mean that greater risk is involved in 106 Luft language learning than in a typical language classroom; (b PCA creates a language learning experience for which the risks involved are different than those in language classrooms where other approaches are used.
The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...
Full Text Available Modern learning foreign languages is based on a humanistic paradigm. The realization of the possibility of such activity researches consider in implementation of technological approach in educational process. The scientists connect the optimal and qualitative realization of this activity with the implementation of education technology into learning process. Modern studies are focused on questions of implementation of technological approach into teaching foreign languages. It is thought to allow to achieve guaranteed minimal level of learning results. At the same time there are some incompletely studied aspects such as content of pedagogical technologies, their conceptual and procedural characteristics, approaches to classification. In the article the essence of technological approach is revealed, the communicatively focused technologies of teaching foreign languages in non-linguistic universities are concretized. The interpretation of technological approach is given; characteristics and attributes in teaching foreign languages are selected. It is noticed that technological approach is social and engineering ideology in the sphere of didactics according to which teaching process is considered to be a completely designed process with strictly planned and fixed results (M. Klarin. In the article it is emphasized on feasibility and efficiency of technological approach while teaching foreign languages, the degree of its integration in educational process is defined. The communication-oriented technologies, based on a communicative method of E. Passov, are allocated as the most optimum. It is shown the communication-oriented technologies go beyond the conceptual idea of modelling in teaching process of real foreign-language communication, and their procedural component and contents are founded on certain principles. The most commonly used technologies of teaching foreign languages are classified as technologies of modernization and technologies of
Lauridsen, Karen M.
learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed....... And in an interactive format, you will be invited to share your experience within this field and discuss possible solution to the problems identified....
Cavar, Franziska; Tytus, Agnieszka Ewa
While making a decision facing a moral conflict, does your answer vary depending on whether you use your first language or later learned second language? A previous study conducted by Costa, Albert, Alice Foucart, Sayuri Hayakawa, Melina Aparici, Jose Apesteguia, Joy Heafner, Boaz Keysar, and Mariano Sigman [2014. "Your Morals Depend on…
García, Nuria Alonso; Caplan, Alison
While there are a number of important critical pedagogies being proposed in the field of foreign language study, more attention should be given to providing concrete examples of how to apply these ideas in the classroom. This article offers a new approach to the textual analysis of literary classics through the keyword-based methodology originally…
Full Text Available As an inevitable process facing modern societies, an aging population brings with it new and different challenges for social actors. The extension of working life requires increased investments in an older workforce, in order for these people to retain their employability and productivity. Globalisation and the ubiquity of information communication technology place increasing importance on foreign language knowledge – an area of deficiency among older workers. Knowledge of what motivates learners to learn foreign languages is thus also gaining importance. In conducting a survey of language school learners, we found that the motivation for learning foreign languages differs significantly between younger and older generations. As a result, employers, as well as language schools, will need to reconsider their current practices.
Full Text Available For a long time, whether learners' first language (L1 should be used in the foreign language classroom has been a controversial issue in the foreign language education field. The focus has been mostly on the use of L1 in the English language classroom (e.g.,Atkinson, 1987; Brooks-Lewis, 2009; Kieu, 2010; Krashen, 1981; Miles, 2004; Nazary, 2008; Prodromou, 2002; Schweers, 1999; Tang,2002. The debate centers on two diverse pedagogical approaches: the monolingual approach and the bilingual approach. The supporters of the monolingual approach contend that only the target language that learners are acquiring (i.e. English in most of the study should be allowed in the classroom, and Krashen (1981, 1985 was a pivotal supporter of this approach. However, other researchers and language teachers argue that the monolingual approach is not practical, particularly in lower-level classes (e.g., Atkinson, 1987; BrooksLewis, 2009; Schweers, 1999; Tang, 2002. They believe that using L1 in the classroom can be very effective when explaining difficult grammar points and linguistic elements that are language specific. The supporters of the bilingual approach do not deny the advantages of maximizing target language exposure and practice. However, they suggest that when learners' L1 is applied strategically, it can actually be a very important learning tool (e.g., Atkinson, 1987; Brooks-Lewis,2009; Schweers, 1999. Furthermore, both Schweers (1999 and Miles (2004 point out that the use of L1 provides students a more relaxed atmosphere and makes them less anxious and more confident in the classroom.
Full Text Available It is inevitable that learners make mistakes in the process of foreign language learning.However, what is questioned by language teachers is why students go on making the same mistakeseven when such mistakes have been repeatedly pointed out to them. Yet not all mistakes are the same;sometimes they seem to be deeply ingrained, but at other times students correct themselves with ease.Thus, researchers and teachers of foreign language came to realize that the mistakes a person made inthe process of constructing a new system of language is needed to be analyzed carefully, for theypossibly held in them some of the keys to the understanding of second language acquisition. In thisrespect, the aim of this study is to point out the significance of learners’ errors for they provideevidence of how language is learned and what strategies or procedures the learners are employing inthe discovery of language.
Akhtar, Nameera; Menjivar, Jennifer; Hoicka, Elena; Sabbagh, Mark A
Three- and four-year-olds (N = 144) were introduced to novel labels by an English speaker and a foreign speaker (of Nordish, a made-up language), and were asked to endorse one of the speaker's labels. Monolingual English-speaking children were compared to bilingual children and English-speaking children who were regularly exposed to a language other than English. All children tended to endorse the English speaker's labels when asked 'What do you call this?', but when asked 'What do you call this in Nordish?', children with exposure to a second language were more likely to endorse the foreign label than monolingual and bilingual children. The findings suggest that, at this age, exposure to, but not necessarily immersion in, more than one language may promote the ability to learn foreign words from a foreign speaker.
Hall, Robert A., Jr.
This text focuses on the nature of language learning in the light of modern linguistic analysis. Common linguistic problems encountered by students of eight major languages are examined--Latin, Greek, French, Spanish, Portuguese, Italian, German, and Russian. The text discusses the nature of language, building new language habits, overcoming…
Full Text Available The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992 as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008. On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009; therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
This article investigates the use of English and other African languages in Kenyan primary schools. English is a .... For a long time, the issue of the medium of instruction, in especially primary schools, has persisted in spite of .... mother tongue, they use this language for spoken classroom interaction in order to bring about.
The investigation on language practices aimed at establishing how the language of learning policy formulated by the Department of Education in South Africa was interpreted at classroom level. The study focused on language activities in schoolbased Grade R classes to observe how learners' home language was used as ...
Cincotta, Madeline Strong
Outlines the preferred learning styles of students studying second languages, offering suggestions for their application in second-language classrooms. The paper describes the right-brain/left-brain theory and how the two brain hemispheres are involved in learning; presents four classroom strategies (diversification, contextualization,…
Ankara : The Department of Teaching English as a Foreign Language, the Institute of Economics and Social Sciences, Bilkent University, 2001. Thesis (Master's) -- Bilkent University, 2001. Includes bibliographical references leaves 51-56. This study was designed to explore the relationship between teachers’ and students’ perceptions about students’ participation and students’ anxiety in foreign language classes. This study was conducted at Gazi University Preparatory School. ...
Oganian, Y; Korn, C W; Heekeren, H R
Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from enhanced cognitive control associated with language-switching in mixed-language contexts, an account that has not been tested yet. Here we assess predictions of the 2 accounts in 2 experiments with over 1,500 participants. In Experiment 1, we tested a central prediction of the emotional distance account, namely that the framing effect would be reduced at low, but not high, FL proficiency levels. We found a strong framing effect in the native language, and surprisingly also in the foreign language, independent of proficiency. In Experiment 2, we orthogonally manipulated foreign language use and language switching to concurrently test the validity of both accounts. As in Experiment 1, foreign language use per se had no effect on framing. Crucially, the framing effect was reduced following a language switch, both when switching into the foreign and the native language. Thus, our results suggest that reduced framing effects are not mediated by increased emotional distance in a foreign language, but by transient enhancement of cognitive control, putting the interplay of bilingualism and decision making in a new light. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
The latter overcomes structuralist or poststructuralist reductions of language as a medium of communication. Thus, the essence of FLL can be redefined, not as the acquisition of mimicry of specific codes, but as intercultural dialogue. Keywords: originarity, authenticity, foreign language learning, video conferencing ...
Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava
English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy…
... symbols. 232.306 Section 232.306 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION... § 232.306 Foreign language documents and symbols. (a) All electronic filings and submissions must be in... words or letters in the English language rather than representative symbols, except that HTML documents...
Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…
Examines the research needs relative to the use of foreign languages in tourism activities in Australia and New Zealand. Findings indicate a lack of precise information on the ways in which the tourism industry in these countries provides appropriate language assistance to non-English speaking inbound visitors. Suggestions for future research are…
Kissau, Scott; Adams, Mary Jo; Algozzine, Bob
Multiple studies conducted over the past decade have suggested the motivational and proficiency-related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for…
A discussion of Krashen's monitor theory and its applications to foreign language teaching includes consideration of the very important role input plays in language development and examination of the relationship between the development of grammatical competence and traditional instruction in grammar. (CB)
Rohmani Nur Indah
Full Text Available This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.
The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…
Ortuno, Manuel J.; Uber, David M.
Following the early success of its inclusion of languages in the master's-level business administration curriculum, Baylor University began to emphasize foreign language study more heavily in its undergraduate business administration program. The revised program, to be fully implemented in 1989, encourages students to choose 11 hours of language…
The dubbing of muted video clips offers an excellent opportunity to develop the skills of foreign language learners at all linguistic levels. In addition to its motivational value, soundtrack dubbing provides a rich source of activities in all language skill areas: listening, reading, writing, speaking. With advanced students, it also lends itself…
of the students in reading and communicating in French and German as part of their academic learning process (Bojsen 2012). In this framework we are already on new ground within the established practice of FL teaching and learning in Denmark as this practice has traditionally been confined to language courses...... and degrees and diplomas in particular foreign languages. However in this case, the students are not inscribed as students of foreign languages. Their subjectivity process is thus not that of a student of French or German, but rather of pedagogy, cultural studies, economics, development studies or other...
Tulgar, Aysegül Takkaç
Foreign language learning has always been a process carried out with the help of dictionaries which are both in target language and from native language to target language/from target language to native language. Dictionary use is an especially delicate issue for students in foreign language departments because students in those departments are…
Full Text Available Technology-enhanced multimedia instruction offers benefits for foreign language learners. Despite having much potential, technology itself is neither effective or nor effective, but teachers play a key role in determining its effectiveness because they are in charge of making instructional decisions and choose whether and how to use technology. This article fills a gap in the literature by reporting findings of a mixed methods study of technology- enhanced multimedia instruction in middle and high school foreign language classrooms. Convergent parallel mixed methods design was applied in this study and data was collected through quantitative survey and qualitative semi-structured interviews with teachers. Results from the study indicated a significant positive correlation between variables that contribute to the use of technology-enhanced multimedia instruction in foreign language classrooms and described effective technology-enhanced multimedia practices. The findings of the study have implications for teachers, administrators and faculty of teacher preparation programs as well as state teacher education policy makers.
This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition
Full Text Available The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored.
Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J
First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.
Olda Xhepa BALLIU
Full Text Available This paper tries to analyze the importance and the relationship between communication and pragmatic skills in foreign language classes. Philosophers and linguists have dealt with language, analyzing it from the psychological viewpoint. Communication in L1 or L2 is related and it depends on the science of pragmatics. While communicating, interlocutors interact impacted by the context, the situation, the receiver, the sender, by using the formal or the informal language according to the circumstances. For this reason, we try, in this paper, to make a thorough description of the relationship between communication and pragmatics. Students need to master pragmatic skills in order to communicate. If Italian students or foreign language students have developed pragmatic skills in the native language, this will help them learning a foreign language. The goal of the foreign language teacher is to help students achieve communication skills. The pragmatic and communication skills can be practiced through communication activities like in L1 for speech acts are practiced in communication.
T. A. Znamenskaya
Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching.
Tatyana A. Baranovskaya
Full Text Available The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation. Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.
The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a f...
Elio Jesús Cruz Rondón
Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.
Laursen, Helle Pia; Daugaard, Line Møller
Chapter 4, by Daugaard and Laursen, examines a multilingual classroom in Denmark as a site of negotiations of language and literacy. Classrooms have never been homogeneous, in many senses, but in the present era of global fl ows and new forms of mobility the heterogeneous nature of classrooms...... is more prominent than ever. In this chapter, the classroom is characterized as a messy marketplace, in which language ideologies and identity options are maintained, contested and negotiated. The close examination of literacy practices in the classroom in focus in this chapter shows what transitional...... processes take place when people move across spaces and how the sociolinguistic reality of the classroom clashes with the educational conceptualization of ‘the bilingual student’. The analysis also shows how multilingual children actively claim – and transform – linguistic space in the classroom....
Tafaghodtari, Marzieh H; Vandergrift, Larry
Identifying the variables which contribute to second and foreign language (L2) listening ability can provide a better understanding of the listening construct. This study explored the degree to which first language (L1) listening ability, L2 proficiency, motivation and metacognition contribute to L2 listening comprehension. 115 Persian-speaking English as a Foreign Language (EFL) university students completed a motivation questionnaire, the Language Learning Motivation Orientation Scale, a listening questionnaire, the Metacognitive Awareness Listening Questionnaire, and an English-language proficiency measure, as well as listening tests in English and Persian. Scores from all measures were subjected to descriptive, inferential, and correlational analyses. The results support the hypothesis that variability in L2 listening cannot be explained by either L2 proficiency or L1 listening ability; rather, a cluster of variables including L2 proficiency, L1 listening ability, metacognitive knowledge and motivation orientations can better explain variability in L2 listening ability.
Rojas Tejada, Antonio J.; Cruz Del Pino, Raquel M.; Tatar, Moshe; Jimenez Sayans, Pablo
The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive…
Bruna Di Sabato
Full Text Available In the course of the last century, translation employed as a tool for foreign language acquisition has suffered alternate fates. From being the approach, par excellence, employed in rote learning in the days of lexicogrammatical-translation methodology, it soon slipped into disuse (and disgrace with the advent of progressive communicative educational theories. Though never wholly absent in actual classroom practice and always present in the work of some bold scholars, it has recently been rehabilitated on the wave of studies regarding the use of the learners’ own language within the classroom, against the theoretical backdrop of research in the field of cross-lingual teaching, translanguaging and intercomprehension; all activities which recognize the fundamental role of the interlinguistic and intercultural component in language learning. This paper focuses on the Italian scenario, it traces the role translation has played and currently plays in the Italian foreign language university curricula and outlines the many benefits which can derive from its inclusive use as a learning technique in the light of contemporary didactic methodologies.
Full Text Available Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the nonnative language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect together with other domain-general cognitive factors contribute to reading comprehension achievement in a nonnative language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful nonnative reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the nonnative lexical forms to semantic concepts are needed to achieve good nonnative reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.
Çakir, Ismail; Baytar, Birtan
Pronunciation is one of the controversial topics in the field of English language teaching as a second or foreign language. The aim of this study is to understand the attitudes of prep class students at Kastamonu University (state university) in Turkey towards the importance of pronunciation in language learning. Therefore, a pronunciation…
Kartal, Erdogan; Uzun, Levent
In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…
Yehia Ahmed Y. Al-Sohbani
Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.
Shemshadsara, Zahra Ghorbani
Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…
The University of South Carolina's Master's Program in International Business began in June 1974, with 43 students studying German and Spanish. The program began with a 9-week intensive language learning program, followed by a nine-month unified business program, with language instruction twice a week; six weeks of area study concentrating on the…
Abdel Rahim Hamid Mugaddam
Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.
Hughes, Jean S.
A teacher's experiences in acquiring realia (mostly food-related) for her junior high school French classes are described. The collection of realistic props proved to be both a small adventure in itself and the source of a rewarding change in classroom instruction. The use of a simulated store, in which students bought and sold the imitation food,…
João A. TELLES
Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.
Full Text Available The present paper aims at exploring the potential role that social media technologies play in learning foreign languages. For this purpose, a survey was carried out to examine students’ and language learners’ perceptions and attitudes about using these platforms. Results of the research study revealed that the great majority of the respondents actually use these web-based applications to enhance their language skills. Most importantly, they noted that social media contribute in improving their listening, reading, speaking and writing skills. Accordingly, we strongly recommend that instructors use these online tools in distant, blended, or face-to-face language learning settings.
Full Text Available Teachers or educators, most of the time, concentrate on the theoretical aspects oflanguage teaching and study them as much as possible. However, in practice, we start thinkingthat we will have to keep a number of people together in the same place. These are often thepeople who come from many different backgrounds and whose expectations differ. In thiscase, it becomes more and more difficult to appeal to every individual in class. Therefore, asteachers we should initially be trained on how to manage our classrooms and how to providethe necessary environment to put into practice the things we have learned to teach a language.Obviously, we need management skills as well as the language teaching skill. Actually, it isnot as difficult as many people think. As teachers if we fulfill our duties properly, a wellmanagedclass will ensue. In this study, therefore, the definition of class management isregarded roughly “to keep people from different environments directed to one single goal”.When this is accomplished, we are unlikely to live discipline problems.
Full Text Available The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the sources and effects of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners.
Full Text Available Several studies (Keysar et al., 2012; Lazar et al., 2014 suggest that decisions made in a foreign language are more rational. The authors imply that when thinking in a language which is not our native tongue, analytical, slow, deep-thinking is activated. The question that underlies the present article is whether this is a characteristic of every mental operation in the foreign medium. Studies carried out by Costa et al. (2014, Geipel et al. (2015 and Hadjichristidis et al. (2015 suggest the issue is much more complex than it may seem.
Full Text Available The authors describe the method of global learning of foreign languages, which is based on the principles of neurolinguistic programming (NLP. According to this theory, the educator should use the method of the so-called periphery learning, where students learn relaxation techniques and at the same time they »incidentally « or subconsciously learn a foreign language. The method of global learning imitates successful strategies of learning in early childhood and therefore creates a relaxed attitude towards learning. Global learning is also compared with standard methods.
Marina Valeryevna Kuimova
Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.
Rahimi, Mehrak; Karkami, Fatemeh Hosseini
This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…
Full Text Available This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL, made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.
Full Text Available This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.
Chen, Jen Jun; Yang, Shu Ching
The main aim of learning English as an international language is to effectively communicate with people from other cultures. In Taiwan, learners have few opportunities to experience cross-cultural communication in English. To create an authentic EFL classroom, this one-year action research study carried out three collaborative intercultural…
This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...
Ganschow, L; Sparks, R L
The study of foreign language (FL) learning for individuals who have found learning to read and write in their first language extremely problematic has been an under-researched area throughout the world. Since the 1980s, Leonore Ganschow and Richard Sparks have conducted pioneering research into the nature of difficulties, why they are encountered and how they can be minimized. In this paper the authors trace the development of their research on foreign language difficulties for students with language learning problems. They provide a summary of their findings and suggest new questions and directions for the field.
This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.
Flynn, Erin Elizabeth
This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…
This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language…
Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung
This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…
Full Text Available In language courses and teaching materials for Italian as a second or foreign language little attention is generally paid to the development of phonological competence and of speaking ability. The present study involved 140 pupils of elementary schools with Slovene as the language of instruction in the bilingual area of the Slovene Coastal area where Italian is taught as a second language. The research investigated the impact of phonology teaching and the development of phonological awareness on auditory perception abilities. The findings show that programs for the development of discriminatory listening and phonological segmentation of linguistic input critically influence the pupils’ ability of auditory perception, provided such programs are long-term, systematic, intensive, and carried out through direct interaction between the pupils and speakers of the target language. Consequently, such programs also enhance enhance the development of listening comprehension and communicative competence in the target language.
Full Text Available The potential of mobile technology is being increasingly investigated. The advantages of these technologies go beyond the low-cost, high connectivity and portability. These are devices that can be accessed and used by students anywhere at any time, regardless of permissions teachers and educational institutions. Given this new situation, the purpose of this work is to report on an E-Mentoring Project which had the support of the WhatsApp application. By forming a group, students of Portuguese and German could practice language skills acquired in the classroom, interact about their daily lives in a foreign language and send messages and images files. In addition, students could count on the support of a virtual tutor and a teacher to be able to express in the target language, ask questions of grammar and vocabulary and still receive corrective feedback when requested.
... AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND POULTRY PRODUCTS INSPECTION AND VOLUNTARY INSPECTION AND CERTIFICATION POULTRY PRODUCTS INSPECTION REGULATIONS Labeling and Containers § 381.128 Labels in foreign languages. Any label to be affixed to a container of any dressed poultry or other poultry...
Chemical and Engineering News, 1983
Results of a survey of schools granting American Chemical Society-approved degrees indicate that most chemistry departments still require graduate students to understand a foreign language, despite much discussion in the past few years that the requirement might be outdated or that competency with computers is more relevant to chemists. (Author/JN)
The present article highlights the importance of the motivational construct for the foreign language learning (FLL) process. More specifically, in the present article it is argued that motivation is likely to play a significant role at all three stages of the FLL process as they are discussed within the information processing model of FLL, namely,…
Savell, Don P.
A survey of 360 "Positions Available" advertisements in "The Wall Street Journal" shows that there is a demand in the business and commercial world for persons with business, technical, or scientific training who can speak one or more foreign languages. (Author/SW)
de Bot, Kees
This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative
Rivers, Damian J.
Framed within debates concerning national identification and English as a Foreign Language education within Japan, the current study explores the relationships between three specific attitudinal facets of Japanese national identification (internationalism, patriotism and nationalism), the perceived vitality of English-speaking nations, the…
The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students' proficiency…
Djigunovic, Jelena Mihaljevic
This paper focuses on young foreign language learners' attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation.…
Leslie, David; Russell, Hilary; Forbes, Allison
A survey of first-year and final-year management students (n=104) and 17 tourism employers revealed differences in the perceptions of the two groups regarding the role of foreign language skills. Results raised concerns in light of the demand for multilingual tourism staff. (Contains 24 references.) (JOW)
Chomsky's Transformational-Generative (TG) grammar is another revolution to linguistics after Saussure's strueturalism, and it plays an important role in the modem linguistics. Introducing the research perspective and method of TG grammar, this paper analyses its implications for the foreign language teaching.
Popova, T. P.; Nenasheva, T. A.
Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that…
Diamantatou, Christina; Hawes, Thomas
This study explores UK students' motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner's (1975) Attitude/Motivation…
de Bot, Kees
This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in…
Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana
A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test...
Macedonia, Manuela; Knosche, Thomas R.
It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…
US Department of Defense, 2005
The terrorist attacks of September 11th, the Global War on Terrorism, and the continued threat to the Homeland have defined the critical need to take action to improve the foreign language and cultural capabilities of the Nation. The government must act now to improve the gathering and analysis of information, advance international diplomacy, and…
Ben Maad, Mohamed Ridha
The study of how foreign languages affect the personality-building process has received considerable attention in early childhood research. A number of related projects implemented across Europe have been conducted to establish how such influence may contribute to active citizenship education. However, no echoes of this research line have reached…
Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji
Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…
Eichmann, Raymond; Ford, James F.
French was added to the early childhood curriculum at the New School in Fayetteville, Arkansas, after a review of the literature on the subject indicated potential beneficial effects of teaching foreign languages to young children. Some of the advantages to be gained by the children were greater readiness for school work in general, greater…
Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.
Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…
Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda
English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty…
Love, William D., Ed.
A short review of the various "revolutions" in methodology which foreign language instruction has undergone since its inception as an area of study leads into an appraisal of the role of government and private foundations in the education of teachers. The four-point program of the Washington Fourth Draft plan for teacher education and…
The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month…
Walker, Ronald W.
Discusses an approach to teaching second language composition which emphasizes (1) careful analysis of model texts from a limited, but well-defined perspective and (2) the application of text manipulation techniques developed by the word processing industry to student compositions. (EKN)
Garrett, Nina, Ed.; Hart, Robert S., Ed.
"Juegos comunicativos," a software program designed for use with the Apple IIe, IIc, or II+, emphasizes "communicative" computer-assisted Spanish language learning through five educational games. The program uses Spanish vocabulary and structures to solve "problems" rather than the standard drill-and-practice format.…
Reynolds, Sue, Ed.; And Others
A compilation of French cultural units for use in secondary school language classes is presented in this text. Units include: (1) "Les mots et leur implication culturelle," (2) "Le telephone--une capsule culturelle," (3) "Le repas," (4) "La femme francaise 1972," (5) "Les Parents," (6)…
In the "cultural turn" which has taken place in recent decades--in theory if not yet in practice--the crucial question is "What should a language teacher's aims be?" This will be the main focus of this paper. There are however other questions which are frequently raised in the new context, questions about the relationships…
Maryana М. Sidun
Full Text Available The article discloses the content of modeling of future initial teacher of foreign language, using situation analysis, defines the stages of modeling during the professional competence formation of future teacher of foreign language: preparatory, analytical and executive.
Sparks, R L
In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.
Douglas Altamiro Consolo
Full Text Available In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001, Philippe Perrenoud (2000, Edgar Morin (2003, Maurice Tardif (2002 and Almeida Filho (1999, providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.
Đorđević Ana B.
Full Text Available The effects that initial education and training of future foreign language teachers have on their pedagogic convictions and practice have been of prime interest of numerous authors in the last three decades. In difference to previous pessimistic conclusions in which this type of intervention was assessed as weak and stressed the persistence of preconceived notions of the candidates based on personal experiences from earlier schooling, more recent studies, in the constructivistic spirit of the change of cognition of the students - future teachers is considered more widely, not only as a complete change of the contents of their convictions, i.e. a sudden turn in their attitudes on the group level, but also as a smaller or bigger level of idiosyncratic reconstruction of the existing pedagogic convictions which happens because of acquiring new information and experiences that can reflect significantly on their future work in classroom. The aim of our research was to explore, by reviewing scientific and professional literature, the effects of the initial education and training of foreign language teachers, and focusing on different aspects of the preparation for the teacher's profession (theoretical lecturing and practical training, to find out in which ways various programs can influence the cognition of foreign language teachers and to consider pedagogic implications that these information might have for the organization of initial education and training of students.
2003). Language proficiency is also predictive of better job performance (Mol, Born, Willemsen, & Van Der Molen , 2005), although not necessarily an...Multilingualism, 3(4), 280-295. 19 Mol, S. T., Born, M. P., Willemsen, M. E., & Van Der Molen , H. T. (2005). Predicting expatriate job...poorer personal adjustment (Greenland & Brown, 2005; van Oudenhoven, Mol, & Van der Zee, 2003). Taken with the meta-analytic findings, these results
Connors, William R.
Ticonderoga High School (New York) has succeeded in increasing enrollments in foreign language courses beyond the college bound, Regents-level students who usually choose such courses. The school is located in the Adirondack Mountains, a region that, in the past decade, has seen increases both in prison construction and in tourism by…
Full Text Available The article deals with the main aspects of early foreign language teaching in Germanspeakingcountries (Germany, Austria and Switzerland in modern Pedagogics. The meaningof the term “early teaching” is defined and the teaching of foreign languages for pre-schooland primary school children is analyzed.Key words: early teaching, foreign language education, primary school, system ofeducation, multicultural surrounding.
The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970,…
Ahmad, Ismail Sheikh; Al-Shboul, Murad M.; Nordin, Mohamad Sahari; Rahman, Zainurin Abdul; Burhan, Mohd; Madarsha, Kamal Basha
The last decade has witnessed an increasing research trend on foreign language reading anxiety as a skill related to but distinct from foreign language anxiety. However, sources of foreign language reading anxiety have rarely been investigated. Thus, the current study responds to the study by (Saito, Horwitz, & Garza, 1999) and extends the…
This study used structural equation modeling to explore the possible causal relations between foreign language (English) listening anxiety and English listening performance. Three hundred participants learning English as a foreign language (FL) completed the foreign language listening anxiety scale (FLLAS) and IELTS test twice with an interval of…
Paulston, Christina Bratt; Selekman, Howard R.
A report is made on the use of foreign language for spontaneous communication in an elementary language class. Four correction-free, peer communicative/interaction activities are outlined according to procedures, objectives, and evaluations. (Author/RM)
Liliya I. Morska
Full Text Available In the XXI century, the age of information technologies, traditional boarders between disciplines and subjects are being erased. This process gives the floor for new sciences to appear which integrate the qualities of several traditional for XX century disciplines. Students need to use the advantages of discipline merging, which raises the problem of integrated teaching and learning, especially when it comes to professionally oriented foreign language learning in computer and Internet mediated classrooms. The article deals with theoretical basis of integrated approach implementation in the formation of foreign language communicative competence to future programmers. The structure of integration in the classroom settings has been substantiated in the paper as well as the types and levels of possible integration patterns. The theoretical findings have been empirically verified in the study process of three educational institutions to prove the efficacy of the suggested pedagogical procedures.
Baharudin, Mazlina; Ikhsan, Siti Ajar
The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…
Baharudin, Mazlina; Sadik, Azlina Md
This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM). The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to…
This study compared students' foreign language anxiety levels while completing oral assessments administered face-to-face (F2F) and via Skype videoconferencing for university courses delivered under the self-instructional language program (SILP) model (Dunkel, Brill, & Kohl, 2002). Data were gathered by administering a modified Foreign…
Gieve, Simon; Cunico, Sonia
This paper reports on a small-scale qualitative study of students' experience of their Modern Foreign Languages (MFL) degrees with particular regard to the relationship between language and content learning. It is framed by the identification in the recent Worton Report on MFL studies in UK higher education and elsewhere of a dualism between…
Imagination, creation, and innovation are three powerful words that present many possibilities in the world language classroom. When learners can see themselves as language users, they take ownership of their learning experience and become more invested in and engaged with the topic being studied. This heightened sense of investment in turn leads…
Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...
Similarly, current discussions of communicative language pedagogy stress the need for classroom language learners to focus on form as well as meaning. The study reported in this article is intended to contribute to both theory and practice. It examines the different ways in which teachers and students achieve a ...
Gort, Mileidis; Pontier, Ryan W.
In this paper, we present an analysis of the language practices of four Spanish/English dual language (DL) preschool teachers, focusing on the ways in which the teachers mediate bilingual interactions with students and distribute Spanish and English across different classroom discourse functions. Findings reveal teachers' flexible and strategic…
Iodice, Don R.
Guidelines for evaluating, establishing, and administrating classroom and laboratory language programs are offered in this report. Attention is focused on the language laboratory, with sections on its use, scheduling, materials and texts, preparation of audio materials, preparation of tests, supervision, discipline, and maintenance. Briefer…
Douglas Altamiro Consolo
Full Text Available
This paper reports on a process to validate a revised version of a system for coding classroom discourse in foreign language lessons, a context in which the dual role of language (as content and means of communication and the speakers' specific pedagogical aims lead to a certain degree of ambiguity in language analysis. The language used by teachers and students has been extensively studied, and a framework of concepts concerning classroom discourse well-established. Models for coding classroom language need, however, to be revised when they are applied to specific research contexts. The application and revision of an initial framework can lead to the development of earlier models, and to the re-definition of previously established categories of analysis that have to be validated. The procedures followed to validate a coding system are related here as guidelines for conducting research under similar circumstances. The advantages of using instruments that incorporate two types of data, that is, quantitative measures and qualitative information from raters' metadiscourse, are discussed, and it is suggested that such procedure can contribute to the process of validation itself, towards attaining reliability of research results, as well as indicate some constraints of the adopted research methodology.
Novia Tri Febriani
Full Text Available Language learning belief and language learning strategies are two essential predictors that have significant effect toward students’ language proficiency. Learners’ belief is dealing with what comes from inside the learners in learning the language, such as foreign language aptitude; difficulty of language learning; nature of language learning; learning and communication strategies; and motivation. Meanwhile, language learning strategies are learners’ plan in achieving certain goals or mastering the target language. A preliminary research was conducted in order to find what strategy mostly used by the learners. It turned out that the strategy mostly used by them was metacognitive strategies. Thus, this study aims to investigate about the correlation between metacognitive strategies and certain belief’ variables in students’ language learning which are foreign language aptitude and motivation. Moreover, twenty postgraduate students of English education department participated in this study. This study used correlational research, in which the BALLI (Beliefs about Language Learning Inventory and SILL (Strategies Inventory for Language Learners questionnaires were adopted as the instruments in collecting the data. The findings of this study indicated that there is negative linear correlation between metacognitive strategy and foreign language aptitude (rXY = -0,049 while there is significant positive linear correlation between metacognitive and motivation (rXY =+0,79 in students’ language learning. Furthermore, this study also provide some recommendations, which is it is expected that there will be more researches use studies using different respondents with various contexts. Secondly, the further research will use both of quantitative and qualitative data relating to this issue in order to make a more accurate data.
Full Text Available Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.
He, Agnes Weiyun
When the seminal article on the organization of turn-taking by Sacks, Schegloff, and Jefferson (1974) was published 30 years ago, I started learning English as a foreign language. In addition to being a learner of the English language for many years, I was also trained in the traditions of Conversation Analysis (CA) and linguistic anthropology…
Barham, Kefah A.
E- Dictionaries have the potential to be a useful instrument in English Language classes, at the same time; it can be seen as a waste of time and a hindrance tool in the English Language classroom. This paper reports on students' use of e-dictionary in two of "Educational Readings in the English Language" course sections through in-depth…
Semaan, Gaby; Yamazaki, Kasumi
This article examines the relationship between global competence and second language learning motivation in critical language classrooms. Data were collected from 137 participants who were studying critical languages (Arabic, Chinese, Japanese, Korean, Persian) at two universities on the East and West Coasts of the United States, using a 30-item…
Nielsen, Andreas Højlund; Horn, Nynne Thorup; Sørensen, Stine Derdau
Models of speech learning suggest that adaptations to foreign language sound categories should happen early in the acquisition process. Results from laboratory language training show effects on non-native perception within one to three weeks of training. Results from linguistic immersion studies...... show differences in adaptations when contrasting averages of 1-2 yrs of experience with 6-7 yrs of experience. We investigated this apparent discrepancy in a longitudinal study on Danish language officer cadets learning either Arabic (MSA and Egyptian dialect) or Dari (Afghan Farsi) through intensive...... (emphatic frication) and a phonemic Dari contrast (fricative voicing) as stimuli for both groups. We saw an effect of learning on the Dari learners’ identification of the Dari stimuli already after three weeks of language training, which was sustained, but not improved, after six and 20 months. The extents...
Bull, Glen; Kajder, Sara
Technology offers a number of opportunities for connecting classrooms with the world. The advent of the Internet has offered unprecedented prospects for classroom connections, but the recent diffusion of digital cameras throughout society offers instructional possibilities as well. This document provides a detailed examination of digital…
Ammar Abdullah Mahmoud Ismial
Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing
The paper addresses methodological potential of mobile technologies in teaching a foreign language to non-linguistic students. The author a) gives definition of the term "mobile education", b) suggests a list of mobile technologies used in foreign language teaching; c) develops a list of non-linguistic major students'' language abilities and language skills, which can be developed via mobile technologies.
Nasrollahi Shahri, Mohammad Naseh
Situated in an English as a foreign language (EFL) context, this study navigates the intersection of language learner identity and foreign language engagement. Specifically, drawing on the concept of voice (Canagarajah, 2013; Johnstone, 1996; Kramsch, 2003), Bakhtin's (1981) theory of language, and the notion of investment (Darvin & Norton,…
Full Text Available In this paper is described a foreign language learning application using mobile augmented reality based on gamification method and text recognition. The mobile augmented reality is a technology that extends the real world elements with 2D or 3D computer generated objects and lets the users interact with them. A Gamification system is based on different mechanisms that increase the motivation of students, due to the impact that videogames have in their emotional, cognitive and social areas. The proposed solution applies Optical Character Recognition technique, using the camera of the mobile device, in order to identify the text written on a card. The implementation combines the features of gamification system and mobile augmented reality in order to make the learning process more easy and fun. This paper aims to present the results after testing the foreign language learning application in different scenarios.
In this article, we will first review various perspectives on the teaching of culture and what effect this can have on intercultural interaction in language teaching. We then take a look at ways of using culture to teach a foreign language. The first example is how preparing to write a German Lebenslauf can serve as a means to get to know and better understand fellow classmates. In addition, we look at how preparing for a mock job interview can function as the basis for teaching German. Final...
Full Text Available The acquisition of foreign language (FL vocabulary involves two aspects: (1 learning to recognize a word’s meaning, and (2 becoming able to retrieve or produce the word’s form in speech production. The second aspect usually takes more time and practice to be developed. While learners may have no problem understanding a FL word’s meaning, they frequently are unable to recall the word when necessary.
Douglas Altamiro Consolo; Cristina Francisca de Carvalho Porto
In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practic...
Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura
In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of
Claudia Ferrareto Lopes
Full Text Available The goal of the study was to analyze the cognitive aspects related to learning English as a foreign language, by means of games workshops with students of the 6th grade of elementary school from a state school in Londrina. The paper is grounded on Piagetian theory and is descriptive-interpretative study with a qualitative perspective. Two guiding questions motivate the study: what is the role of games workshops for learning English as a foreign language? In what way the cognitive processes are held in the games workshops for learning English? To meet the proposed goals, workshops were implemented with games containing the linguistic contents studied in English classes. The games workshops enabled the observation and analysis of the cognitive aspects involved in learning a foreign language. Results show that the games workshops promote the participation of the students motivating action and output, evidencing gaps on the knowledge and providing equilibration processes. Subjects are asked to produce outputs via games demands, thus evoking knowhow, as well as the thinking about their own products, suggesting a conscious-awareness process.
Full Text Available The article reveals the problems of teaching tools and resources used in the process of teaching foreign languages in primary school. The author gives the definition of the meanings “teaching resources”, “additional materials for teaching foreign languages», and their classification. The author pays attention to the fact that in the academic and upbringing process primary school teachers use different teaching resources in addition to the text-books as the basic means of teaching. That is why there is an evident reason for deep study of these kind materials, their classification. According to the way of presenting, teaching flash-cards and hand-outs as additional materials are pointed out. That is why the necessity of optimal and effective choice of these means of teaching depends on professional preparation of a teacher and teaching tools implementing in the academic process alongside with the text-books as the basic means of teaching foreign languages. The author notes that all these learning tools are not universal. They cannot completely replace a teacher or other learning tools. The author supports the idea of the need for optimum, deeply conscious and scientific approach to using additional educational resources in academic and upbringing process along with the textbook as the primary means of learning.
Dooly, Melinda; Masats, Dolors
This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…
Gayton, Angela Mary
Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning…
Petrjánošová, M.; Leix, Alicja
Roč. 23, č. 4 (2013), s. 658-679 ISSN 1210-3055 R&D Projects: GA ČR GA13-25656S Institutional support: RVO:68081740 Keywords : native language * foreign language * intergroup contact Subject RIV: AN - Psychology
Friedman, Debra A.
Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an "imagined community" of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential…
Johnson, Cheryl DeConde
Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
Barnes, Erica M.; Grifenhagen, Jill F.; Dickinson, David K.
This article defines academic language by examining the central features of vocabulary, syntax, and discourse function. Examples of each feature are provided, as well as methods of identifying them in oral language and printed text. We describe a yearlong study that found teachers used different types of academic language based on instructional…
Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing
This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…
Lavalle, Pamela I.; Briesmaster, Mark
Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies. This study examines the use of picture descriptions as a strategy to develop and enhance communication skills among the eighth-grade students attending a private English school in…
Full Text Available The article defines the role of the European experience in the foreign language teachers` training in the modern society, the use of International relations in education. The concept of common European education is analyzed. Due to this concept teaching and learning standards, educational models, and teaching objectives are brought together with the aim to create the common all-European educational system. In order to join this all-European scheme Ukraine needs to make modifications in its educational system. The fundamental idea is to use blended learning as the dominant instructional mode in higher education. The authors examine how the study of the leading European powers` educational experience helps to approach the problems of education in Ukraine critically. English Language Department of Mykolaiv V. Sukhomlynsky National University as a part of the consortium, composed of ten higher education institutions, takes part in the TEMPUS-project «Improving teaching European languages through the introduction of on-line technology (blended learning to train teachers." Blended learning is a powerful technology to be implemented into the modern model of Ukrainian education in order to get the level of European educational system. The article highlights how participation in the implementation of TEMPUS-project can be an effective tool for improving the training of the foreign languages teachers.
Full Text Available Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005 for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006. This also applies to interaction (cf. Long 1996, where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005. Task-based Language Learning (TBLL presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being
E. A. Makarova
Full Text Available Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee».The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university.Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation.Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more
Stewart-Strobelt, Jody; Chen, Huabin
There are some foreign languages that enjoy great status in the United States, while other foreign languages are rarely represented at the high school level. The present study explored the following questions: Why do students choose to take a particular foreign language? Do students gravitate toward it because it is widely thought to be the easiest language to learn or because they perceive greater career opportunities with proficiency in this particular language, or is it simply because there are more classes offered? As long as foreign language study is elective in high schools and as long as a variety of languages are offered, the answers to these questions will remain important for foreign language educators, especially in schools where the various language programs compete with one another for student enrollments and the programs' ultimate survival.
Full Text Available The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1 What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2 Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3 Are some learning technologies used more often for practis ng specific language skills than others?
M. V. Bulygina
Full Text Available The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society.
Full Text Available English as a subject has been a part of curriculum in Indonesian schools from primary to university study for several decades now. The decision of education authorities to include it as a compulsory subject in high school is based on the fact that English has played an important role as academic language that is universally used, as well as the belief that having good English proficiency will enable Indonesian young people to face the fierce competition in global world. However, this policy does not run without challenge. Problems in mastering the language are encountered by both teachers and students, and results of the learning are not always as expected. This is a signature of foreign language learning as elaborated by Vroman in his book (The Logical Problem of Foreign Language Learning. This paper reviews on how the characters of language learning proposed by Vroman are seen in Indonesian classrooms at high school level where English is learned as a foreign language.
Hayakawa, Sayuri; Tannenbaum, David; Costa, Albert; Corey, Joanna D; Keysar, Boaz
Would you kill one person to save five? People are more willing to accept such utilitarian action when using a foreign language than when using their native language. In six experiments, we investigated why foreign-language use affects moral choice in this way. On the one hand, the difficulty of using a foreign language might slow people down and increase deliberation, amplifying utilitarian considerations of maximizing welfare. On the other hand, use of a foreign language might stunt emotional processing, attenuating considerations of deontological rules, such as the prohibition against killing. Using a process-dissociation technique, we found that foreign-language use decreases deontological responding but does not increase utilitarian responding. This suggests that using a foreign language affects moral choice not through increased deliberation but by blunting emotional reactions associated with the violation of deontological rules.
Full Text Available Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA of the Slovak Ministry of Education, no. 049PU4/2012 highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners: A replication and follow-up study.
Sparks, R L; Ganschow, L
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.
Full Text Available Emotional intelligence, as concerned with how an individual recognizes and regulates his or her emotions, has been in limelight quite recently. The present study seeks to fill a small gap in the literature on emotional intelligence, together with foreign language anxiety and empathy. To this end, short literary readings are used in a cognitive-affective reading-based course to see how emotional intelligence, foreign language anxiety and empathy are affected. Mayer, Salovey and Caruso (2002 Emotional Intelligence Test (MSCEIT, Cooper's (1996/1997 EQ-Map, Horwitz, Horwitz and Cope's (1986 Foreign Language Classroom Anxiety Test (FLCAS and Caruso and Mayer's (1998 Multi-Dimensional Emotional Empathy Scale (MDEES were administered to 70 Iranian EFL undergraduate students in a pretest posttest quasi-experimental design. MANOVA and ANCOVA were conducted. The results revealed that the cognitive-affective reading-based course in which literary readings were used significantly improved the subjects' emotional intelligence scores from the MSCEIT measure as well as empathy (MDEES scores, but significantly decreased their foreign language anxiety (FLCAS scores. The pedagogical implications for learners, teachers, educators and materials developers are presented.
Miller, Amanda C; Keenan, Janice M
This study replicated and extended a phenomenon in the text memory literature referred to as the centrality deficit Miller & Keenan (Annals of Dyslexia 59:99-113, 2009). It examined how reading in a foreign language (L2) affects one's text representation and ability to recall the most important information. Readers recalled a greater proportion of central than of peripheral ideas, regardless of whether reading in their native language (L1) or a foreign language (L2). Nonetheless, the greatest deficit in participants' L2 recalls, as compared with L1 recalls, was on the central, rather than the peripheral, information. This centrality deficit appears to stem from resources being diverted from comprehension when readers have to devote more cognitive resources to lower level processes (e.g., L2 word identification and syntactic processing), because the deficit was most evident among readers who had lower L2 proficiency. Prior knowledge (PK) of the passage topic helped compensate for the centrality deficit. Readers with less L2 proficiency who did not have PK of the topic displayed a centrality deficit, relative to their L1 recall, but this deficit dissipated when they did possess PK.
Aydin, Selami; Harputlu, Leyla; Güzel, Serhat; Ustuk, Özgehan; Savran Çelik, Seyda; Genç, Deniz
Foreign language anxiety (FLA), which constitutes a serious problem in the foreign language learning process, has been mainly seen as a research issue regarding adult language learners, while it has been overlooked in children. This is because there is no an appropriate tool to measure FLA among children, whereas there are many studies on the…
This study examines whether nonverbal visual and/or auditory channels are more effective in detecting foreign-language anxiety. Recent research suggests that language teachers are often able to successfully decode the nonverbal behaviors indicative of foreign-language anxiety; however, relatively little is known about whether visual and/or…
Benseler, David P.; Lannoch, Martha Calvert
Findings are reported from the annual survey of doctoral degrees granted in foreign languages, literatures, cultures, linguistics, and foreign language education in the following categories: African, Asian, French, Germanic, Italian, Near and Middle Eastern, Slavic, and Spanish languages/literatures; classics; comparative literature; theoretical…
Noordegraaf, J.; Vonk, F.
This collection of studies on the history of foreign language teaching was published in 1993. Dutch scholars from different universities outline different traditions in Dutch second language education from 1500 till 1970. The studies deal with different ways of teaching foreign languages and their
Aydin, Selami; Harputlu, Leyla; Ustuk, Özgehan; Güzel, Serhat; Çelik, Seyda Savran
Foreign language anxiety (FLA) has been mainly associated with adult language learners. Although FLA forms a serious problem in the foreign language learning process for all learners, the effects of FLA on children have been mainly overlooked. The underlying reason is that there is a lack of an appropriate measurement tool for FLA among children.…
Roy, Debopriyo; Brine, John; Murasawa, Fuyuki
The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic.…
Savage, Baron L.; Hughes, Haning Z.
The events of September 11, 2001, shocked the nation and forced the United States government to acknowledge its tremendously inadequate capability in foreign language proficiency and global cultural awareness. Post 9/11 military operations reinforced the reality that the Department of Defense (DoD) needs a significantly improved capability in…
Oganian, Y.; Korn, C. W.; Heekeren, H. R.
Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from…
Paugh, Patricia; Moran, Mary
For four years, Pat Paugh, a university teacher educator, and Mary Moran, a teacher researcher, collaborated on action research by systematically studying literacy development connected to the latter's third-grade community gardening and urban farming curriculum. Their goal was to support an existing classroom culture that valued…
Bower, M. W.; Ellerton, N. F.
The research reported in this paper addressed the nature of transitions between language genres in school physics. In this qualitative study, quasi-ethnographic methods were employed to understand the culture of one secondary school physics classroom in the USA. One teacher and his physics students were the participants. The teacher was…
These days it seems mobile phones are used everywhere by everyone, which leads to the obvious question: How can mobile phone technology support learning in the second language classroom? The answer is "in a number of ways" because mobile phones come with ever-increasing functions that most students are adept at using. In this article the author…
This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…
Morawski, Michael; Budke, Alexandra
Geography lessons center on a language-based product with socially relevant geographic content. The subject of geography in secondary schools in Germany faces three major challenges that make a stronger focus on language in the monolingual geography classroom necessary. First, more than 30 percent of German pupils in secondary schools have a…
Lin, Angel M. Y.; Lo, Yuen Yi
There has been a rich literature on the role of language in learning and on its role in knowledge (co-)construction in the science classroom. This literature, rooted in social semiotics theories and sociocultural theories, discussed research conducted largely in contexts where students are learning content in their first language (L1). In this…
Bastos, Ascensão; Ramos, Altina
A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school. The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results sh...
Emmanuel James P. Pattaguan
Full Text Available This study was meant to present an evaluation of the delivery of the University of Saint Louis’ Foreign Language Program-Mandarin Chinese. Using descriptive research design, coupled with focus group discussion with the students in total enumeration, data along the different aspects of the teaching and learning of Mandarin Chinese, was ascertained using a developed and validated questionnaire. The student-respondents have evaluated the following areas: 1.Objectives of the Lesson/Course 2 Lesson Strategies 3 Lesson Assessments 4 Student Engagement 5 Learning Resources and Environment 5 Classroom Management 6 Outcomes. Moreover, the grades of the students along two major assessments-oral and written were also looked into to validate the perceptions of students along outcomes. In addition, a structured interview with the teachers was also conducted to provide further information. Looking within, data gathered and analyzed reveals that the University’s Foreign Language Program with the offering of Mandarin Chinese is generally very satisfactory along all areas evaluated. The oral and written examination results as reflected in the grades of the students show that the students have gained adequate skills in both oral and written Mandarin Chinese, although among all areas, it’s the written Mandarin that got the lowest mean rating among all items under “outcomes”. From the foregoing, realizations have been made that while the evaluation is generally very satisfactory using the scale, there is a need for the University to look into specific items under the major areas by way of designing intervention programs to further improve the delivery of the current foreign language program to its students. Moreover, an in-depth study of the same can be expanded to other classes delivered by Filipino professors.
Prelingually deafened children are nowadays likely to receive a cochlear implant (ci). As these children do their language acquisition with a cochlear implant they require a constant rehabilitation and support. Educational staff is instructed on how to work with children with ci in form...... of guidelines and workshops. This paper discusses language practices used in the setting of a school for cochlear-implanted children. These children encounter language and pronunciation problems that accompany prelingual deafness and hearing with a cochlear implant. I examine two practices, which are used...
Full Text Available Content, Language and Method Integrated Teacher Training (CLMITT is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language. Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning about a teaching model or strategy but also experiencing it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.
Full Text Available New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This study was conducted to investigate educational digital games in foreign language teaching, to identify the determining reasons behind the pittfalls in applications and to explore the contribution of a serious game to the development of professional language skills of pre-service teachers. Pre- and post-tests were applied to measure the contribution of the game to the development of their language skills. In addition, a game diary and semi-structured interviews were used to elicit information about the problems pre-service teachers had and their perceptions on the whole process. The analysis of the data illustrated that there was great improvement in pre-service teachers’ professional language skills and attitudes towards using these games while teaching in the future. This is important in foreign language teacher education in terms of enhancing digital game-based language learning pedagogy for teachers.
Full Text Available It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.
Ivaz, Lela; Costa, Albert; Duñabeitia, Jon Andoni
Native languages are acquired in emotionally rich contexts, whereas foreign languages are typically acquired in emotionally neutral academic environments. As a consequence of this difference, it has been suggested that bilinguals' emotional reactivity in foreign-language contexts is reduced as compared with native language contexts. In the current study, we investigated whether this emotional distance associated with foreign languages could modulate automatic responses to self-related linguistic stimuli. Self-related stimuli enhance performance by boosting memory, speed, and accuracy as compared with stimuli unrelated to the self (the so-called self-bias effect). We explored whether this effect depends on the language context by comparing self-biases in a native and a foreign language. Two experiments were conducted with native Spanish speakers with a high level of English proficiency in which they were asked to complete a perceptual matching task during which they associated simple geometric shapes (circles, squares, and triangles) with the labels "you," "friend," and "other" either in their native or foreign language. Results showed a robust asymmetry in the self-bias in the native- and foreign-language contexts: A larger self-bias was found in the native than in the foreign language. An additional control experiment demonstrated that the same materials administered to a group of native English speakers yielded robust self-bias effects that were comparable in magnitude to the ones obtained with the Spanish speakers when tested in their native language (but not in their foreign language). We suggest that the emotional distance evoked by the foreign-language contexts caused these differential effects across language contexts. These results demonstrate that the foreign-language effects are pervasive enough to affect automatic stages of emotional processing. (c) 2016 APA, all rights reserved).
Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool.
Stories and storytelling have been used for millennia to entertain, challenge and educate. As a shared form of language interaction, storytelling has engaged communities in developing and perpetuating common understandings of both language and culture, as critical foundations to harmonious societies. Stories and storytelling provide a rich source…
Kondrateva, Irina G.; Safina, Minnisa S.; Valeev, Agzam A.
Learning a foreign language is becoming an increasingly important with Russia's integration into the world community. In this regard, increased requirements for the educational process and the development of new innovative teaching methods meet the requirements of the time. One of the important aspects of learning a foreign language is listening…
The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training. © Society for the Experimental Analysis of Behavior.
Full Text Available French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies. It promoted France’s international status (by the 18th century French was the diplomatic language of Europe. On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages. One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178. Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of
Schneider, E; Ganschow, L
In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.
Gabriel Eduardo Cote Parra
Full Text Available The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants’ posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.
Imperio Arenas González
Full Text Available This article describes the research project carried out with a blind student, who studied French at a public university. The pedagogical experience over three years began in a classroom when a foreign language teacher and educator felt herself “handicapped,” as she had not been prepared for working with blind people. In order to put her student on the same level of other students in terms of study possibilities, the teacher entered the blind and visually impaired students’ world through Braille. She designed methodologies in order to encourage the autonomous learning of the foreign language as well as tried to motivate other blind or visually impaired people to acquire the same knowledge.
Full Text Available The article is devoted to the problem of formation of cross-cultural competence of foreign students in the process of learning Ukrainian as a foreign language. Theoretical and pragmatic ways of intercultural communication methods for speakers of a foreign language in four types of speech activity have been substantiated. There have been determined linguistic and didactic principles of learning the Ukrainian language as a foreign language using authorial technology of interaction of different approaches that promotes the development of effective cross-cultural competence of foreign students. The main components of the innovative technology of work with foreign language audience have been characterized; a system of tasks and exercises aimed at mastering linguistic, socio-cultural and pragmatic competences has been set. There have been determined linguistic and methodical problems of comparative methodology, which authoring technology LTIRP with the usage of authentic texts is based on. Traditional and new forms, methods and techniques of teaching foreign students in the process of formation of cross-cultural competence have been considered.
Full Text Available Motivation is a frequently used word both in our daily work and study, which is an important factor which can greatly influence the achievement of learners’ second language or foreign language acquisition. Speaking of the history of research on “motivation”, Gardner and Lamber and their associates should come first, because they have done the most important work, which made the most outstanding contributors in this field. There are several kinds of motivation, like instrumental motivation and integrative motivation, and intrinsic motivation and extrinsic motivation, and there are some relevant debates between them. Through the current researches on the application of motivation in learning and teaching, we can see how effective the motivational system promoted within cooperative situations is, although there is numbers of different motivational aspects. Maybe more researches should be done, but we can just draw a periodical conclusion that motivation in language learning is a very complicated psychological phenomenon, and it is also the single most influential factor in learning a new language.
Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard
The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…
Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María
Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.
Birulés-Muntané, J; Soto-Faraco, S
Watching English-spoken films with subtitles is becoming increasingly popular throughout the world. One reason for this trend is the assumption that perceptual learning of the sounds of a foreign language, English, will improve perception skills in non-English speakers. Yet, solid proof for this is scarce. In order to test the potential learning effects derived from watching subtitled media, a group of intermediate Spanish students of English as a foreign language watched a 1h-long episode of a TV drama in its original English version, with English, Spanish or no subtitles overlaid. Before and after the viewing, participants took a listening and vocabulary test to evaluate their speech perception and vocabulary acquisition in English, plus a final plot comprehension test. The results of the listening skills tests revealed that after watching the English subtitled version, participants improved these skills significantly more than after watching the Spanish subtitled or no-subtitles versions. The vocabulary test showed no reliable differences between subtitled conditions. Finally, as one could expect, plot comprehension was best under native, Spanish subtitles. These learning effects with just 1 hour exposure might have major implications with longer exposure times.
Full Text Available Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n=63 learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control, and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.
Full Text Available The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students’ needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students
Slåttvik, Anja; Nielsen, Henrik Balle
This is a presentation of a current study of how teaching of fiction is carried out in the subjectEnglish as a foreign language in year six in two Danish Schools. There is a particular focus on 6multilingual students and their third language acquisition perspective. The aim is to establishknowledge...... on multilingual students’ understanding of material and content in the EFLclassroom and on a long-term basis to focus foreign language teachers’ attention tocircumstances that challenge students learning a foreign language in a multilingualenvironment....
ach of the four levels comprises about 80 hours of class work, with additional time for the self-study work. The Teacher's Book contains all the pages from the Classroom Book, with interleaved teaching notes including optional activities to cater for different abilities. There is a video to accompany the Beginner, Pre-intermediate and Intermediate levels. Each video contains eight stimulating and entertaining short programmes, as well as a booklet of photocopiable activities. Free test material is available in booklet and web format for Beginner and Pre-intermediate levels. Visit www.cambridge.org/elt/liu or contact your local Cambridge University Press representative.
In historical films there are many different elements which are not very much ... foreign language teaching departments in many countries. Reasons .... as body language, mimicking, distance between the ..... if the class size is small. With a ...
Full Text Available Background and Problem: There have been various opinions on the policies of foreign language education in our country since the foundation of our republic. There is no doubt that Atatürk placed much more importance in foreign language education than the other nations’ founders on earth. For the purpose of foreign language education, the department of western languages and literatures was established in the faculty of language, history, and geography at Ankara University. This department was also considered to contribute the fields of history and Turkish studies. Foreign language and literature studies are believed to be responsible for establishing interaction and communication between cultures. If a scientific approach to a foreign language and its literature and the knowledge of methodology leads to acquisition of a native language, this means that it performs its real function. Atatürk, believing this contribution of knowing a foreign language to the mother tongue of a nation, absorbs the importance of this fact. He strongly asserted that we should make use of this advantage for our national benefits: by not teaching a topic in a foreign language, but teaching a foreign language. To him, the courses should be conducted in Turkish. However, just contrary to his views, we had courses conducted in the foreign language in Anatolian high schools, science high schools, and/or in private colleges. Thus, the number of these schools has increased and therefore, the importance of mother tongue has lessened even in our country. Purpose: This study aims at discussing the foreign language policies followed in our country by referring to certain periods.Method: For the purpose of the current study, the researchers have gone through literature review process in detail and compiled the data they could reach from various reliable sources.
Full Text Available Some form of bi- and multilingualism means the natural lingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue(the Hungarian, acquire the state language (the Ukrainian languageand the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study is to shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threw light on numerous problems that approve the low level of foreign language knowledge of the Transcarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogicallyconcerning foreign languages, and within this especially concerning the English language. It appears from the interviews,that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state,neither the parents approve the motivation of foreign language acquisition.
English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…
Galvez de Bracamonte, Teresa
This guide in Spanish provides performance criteria for evaluating the foreign language teacher. It provides an outline for analyzing the teacher's actions and teaching methods in the classroom. Through the evaluation by an outsider, the teacher can learn his or her faults in the views of others and can improve on them. The aspects to be analyzed…
Sergey S. Chromov; Nadezda A. Gulayeva; Irina S. Zelenetskaya
The paper is untended to draw attention to information communication technologiesin teaching Russian as a foreign language for special purposes at level B 2. In thisregard the educational process of teaching Russian as a foreign language is examinedfor promoting quality improvement in the process of ELT.Technology-enhances language learning(TELL) is described through computer-assisted language learning(CALL)-presentations, webinars, videolectures. The authors share their experience obtained d...
Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca
We examine whether the use of a foreign language, as opposed to the native language, influences the relative weight intentions versus outcomes carry in moral evaluations. In Study 1, participants were presented with actions that had positive outcomes but were motivated by dubious intentions, while in Study 2 with actions that had negative outcomes but were motivated by positive intentions. Participants received the materials either in their native or a foreign language. Foreign language prompted more positive moral evaluations in Study 1 and less positive evaluations in Study 2. These results show that foreign language reduces the relative weight placed on intentions versus outcomes. We discuss several theoretical accounts that are consistent with the results such as that foreign language attenuates emotions (triggered by intentions) or it depletes cognitive resources. Copyright © 2016 Elsevier B.V. All rights reserved.
aus der Wieschen, Maria Vanessa; Sert, Olcay
The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspe......-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies....
Méndez López Mariza G.
Full Text Available The present article reports on a study that explores the effects of the emotional experiences of Mexican language learners on their motivation to learn English. In this qualitative research we present how emotions impact the motivation of university language learners in south Mexico. Results suggest that emotions, both negative and positive, contribute to enhancing and diminishing motivation. Althoughnegative emotions may be considered detrimental to foreign language learning, the findings of this study show that negative emotions serve as learning enhancers. Results also evidence that Mexican language learners perceive negative emotions as positive for their language learning process.En este artículo se presenta una investigación en la que se exploran los efectos que causan las experiencias emocionales en la motivación de estudiantes mexicanos al aprender inglés. Con base en un estudio cualitativo se presenta cómo las emociones inciden en la motivación de estudiantes universitarios en el sur de México. Los resultados sugieren que las emociones, tanto positivas como negativas, contribuyen a potenciar y disminuir su motivación. Se encontró que a pesar de que las emociones negativas pueden afectar el aprendizaje de una lengua extranjera, estas actúan incluso como potenciadoras del aprendizaje. Los resultados también indican que los estudiantes mexicanos perciben las emociones negativas como positivas en su proceso de aprendizaje.
Hinson, William B.
"The Defense Language Institute Foreign Language Center (DLIFLC) trains students in various foreign languages and dialects for the Department of Defense (DOD). The majority of students are firstterm enlistees in the basic program. This study uses classification trees and logistic regression to understand the military, academic and personal characteristics that influence first-term success after successfully completing DLIFLC training. Success was defined as completing a firstterm enlistme...
Full Text Available The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL. A study was conducted at a Russian university (The National Research University Higher School of Economics in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS. The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.
Full Text Available The present study is intended to determine how extensive exposure to target language mass media can affect foreign language learning and the poverty of the stimulus problem in the foreign language context. For this purpose, an EFL learner was studied for the period of one month and was asked to have extensive exposure to English language mass media only. The case was also asked to record her experience in a journal on a daily basis. The results indicated tangible improvement in her English speaking, listening, pronunciation and vocabulary but hardly any improvement on her English writing. A more profound impact was reported on the subject’s four-year-old son who was not initially the focus of this study. The results suggest that considering the authentic, lengthy language input it provides, foreign language mass media can compensate for the problem of poverty of the stimulus in foreign language learning. It is concluded that formal language instruction and exposure to foreign language mass media outside the class can complement one another and promote foreign language learning on the whole. It is also evident that the impact of extensive language input varies with the age of the language learner, with young learners bearing more influence than adult learners as the effects of the critical period hypothesis.
Full Text Available Teachers’ practical knowledge is considered as teachers’ general knowledge, beliefsand thinking (Borg, 2003 which can be traced in teachers’ practices (Connelly & Clandinin,1988 and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer,Verloop, and Beijard, 1999. This paper initially discusses how language teachers areinfluenced by three background sources: teachers’ prior language learning experiences, priorteaching experience, and professional coursework in pre- and in-service education. Bydrawing its data from the author’s longitidunal study, it also presents the findings of a crosscasetheme emerged from the investigation of three English as a foreign language (EFLteachers’ prior language learning experiences. The paper also discusses how the participationin studies on teachers’ knowledge raises teachers’ own awareness while it informs theresearch.