scholarly journals The Role of Positive 3-H Words in Peacebuilding and Engagement in EFL/ESL Classes

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaojing Shi
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Contexts ◽  
The Way

This review aimed at investigating the role of help, hope, and harmony formally known as positive 3H on students' engagement and peacebuilding. This topic has recently attracted attention since teachers and the way they treat students are said to play a paramount role in the learning process and as a result, peace can be built in the classroom and students also are more likely to be actively engaged in the tasks. To start with, a definition for positive 3-H was presented coupled with the role it plays in language learning contexts. Then the way both inner peace and interpersonal peace have been applied in the learning process to build peace is discussed. Following that, the effects of positive 3-H on students' engagement and peacebuilding through raising some relevant activities are dealt with. Finally, implications and further directions are put forward.

Leveraging Mobile Games for Place-Based Language Learning

2013 ◽  
pp. 27-45
Author(s):  
Christopher L. Holden ◽  
Julie M. Sykes
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Mobile Games ◽  
Future Goals ◽  
Learning Contexts ◽  
Continued Use ◽  
Educational Potential

This paper builds on the emerging body of research aimed at exploring the educational potential of mobile technologies, specifically, how to leverage place-based, augmented reality mobile games for language learning. Mentira is the first place-based, augmented reality mobile game for learning Spanish in a local neighborhood in the Southwestern United States. This paper explores both the complexities and benefits of integrating mobile games in second and foreign language learning contexts. Relevant background issues are discussed and the Mentira project is described, including an exploration of the setting, narrative, gameplay, and curriculum. Initial findings and future goals are explored. Gameplay, the importance of ’place’ for language learning, is discussed and the role of student buy-in. The paper concludes with future considerations for the continued use of mobile games projects for language learning as well as other disciplines.

The role of consciousness and sub-consciousness in teaching of grammar in ELT

2018 ◽  
Vol 5 (1) ◽  
pp. 115-120
Author(s):  
Selin Ozdemir ◽  
Fatih Yavuz
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Grammar Teaching ◽  
High Level ◽  
Teaching Grammar ◽  
The Way

Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected. Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.

scholarly journals BEING MUSLIM AND MOTIVATION IN LEARNING ARABIC: AN INSIGHT FROM THREE DECADES

2017 ◽  
Vol 3 (2) ◽  
pp. 196
Author(s):  
Isral Naska
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Learning Process ◽  
Religious Identity ◽  
Student Motivation ◽  
Arabic Language ◽  
Religious Aspects ◽  
Proper Analysis

This article is a literature review on accessible three decades publicized studies about student motivation learning Arabic which was conducted in different countries and contexts. Due to the importance of Arabic in Islam as the sacred language, those research are expected to reveal the religious aspects in maintaining and shaping student motivation in learning Arabic. Unfortunately, the issue did not likely obtain adequate attention from most of the researchers. Interestingly though, review on that studies still managed to reveal that the researchers apparently mentioned the role of identity in their studies. However, it was not supported by the proper analysis which made only little can be recognized from the role of religious identity in shaping the motivation. This circumstance likely has taken place since most of the researchers did not use the poststructuralist approach which may bring them to reveal a deeper understanding of the role of identity in Arabic language learning. Furthermore, in order to obtain the more precise finding on the role of identity in maintaining student motivation, it is suggested to use the approach when addressing student motivation during Arabic learning process. Artikel ini adalah sebuah literatur review terhadap penelitian-penelitian tentang motivasi belajar Bahasa Arab sekitar 3 dekade belakangan yang dilakukan pada beberapa negara dengan konteks yang berbeda-beda. Peran Bahasa Arab sebagai bahasa yang penting dalam Islam, seharusnya mengantarkan penelitian yang ada mengungkap adanya aspek-aspek religiustitas dalam pembentukan motivasi belajar. Sayangnya, hal ini tidak mendapatkan perhatian yang cukup dari sebagian besar peneliti. Menariknya kendatipun hal tersebut terjadi, yaitu tidak tertangkapnya aspek religiusitas secara memadai, review terhadap hasil-hasil penelitian tersebut menunjukkan peran identitas religius para siswa tetap terlihat. Hanya saja hal tersebut tidak didukung oleh analisis yang memadai sehingga tidak banyak wawasan yang dapat diperoleh sekaitan dengan peran identitas religius tersebut. Hal ini terjadi karena kebanyakan peneliti tidak menggunakan pendekatan yang memungkinkan mereka mengeksplorasi peran identitas religius siswa dalam pembentukan motivasi belajar secara lebih mendalam, yaitu pendekatan post-structuralist. Dengan demikian, untuk memperoleh temuan yang lebih presisi, studi selanjutnya disarankan untuk menggunakan pendekatan post-structuralist untuk memahami peran identitas religius dalam pembentukan motivasi belajar Bahasa Arab

scholarly journals The links between technology and principles of language teaching and learning: theoretical and practical insights

2020 ◽  
Vol 14 ◽  
pp. 718-726
Author(s):  
Turki Alsolami ◽  
Nashwa Saaty
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Integration Of Technology ◽  
Teaching Instruction

The paper examines the integration of technology into various language learning aspects, mainly how technology can enhance language learning and teaching. The focus is on selected studies that highlight the significant role of technology in promoting higher levels of motivation, enhancing language input, contextualizing the language learning process through access to various cultural materials, improving learners’ L2 attitudes and enhancing better language teaching instruction.  In examining these areas, we hope to provide pedagogical insights that would help practitioners and curriculum developers to utilize technology in an effective way to promote a better language learning experience. 

scholarly journals INNOVATIVE METHODS OF LEARNING OF FOREIGN LANGUAGES. MULTIMEDIA AND COMPUTER TECHNOLOGIES

2016 ◽  
pp. 62-65
Author(s):  
I. I. Filipovich
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
New Methods ◽  
Innovative Methods ◽  
Computer Technologies ◽  
Methods Of Learning ◽  
Traditional Approaches

The article reviews innovative approaches to a foreign language learning which employs multimedia and computer technologies. It proves the necessity of the new methods introduction and their difference from traditional approaches. The article shows some advantages of innovative methods and some difficulties of its integration into the learning process. It also defines the role of the Language teacher in the renewed learning process.

scholarly journals JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use

2015 ◽  
Vol 39 (3) ◽  
pp. 13 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Recent Work ◽  
Learning Process ◽  
Crucial Role ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。

scholarly journals Production and Substantive Bias in Phonological Learning

2021 ◽  
Vol 9 ◽  
Author(s):  
Youngah Do ◽  
Jonathan Havenhill
Keyword(s):  
Language Learning ◽  
Language Change ◽  
Pattern Learning ◽  
Artificial Language ◽  
Phonological Learning ◽  
Artificial Language Learning ◽  
Learning Contexts ◽  
Learning Conditions ◽  
Show Evidence

The role of inductive biases has been actively examined in work on phonological learning. While previous studies systematically supported a structural bias hypothesis, i.e., patterns with simpler phonological featural descriptions are easier to learn, the results have been mixed for a substantive bias hypothesis, i.e., phonetically motivated patterns are easier to learn. This study explores an explanation for the uncertain status of substantive bias in phonological learning. Among the aspects of phonetic substance, we focus on articulatory factors. We hypothesize that practice producing phonological patterns makes salient to learners the articulatory factors underlying articulatorily (un-)grounded patterns. An artificial language learning experiment was conducted to test the learning of postnasal (de)voicing, a pattern which is primarily grounded on articulatory components. We examine the role of production in the learning of articulatorily grounded (postnasal voicing) vs. ungrounded patterns (postnasal devoicing), by comparing the outcomes of perception-only vs. perception-with-production learning contexts, both in categorical and variable pattern learning conditions. The results show evidence for a production effect, but it was restricted to certain contexts, namely those involving a higher level of uncertainty and for languages exhibiting dominant natural patterns. We discuss the implications of our findings for phonological learning and language change.

scholarly journals Attitude of Student Teachers towards Constructivist Approach in Teaching

2017 ◽  
Vol 7 (2) ◽  
pp. 83
Author(s):  
Susan W Lyngdoh ◽  
S.M Sungoh
Keyword(s):  
Student Teachers ◽  
Learning Process ◽  
Traditional Approach ◽  
Attitude Scale ◽  
Classroom Teaching ◽  
Constructivist Approach ◽  
Significant Difference ◽  
The Way

<div><p><em>A constructivist approach in teaching is very different from the traditional approach in teaching. It requires the teacher to take upon the role of a guide and a facilitator and encouraging learners to actively participate in the learning process. Attitude of teachers towards this approach will determined the way it will be adopted in classroom teaching and organization.  This study aims to find out the attitude of teachers towards constructivist approach in teaching. For this, a Teachers Attitude Scale towards Constructivist Approach in Teaching (TASCAT) was administered to 524 student teachers. Findings reveal that the participants of the study have an unfavourable attitude towards constructivist approach in teaching and there is no significant difference in the attitude towards constructivist approach with respect to gender.<strong></strong></em></p></div>

scholarly journals PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA

Neofilolog ◽  
2019 ◽  
pp. 263-280
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Subject Categories ◽  
Teaching Learning ◽  
The University ◽  
Learner’S Perspective ◽  
Beliefs And Attitudes

The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.

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