TRACEY M. DERWING & MURRAY J. MUNRO, Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Language Learning & Language Teaching 42). Amsterdam: John Benjamins, 2015. Pp. xiii + 208. ISBN: 978 90 272 1327 3

2017 ◽  
Vol 50 (1) ◽  
pp. 141-144
Author(s):  
Paul Tench
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Evidence Based ◽  
Teaching And Research ◽  
Learning Language

scholarly journals Innowacyjność w edukacji językowej a profesjonalizm nauczyciela

Neofilolog ◽  
2019 ◽  
pp. 28-41
Author(s):  
Krystyna Droździał-Szelest
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Profession ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Learning Language

Innovation in language education, just as in any other discipline, is connected with changes whose primary goal is to make the process of language learning/language teaching more efficient. Examples of such innovations include, for instance, task based instruction, computer assisted language learning or the use of portfolio as a means of assessment.Innovation implies a new, qualitatively different perception of the language learning/ language teaching process, roles of teachers and learners, use of materials etc., hence it is believed to constitute a challenge for language teachers and their professionalism. The present article is an attempt to answer the question whether and to what extent the language teaching profession is actually prepared to deal with innovation.

scholarly journals The role of literature in instructed foreign language learning and teaching: An evidence-based survey

2008 ◽  
Vol 41 (4) ◽  
pp. 465-496 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Research Articles ◽  
Evidence Based ◽  
Classroom Discussions ◽  
Second Languages ◽  
Learning And Teaching

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

Evidence-based Quality Improvement in University Language Didactics

2018 ◽  
Vol 8 (1) ◽  
pp. 173-185
Author(s):  
Daniela Unger-Ullmann
Keyword(s):  
Quality Assurance ◽  
Quality Improvement ◽  
Language Teaching ◽  
Supply And Demand ◽  
Evidence Based ◽  
Research Strategies ◽  
Teaching And Research ◽  
Research Findings ◽  
The University ◽  
Young Researchers

Abstract This report describes the opportunities, challenges and limits of evidence-based quality improvement in university language teaching. Using treffpunkt sprachen – Centre for Language, Plurilingualism and Didactics at the University of Graz as an example, it provides a brief explanation of the centre and then presents the prioritization of content in teaching and research. In the process, it is necessary to investigate the supply and demand for courses and to use statistics as evidence. In addition, research strategies to promote young researchers are presented whose realization documents the development of the language centre into a centre of research on university didactics. Next, an analysis is made of effective quality assurance measures that are able to be determined in the purposeful application of research findings. Finally, opportunities and potentials in teaching and research are scrutinized and their positive implications for the centre are explained.

Critical autoethnographic narrative: Ideological contention, metacommentary and aesthetic labor in language education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Christian Fallas-Escobar
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Framework ◽  
Human Experience ◽  
Critical Examination ◽  
Linguistic Resources ◽  
Aesthetic Labor ◽  
Learning Language

AbstractBased on the premise that human experience is storied, the researcher engaged in the writing of critical autoethnographic narratives to examine ideological contention in language learning, language use, and language teaching. Using raciolinguistic ideologies as theoretical framework, he shows the ways ideological orientations embedded in circulating metacommentary push individuals to engage in aesthetic labor around the ways they employ their linguistic resources. Findings suggest that language educators and learners should engage in critical examination of seemingly innocent metalinguistic commentary, as these contain contradictory and multiple ideological orientations that largely shape the perception and employment of speakers’ linguistic repertoires.

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