Authentic materials and authenticity in foreign language learning

2007 ◽  
Vol 40 (2) ◽  
pp. 97-118 ◽  
Author(s):  
Alex Gilmore
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Resistance To Change ◽  
Foreign Language Learning ◽  
World Language ◽  
Text Difficulty ◽  
Authentic Materials ◽  
Future Directions ◽  
Areas Of Concern ◽  
And Task

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

scholarly journals The use of interactive media in foreign language learning

1990 ◽  
Vol 6 (1) ◽  
Author(s):  
Peter Olaf Looms
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interactive Media ◽  
Foreign Language Learning ◽  
Multimedia Databases ◽  
External Funding ◽  
Authentic Materials ◽  
The United Kingdom ◽  
The Usa ◽  
Computer Based

<span>This paper discusses the use of interactive videodiscs and CD-ROMs in connection with the learning of foreign languages in Denmark and selected countries (Australia, France, the Netherlands, the United Kingdom and the USA). Discs currently being used include specially produced language discs, authentic materials (films and documentaries), multimedia databases and discs originally developed outside Denmark for use in subjects other than languages. The hardware required ranges from a monitor, simple LaserVision player and remote control to computer-based systems with one or two screens. Many of the materials in use or under development suffer from the fact that they are designed for use by individuals on hardware configurations costing between US$4,000 - $10,000. The paper includes suggestions for external funding and potential partners for EC applications, as well as a listing of institutions currently working in the field.</span>

Tourism and Hospitality's Young Workforce

2020 ◽  
pp. 44-62
Author(s):  
Andreea Fortuna Şchiopu
Keyword(s):  
Second Language ◽  
Labor Market ◽  
Foreign Language ◽  
Language Learning ◽  
Quantitative Methods ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
World Language ◽  
Qualitative And Quantitative Methods ◽  
Tourism And Hospitality

This chapter aims to study the perspectives on the foreign language skills based on the Romanian tourism and hospitality young workforce views. Qualitative and quantitative methods help collect data to identify the main barriers to foreign language learning, the fluency in English and a second language and the willingness to learn a second language when necessary, and the young workforce's openness and readiness for exotic foreign languages. The results show that English is a requirement within the labor market in the tourism and hospitality sector that the young workforce knows about and that knowing a second foreign language may act as a differentiator within the labor market. China is gaining ground as a tourism market with many Chinese tourists traveling the world. This brings about a new challenge for the tourism staff: that of acquiring new exotic foreign languages. It is well understood that tourists prefer to use their native tongue or a world language such as English.

scholarly journals Corpus linguistics and second/foreign language learning: exploring multiple paths

2011 ◽  
Vol 11 (2) ◽  
pp. 459-477 ◽  
Author(s):  
Fanny Meunier
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Foreign Language Learning ◽  
Future Directions ◽  
Learning And Teaching ◽  
Learner Corpus ◽  
Corpus Linguistic ◽  
Linguistic Research ◽  
Multiple Paths

The aim of this article is twofold: first, to briefly assess the influence that corpus linguistic research has had on second/foreign language learning so far, and second, to suggest future directions for a more coherent and well thought out integration of corpora in instructed settings. In section 1, the influence of native and learner corpus research on second/foreign language learning will be assessed in turn, and some reasons for the overall lack of uptake of corpora in educational contexts will be put forward. In section 2, I will argue that multiple paths will have to be explored for a better integration of corpora in instructed settings. The fact that various - and sometimes even radically opposite - directions will be proposed might appear conflicting at first sight, but it will be demonstrated that opting for a multiplicity of perspectives is the only way to lay the foundations of a healthy cross-fertilizationbetween corpus linguistics and the current multi-faceted language learning and teaching cultures.

scholarly journals Pan, Lovelett, Phun, and Rickard (2019) Systematic and random interleaving for second language learning (preprint)

2019 ◽  
Author(s):  
Steven C. Pan ◽  
Jarrett Lovelett ◽  
Vicky Phun ◽  
Timothy Rickard
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Foreign Language Learning ◽  
Task Type ◽  
Training Schedule ◽  
Practice Trials ◽  
Verb Conjugation ◽  
Enhanced Learning ◽  
And Task

Repeatedly switching between a series of to-be-learned topics, also called interleaved practice (interleaving), can improve learning over traditional, one-topic-at-a-time blocked practice (blocking). We investigated whether interleaving’s benefits for foreign language learning are facilitated by random schedules, wherein training trials follow unpredictable patterns, or systematically alternating schedules, wherein trials are predictably sorted. Students learned to conjugate Spanish verbs in the preterite and imperfect tenses and then took a 48-hr. delayed verb conjugation test. A consistently random (Experiment 1) or systematically alternating schedule (Experiment 2) did not improve learning versus blocking. However, the combination of both types – systematic alternation for study trials and randomization for practice trials – enhanced learning (Experiments 3-4). Thus, neither interleaving schedule alone appears to be sufficient; for verb conjugation skills and likely other materials involving study followed by problem-solving practice, both are needed. Interleaving’s benefits are therefore impacted by the alignment between training schedule and task type.

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