A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

Developing Grammatical Competence In EFL Teaching

2020 ◽  
Vol 2 (09) ◽  
pp. 410-413
Author(s):  
Feruza Erkulova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Production ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Efl Teaching

In foreign language learning and teaching, grammatical competence plays a big role within foreign language learners’ language production, especially in spoken form. This article aims to present ideas of developing grammatical competence in EFL teaching and learning. 

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Narrative Inquiry in Applied Linguistics Research

2014 ◽  
Vol 34 ◽  
pp. 154-170 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Narrative Inquiry ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Longitudinal Methods ◽  
The Past ◽  
Alternative Approach ◽  
Numerous Data

The importance of narrative inquiry as an alternative approach to research in the humanities and social sciences has grown considerably over the past 20 years or so. Over the past decade, it has also become an established approach to research on second and foreign language learning and teaching through the publication of numerous data-based studies and several texts on narrative inquiry for applied linguistics. Focusing on studies published since 2008, this article outlines the scope of narrative research on language learning and teaching at the present time. It discusses recent innovations in data collection (the use of mixed and longitudinal methods and the use of narrative frames and multimodal data) and data analysis (focus on the discourse of narrative and the use of narrative writing). It concludes that these innovations represent a welcome trend toward methodological diversity that is strengthening the contribution of narrative inquiry to our understanding of the experience of language teaching and learning.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 51-61
Author(s):  
Anna Jaroszewska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Scientific Discipline ◽  
Necessary Condition ◽  
Successful Development ◽  
Learning And Teaching ◽  
Biographical Research ◽  
State Of Affairs

If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals A Review of Beliefs, Agency and Identity in Foreign Language Learning and Teaching

2016 ◽  
Vol 10 (1) ◽  
pp. 47-50
Author(s):  
Sotiria Pappa
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Critical Evaluation ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Agency And Identity

This publication is comprised of seven empirical studies on beliefs, agency and identity as a response to the need for contextual, longitudinal and interconnected studies in foreign language learning and teaching. The underpinning argument of the book is that our beliefs about foreign language learning inform our actions, while both beliefs and actions affect our sense of self, our identity. This holds true for students and their learning as much as for teachers and their teaching. Building on former studies within contextual approaches, beliefs, agency and identity are presented as interconnected phenomena. As such, they are addressed by various theoretical starting points and data of longitudinal nature, ranging from 3 to 15 years. The emic (insider) perspective taken to examine the subjective experiences of participants is complemented by the qualitative and interpretative approach to data collection and analysis. The book primarily aims at a deeper understanding of the role of beliefs in foreign language learning. Secondly, it aims at learning about the beliefs held by specific groups of Finnish and Brazilian individuals involved in teaching and learning foreign languages. After two introductory chapters, the book is structured in storyline fashion, transitioning from young learners (Part I, two studies) to student teachers (Part II, three studies) to in-service teachers (Part III, two studies). A critical evaluation of the reported studies and the overall contributions of the book are discussed in the concluding chapter.

scholarly journals Critical approach to intercultural education and foreign language learning and teaching: neoliberal gender ideologies in textbooks of Spanish as a foreign language

2020 ◽  
Vol 0 (34) ◽  
Author(s):  
Jelena Filipović ◽  
Ana Kuzmanović Jovanović
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Critical Approach ◽  
Gender Ideologies ◽  
Learning And Teaching ◽  
Focus Group Research

In line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “capable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105).

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