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.

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.

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 Introduction to the Special Issue: The Psychology of Teaching and Learning Content and Language

2020 ◽  
Vol 2 (2) ◽  
pp. 1-5
Author(s):  
Kyle Talbot ◽  
Marie-Theres Gruber ◽  
Rieko Nishida
Keyword(s):  
Language Learning ◽  
Psychological Factors ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Special Issue ◽  
Learning And Teaching ◽  
Learning Content ◽  
Challenges And Opportunities ◽  
Psychological Experiences

We are pleased to present the first special issue for the Journal for the Psychology of Language Learning (JPLL). The existence of this journal suggests an increased recognition of the importance of psychological factors in language teaching and learning. Indeed, the once emerging field of the psychology of language learning and teaching (PLLT) seems to have cemented itself as a permanent subdiscipline within applied linguistics. With this special issue we want to take the opportunity to draw attention to the psychological experiences of stakeholders in integrated content and language (ICL) settings. These settings present unique challenges and opportunities for teachers and learners and remain relatively underexplored (cf. De Smet et al., 2018; Doiz & Lasagabaster, 2018; Gierlinger, 2007; Gruber et al., 2020; Moate, 2011; Pappa et al., 2017). As such, our principle aim with this special issue is to draw increased attention to this domain of research in the hopes of uncovering ways to better support teachers and learners in these specific settings.

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 Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

2017 ◽  
Vol 10 (12) ◽  
pp. 182 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
Business Students ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Listening Skills ◽  
Vocabulary Retention ◽  
Learning And Teaching ◽  
Brain Based Learning

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

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).

scholarly journals An experimental study on the effects of smartboards on vocabulary learning in German preparatory classesAkıllı tahtaların Almanca hazırlık sınıflarında kelime öğrenimine etkileri üzerine deneysel bir çalışma örneği

2016 ◽  
Vol 13 (1) ◽  
pp. 2040 ◽  
Author(s):  
Özlem Tekin ◽  
Harun Göçerler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Learner Motivation ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Materials Used

The aim of this study is to investigate the potential impact of smartboards on vocabulary learning of foreign language learners.For this, an empirical study was carried out at German preparatory classes of the Institute of German Language and Literature at Namık Kemal University. In this context the students were asked about their vocabulary work in foreign language learning by a questionnaire, which included 20 close-ended statements of a 5-point Likert scale. A pretest was held in the Summer Term 2013-2014 with a total of 78 subjects, whereas a posttest was conducted in the Winter Term 2014-2015 with a total of 86 subjects. The evaluation of the questionnaires was carried out with the statistical program SPSS PASW Statistics 18.0 NETWORK and the data was analyzed by the descriptive survey method.The results of the study show that vocabulary learning is affected by three basic factors: the role of testing, the need and importance of newly learned words in everyday use and the learner motivation. As the results of the study show furthermore, the last central factor, the motivation of the learners, can be supported by training different learning strategies, by providing and using material diversity and visuality, and by making the relationship between language and culture more understandable to the students. These fundamental desiderata can come to meet, by using technological tools such as smartboards, by which learners can be motivated and the vocabulary learning and teaching process can be made more effective. In this regard teachers play an important role, as they have to question themselves, the tools and materials used and the needs of learners in the process of vocabulary teaching, thus to optimize the teaching and learning process as a whole. ÖzetBu araştırmanın amacı, akıllı tahta kullanımının yabancı dil öğrenenlerin kelime bilgilerinin gelişimine olan muhtemel etkilerini incelemektir.Bu amaçla Namık Kemal Üniversitesi, Fen-Edebiyat Fakültesi, Alman Dili ve Edebiyatı Bölümü hazırlık sınıflarını kapsayan deneysel bir çalışma yapılmıştır. Bu bağlamda öğrencilerin yabancı dil öğreniminde yaptıkları kelime çalışmalarına yönelik görüşleri, 20 kapalı ifadeden oluşan 5'li Likert tipi ölçekten meydana gelen bir anket formu kullanılarak alınmış ve değerlendirilmiştir. Anket süreci içerisinde 2013-2014 Öğretim Yılı Bahar Dönemi’nde 78 öğrenciye öntest, 2014-2015 Öğretim Yılı Güz Dönemi’nde ise 86 öğrenciye sontest uygulanmıştır. Anketlerden elde edilen veriler SPSS PASW STATISTICS 18.0 NETWORK istatistik programı kullanılarak betimleyici analiz yöntemi ile değerlendirilmiştir.Araştırmanın sonuçları göz önüne alındığında kelime öğreniminde sınavların rolü, öğrenilen yeni kelimelerin günlük kullanım için gerekliliği ve önemi, ve ayrıca öğrencilerin güdülenmesi gibi üç temel maddenin öne çıktığı görülmüştür. Öğrencilerin güdülenmesine destekleyici nitelikte sayılabilecek kelime öğrenmede strateji bilgisi, materyal çeşitliliği ve görsellik, dil ile kültür arasındaki bağın kavranması gibi unsurların da anket sonuçlarına göre kelime öğreniminde önemli bir yere sahip olduğu tespit edilmiştir. Bu temel ihtiyaçları giderebilmek için akıllı tahtalar gibi teknolojik araçlar kullanılarak öğrencilerin güdülenmesi sağlanabilir ve bu sayede kelime öğrenimi ve öğretimi daha verimli hale getirilebilir. Bu bağlamda kendilerini, kullanılan araç gereçleri ve öğrencilerinin ihtiyaçlarını sorgulayan öğretmenlerin kelime öğrenim ve öğretim sürecinde etkin bir rolü olduğu da vurgulanmalıdır, zira ancak bu şekilde öğrenim ve öğretim süreci bir bütün olarak daha verimli ve etkili hale getirilebilir.

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