Learner autonomy: a guiding principle in designing a CD-ROM for intonation practice

ReCALL ◽  
2001 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
GUNTHER KALTENBÖCK
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Assessment ◽  
Self Monitoring ◽  
Cd Rom ◽  
Guiding Principle

Building on the experience of developing a CD-ROM for English intonation practice, this article explores some advantages and limitations of this medium for the teaching of suprasegmentals. Despite their undeniable potential for foreign language learning, computers prove to be rather limited in their feedback to pronunciation, especially in terms of error identification and correction, which calls into question one of their very strengths, viz. that of teacher-independent learning. As a possible solution to this dilemma, the present paper proposes to build into the design of a CD-ROM for intonation teaching the concept of learner autonomy, i.e. transferring to an increased degree responsibility for the learning process from the teacher (computer) to the learner. Drawing on the discussion of autonomy by, e.g. Broady & Kenning (1996) and Little (1999), it is demonstrated how incorporating a metacognitive level (by offering the learner the choice to access intonation in different ways) and a metalinguistic level helps to make the CD-ROM users more autonomous in their learning and equip them with the necessary tools for self-assessment and self-monitoring, which in turn can make up for the lack of computerised diagnostic feedback.

scholarly journals Zjawisko lęku językowego w procesie nauki języka niemieckiego

Neofilolog ◽  
2017 ◽  
pp. 235-255
Author(s):  
Izabela Bawej
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Learning Process ◽  
Research Study ◽  
Communication Apprehension ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Self Assessment

The article discusses the problem of language anxiety in foreign language learning. The author presents definitions and typologies anxiety,the biological symptoms of anxiety and their interpretation. A research study, conducted on a group of students of Applied Linguistics is described. The investigation included if they are afraid of speaking in German classes and during the exam, or if they are afraid of their German teacher. The results of the study show that communication apprehension, test anxiety, social anxiety, final grades, attitude to the teacher, and self-assessment are some of the reasons for language anxiety in the foreign language learning process.

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

Learning a foreign language by cochlear implant users

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 17-27
Author(s):  
Ewa Domagała-Zyśk ◽  
Agnieszka Kłos-Dacka
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hard Of Hearing ◽  
English Language ◽  
Foreign Language Learning ◽  
Independent Learning ◽  
Hearing Impairments ◽  
Communication Techniques ◽  
And Performance

Learning a foreign language is a special challenge for students with hearing impairments as it requires not only developing necessary strategies to learn all language skills in another language, but also overcoming specific perceptual and performance difficulties. The methodology of foreign language teaching to students with hearing impairments describes this process with reference to deaf and hard-of-hearing students of various ages who have various degrees of hearing impairment and who use various communication techniques. However, experiences relating to foreign language learning by people with cochlear implants have not been studied so far. These are students with unique characteristics whose hearing impairments are usually severe or profound and, at the same time, whose functioning is similar to the functioning of hard-of-hearing people thanks to their cochlear implants. It is assumed that their full inclusion in education in mainstream schools and social integration are possible.The article presents the issue of teaching the English language as a foreign language to students with hearing impairments who use cochlear implants (three case studies), especially in the context of the level of independent learning, beliefs concerning foreign language learning, foreign language classroom anxiety or lack of anxiety, and the scope of learning to read, write, speak and listen in a foreign language. In the study, a questionnaire designed by the authors was used as well as the scale FLCAS (Horwitz, Horwitz, Cope, 1986), autonomous scale (Macaskill, Taylor, 2010) and subscale BALLI (Horowitz, 1999).

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 Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

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