Examining a mailing list in an elementary Japanese language class

ReCALL ◽  
2003 ◽  
Vol 15 (2) ◽  
pp. 217-236 ◽  
Author(s):  
MAYUMI HOSHI
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Interaction Analysis ◽  
Foreign Language Learning ◽  
Mailing List ◽  
Linguistic Knowledge ◽  
Japanese Language ◽  
Student Survey ◽  
Language Class

This study examines the possible effects of a mailing list discussion on second/foreign language learning in the form of an explorative case study. Forty-six students in an elementary-level Japanese language class at a Canadian university participated. The study consists of three parts: interaction analysis, content analysis, and a student survey. The first two parts referenced the entire mailing list discussion archive. The number of the messages totaled 298. In order to analyze learner interaction, a map of interaction was designed and Levin, Kim and Riel’s (1990) Intermessage Reference Analysis (IRA) was applied. Content analysis was then carried out on the topics, context-type, and depth of learning process involved in each message. Lastly, a survey was distributed in order to discern participants’ perceptions towards the use of a mailing list for language learning. The results of the interaction and content analysis show how a mailing list discussion can provide a place to reflect on course content, enabling students to increase their linguistic knowledge through an exchange of ideas, thoughts, and opinions via student-centered interactions. The result of the participant survey shows that although the students’ participation in and perceptions towards the mailing discussion is not uniform, 35% of the students perceived the value of a mailing list discussion to be high. Through the examination of three different methods of analysis, the study concludes that there is a good potential for the use of mailing list discussions in second/foreign language learning. However, further research is necessary to determine which factors contribute to the successful use of this medium.

scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

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.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

Foreign Language Learning

2017 ◽  
pp. 137-158
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Global Education ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Learning Material ◽  
Mobile Assisted Language Learning ◽  
Language Class ◽  
Media Applications

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

scholarly journals Collocational Relations in Japanese Language Textbooks and Computer-Assisted Language Learning Resources

2011 ◽  
Vol 1 (1) ◽  
pp. 85-98
Author(s):  
Irena SRDANOVIĆ
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
The Other ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Resources ◽  
Language Resources

In this paper, we explore presence of collocational relations in the computer-assisted language learning systems and other language resources for the Japanese language, on one side, and, in the Japanese language learning textbooks and wordlists, on the other side. After introducing how important it is to learn collocational relations in a foreign language, we examine their coverage in the various learners’ resources for the Japanese language. We particularly concentrate on a few collocations at the beginner’s level, where we demonstrate their treatment across various resources. A special attention is paid to what is referred to as unpredictable collocations, which have a bigger foreign language learning-burden than the predictable ones.

scholarly journals Integration of Creativity-Developing Activities in Foreign Language Learning: Students’ Attitude

2020 ◽  
Vol 16 (1) ◽  
pp. 65-90
Author(s):  
Liudmila Dulksnienė ◽  
Nemira Mačianskienė
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Professional Literature ◽  
Language Class ◽  
Free Environment

SummaryThe increasing significance of science and more intensive cooperation with foreign partners have created demands for plurilingual specialists, capable of providing solid research-based solutions, able to read the most advanced professional literature in a foreign language, participate in international conferences with foreign partners, negotiate and cooperate in scientific and subject-oriented activity while freely communicating in several foreign languages. However, in the case of specialized higher education institutions, such as medical or agricultural universities, foreign language learning is often oriented to the learning of occupational terminology; whereas acquisition of plurilingual communicative competence is much more than linguistic competence, it is a multifaceted competence and its acquisition can be enhanced by integrating creativity-developing activities into the program curricula. The aim of the study was to reveal the students’ attitude towards the integration of creativity development when studying foreign languages at a higher education institution. The generalized results of the study suggest that even though students considered linguistic competence (vocabulary and grammar) to be most important in language learning, yet they valued the acquisition of socio-cultural competence as important in communicating cross-culturally. The students’ attitude to the application of the elements of art in foreign language classes was positive, as these elements increased their interest and motivation in learning; integration of drawing and creation activities facilitated communication; the assignments became motivating and useful when communicating on intercultural topics. The students also positively evaluated the teacher’s work, the teacher’s assistance and positive approach to the evaluation of application of the elements of art by the students, which was the key element in the success of such classes. The importance of stress-free environment was singled out as a prerequisite for creativity expression and communication in a foreign language class.

scholarly journals Analysis of Documents Published in Scopus Database on Foreign Language Learning Through Mobile Learning: A Content Analysis

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 99-107 ◽  
Author(s):  
Huseyin Uzunboylu ◽  
Zeynep Genc
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Document Analysis ◽  
Qualitative Research Methodology ◽  
Recent Trends ◽  
Subject Areas ◽  
Scopus Database

The purpose of this study is to determine the recent trends in foreign language learning through mobile learning. The study was conducted employing document analysis and related content analysis among the qualitative research methodology. Through the search conducted on Scopus database with the key words “mobile learning and foreign language learning”, the study is based on the analysis of the documents published between the years 2005 and 2017; their distribution took place by years, subject areas, document types, country/regions, and the affiliated universities of the authors. The varied findings revealed that the analysis of the studies published on Scopus database was important in terms of content for the significance of foreign language learning through mobile learning.

scholarly journals Promotion of Student Autonomy in Learning the German Language. University Case Study

2020 ◽  
Vol 17 (1) ◽  
pp. 231-253
Author(s):  
Sidona Žvaliauskienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
German Language ◽  
Self Directed Learning ◽  
Student Autonomy ◽  
Language Class ◽  
Directed Learning ◽  
University Lecturers

SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

scholarly journals Evaluation of EFL Textbook ‘Traveller Elementary’ from the Perspectives of Instructors and University Students

2019 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Kürşat CESUR ◽  
Narin ÖZİŞLER
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Instructional Materials ◽  
Linguistic Knowledge ◽  
Language Content

Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners’ four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors’ evaluations, observations, beliefs, and suggestions on the textbook. From the students’ perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.  

scholarly journals Second Language Interference towards First Language Use of Japanese Learners

2019 ◽  
Vol 4 (1) ◽  
pp. 159
Author(s):  
Zulfadli Abdul Aziz ◽  
Bukhari Daud ◽  
Syafira Yunidar
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Foreign Language Learning ◽  
Japanese Language ◽  
Language Effects ◽  
Japanese Learners

There have been many studies on first language interference towards learners’ second or foreign language learning, but not many on the otherwise. This study investigates the effects of learning Japanese as a foreign language towards learners’ first language use, Indonesian. The data for this qualitative study were obtained from five Japanese learners who had different backgrounds of Japanese learning. Observation and interview were used as the research instruments to collect the data in this study. The results were found that the learners showed foreign language effects; grammatical aspects and borrowing. In short, learning a foreign language (FL) influences learners’ first language (L1), which means that learning Japanese language had affected the learners’ first language, Indonesian. It can be concluded that learning a second or foreign language may interfere a learner’s first language.

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