scholarly journals Corpus consultation and advanced learners’ writing skills in French

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 158-172 ◽  
Author(s):  
ANGELA CHAMBERS ◽  
ÍDE O’SULLIVAN
Keyword(s):  
Language Learning ◽  
Advanced Learners ◽  
Short Text ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Verb Forms ◽  
Grammatical Errors ◽  
Traditional Language ◽  
New Type ◽  
Interactive Feedback

In the rapidly changing environment of language learning and teaching, electronic literacies have an increasingly important role to play. While much research on new literacies focuses on the World Wide Web, the aim in this study is to investigate the importance of corpus consultation as a new type of literacy which is of particular relevance in the context of language learning and teaching. After briefly situating the theoretical and pedagogical context of the study in relation to authenticity and learner autonomy, the paper describes an empirical study involving eight postgraduate students of French. As part of a Masters course they write a short text and subsequently attempt to improve it by using concordancing software to consult a small corpus containing texts on a similar subject. The analysis of the results reveals a significant number of changes made by the learners which may be classified as follows in order of frequency: grammatical errors (gender and agreement, prepositions, verb forms/mood, negation and syntax); misspellings, accents and hyphens; lexico-grammatical patterning (native language interference, choice of verb and inappropriate vocabulary); and capitalisation. The conclusion notes that the situation in which these students found themselves (i.e. faced with a text on which the teacher had indicated phrases which could be improved) is replicated in many cases every day, and suggests that corpus consultation may have a useful role to play in the context of interactive feedback, particularly in cases where traditional language learning resources are of little use.

scholarly journals TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community

ReCALL ◽  
2005 ◽  
Vol 17 (1) ◽  
pp. 1-3
Author(s):  
CHRISTIAN HOLZMANN ◽  
INGE-ANNA KOLEFF ◽  
KLAUS PETERS
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning And Teaching ◽  
Grass Roots ◽  
The Third ◽  
Practice Models ◽  
Traditional Language ◽  
Technological Developments ◽  
New Ideas

Contained within this special issue is a selection of papers presented at the 2004 annual EUROCALL conference, hosted in early September in Vienna, Austria. CALL Austria, which is part of the great EUROCALL family, has played a major role in disseminating pedagogical approaches towards TELL and CALL within Europe since the early 1980s. It has always been a grass-roots movement, and its work has always reflected that fact that CALL Austria is run by active teachers, many of them teaching at secondary level. Thus the application of new ideas in the language classroom was a major consideration in the preparation of the 2004 Conference. In this context welcoming Eurocallers to Vienna in 2004 has been a crowning achievement and a reward for our attempts to promote the meaningful use of computer technologies in language learning. “TELL and CALL in the Third Millenium: Pegagogical Approaches in a Growing EU-Community”, focussed on the great variety of concepts, applications and best-practice models concerning pedagogy and methodology supported by technological developments, particularly in relation to language learning and teaching. As in previous conferences sub-themes focussed on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more ‘traditional’ language skills and the ‘new literacies’; interactivity, learner interaction and feedback; and spoken and written corpora in language teaching and learning.

scholarly journals The e-lang Project: Towards a Socio-Interactional Approach for Language Teaching and Learning

2018 ◽  
Vol 25 ◽  
pp. 154-169
Author(s):  
Catherine Jeanneau ◽  
Christian Ollivier
Keyword(s):  
Language Learning ◽  
Social Interactions ◽  
Real World ◽  
Teaching And Learning ◽  
Human Action ◽  
Pedagogical Approach ◽  
Learning And Teaching ◽  
The Social ◽  
New Type ◽  
Theoretical Paper

In this theoretical paper, we present an innovative pedagogical approach to language learning and teaching. This approach is based on a dialogical conception of communication and the principle that any human action and communication is determined by the social interactions within which it takes place. On the strength of this approach, we propose an extension of the usual typology of tasks in order to include what we call real-world tasks. The characteristics of this new type of tasks are then specified. Finally, we give a concrete example of a real-world task.

Adventures In Het Moderne Vreemde Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 47-53
Author(s):  
Gé Stoks
Keyword(s):  
Language Learning ◽  
Computer Game ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Learning And Teaching ◽  
Different Types ◽  
On Line ◽  
New Type ◽  
Language Environment

An adventure is a new type of computer game which has become immensely popular in the course of the 1980s. This article is about the possible role of adventures in foreign language learning and teaching (FLL). First there is a brief explanation of what adventures are, the different types and the way communication within the game can take place in natural language. Examples are given for French, German and English. Adventures can play a role in FLL in several respects: -they stimulate discovery learning procedures -they encourage the use of certain reading strategies -they are suitable contexts for vocabulary learning -they can present contexts for communication. Moreover adventures can be looked upon as a new type of literary text, which learners can read as an alternative to a book (some adventures are known as interactive fiction). The article then presents a set of criteria for FLL: For advanced levels text adventures are more suitable than graphic ones from the point of view of language learning, because they present a rich language environment. Graphic ones may be more suitable for beginners. Adventures should accept a variety of syntactic patterns and provide adequate semantic analyses, so that the student gets appropriate feedback. A certain tolerance to spelling is needed, or easy correction options should be available. The program must show the student the type of language it accepts. Hint-files to help students when they get stuck are important and possibly an on-line glossary might be useful. The vocabulary used must not be too exotic and the plot not too complex. It is finally demonstrated that the Infocom adventure SHERLOCK meets these requirements to a large extent.

scholarly journals New literacies in language learning and teaching: Selected papers from EUROCALL 2003

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 1-3
Author(s):  
LIAM MURRAY
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
New Literacies ◽  
Research Area ◽  
Learning And Teaching ◽  
Traditional Language ◽  
Technological Developments ◽  
Important Research Area ◽  
The Relationship ◽  
Selection Of

Contained within this issue is a selection of papers presented at the 2003 annual EUROCALL Conference, hosted during September in Limerick, Ireland. This was the second time that Ireland had the privilege of welcoming EUROCALLers, the first being the conference at Dublin City University in 1997 organised by Françoise Blin. The theme of EUROCALL 2003, “New literacies in language learning and teaching”, aimed to focus attention on the changing concepts and practices concerning literacy brought about by technological developments, particularly in relation to language learning and teaching. Sub-themes focused on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more “traditional” language skills and the “new literacies”; interactivity, learner interaction, and feedback; and spoken and written corpora in language teaching and learning. This last theme re-introduced to EUROCALL an important research area which had been well represented in the early days of the association, and has led directly to the creation of a new SIG within the association in March 2004.

scholarly journals A REFERENCE BOOK ON THE ASPECT OF BULGARIAN VERBS

2019 ◽  
Vol 34 (6) ◽  
pp. 1621-1626
Author(s):  
Antoaneta Pavlova
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
Scientific Work ◽  
Foreign Student ◽  
Reference Book ◽  
Alphabetical Order ◽  
Imperfective Aspect ◽  
Learning And Teaching ◽  
Verb Aspect ◽  
Verb Forms

The present paper aims at presenting the scientific work “A Reference Book on the Aspect of Bulgarian Verbs” published in 2019. The reference book is intended for foreign students studying Bulgarian but it may as well be a precious guide and a practical handbook for all who are interested in learning and teaching Bulgarian.The idea for writing and publishing this reference book was motivated by the strife of the author to facilitate the acquisition of the language.The reference book begins with brief theoretical comments on the Bulgarian verb. They are presented in a concise and adapted manner with a minimum use of linguistic terminology (with a view to the practical aim of the handbook and the specificity of the audience to which it is directed at).The presence of tables and schemes in the reference book is deliberate since the purpose of the handbook is to provide a quick reference and to make the memorizing of key concepts and verb forms easier.The reference book includes the most common and traditional concepts as well as the most contemporary ideas of the Bulgarian linguistics. Reference to the literature used is included.A list of more than 150 pairs of verbs in the perfective and imperfective aspect arranged in an alphabetical order in a table is included in “A Reference Book on the Aspect of Bulgarian Verbs”. The verbs in these pairs are used quite frequently in Bulgarian speech. The selection is consistent with Bulgarian language learning by foreign students in their first year of studies from the specialties in Medicine, Dental Medicine and Pharmacy and corresponds to A1 level of the Common European Framework of Reference for Languages. Verbs are not translated into another language but there is an additional blank column in which each foreign student can write a translation equivalent. The illustrative manner of grammar knowledge with appropriate verb forms arranged in tables was quite consciously chosen. The basic pairs of antonyms in the groups of the conjugated verbs are presented with the aim of optimizing the process of mastery of the verbs. The tense system of the Bulgarian language is presented through the nine tenses in it illustrated with examples from the three conjugations.The reference book presents some of the specificities of the Bulgarian verb in a more comprehensible manner and most of all the category verb aspect which is difficult and complex to teach and explain. For the first time the aspect’s functioning is illustrated with examples which are included simultaneously for the two verb aspects. Practical advice for the determination of the verb aspect is supplied and key words and expressions for “identifying” the perfective and imperfective aspect are derived. The connection between the aspect and the verb tense is also presented.“A Reference Book on the Aspect of Bulgarian Verbs” is a valuable tool for all who are interested in studying and teaching the Bulgarian language.

A New Approach Model

2019 ◽  
pp. 48-75
Keyword(s):  
Language Learning ◽  
General Concept ◽  
Reference Points ◽  
Target Language ◽  
Functional Domain ◽  
Element Subset ◽  
Learning And Teaching ◽  
Teaching Procedure ◽  
New Type ◽  
Actual Learning

The development of a new type of approach model of language learning is assumed to be based on the reference points establishing it conceptually. The general concept of approach is verified in terms of the conventional categories of domain, set, set element (subset), set extension, set intension, and hierarchy. A new type of approach to language learning proposed in the chapter is assumed to be conceptually established in the framework of a theoretical model construed as a functional domain comprising a hierarchical set of elements, approach being the top member but method and technique forming subset elements. The hierarchical approach set has both extensional and intensional projections, which are mapped onto the actual learning and teaching procedure and transformed into external and internal language acquisition segments, correspondingly. Thought-outward target language speech interrelations are thus represented. This is the way the functional correlation between theoretical grounds of the approach conception and curriculum procedure is established. The function characterizing approach dimensions is a multifold dichotomized formation whose duality is being made up of 1) the internal-external opposition, 2) source-target language opposition, 3) verbal dissimilarity opposition. The function in question gets delineated at the intersection of the dichotomies and designated as predication. Predication is an invariant unit of instruction surfaced in the form of the approach radix. The approach under consideration acquires the same contingent name. The main issues considered include the justification of the descriptive approach terminology, the functional modeling of approach, source-target language relationship in approach modeling, types of speech in approach modeling, and the invariant approach to language learning: introductory statements.

scholarly journals The Acquisition of Pragmatic Competence in Indonesian Abroad Programs: The Importance of Informal Indonesian

2018 ◽  
Vol 8 (1) ◽  
pp. 26
Author(s):  
Peter Suwarno
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Learning Activities ◽  
Pragmatic Competence ◽  
Advanced Learners ◽  
Language Programs ◽  
Grammatical Errors ◽  
Daily Interactions ◽  
Teaching Learning ◽  
The Way

This paper presents some comparisons between speeches of advanced learners of Indonesian with those of the native speakers, which indicates that many advanced learners do not communicate the way native speakers usually do. This can be attributed to the Indonesian language programs that focus mostly on teaching formal Indonesian grammar and vocabularies, neglecting informal conversational Indonesian which is essential for the acquisition of pragmatic competence. This paper discusses the importance of pragmatic competence in Indonesian language learning, including learning various speeches commonly used in daily interactions. Based on recordings of learners’ interactions as well as notes on observations of teaching-learning activities in selected Indonesian abroad programs, this paper describes the challenges of developing pragmatic competence based on examples of learners’ non-grammatical errors as well as inappropriate interactional uses of Indonesian. In addition, this paper will explain issues and challenges of achieving pragmatics competence in these programs and suggests possible solutions.

Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions

2021 ◽  
Vol 11 (2) ◽  
pp. 375-394
Author(s):  
Evelina Jaleniauskiene
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Education ◽  
Cognitive Effort ◽  
Design Quality ◽  
Level Of Satisfaction ◽  
Traditional Language ◽  
New Type ◽  
Viable Approach ◽  
Oriented Approach

Abstract In the updated version of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe 2020), the Action-Oriented Approach is highlighted as the most viable approach for learning languages. The present study explored students’ reflections on the collaborative project based on this approach. The project was offered to the learners at a tertiary level during a course of English (C1 level). Analysis of the data revealed that the project appeared to be useful for the development of both general and communicative language competences. Although collaboration was indicated among the most satisfactory aspects, the learners also experienced the most difficulties with it. Despite the finding that most students considered such a project to be of acceptable difficulty, their level of satisfaction differed significantly. The results point to some potential challenges while shifting to the Action-Oriented Approach as a more active language learning approach. Not all students may be ready for the new type of language learning which requires higher levels of cognitive effort and more collaboration in comparison to traditional language classes. As this approach marks a significant turn in language education, it is anticipated that both the detailed presentation of the project and students’ reflections on it will help to increase the awareness of other language educators seeking to design quality action-based projects.

scholarly journals Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

2015 ◽  
Vol 8 (12) ◽  
pp. 79 ◽  
Author(s):  
Chengyu Nan
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Grammar Instruction ◽  
Story Telling ◽  
Advanced Learners ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Social Perspectives ◽  
English Grammar ◽  
Teaching Grammar

<p>The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar teaching in China on the basis of distinguishing grammar and grammaring, this research reviews briefly the current situations of grammar teaching at colleges in China and the various teaching modes adopted in different teaching contexts. Two teaching modes are suggested, linguistic mode and story-telling mode, which may activate inquiry learning and active learning. Linguistic mode, which emphasizes the dual features of grammar learning, is more reasoning-centered than knowledge-centered and is designed from linguistic and academic perspective for advanced learners. Story telling mode, which focuses on smooth communication in different contexts, is more skill-centered than rule-centered and is designed from social and communicative perspective for beginners. Exploring the modes for teaching grammar from linguistic and social perspectives will be a pilot study for inquiring other aspects of grammar teaching as well as for teaching grammar to the learners of other languages.</p>

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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