scholarly journals Beard's SPQR. A History of Ancient Rome as Background Reading in Classical Latin Courses. A Teaching Proposal

2019 ◽  
Vol 20 (40) ◽  
pp. 25-29
Author(s):  
Tamara Lobato Beneyto
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Ancient Rome ◽  
Contextual Knowledge ◽  
Ancient Greek ◽  
Student Comprehension ◽  
History Of ◽  
The One

Contextual or background knowledge performs an important function in second language learning and reading comprehension, as a number of theoretical and empirical studies have shown (see, for instance, P. L. Carrell, 1983, 1982). To the extent that Ancient Greek and Latin are verbal codes too, they constitute no exception to the aforementioned principle. Indeed, contextual knowledge is particularly relevant to reading comprehension in Classical Languages, given the time, material, and cultural gap between their original context of use during antiquity, on the one hand, and the context of the contemporary learners of these languages, on the other. Addressing and integrating this type of knowledge into Classical Latin courses is, therefore, expected to aid student comprehension of both original and adapted classical texts.

The Experience of Poetry

2019 ◽  
Author(s):  
Derek Attridge
Keyword(s):  
Late Antiquity ◽  
Cultural Practice ◽  
Oral Traditions ◽  
English Renaissance ◽  
Ancient Rome ◽  
Ancient Greek ◽  
Continuity And Change ◽  
Private And Public ◽  
History Of ◽  
The Impact

The question this book addresses is whether, in addition to its other roles, poetry—or a cultural practice we now call poetry—has, across the two-and-a-half millennia from the composition of the Homeric epics to the publication of Ben Jonson’s Works and the death of Shakespeare in 1616, continuously afforded the pleasurable experience we identify with the crafting of language into memorable and moving rhythmic forms. Parts I and II examine the evidence for the performance of the Iliad and the Odyssey and of Ancient Greek lyric poetry, the impact of the invention of writing on Alexandrian verse, the performances of poetry that characterized Ancient Rome, and the private and public venues for poetic experience in Late Antiquity. Part III deals with medieval verse, exploring the oral traditions that spread across Europe in the vernacular languages, the importance of manuscript transmission, the shift from roll to codex and from papyrus to parchment, and the changing audiences for poetry. Part IV explores the achievements of the English Renaissance, from the manuscript verse of Henry VIII’s court to the anthologies and collections of the late Elizabethan period. Among the topics considered in this part are the advent of print, the experience of the solitary reader, the continuing significance of manuscript circulation, the presence of poet figures in pageants and progresses, and the appearance of poets on the Elizabethan stage. Tracking both continuity and change, the book offers a history of what, over these twenty-five centuries, it has meant to enjoy a poem.

CALL, the foreign-language undergraduate and the teaching of grammar: a linguistic and political battlefield

ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 3-5 ◽  
Author(s):  
Peter Metcalfe
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Recent History ◽  
Present Generation ◽  
The Social ◽  
History Of

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.

scholarly journals Modern Theories of Wisdom: Literature Review

2020 ◽  
pp. 34-37
Author(s):  
Veronika Kondratieva ◽  
Illia Zarubin
Keyword(s):  
Procedural Knowledge ◽  
Life Experience ◽  
Empirical Studies ◽  
The Other ◽  
Wisdom Literature ◽  
Emotional Life ◽  
History Of ◽  
General Difference ◽  
The One ◽  
Different Cultures

The article presents a theoretical analysis of modern theories of wisdom, considers the formation and essence of the concept of wisdom in psychology. At the end of the twentieth century, the interest of psychologists in the subject of wisdom began to grow. Wisdom as a concept is integral to any society, culture and time, it reveals those qualities of personality that help a person to be realized. The concept of wisdom requires theoretical justification and empirical research. In general, there are two main concepts of wisdom: one affirms the affective qualities more or less with the cognitive, inherent in man; the other focuses precisely on cognitive and reflexive abilities, ignoring emotional life. This typification has proved itself in several planes. In the history of philosophy, the understanding of wisdom had both an affective and a cognitive character, represented by East and West. Empirical studies of implicit concepts of wisdom conducted in recent years indicate the variability of perception of wisdom. In the East, the concept of wisdom is less analytical and more psychological than in the West, which requires an understanding not only of the intellectual, but also of the sensual (emotions, intuition, etc.). Cross-cultural empirical studies confirm the general difference in the perception of wisdom in different cultures. The influence of age on the manifestations of wisdom in humans should be noted separately. Research has shown that age negatively affects the intellectual component of wisdom, but is neutral to procedural knowledge. On the one hand, with age a person acquires experience that can interpret and extract new procedural knowledge from him. On the other hand, the fact that a person has life experience does not determine a person’s qualitative interpretation of what happened to him. The age factor cannot be decisive in becoming wise.

scholarly journals Developing cognitive and language skills through visual arts.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Renáta Marosi
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Visual Arts ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Visual Aids ◽  
The One ◽  
Visual Materials

Pedagogy works with a number of methods in order to develop students’ mental and emotional skills. For example, using audio-visual materials (e.g. songs, videos, flashcards) is considered highly beneficial and motivating for students. Taking into account the popularity and effectivity of audio-visual aids, it is worth considering the use of paintings, as representatives of visual arts, in education and more particularly in teaching and learning EFL. This pedagogical approach does not only expand students’ general knowledge on arts but also at the same time actives skills such as skills of making logical connections, reasoning and problem-solving, which are highly required in language acquisition (L2). Consequently, the purpose of the present paper is twofold. On the one hand, it aims at describing the positive influences of visual arts, i.e. paintings, in developing students’ cognitive skills that are likewise essential in (second) language learning: critical thinking, reasoning, problem-solving skill and the ability of expressing their own opinions, etc. On the other hand, the study provides the reader with an example of using paintings in pedagogy: it offers a 45-minute lesson plan on a particular work of art with a special attention to improving students’ aforementioned cognitive skills and practicing particular tenses (present simple and present continuous).

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

scholarly journals call talk english application

2019 ◽  
Author(s):  
kiki muzy
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Listening Skill ◽  
Communication Interaction ◽  
Speaking Skill ◽  
The One ◽  
Speak Up ◽  
Crucial Part ◽  
Share Information

Speaking is the one of the important parts in English skills that should be mastered by students besides reading, writing and listening. The function of speaking skill are to express an idea, someone feeling, thought, and it express spontaneously by orally. Speaking is one of the language art of talk as communication interaction with someone, and it is very difficult to master it. Speaking skill is have a closely relationship with listening skill, in speaking act, the students must be listening and then speak up, because speaking is not only remembering and memorizing the sentences in written but speaking is spontaneous to show the students idea by orally. According to Chaney (1998:3), “speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols in a variety of contexts. Speaking is a crucial part of second language learning and teaching.” It means students should be able to communicate with the others to get or to share information and/or to express what they feel.

A Socio-Cultural Approach to Evaluating and Designing Reading Comprehension Apps for Language Learning

2021 ◽  
Vol 13 (1) ◽  
pp. 18-37
Author(s):  
Heydy Robles ◽  
Kevin Burden ◽  
Karen Villalba
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Mobile Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mobile Apps ◽  
English Language Learning ◽  
Individualized Learning ◽  
Cultural Approach ◽  
Learning And Collaboration

Mobile devices are increasingly promoted as tools to facilitate ubiquitous and individualized learning, allowing learners to work at their own pace in authentic and meaningful settings. However, in the case of second language learning, there is a paucity of apps and tools related to improving students' reading comprehension in both Spanish and English. Additionally, there are few studies that address the evaluation of applications for reading comprehension and innovation in this field and this is required in order to respond to the needs of transformation in language learning teaching. The authors present an original evaluation of 25 English language learning mobile apps using the iPAC app rubric, which identifies the pedagogical features of mobile learning: personalisation, authenticity, and collaboration. The results indicate that many of the existing apps fail to fully exploit the affordances of mobile learning and collaboration in particular. The findings suggest recommendations for app developers to design comprehension apps that address these shortcomings.

scholarly journals Kawashima and the changing focus on Japanese legal consciousness: a selective history of the sociology of law in Japan

2013 ◽  
Vol 9 (4) ◽  
pp. 565-589 ◽  
Author(s):  
Masayuki Murayama
Keyword(s):  
World War Ii ◽  
Small Volume ◽  
Empirical Studies ◽  
Empirical Science ◽  
Legal Consciousness ◽  
Sociology Of Law ◽  
World War ◽  
Distinctive Features ◽  
History Of ◽  
The One

AbstractKawashima's well-known arguments on Japanese legal consciousness represent characteristic concerns of Japanese socio-legal scholarship: comparison between Japan and the West on the one hand, and law and practice on the other. Such concerns originated much earlier, before World War II. Suehiro, the early founder, relied on Ehrlich's idea of living law to make law fit social reality. In contrast, Kawashima urged Japanese people to make modern law ‘our living law’. He also argued that Japanese consciousness was the main cause of the small volume of litigation. This thesis became a focus of empirical research by Japanese and foreign scholars. Kawashima played a significant role in establishing the sociology of law as a subject in law. In subsequent empirical studies, Kawashima's thesis has been critically assessed. Yet the sociology of law as an empirical science and the characteristic concerns his work represents are distinctive features of the sociology of law in Japan.

scholarly journals Editorial

2018 ◽  
Vol 8 (3) ◽  
pp. 549-551
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Empirical Studies ◽  
The Other ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Present Issue ◽  
Learning And Teaching

Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).

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