Process, outcome and language education

1987 ◽  
Vol 10 (2) ◽  
pp. 128-162 ◽  
Author(s):  
Helen Moore
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Common Ground ◽  
Language Teaching ◽  
Language Education ◽  
Research Data ◽  
Process Writing ◽  
Common View ◽  
Group Relations

Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

Reframing Technology's Role in Language Teaching: A Retrospective Report

2019 ◽  
Vol 39 ◽  
pp. 8-23 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Education ◽  
Annual Review ◽  
Computer Assisted ◽  
Modern Language Association ◽  
Modern Language

AbstractAs the field of applied linguistics ponders and even embraces the myriad roles technology affords language education, we frame this critical report within the context of the Modern Language Association's 2007 report, along with earlier state-of-the-field Annual Review of Applied Linguistics (ARAL) pieces (e.g., Blake, 2007; 2011) to consider not only where we've come from but also, crucially, where the field is headed. This article begins with an overview of the field, examining the role of technology and how it has been leveraged over decades of language teaching. We also explore issues such as the goals established by the Modern Language Association (MLA) with respect to shaping technological vision and the role of technology in enhancing the field of language education. We use this critical assessment to offer insights into how the field of computer-assisted language learning (CALL) can help shape the future of language teaching and learning.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

scholarly journals A Note on Teaching and Learning Linear Algebra in Tribhuvan University

2019 ◽  
Vol 15 (2) ◽  
pp. 242-245
Author(s):  
Tulasi Prasad Nepal
Keyword(s):  
Linear Algebra ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Active Part ◽  
Primary Role ◽  
Group Discussions ◽  
Mathematical System ◽  
Traditional Lectures ◽  
Individual Opinion

The teaching of linear algebra has always been a challenge for teachers of mathematics, because it is extremely important that students become introduced into complex and abstract mathematical system of linear algebra and learn concepts which can be successfully applied later in other mathematical topics. It is necessary that teachers better understand how students learn, and recognize and allow that the appropriate content, methods and context could be different in different environments. As mathematicians, we are aware of the significant interconnections of different ideas and concepts, which is difficult to recognize and understand. We should not forget that understanding of these kinds of interconnections develops through active and hard exploration of mathematical topics through permanent discovering of new interconnections and relations. Thus, primary role of a teacher is to try to move students to take an active part during the class concerning important and difficult concepts, either through the form of individual opinion or through the form of group discussions. It is not easy to suggest teaching methods, especially in comparison to traditional lectures, which would be effective and would actively, engage students and generate stimulating learning.

Developing annotation solutions for online Data Driven Learning

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 55-75 ◽  
Author(s):  
Pascual Pérez-Paredes ◽  
Jose M. Alcaraz-Calero
Keyword(s):  
Corpus Linguistics ◽  
Language Teaching ◽  
Language Education ◽  
Data Driven ◽  
Online Data ◽  
Analysis And Design ◽  
Language Classroom ◽  
Youth Language ◽  
User Friendly

AbstractAlthough annotation is a widely-researched topic in Corpus Linguistics (CL), its potential role in Data Driven Learning (DDL) has not been addressed in depth by Foreign Language Teaching (FLT) practitioners. Furthermore, most of the research in the use of DDL methods pays little attention to annotation in the design and implementation of corpus-based/driven language teaching.In this paper, we set out to examine the process of development of SACODEYL Annotator, an application that seeks to assist SACODEYL system users in annotating XML multilingual corpora. First, we discuss the role of annotation in DDL and the dominating paradigm in general corpus applications. In the context of the language classroom, we argue that it is essential that corpora should be pedagogically motivated (Braun, 2005 and 2007a). Then, we move on to deal with the analysis and design stages of our annotation solution by illustrating its main features. Some of these include a user friendly hierarchical and extensible taxonomy tree to facilitate the learner-oriented annotation of the corpora; real-time graphics representation of the annotated corpus matching the XML TEI-compliant (Text Encoding Initiative) standard, as well as an intuitive management of the different data sections and associated metadata.SACODEYL (System Aided Compilation and Open Distribution of European Youth Language) is an EU funded MINERVA project which aims to develop an ICT-based system for the assisted compilation and open distribution of multimedia European teen talk in the context of language education. This research lays emphasis on the functionalities of the application within the SACODEYL context. However, our paper addresses similarly the needs of potential multimedia language corpus administrators in general on the lookout for powerful annotation assisting software. SACODEYL Annotator is free to use and can be downloaded from our website.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Facilitating the co-construction of interculturality in teletandem through pedagogical mediation

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Rodrigo Schaefer
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Research Data ◽  
Cultural Representations ◽  
Specific Mode ◽  
Online Technologies ◽  
Language Teaching And Learning

ABSTRACT Telecollaboration relates to the use of online technologies in the context of language teaching and learning (O’Dowd, 2013). This study aimed at discussing how pedagogical mediation can contribute to the co-construction of interculturality in teletandem, the specific “mode of telecollaboration” (Telles, 2015a:604) in my research. Data analysis showed that opportunities for at least initial steps of a decentering attitude (Liddicoat & Scarino, 2013) came about due to pedagogical mediation, which means that teacher-mediators can encourage discussions that go beyond superficial cultural representations in the teletandem context.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

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