scholarly journals Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback

2016 ◽  
Vol 167 (1) ◽  
pp. 46-77
Author(s):  
Dmitri Leontjev
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Learning Process ◽  
Language Use ◽  
Corrective Feedback ◽  
Small Scale ◽  
Sociocultural Perspective ◽  
Research Interview ◽  
Interview Group

A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs. Changes in learners’ beliefs about corrective feedback were observed both within a period of six months (Case study) and over the course of one research interview (Group study). The studies exemplify how the interplay of one’s own and other’s experience, others’ mediation, and authoritative voices facilitated these changes.

A New Old Spirituality for Youth Ministry? Christian Discipleship and Practice in the Norwegian CrossRoad Movement

2012 ◽  
Vol 11 (1-2) ◽  
pp. 40-58
Author(s):  
Tone Strangeland Kaufman
Keyword(s):  
Present Article ◽  
Youth Ministry ◽  
Document Analysis ◽  
Spiritual Practice ◽  
Small Scale ◽  
Traditional Religion ◽  
Cultural Climate ◽  
The Us ◽  
Christian Discipleship

Making the case that Christian discipleship in the Scandinavian movement Korsvei (CrossRoad Movement, abbreviated CRM) is enacted and understood as a new old spirituality, this article asks why the CRM is considered relevant by an increasing number of people, including youth. This small scale research is designed as a case study of the CRM based on document analysis of the spirituality of the movement in dialogue with Diana Butler Bass’ research on practicing or pilgrimage congregations in the US context and in light of the concepts subjectivization and retraditionalization. It draws on Paul Heelas and Linda Woodhead’s work The Spiritual Revolution, yet questions their conclusion that traditional religion is giving way to holistic spirituality. The present article rather argues that a cultural climate of subjectivization also within the Christian context in Norway has led to the negotiation of tradition and to old spiritual practices being approached in a new way, here called retraditionalization. It further suggests that the new old spirituality of the CRM might be considered a resource for youth ministry in a time when an emphasis on spiritual practice and communities has entered the curriculum of youth ministry.

scholarly journals HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Entusiastik
Keyword(s):  
Learning Process ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Sociocultural Perspective ◽  
Learning Context ◽  
The Us ◽  
L2 Learners ◽  
Experimental Researches

The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

About Some Peculiarities of Teaching and Learning Spanish Legal Language to Non-Native Speakers

2021 ◽  
Vol 48 (3) ◽  
pp. 281-288
Author(s):  
Radomira Videva ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Present Article ◽  
Learning Process ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Immersion ◽  
Legal Language ◽  
Characteristic Features

The teaching and learning Spanish legal language as a foreign language for professional and academic purposes has been studied in the present article. The autor departs from trying to examine its main characteristic features and the most common difficulties in the learning process resulting from them. Afterwards, the use of some didactic tools based on learner's profile, specific needs and expectations are explained. These tools don't require a language immersion environment outside the classroom and are designed to help teaching and learning Spanish legal language to university students and professionals such as lawyers, philologists, interpreters and translators.

scholarly journals The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Makrina Zafiri ◽  
Vassiliki Vakalopoulou ◽  
Vassiliki Pliogou
Keyword(s):  
High School ◽  
Foreign Language ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Small Scale ◽  
Structured Interviews ◽  
Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

An evaluation of task-based learning (TBL) in the Japanese classroom

English Today ◽  
2008 ◽  
Vol 24 (4) ◽  
pp. 11-16 ◽  
Author(s):  
Christian Burrows
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Language Use ◽  
Applied Linguistics ◽  
Real Life ◽  
Learning And Teaching ◽  
Cultural Aspects ◽  
Object Of Study

ABSTRACTA study of the need for attention to cultural aspects of task-based learning and teaching of English as a foreign language. In recent years applied linguistics has seen a move away from a linguistic syllabus to one built around the sequencing of real-life, communicative tasks. This shift, it is argued, offers a richer exposure to language use, while providing the motivation required for students to build on their existing language repertoire. Proponents claim this use of the language satisfies what is known about second language acquisition, by furnishing contexts that make the learning process closer to real-life language situations, as: ‘People of all ages learn languages best, inside or outside a classroom, by not treating the languages as an object of study, but by experiencing them as a medium of communication.’ (Long & Robinson, 1998:18)

scholarly journals Does the MS Spell Checker Effectively Correct Non-Native English Writers’ Errors? A Case Study of Saudi University Students

2019 ◽  
pp. 33-52
Author(s):  
Nasser Alasmari ◽  
Nourah Alamri
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Real Time ◽  
English Learners ◽  
Language Use ◽  
Native Speakers ◽  
Spelling Errors ◽  
Spell Checker ◽  
Research Questions

Those learning English as a second or foreign language use spell checkers to correct the mistakes and errors they may have made while typing texts on a computer. However, scholars have debated the effectiveness of such checkers, which were originally designed to fix the spelling mistakes of native speakers. An example of these checkers is the Microsoft (MS) Word program, which constitutes the focus of the current study. This study examined how MS Word treats misspellings made by Saudi learners of English as a foreign language. It specifically addressed three research questions: (1) which L2 spelling errors were successfully fixed by MS Word; (2) which L2 spelling errors were unsuccessfully fixed by MS Word; and (3) how did intermediate L2 learners respond to alternative corrections provided by MS Word. A screen-tracking software, Screencast-O-Matic, was used to monitor the MS Word spell checker’s treatment of misspelled words. It was also used to track learners’ reactions to alternative corrections provided by MS Word in real time. The study analysed 401 errors made by25 female intermediate-level English learners at a Saudi university.

scholarly journals THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY

2019 ◽  
Vol 9 (2) ◽  
pp. 22
Author(s):  
Rahmawansyah Bin Sahib
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
National Language ◽  
Pedagogical Strategy ◽  
Efl Teacher ◽  
Research Findings ◽  
Audio Recorder

This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.

scholarly journals “That German stuff”: Negotiating Linguistic Legitimacy in a Foreign Language Classroom

2018 ◽  
Vol 4 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Johanna Ennser-Kananen
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Use ◽  
Qualitative Case Study ◽  
Target Language ◽  
Structured Interviews ◽  
Language Classroom ◽  
School Classroom ◽  
High School Classroom

This qualitative case study of one German suburban high school classroom in the Midwestern United States examines how learners of German negotiate their linguistic legitimacy, which is defined as discursively constructed acceptance or validation for their language use. Specifically, it investigates how the students negotiated legitimacy for using their target language German in their classroom. Based on the premise that linguistic legitimacy is crucial for the maintenance and development of speakers’ languages, data was collected and analyzed from classroom recordings, semi-structured interviews, and participant observations. Findings revealed that, while English dominated the lessons as the default legitimate language among the students, using German was accepted and valued under certain circumstances. Such instances of linguistic legitimacy included the use of German for entertainment or in role plays, a pattern which points to the students’ desire to mitigate investment and display “uninvestment” in learning or using German. Implications for foreign language (FL) pedagogy and teacher education are discussed.

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