Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anahí Alba de la Fuente ◽  
Hugues Lacroix
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Foreign Language Acquisition ◽  
Language Classrooms ◽  
Foreign Language Classrooms

AbstractIn foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak – or are learning – at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in contrast with the growing interest displayed by researchers in the processes involved in the acquisition of a third or subsequent language (e.g.

scholarly journals Multimedia Technologies in Foreign Language Learning at Non-linguistic Universities (Experiences of the Department of Foreign Languages at Izhevsk State Agricultural Academy)

2021 ◽  
pp. 81-89
Author(s):  
В.М. Литвинова ◽  
Т.В. Сарафанова
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Self Directed Learning ◽  
Multimedia Presentations ◽  
Language Classrooms ◽  
Multimedia Technologies ◽  
Foreign Language Classrooms ◽  
State Agricultural Academy

В статье рассматривается проблема формирования коммуникативных навыков и умений на основе мультимедийной презентации как формы работы со студентами сельскохозяйственного вуза. Иноязычная проектная деятельность в процессе формирования и совершенствования коммуникативных навыков и умений студентов является на сегодняшний день актуальной. Использование мультимедийной презентации как интегративной технологии дает возможность активизировать познавательную деятельность студентов в процессе изучения иностранных языков. Данная технология позволяет сформировать у будущего специалиста понятийный аппарат в определенной сфере знаний на иностранном языке, а также улучшить навыки самостоятельной работы с разными источниками на иностранном языке и общения в процессе представления презентации. В статье анализируется опыт работы кафедры иностранных языков Ижевской госу­дарственной сельскохозяйственной академии. Приведены примеры презентаций студентов разных факультетов сельскохозяйственной академии, проходящих переподготовку по программе «Переводчик в сфере профессиональной коммуникации». Определены достоинства мультимедийных презентаций, которые способствуют формированию двух образовательных парадигм — профессиональной и лингвистической. The article treats the issue of communicative skills formation on the basis of multimedia presentations as a teaching tool for agricultural universities. The issue of using project activities in foreign language classrooms to develop and improve students’ communication skills is highly relevant. Integrative technologies, such as multimedia presentations, enable teachers to optimize students’ involvement and learning in foreign language classrooms. Multimedia technologies enhance students’ acquisition of foreign language knowledge and skills, improve students’ self-directed learning skills, enhance their foreign language communicative competencies. The article analyzes the work of the Department of Foreign Languages at Izhevsk State Agricultural Academy. It provides examples of presentations prepared by students of different faculties of the Academy who acquire additional career-related skills in the sphere of translation. The article highlights the advantages of multimedia presentations, which promote the development of two educational paradigms, i. e. professional paradigm and linguistic paradigm.

scholarly journals EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning

2020 ◽  
Vol 8 (4) ◽  
pp. 63-78
Author(s):  
Tuba Işık ◽  
Cem Balçıkanlı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Autonomy Support ◽  
English Language ◽  
Language Teachers ◽  
State University ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Supportive Behaviors ◽  
Language Classrooms

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

scholarly journals The Use of L1 in the Foreign Language Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 87 ◽  
Author(s):  
Yi-chun Pan ◽  
Yi-ching Pan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Positive Effects ◽  
Theoretical Perspectives ◽  
Language Classrooms ◽  
Key Issues ◽  
L1 Use

L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

scholarly journals Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

2020 ◽  
Vol 6 (2) ◽  
pp. 56-75
Author(s):  
Nur Gedik Bal ◽  
Perihan Savas
Keyword(s):  
High School ◽  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

scholarly journals Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers

2002 ◽  
Vol 24 (1) ◽  
pp. 5 ◽  
Author(s):  
Greta Gorsuch
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Team Teaching ◽  
English Language ◽  
National Level ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classrooms ◽  
English Speaking

For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

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