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 The role of literature in instructed foreign language learning and teaching: An evidence-based survey

2008 ◽  
Vol 41 (4) ◽  
pp. 465-496 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Research Articles ◽  
Evidence Based ◽  
Classroom Discussions ◽  
Second Languages ◽  
Learning And Teaching

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals The Importance Of Listening In Foreign Language Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 643-646
Author(s):  
Karimova Jamila Shariyevna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Listening Skill ◽  
Different Types

This article is devoted to the role of listening skill and it’s different types in terms of obtaining new language. The stages which are typically used in order to do listening  are given with their instructions in the article.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

Guides on the side? Tasks and challenges for teachers in telecollaborative projects

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 5-19 ◽  
Author(s):  
ROBERT O'DOWD ◽  
KATRIN EBERBACH
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Review Of The Literature ◽  
Intercultural Learning ◽  
Message Boards ◽  
Good Working ◽  
Different Types ◽  
On Line ◽  
The Difference

This paper reports on research carried out on an intercultural telecollaborative exchange between language learners in Germany and Ireland and focuses particularly on what was required of the teachers in the development of the project. The review of the literature looks at the role of telecollaboration within the field of network-based language learning and also offers an overview of the different types of interaction which have been identified on on-line message boards. Following that, the different tasks of the teachers in the German-Irish exchange are explored. These include developing learners’ understanding of intercultural learning, improving learners’ ability to make effective contributions to the on-line interaction, increasing their awareness of the difference between on-line monologues and dialogues and finally, establishing a good working relationship with the partner teacher. Based on these findings, recommendations are outlined on how to prepare teachers for telecollaborative projects.

scholarly journals The role of critical thinking in developing speaking skills

2020 ◽  
Vol 3 (1) ◽  
pp. 62-64
Author(s):  
H. Muhammadiyeva ◽  
D. Mahkamova ◽  
Sh. Valiyeva ◽  
I. Tojiboyev
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Learning And Teaching ◽  
Speaking Skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

scholarly journals Another look at boredom in language instruction: The role of the predictable and the unexpected

2021 ◽  
Vol 11 (1) ◽  
pp. 15-40
Author(s):  
Mariusz Kruk ◽  
Mirosław Pawlak ◽  
Joanna Zawodniak
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Positive Emotions ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Learning And Teaching ◽  
Scant Attention ◽  
Using Data ◽  
Different Sources

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.

Nützliche Apps für den DaF-Unterricht

2019 ◽  
Vol 12 (1) ◽  
pp. 151-161
Author(s):  
Valentin Todescu ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Added Value ◽  
Traditional Classroom Teaching ◽  
The Moment

Today, mobile phones are an integral part of the lives of many young people in Romania and therefore the teachers working in the field of foreign languages must give the apps a chance and involve them in their teaching. By using mobile phones, a lot can be achieved, especially from the motivational point of view, but if you also develop foreign language didactics in the field of mobile learning over time, the inheritance process of a foreign language can be facilitated. This is why positive foreign language didactics are important, which underline the added value potential of mobile learning guides, especially in the interlocking with traditional classroom teaching. At the moment the language apps should only be seen as a supplement to a classic course, but a fun addition for learners and a useful complement to the learning activities. The potential of the apps in foreign language teaching has only been realized for a few years and since then several apps have been appearing on the market every year. Unfortunately, some software developers have seen this as an opportunity to make money very quickly and have introduced many apps to the market that are unnecessary for foreign language learning. I find it important that someone professionally examines all these apps and then takes on the role of a guide to show teachers and learners which of the apps are useful and which are not. And this role should not be taken over by a person himself but by an institution or a publisher. In my contribution, I will only draw attention to a few apps that are useful for studying German.

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