Het Autonoom Leren Van Vreemde Talen Door Volwassenen in Nederland

1978 ◽  
Vol 4 ◽  
pp. 110-120
Author(s):  
Wil Knibbeler
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
National Commission ◽  
Critical Study ◽  
Language Courses ◽  
Self Instruction ◽  
Sophisticated Analysis

Autonomous Learning of Foreign Languages by Adults in the Netherlands: A UNESCO Research Project In the field of foreign language learning there is a growing interest in the group of adult learners. As foreign language learning in school often does not provide students with all the knowledge and skill they need, many countries are looking for facilities for adults to brush up or to improve their skill in the languages they have learned at school and/or to learn other languages. The fact that most adults are often unable to attend language courses conducted by teachers, may force them to seek materials for self-instruction. The UNESCO is trying to obtain information on whether in Europe materials for autonomous foreign language learning are available and, if so, what criteria they meet. The UNESCO Secretariat has asked the French National Commission to prepare a critical study, with the help of a research group of the Ecole Normale Superieure de Saint Cloud (Audio-Visuel Centre), of the forms of autodidaxy and semi-autonomy in the field of foreign language learning in Europe. This research pro-ject involves English, French, Spanish and Russian and was carried out in Great Britain, France, Spain, URSS, Sweden and the Netherlands. Dis-tance teaching by means of mass media as well as the issue of the efficiency of autonomous learning are not investigated. The sophisticated analysis grid developed for the sake of the evaluation of the materials and the systems, is perhaps the most im-portant aspect of this project. The information received with the aid of this analysis grid, shows that in the Netherlands the materials are rather inadequate.

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals Autonomous learning of english as a foreign language in a culturally integrated b-learning ecosystem

2020 ◽  
Vol 9 (7) ◽  
pp. 182-202
Author(s):  
Lorena Julieth Rojas Salazar ◽  
Luis Facundo Maldonado G
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Question ◽  
Foreign Language Learning ◽  
Cultural Dimensions ◽  
Autonomous Learning ◽  
Dynamic Learning ◽  
Learning Ecosystem ◽  
Oral Skills ◽  
Learning English

The low level of oral skills in learning English  as a foreign language seems to be related to the lack of spaces and opportunities to interact in dynamic learning environments since the texts and study materials are not related to the context in which the student lives. This research answers the question of whether a b-learning ecosystem with devices for monitoring learning and integrated into cultural dimensions of the students’ environment improves the learning of oral skills in learning English. The proposal is based on advances in research on ecosystems of learning and embodied cognition. A system  is designed from the specification of learning spaces integrated into a spiral structure. An online learning environment integrates with an ecosystem with elements  of  Boyacá  cuisine  to develop communicative interactions and autonomous learning activities.  The  proposal is validated by taking as population, grade 11 students from the Colombian system and two equivalent samples of selected students, based on previous performance in the English subject in the current school year.  Statistical analysis  of results supports the positive answer to the research question and supports the importance of the cultural integration of learning b- learning ecosystems in foreign language learning.  

scholarly journals Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning

2018 ◽  
Vol 11 (7) ◽  
pp. 142
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Perceptual Learning Style ◽  
Medium Level ◽  
High Level

The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.

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