The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar

2020 ◽  
Vol 53 (4) ◽  
pp. 827-849
Author(s):  
YouJin Kim ◽  
Sanghee Kang ◽  
Hyunae Yun ◽  
Binna Kim ◽  
Bumyong Choi
Keyword(s):  
Foreign Language ◽  
Task Repetition ◽  
Writing Quality ◽  
Language Classroom ◽  
Foreign Language Classroom

scholarly journals Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom

2016 ◽  
Vol 6 (1) ◽  
pp. 159-181 ◽  
Author(s):  
Tingfeng Fu ◽  
Hossein Nassaji
Keyword(s):  
Foreign Language ◽  
Teacher Perception ◽  
Corrective Feedback ◽  
Coding System ◽  
Research Attention ◽  
Feedback Type ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Learner Uptake

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.

scholarly journals Interaction patterns and support for learning in the primary foreign language classroom

2021 ◽  
pp. 65-82
Author(s):  
Carolyn Elizabeth Leslie
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Repetition ◽  
Interaction Patterns ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Collaborative Interaction ◽  
The Difference ◽  
Oral Interaction ◽  
Cognitive Perspectives

In this study, both sociocultural and cognitive perspectives are used to investigate how learners in the primary foreign language classroom support each other’s learning during peer oral interaction, and how this is influenced by different interaction patterns. Learners were recorded taking part in 3 spot-the-difference tasks in a year 4 primary class, and Storch’s model of interaction patterns (2002) was used as a framework to classify learner interaction. Transcripts were analysed qualitatively and quantitatively, and show how learners used a variety of strategies to support their partner’s output. It also shows how the majority of learners worked collaboratively, how collaboration increased with task repetition, and how pairs who engaged in collaborative interaction provided most support for their peer.  However, other dyads showed less mutuality and engaged little with each other’s contributions, with quantitative analysis showing these learners provided each other with the least support for language learning, as they were unlikely to ask their peer for help, one of the most common strategies used by other dyads.

scholarly journals Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

2018 ◽  
Vol 8 (8) ◽  
pp. 906
Author(s):  
Mladen Marinac ◽  
Iva Barić
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Tertiary Level ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Language For Specific Purposes ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers Attitudes

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

scholarly journals MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT

2021 ◽  
pp. 1-26
Author(s):  
Yuichi Suzuki ◽  
Keiko Hanzawa
Keyword(s):  
Foreign Language ◽  
Oral Narrative ◽  
Task Repetition ◽  
Articulation Rate ◽  
Massed Practice ◽  
Practice Group ◽  
Spaced Practice ◽  
Language Classroom ◽  
Foreign Language Classroom

Abstract To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the end of a class (short-spaced practice), and (c) three times as a part of two classes 1 week apart (long-spaced practice). The results yielded by an immediate posttest using a novel cartoon showed that massed practice reduced breakdown fluency (mid-clause and clause-final pauses) the most. However, the participants in the massed-practice group showed degraded speed (slower articulation rate) and repair fluency (more verbatim repetition). The effects of repetition schedule seem limited on a 1-week delayed posttest involving a novel cartoon. Yet, when participants narrated the same practiced cartoon 1 week later, massed practice also resulted in more verbatim repetition.

Self-Discovery Through the Experiential Co-Construction of Life Stories in the Foreign Language Classroom

2018 ◽  
Vol 41 (4) ◽  
pp. 341-355
Author(s):  
Mary Masterson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Awareness ◽  
Life Stories ◽  
Cross Cultural ◽  
Early Stages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Self Discovery

Background: Although culture is deeply embedded in language, cultural proficiency is not always gained during language learning. Experiential pedagogies that emphasize reflection may be appropriate for such learning. Purpose: This research explored pupils’ self-awareness as they engaged in the co-construction of personal life stories in one experiential pedagogy, the Autobiography, Biography, and Cross-cultural analyses (ABCs) model. Methodology/Approach: The ABCs methodology was implemented across two secondary-level foreign language classrooms, one of Irish students learning German, and the other of German students learning English utilizing a case study approach. Student writing products generated during early stages of the implementation were analyzed for themes related to self-discovery and cultural awareness, to explore how students negotiated self-image as they experienced cultural exchanges with the cross-cultural partner. Findings/Conclusions: Thematic analysis revealed that in the early stages students’ understanding of the role of culture in their own identities was absent. Implications: Teaching culture alongside language is challenging, especially in an online format. The current study demonstrates that language students do not necessarily show awareness of the self and the role of culture at the outset of the intervention. It also shows how the ABCs model can foster experiential learning in a foreign language classroom setting toward greater cultural awareness through self-discovery.

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