Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

2017 ◽  
Vol 6 (2) ◽  
pp. 150
Author(s):  
Amir Toghyani Khorasgani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Immersion ◽  
Early Language ◽  
The Public ◽  
Very Young Children ◽  
Immersion Programs ◽  
Keyword Method ◽  
Physical Response ◽  
Early Elementary School

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

scholarly journals TEACHING NEW VOCABULARY TO IRANIAN YOUNG FL LEARNERS: USING TOTAL PHYSICAL RESPONSE AND KEYWORD METHODS

2017 ◽  
Vol 10 (1) ◽  
pp. 60
Author(s):  
Amir Toghyani Khorasgani ◽  
Mansour Khanehgir
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Investigation ◽  
Language Immersion ◽  
Early Language ◽  
The Public ◽  
Very Young Children ◽  
Immersion Programs ◽  
Physical Response ◽  
Early Elementary School

Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

scholarly journals Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response

2016 ◽  
Vol 6 (6) ◽  
pp. 1
Author(s):  
Dacian Dorin Dolean ◽  
Andreea Dolghi
Keyword(s):  
Foreign Language ◽  
Elementary School Children ◽  
Empirical Investigation ◽  
Language Immersion ◽  
Early Age ◽  
Young Learners ◽  
Immersion Programs ◽  
Keyword Method ◽  
Physical Response ◽  
Early Elementary School

<p>Teaching a foreign language to young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.</p>

scholarly journals "Let's date!" A 360-degree video application to support foreign language learning

2019 ◽  
pp. 39-44
Author(s):  
Anke Berns ◽  
Iván Ruiz-Rube ◽  
José Miguel Mota ◽  
Juan Manuel Dodero ◽  
Edson Castro ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Language Immersion ◽  
Mobile Assisted Language Learning ◽  
Video Application ◽  
Language Competencies

New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.

scholarly journals Foreign Language Learning via Mobile Devices during a Language Immersion Program

2021 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Eleni Mavropoulou ◽  
Panagiotis Arvanitis
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Portable Devices ◽  
Daily Lives ◽  
Immersion Program ◽  
Mobile Assisted Language Learning

The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.

TOTAL PHYSICAL RESPONSE METHOD IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunanfathur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Basic Skill ◽  
Human Beings ◽  
Foreign Language Learners ◽  
Physical Response ◽  
Response Method

Foreign language is now a must in every level of education. People begin tolisten to foreign language and the try to master it. Listening is the languageskills that are closely related to the daily life of human beings. Listening is theprocess of accepting verbal symbols with caring, understanding, appreciation,and the interpretation of information, here we capture the content ormessages, as well as to understand the meaning of communication. Whilelistening to a foreign language we will hear how the language is spoken.Therefore, listening is a basic skill that must be mastered by learners inlearning a foreign language before speaking, reading and writing skills. But infact, the foreign language learners have difficulties in Listening. The TotalPhysical Response method can desirable overcome this problem.

scholarly journals How does Short-term Foreign Language Immersion Stimulate Language Learning?

2014 ◽  
Vol 24 (1) ◽  
pp. 103-120 ◽  
Author(s):  
Baron L. Savage ◽  
Haning Z. Hughes
Keyword(s):  
Language Learning ◽  
Initial Step ◽  
Language Immersion ◽  
Military Operations ◽  
European Languages ◽  
Immersion Programs ◽  
Foreign Language Immersion ◽  
The Military ◽  
Goals And Objectives ◽  
Military Services

Post 9/11 military operations reinforced the reality that the DoD needs a significantly improved capability in non-western European languages and dialects and a surge capacity to expand its language capabilities. As an initial step in the process, in 2005, the DoD produced the Defense Language Transformation Roadmap (DLTR) that directed the military services to coordinate their efforts toward more cohesive and universal goals and objectives (Wolfowitz, 2005). The following article presents a study based on one hundred and forty USAFA cadets who participated in the 2008-2010 Chinese summer language immersion programs conducted at Nanjing University in Nanjing, China, and during weekend excursions at prominent historical and cultural locations around the country.

scholarly journals Learning French in the UK setting

2019 ◽  
Vol 13 (1) ◽  
pp. 69-93 ◽  
Author(s):  
Rosamond Mitchell ◽  
Florence Myles
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Formal Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Linguistic Landscape ◽  
Early Language ◽  
Policy And Practice ◽  
Early School ◽  
The Uk

Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.

scholarly journals Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school

2019 ◽  
Vol 1 (1) ◽  
pp. 34-56 ◽  
Author(s):  
Jonathan Newton ◽  
Bao Trang Thi Nguyen
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Task Performance ◽  
Learning Opportunities ◽  
Linguistic Knowledge ◽  
Public Performance ◽  
Learner Engagement ◽  
Efl Learners ◽  
The Public

Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class. Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance. The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available through interactive oral tasks.

scholarly journals Percepción de los universitarios en el aprendizaje del inglés

2019 ◽  
Vol 1 (14) ◽  
Author(s):  
Mary Cruz Álvarez Zapata ◽  
Gladys Hernández Romero
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
English Language ◽  
Advanced Technology ◽  
Learning Tools ◽  
Public Accounting ◽  
Convenience Sample ◽  
The Public

La presente investigación muestra como en la actualidad el idioma inglés se ha vuelto indispensable en la formación de los estudiantes de la Licenciatura en Contaduría Pública de la Universidad Juárez Autónoma de Tabasco, y cuál es la perspectiva que ellos tienen respecto al aprendizaje del mismo.  El educarse en una nueva lengua es un reto hoy en día, sin embargo, adquirirla genera una ventaja competitiva para los futuros profesionistas. Para la obtención de datos se implementó un estudio empírico basado en una muestra intencional o de conveniencia de 155 universitarios. Reflejando que los alumnos no solo aprenden el idioma por obligación, sino que también lo hacen para obtener beneficios dentro del ámbito laboral y social, ya que vivir en un país cada vez más globalizado, lo exige. El aprender inglés es más fácil para los estudiantes cuando éstos emplean diferentes herramientas de aprendizaje tales como las prácticas con especialistas, presencial con técnicas y el utilizar software digitalizado.   Palabras claves Lengua extranjera, educación bilingüe, tecnología avanzada, profesionistas, globalización.     Abstract The present work shows how in the present day the English language has become essential in the formation of the Public Accounting degree students, in the Juarez Autonomous University of Tabasco, and the view they have of the learning of this language. Learning a new language is a challenge nowadays, however, acquiring this knowledge gives a competitive advantage for the future professionals. For the obtaining of this information, an empirical study was applied on an intentional or convenience sample of 155 university students. Reflecting that students don’t learn English just because they have to, but they also do it to obtain benefits among the labor and social environment, since living in a globalized country, demands it. Learning English is easier for students when they use different learning tools, such as talking with specialists, techniques and using digitalized software. Keywords Foreign language, Bilingual education, advanced technology, professionals, globalization.

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