scholarly journals Análise e crítica de dois materiais didáticos em língua japonesa

1969 ◽  
pp. 157-178
Author(s):  
Yüki Mukai ◽  
Mayumi Edna Iko Yoshikawa
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Information Source ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Japanese Language ◽  
Teaching Material ◽  
Teaching Materials ◽  
Constructive Analysis

In this paper, constructive analysis of two teaching materials in Japanese Language: Nihongo Shoho (The Japan Foundation , 1981) and Minna no Nihongo (3A Corporation, 1998) is made from the point of view of Applied Linguistic, or better, from the point of view of the Japanese Language Teaching in Brazil. The main reason of this analysis is that, first of all, there is a difference that should be made salient in the method adopted by each material and the number of auxiliary materials. The feature that those two teaching materials have in common is their auxiliary/support characteristic for the courses, because we believe there is no teaching material that can be considered as a Bible for the education. In this context, we assure that the teaching materials (reference books) can be a useful information source for users (both for teachers and learners), but any material cannot be used exclusively. In other words, the foreign language education shouldn’t be centered on, nor be completely dependent on teaching materials, but on learners, because it is they who have to achieve their goals and reach the objectives of the course in a satisfactory way.

scholarly journals Díaz Alarcón, Soledad y Bolaños García-Escribano, Alejandro (eds). (2019). ‘Taking Stock of Recent Advances in Pedagogical Translation and Foreign Language Education’. e-Expert Seminar Series: Translation and Language Teaching 2. UCO Press. Cordoba Univer

Hikma ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 271-277
Author(s):  
Lydia Hayes
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Recent Advances ◽  
Seminar Series ◽  
University College ◽  
University College London

La presente reseña da a conocer los contenidos del videolibro creado tras la segunda edición de los e-Expert Seminar Series: Translation and Language Teaching (una serie de jornadas en las que hablan expertos sobre la temática de la traducción y la enseñanza de idiomas), la que se celebró el 2 de mayo de 2019 en la Universidad de Córdoba. Las jornadas, que están ahora en la fase de planificación de su cuarta edición, son una empresa conjunta de la universidad anfitriona y University College London (UCL). Esta segunda edición tiene como enfoque la traducción pedagógica y las tecnologías de información y comunicación (TIC) en el aula. El libro comprende ocho capítulos dinámicos, compuestos por siete ponencias y una mesa redonda. 

scholarly journals A Critical Analysis of the Representation of Japanese Culture in Japanese Language Textbooks

2019 ◽  
pp. 127-150
Author(s):  
Katarina Šukelj
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Critical Analysis ◽  
Language Education ◽  
Foreign Language Education ◽  
Intermediate Level ◽  
Japanese Culture ◽  
Japanese Language ◽  
Cultural Content ◽  
Language Textbooks

Obtaining both linguistic and cultural competence in order to develop communicative proficiency is considered important in modern foreign language education, and various textbooks are used for that purpose in the field of Japanese language education in Croatia. Therefore, it is also important to examine the cultural content that these textbooks present to learners. To accomplish this goal, three intermediate-level Japanese language textbooks were critically analysed, with a focus on the portrayal of “Japanese culture”. The framework for the analysis was created by combining the findings of several previous studies, and was used to examine categories of topics presented under the designation of “culture”, or more specifically, “Japanese culture”, the prevailing types of culture presented, and to whom the culture is presented as belonging. The issue of whether or not certain ideologies relating to Japanese culture are reflected in the content of the textbooks was also investigated.

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals Foreign language education in inter-cultural learning and citizenship services -A review of selected paper

2019 ◽  
Author(s):  
Maya Yolanda ◽  
Veronica Saragi ◽  
Niki ardiyanti ◽  
Mesin ayu sinaga
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Foreign Languages ◽  
Cultural Learning ◽  
Extracurricular Activity

This paper aims to provide a brief description and review of the research that has been done by Petra Rauschert and Michael Byram entitled, “Service learning and intercultural citizenship in foreign language” published in the Cambridge Journal of Education using descriptive qualitative analysis. This paper tries to understand the learning of foreign languages combined with the learning of intercultural services and intercultural citizenship education from the researcher's point of view. Where research conducted by the researcher is carried out by explaining two approaches, namely the first one is 'Intercultural Service Learning' (ISL) and 'Intercultural Citizenship Education' (ICE). The researcher Petra Rauschert and Michael explained at the beginning of their writing about the two types of education and their origins and theory, and examples of each are then provided. This paper assesses what the researcher is trying to convey leads to an explanation that the service component is not considered as an extra or extracurricular activity but as an integral part of the teaching and learning process. A comparison of the two reveals many similarities and potentials to enrich and mutually enrich each other to facilitate the teaching of foreign languages. The article they made seems have a clear flow on how to explain these two types of education and make this article ease to understand.

scholarly journals JALT2014 Plenary Speaker article: Foreign language teaching and the multilingual subject

2014 ◽  
Vol 38 (4) ◽  
pp. 8
Author(s):  
Peter Hourdequin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Language Education ◽  
Foreign Language Education ◽  
Modern Language Association ◽  
Modern Language ◽  
Doctoral Dissertations ◽  
The University

Claire Kramsch is Professor of German and Affiliate Professor of Education at the University of California, Berkeley, where she teaches undergraduate and graduate courses in Applied Linguistics and directs doctoral dissertations in the German Department and in the Graduate School of Education. She has written extensively on language, discourse, and culture in foreign language education. Two of her books, Context and Culture in Language Teaching (OUP, 1993) and The Multilingual Subject (OUP, 2009) won the Mildenberger Award from the American Modern Language Association. She is the past president of the American Association for Applied Linguistics and the current president of the International Association of Applied Linguistics.

scholarly journals To the issue of vocational english syllabus design for sustainable foreign language education

2019 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Labour Force ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

scholarly journals Inojezična kazališna radionica: prednosti trivijalnoga žanra u dramsko-kazališnom pristupu

2018 ◽  
Vol 18 ◽  
Author(s):  
Ana Kodrić Gagro
Keyword(s):  
Popular Culture ◽  
Social Studies ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Soap Opera ◽  
Foreign Language Teaching ◽  
The University ◽  
Language Competencies

Theatre workshop as a foreign language teaching tool: advantages of “trivial literature” in the dramatic-theatrical approach The aim of this paper is to demonstrate the advantages of dramatic-theatrical approach to foreign language teaching as exemplified by the use of popular culture, namely an adapted television format (soap opera). In order to achieve this aim, the paper presents the characteristics of the genre that render it useful in foreign language education. The genre’s usability in practical work is exemplified by two successfully implemented theatre workshops. The first one was organized in the Croaticum Centre for Croatian as a Second Language at the Faculty of Humanities and Social Studies, University of Zagreb, in 2006, for students of Croatian as a foreign language. The second workshop was held in 2010 at the Institute of Western and Southern Slavic Studies at the University of Warsaw for students of Bulgarian as a foreign language. Both workshops achieved excellent results in raising language competencies of foreign language speakers. Considering the continued presence of the mentioned genre in popular culture, its use in teaching does not lose its relevance. Warsztat teatralny w nauczaniu języka obcego: zalety literatury popularnej w podejściu dramatyczno-teatralnym Celem artykułu jest wykazanie zalet dramatyczno-teatralnego podejścia do nauki języków obcych na przykładzie kultury popularnej, czyli adaptowanej formy telewizyjnej – telenoweli. Aby osiągnąć ten cel, przedstawiono cechy gatunku przydatne w nauce języków obcych. Przykładami użyteczności podejścia w praktycznej pracy są dwa pomyślnie zrealizowane warsztaty teatralne. Pierwszy z nich został zorganizowany w Centrum języka chorwackiego jako obcego „Croaticum” na Wydziale Nauk Humanistycznych i Społecznych w Zagrzebiu w 2006 roku dla studentów języka chorwackiego jako obcego, a drugi w Instytucie Slawistyki Zachodniej i Południowej Uniwersytetu Warszawskiego dla studentów języka bułgarskiego jako obcego w 2010 roku. Oba warsztaty osiągnęły doskonałe wyniki w podnoszeniu kompetencji językowych osób posługujących się językami obcymi. Biorąc pod uwagę stałą obecność wspomnianego gatunku w kulturze popularnej, jego użycie w nauczaniu nie traci znaczenia.

scholarly journals Do English Teaching Materials Foster Foreign Language Education Affectively?

2017 ◽  
Vol 7 (1) ◽  
pp. 272
Author(s):  
Ali Isik
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Test Statistics ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Post Hoc

The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students were compared by using one-way ANOVA, post-hoc Scheffe test, and t-test statistics. The results indicated that, except for the regular state high school teachers and students, both teachers and students had serious problems with the ELT materials prepared by international publishers. 

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

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