Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms

2021 ◽  
pp. 136216882110249
Author(s):  
Christopher A. Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Multimodal Interaction ◽  
Critical Studies ◽  
Class Time ◽  
Multimodal Discourse ◽  
University Classrooms ◽  
Scholarly Attention

The present study identifies and maps the reflexive praxis of two experienced English as a foreign language (EFL) instructors as they reconstruct and negotiate textbook material in situ. An abundance of critical studies underscoring social injustices in the contents of globally published EFL textbooks do not sufficiently address the negotiation of their multimodal discourses during class time. Although reflexive teaching practice in language learning classrooms has a robust pool of research, limited scholarly attention has been given to the active negotiation of a textbook’s multimodal discourse in Korean university classrooms. The present study asks: (1) How do two instructors at different Korean universities negotiate the contents of an EFL textbook with their students during class? (2) How do the students react to the multimodal discourse negotiated in their textbooks? (3) What pedagogical implications do the findings lend to EFL textbook instruction in Korean university contexts? Using Norris’ (2004) framework for video transcription of multimodal interaction in two Korean university English communication classes, the findings reveal that reflexive negotiation between students and instructors is a kind of rhetorical accomplishment that lessens the potential for cultural marginalization in the multimodal discourse of EFL textbooks. Implications suggest that textbook reflexivity in situ raises the value of student EFL learning investments.

The specifics of foreign language distance learning

2020 ◽  
pp. 72-78
Author(s):  
N. A. Drutsko ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Online Communication ◽  
Foreign Language Learning ◽  
Stressful Environment ◽  
Online Mode ◽  
Physical Isolation ◽  
University Classrooms ◽  
Absolute Advantage

The internationality of the communicative community and the incessant process of modernization require from railway specialists the skill of freely interacting with native speakers of another language. Knowledge of a foreign language at a time when many types of activities have switched to remote functioning is an absolute advantage. This is both the opportunity to obtain relevant knowledge from foreign language sources, and the freedom to communicate and exchange experience with colleagues, regardless of which language they are native speakers. Learning online increases the responsibility of the future railway specialist for the result of mastering a foreign language, conscientiousness in organizing his own educational activities, and independence in completing assignments. The importance of learning a foreign language for railway students during a pandemic remains extremely high. With an eye on quarantine measures, we note that the inability of live communication with people is compensated by online communication channels. The greater number of tools future specialists possess, the more successful they are in coping with the current problems. A foreign language (especially English as a working language of business communication) is one of these tools. The quarantine did not prevent railway specialists from contacting their foreign colleagues, actively sharing their experience, thus being able to cope with a stressful environment in a much better way. Those specialists who switched to online mode and had to communicate with clients using communication tools also noted tangible advantages in knowing a foreign language. In case of forced physical isolation, USURT teachers use productive forms and methods, making foreign language learning no less interesting than in university classrooms. In this article, the author provides a comparative analysis of the capabilities of various online platforms and makes arguments in favor of choosing the Blackboard digital platform. Particular attention is paid to the organization of remote control over training and the forms of influence on the motivational sphere of students.

scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

A TECHNOLOGICAL APPROACH TO OVERCOME SPECIFIC PHONOLOGICAL ERRORS MADE BY FOREIGN STUDENTS LEARNING BULGARIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2279-2282
Author(s):  
Lidiya Kavrakova ◽  
Mariya Genova ◽  
Mariya Genova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Foreign Students ◽  
Teaching Practice ◽  
Mother Tongue ◽  
Technological Approach ◽  
Word Forms ◽  
System Acquisition ◽  
Phonological Errors

The purpose of this article is to suggest a technological approach in order to help foreign students learning Bulgarian to overcome specific phonological mistakes at a beginning level.The complex psychological process which takes place during foreign language acquisition is unavoidably accompanied by mother tongue interference. The interference takes place on various levels; however, it is definitely most noticeable with the new phonetic system acquisition. Differentiating phonemes which sound similar is a problematic area in Bulgarian language learning. Foreign students, regardless of their nationality, make specific phonetic-phonological errors, one of which is the so called Epenthesis [i] is being incorrectly inserted in word forms where only [ya] is required.Certain word forms are differentiated in tables, thus helping to understand and rationalize the language regularities which is part of the core language skills for producing oral and written language. Word classes with grammatical forms requiring [-ya], [-iya] are presented in opposing rows. The suggested tables are of great practical value and have been approbated in teaching Bulgarian to foreign students at MU – Plovdiv. They enhance building phonemic perception of individual sound combinations. The work with the students has proved that the suggested technological approach is effective in forming certain practical skills to differentiate the structures in question and to use them appropriately in speaking.Errors ‘anticipatory‘diagnosis enhances their assessment and defines the choice of a relevant technique in order to rectify them. A system of purposeful exercises has been developed to achieve good phonemic awareness, defined concept of sound-letter correspondence, knowledge of segmental and super segmental units of speech flow and good pronunciation. This approach activates students’ motivation in acquiring Bulgarian phonetics and phonology and implementing new general and medical vocabulary.The technological approach suggested in the article is part of the teaching activities, designed to help learners master new knowledge and skills to use Bulgarian both in casual and academic environment. The main purpose of this technique and the observations from teaching practice is to share our professional experience and ideas so that the process of teaching Bulgarian as a foreign language could be optimizes.

Investigating Affordance in Technology-Enriched Language Learning Environment Through Exploring Students’ Perezhivanija

2021 ◽  
Vol 44 (2) ◽  
pp. 187-202
Author(s):  
Lili Qin ◽  
Ren Wei
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Social Life ◽  
Teaching Practice ◽  
Emotional Experience ◽  
Foreign Language Learning ◽  
English Learning ◽  
Singular Form

Abstract Preceding works tend to explicate affordance through supposing what is happening here and now. They seldom relate it to actual social, diachronic activities, such as foreign language learning. To tackle this issue, this study explores how students actualize affordances in technology-enriched language learning environment (TELLE) by examining their perezhivanija (lived and emotional experience), a term borrowed from sociocultural theory. Because an individual’s social life is a developing process or a perezhivanie Perezhivanie is the singular form of perezhivanija. , it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized. Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China. The results showed that due to the students’ different past perezhivanija in English learning, their present interpretations of the perceived affordances in TELLE varied. This influenced hugely in their actions taken during their English learning in college to actualize the affordances. The findings indicated that the actualization of affordances is historical, dynamic and developmental instead of static. It does not lie in the autonomy of the students or the teachers, but in the institutional and cultural legitimacy of technology use in student’s social life. The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.

Fostering Student Engagement and Oral Practise in an Online French Course During COVID-19

2022 ◽  
pp. 270-287
Author(s):  
Annelise Ly
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Language Learning ◽  
Sense Of Community ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Class Time

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

scholarly journals Zdolności językowe i inteligencja w nauce języka obcego – teoria naukowa a praktyka dydaktyczna

Neofilolog ◽  
2017 ◽  
pp. 29-40
Author(s):  
Adriana Biedroń
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching Practice ◽  
Cognitive Factors ◽  
Main Research ◽  
Research Findings ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Shed Light

This paper is an attempt to shed light on cognitive factors in second language learning which are considered hardly modifiable, namely intelligence and foreign language aptitudes, including working memory. At first, each of the factors will be defined, the main research findings will briefly be outlined and some controversies and stereotypes surrounding the constructs will be presented. Next, the interface between research into these factors and teaching practice will be discussed. In particular, we will refer to ability training, aptitude-treatment-interaction and pedagogical suggestions concerning teaching mixed-ability classes.

Notare e far notare la bellezza del testo: il punto di vista di alcuni glottodidatti arabi sul gusto letterario

2020 ◽  
Vol 15 (1-2) ◽  
pp. 143-162
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Arabic Language ◽  
Present Contribution ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Modern Language ◽  
Research Environments

Abstract The role of literary taste (taḏawwuq adabī) in the learning and teaching of Arabic as a Foreign Language is an aspect needing further investigation nowadays, especially in non-Arab research environments. In this sense, the present contribution explores the debates on literary taste put forth by some significant Arab scholars and educators, and the resulting theories on the role of the Arabic language teacher and teaching philosophies. It puts them in connection with contemporary orientations in the field of modern language teaching (i.e. peer tutoring, holistic techniques and autonomy in language learning) not avoiding reporting some unique features (e.g. representation, good pronunciation, etc.) that enrich the discourse on literary taste and its implications in the teaching practice.

scholarly journals Establishing a zone of prioritized curricularivity: exploring a critical approach to negotiating multimodal discourses in EFL textbooks

2020 ◽  
Vol 8 (2) ◽  
pp. 19-38
Author(s):  
Christopher A. Smith
Keyword(s):  
Teaching Practice ◽  
Critical Approach ◽  
Multimodal Discourse ◽  
Video Recordings ◽  
Social Narratives ◽  
Step Model ◽  
Expanding Circle ◽  
National University ◽  
Interactional Analysis

Abstract University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated “in situ.” Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.

scholarly journals The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

2016 ◽  
Vol 6 (3) ◽  
pp. 395-422 ◽  
Author(s):  
Adriana Biedroń ◽  
Mirosław Pawlak
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Individual Difference ◽  
Teaching Practice ◽  
Foreign Language Pedagogy ◽  
Practical Applications ◽  
Main Research ◽  
Foreign Language Aptitude

While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.

scholarly journals Free Conversation: A Legitimate Use of Class Time?

2021 ◽  
Vol 2020 (1) ◽  
pp. 252
Author(s):  
John Campbell-Larsen
Keyword(s):  
Language Learning ◽  
Language Skills ◽  
Institutional Context ◽  
Grammatical Knowledge ◽  
Interactional Competence ◽  
Japanese University ◽  
Class Time ◽  
University Classrooms ◽  
Over Time

The notion that interactional competence in the L2 emerges naturally once sufficient lexical/grammatical knowledge is in place was disputed by Widdowson (1978), but this notion may still underlie some attitudes toward language learning in an institutional context. In this paper, I describe some central features of the genre of conversation and contrast these with the traditional interactional structures found in Japanese university classrooms. I suggest that the ability of learners to interact in the L2 requires both extensive opportunities for learners to engage in non-directed, phatic interactions supported by the teaching of interactional language skills. The approach may be initially challenging and confusing for learners, but over time, students align with the approach and interaction becomes smoother and more natural. 第二言語習得において、正確で高度な語彙と文法の知識が習得されれば相互行為能力は自然と身に付くものだと信じられてきた。Widdowson (1978)により批判に晒された現在でも、この根拠のない神話は未だに現場に浸透し、言語学習の姿勢形成に影響力を行使している感が否めない。本稿では、実際の学生の会話において話題・ジャンルの主要な特徴を記述し、日本の大学において元来の教授法で実施されている会話と比較した。。第二言語によるやりとりに必要とされる要素は、教師にお膳立てされることなく交感的なやりとりに参与する豊富な機会と、明確な相互行為能力指導の二点である。当初はこの新しいアプローチに困惑する学習者を生む場合もあるが、継続することで学生も徐々に適応し、第二言語によるやりとりを元来の教授法ではたどり着けないスムーズなものに変容させることができると考えられる。

Sign in / Sign up

Export Citation Format

Share Document