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In this paper, we present a foreign language learning approach inviting the learner to reflect on the linguistic system. We define "the reflecting learner" as a thinking being who decides to engage in thinking rather than following the teacher's invitation to reflect on his or her performed action. After describing our references (the theory of enunciative operations, the conceptualisation approach, etc.), we give an overview of the main questions which must be answered when designing a learning scenario including language reflection activities. These questions are related, for instance, to the choice of learning objectives and materials and to the choice of metalinguistic terms. The last part of the article presents and analyzes the main characteristics of two recent scenarios, in order to show how a reflective approach can be implemented. In these scenarios, the use of technologies, in particular of an online forum or of online corpora, plays a positive role.

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Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

Voix Plurielles ◽

10.26522/vp.v10i2.837 ◽

2013 ◽

Vol 10 (2) ◽

pp. 9-21

Author(s):

Marie-Paule Muller-Jaecki

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Learning Approach ◽

Contemporary Dance ◽

Social Body ◽

Language Class ◽

The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

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A Community-Driven Mobile System to Support Foreign Language Learning

Multidisciplinary Perspectives on Human Capital and Information Technology Professionals - Advances in Information Security, Privacy, and Ethics ◽

10.4018/978-1-5225-5297-0.ch006 ◽

2018 ◽

pp. 95-115

Author(s):

Manuel Palomo-Duarte ◽

Anke Berns ◽

Alberto Cejas ◽

Juan Manuel Dodero ◽

Juan Antonio Caballero-Hernández ◽

...

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Environments ◽

Foreign Language Learning ◽

Learning System ◽

Smart Devices ◽

Learning Approach ◽

Focus On Form ◽

Constructive Learning ◽

Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

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Foreign Language Learning Through Instagram

New Technological Applications for Foreign and Second Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2591-3.ch007 ◽

2020 ◽

pp. 135-156

Author(s):

Alberto Andujar ◽

Fidel Çakmak

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Learning Model ◽

Learning Approach ◽

Flipped Learning ◽

Traditional Lecture ◽

English As Foreign Language ◽

Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

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Taking Text to Task

ITL - International Journal of Applied Linguistics ◽

10.2143/itl.152.0.2017864 ◽

2006 ◽

Vol 152 ◽

pp. 85-109 ◽

Cited By ~ 30

Author(s):

Heidi Byrnes ◽

Cori Crane ◽

Hiram H. Maxim ◽

Katherine A. Sprang

Keyword(s):

Foreign Language ◽

Language Learning ◽

Content Knowledge ◽

Foreign Language Learning ◽

Learning Objectives ◽

Theoretical Argument ◽

Language Abilities ◽

Important Condition ◽

Pedagogical Choices ◽

Curricular Choices

Abstract This article argues that the construct of task can provide a principled and effective foundation for the development of extended, multi-year curricula and pedagogies for second/foreign language learning of adults. That assertion is made with an important condition: "task" must be expanded, both theoretically and empirically, toward issues that arise in conjunction with textuality and literacy rather than being grounded primarily in psycho linguistic, sentence-oriented processing considerations, as original proposals by Long and Crookes (1992) had suggested. The article presents that overall theoretical argument and then describes how genre-based tasks have been used (1) for selection and sequencing decisions within an existing contentoriented collegiate curriculum in the German Department at Georgetown University; (2) as a way to inform pedagogical choices that target advanced levels of L2 ability, particularly the crucial area of vocabulary development; and (3) to devise genre-based tasks that assess L2 learners' language abilities and content knowledge across the curriculum and also help to further specify learning objectives and curricular choices.

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