scholarly journals An experimental study on the effects of smartboards on vocabulary learning in German preparatory classesAkıllı tahtaların Almanca hazırlık sınıflarında kelime öğrenimine etkileri üzerine deneysel bir çalışma örneği

2016 ◽  
Vol 13 (1) ◽  
pp. 2040 ◽  
Author(s):  
Özlem Tekin ◽  
Harun Göçerler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Learner Motivation ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Materials Used

The aim of this study is to investigate the potential impact of smartboards on vocabulary learning of foreign language learners.For this, an empirical study was carried out at German preparatory classes of the Institute of German Language and Literature at Namık Kemal University. In this context the students were asked about their vocabulary work in foreign language learning by a questionnaire, which included 20 close-ended statements of a 5-point Likert scale. A pretest was held in the Summer Term 2013-2014 with a total of 78 subjects, whereas a posttest was conducted in the Winter Term 2014-2015 with a total of 86 subjects. The evaluation of the questionnaires was carried out with the statistical program SPSS PASW Statistics 18.0 NETWORK and the data was analyzed by the descriptive survey method.The results of the study show that vocabulary learning is affected by three basic factors: the role of testing, the need and importance of newly learned words in everyday use and the learner motivation. As the results of the study show furthermore, the last central factor, the motivation of the learners, can be supported by training different learning strategies, by providing and using material diversity and visuality, and by making the relationship between language and culture more understandable to the students. These fundamental desiderata can come to meet, by using technological tools such as smartboards, by which learners can be motivated and the vocabulary learning and teaching process can be made more effective. In this regard teachers play an important role, as they have to question themselves, the tools and materials used and the needs of learners in the process of vocabulary teaching, thus to optimize the teaching and learning process as a whole. ÖzetBu araştırmanın amacı, akıllı tahta kullanımının yabancı dil öğrenenlerin kelime bilgilerinin gelişimine olan muhtemel etkilerini incelemektir.Bu amaçla Namık Kemal Üniversitesi, Fen-Edebiyat Fakültesi, Alman Dili ve Edebiyatı Bölümü hazırlık sınıflarını kapsayan deneysel bir çalışma yapılmıştır. Bu bağlamda öğrencilerin yabancı dil öğreniminde yaptıkları kelime çalışmalarına yönelik görüşleri, 20 kapalı ifadeden oluşan 5'li Likert tipi ölçekten meydana gelen bir anket formu kullanılarak alınmış ve değerlendirilmiştir. Anket süreci içerisinde 2013-2014 Öğretim Yılı Bahar Dönemi’nde 78 öğrenciye öntest, 2014-2015 Öğretim Yılı Güz Dönemi’nde ise 86 öğrenciye sontest uygulanmıştır. Anketlerden elde edilen veriler SPSS PASW STATISTICS 18.0 NETWORK istatistik programı kullanılarak betimleyici analiz yöntemi ile değerlendirilmiştir.Araştırmanın sonuçları göz önüne alındığında kelime öğreniminde sınavların rolü, öğrenilen yeni kelimelerin günlük kullanım için gerekliliği ve önemi, ve ayrıca öğrencilerin güdülenmesi gibi üç temel maddenin öne çıktığı görülmüştür. Öğrencilerin güdülenmesine destekleyici nitelikte sayılabilecek kelime öğrenmede strateji bilgisi, materyal çeşitliliği ve görsellik, dil ile kültür arasındaki bağın kavranması gibi unsurların da anket sonuçlarına göre kelime öğreniminde önemli bir yere sahip olduğu tespit edilmiştir. Bu temel ihtiyaçları giderebilmek için akıllı tahtalar gibi teknolojik araçlar kullanılarak öğrencilerin güdülenmesi sağlanabilir ve bu sayede kelime öğrenimi ve öğretimi daha verimli hale getirilebilir. Bu bağlamda kendilerini, kullanılan araç gereçleri ve öğrencilerinin ihtiyaçlarını sorgulayan öğretmenlerin kelime öğrenim ve öğretim sürecinde etkin bir rolü olduğu da vurgulanmalıdır, zira ancak bu şekilde öğrenim ve öğretim süreci bir bütün olarak daha verimli ve etkili hale getirilebilir.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 51-61
Author(s):  
Anna Jaroszewska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Scientific Discipline ◽  
Necessary Condition ◽  
Successful Development ◽  
Learning And Teaching ◽  
Biographical Research ◽  
State Of Affairs

If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.

How and how much?

2019 ◽  
Vol 54 (2) ◽  
pp. 93-121
Author(s):  
Chiara Romagnoli ◽  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Vocabulary Size ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Chinese Learners ◽  
The Relationship

Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.

scholarly journals MICROSOFT TEAMS AS A TOOL FOR FOREIGN LANGUAGE STUDY AT UNIVERSITY

2021 ◽  
pp. 108-116
Author(s):  
Елена Александровна Морквина ◽  
Елена Александровна Логинова
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Main Task ◽  
Foreign Language Study ◽  
Authentic Environment ◽  
Materials Used

Рассматривается понятие и принципы дистанционного обучения. Определяется значение интернет-технологий для изучения иностранного языка. Характеризуются функциональные возможности онлайн-платформы Microsoft Teams. На основе анкетных данных анализируется опыт дистанционного обучения в Тюменском государственном университете в рамках дисциплины «Иностранный язык» на базе MS Teams. Проводится соотношение между инструментами MS Teams и параметрами занятия по иностранному языку. Определяются значимые для изучения иностранного языка функции платформы, а также возникающие трудности. This paper presents the concept, principles of distance education and its relationship with the terms online-learning and e-learning. The author determines the importance of Internet technologies for foreign language learning and the formation of foreign language communicative (often professionally oriented) competence as the main task of this subject. The article gives the reflections of the functionality of the Microsoft Teams online platform to create a unique online learning environment. The issue is addressed by analyzing the survey data on learning foreign languages online via the MS Teams at the University of Tyumen. The specific objective of the study is to juxtapose the MS Teams tools with the parameters of organizing classes in foreign languages such as interactivity, multimedia, the implementation of the learner-centered approach, the teaching and learning materials used, teaching methods and forms, the creation of an authentic environment and the formation of various types of speech activity. In addition, the study defines the most significant MS Teams functions, in particular, storing educational materials, having feedback, video communication (online-meetings), working in teams and channels, MS Teams tests, working with co-editing files etc. The author identifies the difficulties that arise (namely technical, psychological, physiological, methodological difficulties and problems in perceiving information), their possible causes and ways to overcome them. The article ends with conclusions on how MS Teams integrates into the foreign languages learning process.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

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.

scholarly journals Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender

2018 ◽  
Vol 7 (3.25) ◽  
pp. 21
Author(s):  
Jamilah Al-Harbi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
English Major

One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.  

ASSESSING MOTIVATION AND LEARNING STRATEGIES USING THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE IN A FOREIGN LANGUAGE LEARNING CONTEXT

2008 ◽  
Vol 36 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Shu-Chen Huang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Learning Strategies ◽  
School Environment ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Learner Motivation ◽  
L2 Learning ◽  
Motivation And Learning

This study pinpointed the lack of, and necessity for, using standardized questionnaires for the study of learner motivation in the foreign language (L2) learning context. To compare the similarities and differences in general education and L2 learning, the researcher chose the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991) and investigated the scale's reliability and its correlation with L2 achievement. Results suggested that, in spite of some inherent uniqueness, L2 learning is similar to other subjects in the school environment and the MSLQ has the potential to be applied to L2-related studies.

scholarly journals An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning

2013 ◽  
pp. 295-307
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Mobile Device ◽  
Interface Design ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Design Development ◽  
Foreign Language Vocabulary Learning

This autoethnographic study involved the author in the dual role of researcher and subject in a self-study language learning episode. The paper describes a foreign language learning experience of using a mobile phone (Apple iPhone) word card application to learn Italian vocabulary. Data from diary entries were analysed and categorised, and the findings show that learning strategies, content, motivation and interface design are prominent themes. The significance of these themes is addressed in the discussion, and suggestions for further research are made. The findings are of value in order to inform the design, development and deployment of mobile device-based vocabulary learning resources for language learners, and are therefore of interest to language educators, mobile device materials designers, developers and publishers, as well as researchers.

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