scholarly journals Literature in language learning in the UK context: from current A-levels to university

2020 ◽  
pp. 15-21
Author(s):  
Idoya Puig
Keyword(s):  
Secondary Education ◽  
Language Learning ◽  
Language Skills ◽  
Intended Purpose ◽  
Language Classroom ◽  
New Challenges ◽  
The Uk ◽  
The Impact

The aim of this paper is to look at the impact of recent reforms to the General Certificate of Secondary Education (GCSE) and Advanced Subsidiary (AS) curriculum in the UK, which included the teaching of literature in the language classroom in an attempt to make the study of languages more attractive and to better prepare students for university. The delivery of the new GCSEs and A-Levels has served to highlight new challenges, which are hampering the intended purpose of the reforms: language GCSEs and A-Levels are perceived as more difficult than other subjects and severe grading has been confirmed. Moreover, most teachers do not view the compulsory literature element positively. Conversely, academic studies confirm the value of literature in the study of languages and various initiatives demonstrate the attractiveness and effectiveness of literature in terms of increasing motivation and enhancing language skills. In this paper, we suggest some final proposals to improve this situation.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

2019 ◽  
pp. 103-123
Author(s):  
Elena Bañares-Marivela ◽  
Laura Rayón-Rumayor
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Learning Experience ◽  
Methodological Approach ◽  
Point Of View ◽  
Narrative Texts ◽  
Secondary Classroom ◽  
Language Classroom ◽  
The Impact

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

scholarly journals Review of Learning strategy instruction in the language classroom: Issues and implementation; Editors: Anna Uhl Chamot, Vee Harris; Publisher: Multilingual Matters, 2019; ISBN: 9781788923392; Pages: 296

2019 ◽  
Vol 9 (4) ◽  
pp. 745-753
Author(s):  
Olga Trendak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Language Skills ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Valuable Contribution ◽  
Language Learning Strategy ◽  
Language Classroom ◽  
New Directions

The book Learning Strategy Instruction in the Language Classroom: Issues and Implementation, edited by Anna Uhl Chamot and Vee Harris, touches upon crucial issues pertaining to language learning strategies (LLS) and language learning strategy instruction (LLSI), both from a theoretical and practical perspective. All the contributors to the volume are specialists with considerable expertise in the field of LLS and LLSI, which makes the book an informative and inspirational read. The authors look at the concept of strategy instruction from different perspectives, meticulously not only investigating various LLSI models, taking account of “learner needs and settings and particular language skills,” but also “considering curricula, materials, teachers roles, the ways in which scaffolding is enacted in the classrooms” (p. viii). Since the volume adeptly combines research into LLSI with its theoretical aspects and complexities, it will prove useful to practitioners and researchers alike. Delineating new directions in the field of LLSI, the edited collection is undoubtedly a valuable contribution to ongoing discussions about LLSI and its implementation in the classroom.

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

scholarly journals The Effect of Explicit Instruction of Metacognitive Reading Strategies on ESP Reading Comprehension in Academic Settings

2018 ◽  
Vol 7 (4) ◽  
pp. 77
Author(s):  
Parviz Ajideh ◽  
Mohammad Zohrabi ◽  
Kazem Pouralvar
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
Explicit Instruction ◽  
Language Skills ◽  
Strategy Instruction ◽  
Islamic Art ◽  
Efl Learners ◽  
Metacognitive Reading Strategies ◽  
The Impact

This study investigated the effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension among university students in Iran. Strategy instruction has recently been integrated into language teaching methodologies, stressing that successful language learners take advantage of appropriate strategy selection and application in order to develop better language skills. Poor learners, on the other hand, fail to know how to use strategies and for what purposes. There has been ample research on the impact of explicit strategy instruction on the EFL learners’ language skills. These studies indicate the effectiveness of strategy instruction on the various aspects of language learning such as skill development among EFL learners but the notion of the effectiveness of strategy instruction on ESP reading comprehension in university level has not been much scrutinized in Iranian context. The participants in this study included undergraduate first and second year students studying Islamic Art and Architecture Engineering at Tabriz Islamic Art University. A randomized subjects and posttest-only control group design was employed in this study. The number of students in Art control and experimental groups was 28 and the one for Architecture control and experimental group was 26 students. The participants in the experimental groups received explicit instruction of metacognitive reading strategies through the Cognitive Academic Language Learning Approach (CALLA) for strategy instruction. The results of independent t-test revealed that the students in the experimental groups outperformed those in the control groups and showed greater achievement in their ESP reading comprehension ability.

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals Perceived Benefits of Technology Enhanced Language Learning in Beginning Language Classes

2011 ◽  
Vol 41 (1) ◽  
pp. 1-32
Author(s):  
Nathan T. Carr ◽  
Kyle Crocco ◽  
Janet L. Eyring ◽  
Juan Carlos Gallego
Keyword(s):  
Language Learning ◽  
Student Motivation ◽  
Language Skills ◽  
Learning Objectives ◽  
Motivation To Learn ◽  
Student Gender ◽  
Language Classes ◽  
Language Classroom ◽  
Perceived Impact ◽  
Skills Learning

This paper examines the perceptions of benefit of Technology EnhancedLanguage Learning (TELL) on students’ language learning, comfort &enjoyment, and increased confidence using technology at a large SouthernCalifornia University during one university term. Through a surveyadministered to 345 beginning language students, 11 tutors and 12instructors, and through selective interviews and classroom observations,several questions were examined: 1.) Perceived confidence, benefits, andcomfort/enjoyment with TELL for instructors, tutors, and students at thebeginning and end of the semester; 2.) Students’ perceived impact ofTELL between pre and post survey measures on second language skills,learning culture, student motivation to learn a language, and preparingstudents for class tests and quizzes; 3.) Whether or not target languageorthography, exposure to TELL, student gender, and instructors’ ortutors’ previous confidence in using TELL, impacted perception of benefitby students; 4.) Positive and negative aspects of incorporating a TELLcomponent in the language classroom for instructors and tutors. Theresults showed that incorporating TELL in a new, but limited, way in allbeginning level classes at one university was a positive experience formany participants, especially in the areas of comfort/enjoyment, andincreased confidence in using technology. However, unless tasks wereclearly tied to learning objectives, students did not recognize theirinstructional value.

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