scholarly journals Carrier Michael, Damerow Ryan M., Bailey Kathleen M. (eds.). Digital language learning and teaching. Research, theory and practice. Global Research on Teaching and Learning English Series, Volume 4. New York and London: Routledge. 2017, pp. 264.

2018 ◽  
Vol 45 (1) ◽  
pp. 198-201
Author(s):  
Jarosław Krajka
Keyword(s):  
New York ◽  
Language Learning ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Research On Teaching ◽  
Teaching Research ◽  
Digital Language ◽  
Global Research ◽  
Learning English

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

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. 

scholarly journals A STUDY OF FATAWAS (RELIGIOUS DECREES) REGARDING TEACHING AND LEARNING ENGLISH LANGUAGE

2021 ◽  
Vol 58 (3) ◽  
pp. 2996-3002
Author(s):  
Muhammad Imran Saeed, Et. al.
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Learning ◽  
Teaching English ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Learning English

The present study discusses Muslim religious scholars' attitudes in the sub-continent when it was under British rulers' influence.The study focuses on the causes of religious scholars' indifference and their hostile attitudes towards the English language in the pre-partition era. The data has been collected from various fatawa books written by Muslim religious scholars during the pre-partition period. Researchersanalyse the fatawas (religious decrees) under the paradigm of Islam and English language and attitudes of religious scholars in the pre-partition era.The fatawashas been examined through a content analysis of the text. The study's findings reveal that Muslim religious scholars wereagainst English language learning and teaching to such an extent that they issued Fatawas declaring that learning and teaching English was illegitimate (Najaiz) because they believed that Christian missionaries were against Muslims and Islam. Thefindingsfurther suggest that future English language curriculum planning should considersociety's cultural and religious requirements so that everyone in the community can learn English according to their needs. The study also highlightsculturalharmonyfrom the perspectiveofEnglish languagelearning.

Circling the globe: fostering experiential language learning

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 59-66 ◽  
Author(s):  
KIRSTEN SÖNTGENS
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Higher Education Funding ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Kolb's Learning Cycle ◽  
The Uk ◽  
Uk Higher Education

This paper describes a Computer Supported Experiential Learning project at the University of Central England (UCE), for which a bid has been successful to the UK Higher Education Funding Councils’ learning and teaching fund to develop innovative teaching and learning strategies. The project is based upon a well-established curriculum model (Kolb, 1984) which has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolb’s learning cycle. The model recognises that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process.

scholarly journals Developments on Technology Integration in Language Teaching and Learning

2021 ◽  
Vol VI (III) ◽  
pp. 21-28
Author(s):  
Saima Iqbal ◽  
Safia Niazi ◽  
Muhammad Hafeez
Keyword(s):  
Technology Integration ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Learning Technology ◽  
Learning And Teaching ◽  
Teaching Language ◽  
Current Review ◽  
Learning English

The way people obtain information, learn, and connect with others across the world has changed dramatically as a result of technological advancements. Technology has eliminated distance constraints, allowing higher education to efficiently teach anybody. In order to improve teaching and learning, technology integration is becoming more common in classrooms. A better pattern for recognizing new teaching models has evolved as a result of the fast expansion of technology integration. As a result, it is critical in both learning and teaching language skills. There are numerous advantages to using technology to offer an environment for teaching and learning English skills. The objectives of the current review article were to discover answers to the issues of how technology integration promotes language learning and what the most current developments in language learning are. According to research, introducing technology into classrooms substantially improved teaching and learning English language skills.

The distance learning of foreign languages: A research agenda

2014 ◽  
Vol 47 (4) ◽  
pp. 538-553 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Technology Use ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Evidence Base ◽  
Theory And Practice ◽  
Multimodal Learning ◽  
Learning And Teaching

Research into the distance learning of languages is now established as a significant avenue of enquiry in language teaching, with evident research trajectories in several domains. This article selects and analyses significant areas of investigation in distance language learning and teaching to identify new and emerging gaps, along with research questions, methodologies and research tools. Taken together these define a research agenda focusing on theory, pedagogy, technology use, learner contributions, innovation and less commonly taught languages. Within those broad areas, the scope of proposed research tasks includes the distinctive features and practices of distance language teaching, task design for synchronous settings, mentoring, multimodal learning environments, the transfer of speaking skills, and learners’ affective experiences. To conclude, a number of guidelines are given for future enquiry addressing the distinctive nature of research into distance language teaching and learning and the need for a rich evidence base in both theory and practice.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials
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