scholarly journals COGNITIVE AND AFFECTIVE DIMENSIONS OF FOREIGN LANGUAGE LEARNING ENVIRONMENTS: A POLISH-TURKISH COMPARATIVE STUDY

Neofilolog ◽  
2019 ◽  
pp. 139-157
Author(s):  
Danuta Gabryś-Barker
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Physical Space ◽  
Foreign Language Learning ◽  
Well Being ◽  
Narrative Texts ◽  
Training Programmes ◽  
Teaching Learning ◽  
Teachers Training

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter’s achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Sağlam, Sali, 2013). This should shed some light on whether the trainees’ perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers’ training programmes.

scholarly journals Der Einfluss des fremden Akzents in der interkulturellen Kommunikation

2017 ◽  
Vol 141 ◽  
pp. 425-438
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
General Impression ◽  
Teaching Learning ◽  
Visual Materials

Der Gegenstand der interkulturellen Kommunikation, die in verschiedenen institutionalisierten Kommunikationssituationen aktuell einen Normalfall darstellt, bezieht sich nicht nur auf die rein sprachlichen Aspekte. In der multimodal aufgefassten Mündlichkeit sind auch weitere, sprecherische und nonverbale, Kommunikationsanteile von Interesse. Der vorliegende Beitrag, in dessen Fokus der fremde Akzent steht, hat im Allgemeinen zum Ziel, auf Grund ausgewählter Ergebnisse einer audiovisuellen Analyse den Einfluss dieses Phänomens in der interkulturellen Lehr-Lern-Kommunikation in dem institutionalisierten studentischen Seminarreferat näher zu beleuchten erläutern. In den Mittelpunkt der Diskussion rücken dementsprechend angenommene Korrelationen zwischen dem fremden Akzent und der allgemeinen Wirkung der Sprecherperson auf den Hörer. The influence of the foreign accenton the intercultural communicationIntercultural communication, which currently constitutes the norm in many institutionalized communicative situations, does not refer purely to speech. According to a multimodal understanding of orality, other speech-related and nonverbal aspects of communication are also of interest. This contribution focuses on the significance of accent in foreign language learning, exploring the influence of this phenomenon on teaching, learning and communication — specifically in the context of the student oral seminar presentation. Discussing selected results of an analysis of audio-visual materials, it centres on the assumed correlations between accent in a foreign language and the general impression made by the speaking person upon the recipient.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

PRELIMINARY ASSESSMENT OF A FOREIGN LANGUAGE LEARNING ENVIRONMENT

1990 ◽  
Vol 1 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Merryanna L. Swartz ◽  
Stanley J. Kostyla ◽  
Seymour Hanfling ◽  
V. Melissa Holland
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Preliminary Assessment
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