scholarly journals Adversity and redemption: Learning and teaching in the language learning histories of two EFL student-teachers

2015 ◽  
Vol 5 (2) ◽  
pp. 273-299 ◽  
Author(s):  
Miri Tashma Baum
Keyword(s):  
Popular Culture ◽  
Language Learning ◽  
Student Teachers ◽  
Language Learner ◽  
Imagined Community ◽  
Learning And Teaching ◽  
Narrative Structures ◽  
Close Analysis ◽  
Situated Identity ◽  
The One

A better understanding of the multifaceted, dynamic and situated identity of the language learner stands at the center of much current SLA research. One of the main ways in which it is investigated is through the examination of autobiographical language learning histories. In an effort to better understand some of the processes which lead to a motivated, confident and successful language learner and user, this article analyzes the language learning histories of two EFL student-teachers, notable for their commitment to the learning and teaching of English. A close analysis of their narratives, focusing on thematic, stylistic and performative aspects, reveals what narrative psychologist McAdams (2006) has called “redemptive” patterns, that is, narrative structures in which hardship leads to inner growth and difficulties become “springboards” (Pals, 2006) to success. The two narrators also display a similar flexibility in their evolving self-positioning in response to the difficulties they narrate, and for both, attachment to the imagined community of Anglophone popular culture is an essential component in this process. Together, the learning experiences delineated in the accounts support the call for student-focused pedagogy, which puts emphasis on creating a positive emotional atmosphere, on the one hand, and providing rich intercultural knowledge, on the other.

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals call talk english application

2019 ◽  
Author(s):  
kiki muzy
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Learning And Teaching ◽  
Listening Skill ◽  
Communication Interaction ◽  
Speaking Skill ◽  
The One ◽  
Speak Up ◽  
Crucial Part ◽  
Share Information

Speaking is the one of the important parts in English skills that should be mastered by students besides reading, writing and listening. The function of speaking skill are to express an idea, someone feeling, thought, and it express spontaneously by orally. Speaking is one of the language art of talk as communication interaction with someone, and it is very difficult to master it. Speaking skill is have a closely relationship with listening skill, in speaking act, the students must be listening and then speak up, because speaking is not only remembering and memorizing the sentences in written but speaking is spontaneous to show the students idea by orally. According to Chaney (1998:3), “speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols in a variety of contexts. Speaking is a crucial part of second language learning and teaching.” It means students should be able to communicate with the others to get or to share information and/or to express what they feel.

scholarly journals Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

2017 ◽  
Vol 14 (2) ◽  
pp. 103-116
Author(s):  
Darija Skubic ◽  
Mateja Dagarin Fojkar
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Foreign Language Learning ◽  
First Year Students ◽  
Training Study ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Language Learning

It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

Creating Multimodal Texts for Language Learning Purposes

2019 ◽  
pp. 191-213
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Situated Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Language Teachers ◽  
Multimodal Texts ◽  
Learning And Teaching ◽  
Video Clips ◽  
Repetitive Tasks

The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.

scholarly journals Trayectorias: A new model for online task-based learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 145-157 ◽  
Author(s):  
CRISTINA ROS i SOLÉ ◽  
RAQUEL MARDOMINGO
Keyword(s):  
New Media ◽  
Language Learning ◽  
Language Learner ◽  
Small Scale ◽  
Learning Approaches ◽  
Learning Context ◽  
New Literacy ◽  
Reading Processes ◽  
The One ◽  
The Web

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

scholarly journals Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry

2020 ◽  
Vol 5 (3) ◽  
pp. 321
Author(s):  
Muhammad Reza Pahlevi
Keyword(s):  
Narrative Inquiry ◽  
Language Learning ◽  
Student Teachers ◽  
Learning Experience ◽  
Cognitive Engagement ◽  
Structured Interview ◽  
Emotional Engagement ◽  
Learning And Teaching ◽  
Writing Feedback ◽  
Thesis Writing

<em>Advance of technology brings about different ways in language learning and teaching. Indeed, mediated writing feedback has been adopted and demanded in language assessment. However, little is known on how students’ engagement in mediated writing feedback. This present study explores students’ engagement in mediated writing feedback. Narrative inquiry design was used to reveal students’ experience and reflection of mediated writing feedback. Three student-teachers involved in this study. They assigned as they meet requirement in this study. They were in thesis writing. Semi-structured interview used to reveal students’ learning experience in receiving mediated writing feedback. Students’ writing work used in this study as well. The obtained data were analyzed by thematic analysis. They also interpreted by theories lenses. The findings illustrated that mediated writing feedback stimulates students learn to write actively (behavior engagement), assists students learn to write (cognitive engagement), and have a balance emotion (emotional engagement.)</em>

scholarly journals Reflective Teacher Supervision Through Videos of Classroom Teaching

2015 ◽  
Vol 17 (2) ◽  
pp. 63-79 ◽  
Author(s):  
Sandra Mari Kaneko-Marques
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Supervision ◽  
Efficient Tool ◽  
Language Teacher Education ◽  
Learning And Teaching ◽  
Video Recordings ◽  
Teacher Supervisors

<p>The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.</p><p>El objetivo de este trabajo es presentar diferentes roles de profesor supervisor según modelos distintos y destacar la importancia de diálogos colaborativos con apoyo de grabaciones de video. Para lograrlo, se muestran resultados de un estudio cualitativo desarrollado en un curso de formación de profesores de inglés como lengua extranjera en Brasil. Los resultados indicaron que la supervisión colaborativa fue eficiente frente a la adversidad de contextos educativos. Se concluyó que los estudiantes-profesores que observaron sus acciones pedagógicas a través de videos se volvieron más reflexivos y lograron autoevaluarse, ya que hacían un profundo análisis de su práctica. Con supervisión colaborativa, se alienta a futuros profesores a reconocer y comprender las complejidades de la enseñanza y aprendizaje local y globalmente.</p>

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