scholarly journals Another look at boredom in language instruction: The role of the predictable and the unexpected

2021 ◽  
Vol 11 (1) ◽  
pp. 15-40
Author(s):  
Mariusz Kruk ◽  
Mirosław Pawlak ◽  
Joanna Zawodniak
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Positive Emotions ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Learning And Teaching ◽  
Scant Attention ◽  
Using Data ◽  
Different Sources

Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. It reports a study which examined the changes in the levels of boredom experienced by 13 English majors in four EFL classes and the factors accounting for such changes. Using data obtained from a few different sources (i.e., boredom grids, narratives, interviews, class evaluations and lesson plans), it was found that although boredom can be attributed to different constellations of factors, it was mainly traced to repetitiveness, monotony and predictability of what transpired during a particular class.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

scholarly journals The role of literature in instructed foreign language learning and teaching: An evidence-based survey

2008 ◽  
Vol 41 (4) ◽  
pp. 465-496 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Research Articles ◽  
Evidence Based ◽  
Classroom Discussions ◽  
Second Languages ◽  
Learning And Teaching

The resurgence in the use of literature in language teaching has been accompanied by an increasing number of research articles in this area. Research (in a number of second languages) has looked at the type of interactions and the type of language that arise from classroom discussions about literature, as well as at the views of teachers and learners. Importantly, the reactions that learners have to incorporating literature in their language lessons are linked to the type of approach and type of task that are used in the classroom. The paper surveys the existing research, as well as evidence from practitioners about approaches that are used and the range of works and authors that are taught.

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 Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.

2019 ◽  
Vol 1 (1) ◽  
pp. 142-147
Author(s):  
Sonja Babic
Keyword(s):  
Second Language Acquisition ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Human Functioning ◽  
Positive Character

Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.

scholarly journals Sensory Emotion in Words: Evidence From an ERP Study in Light of the Emotioncy Model

2021 ◽  
Author(s):  
Sahar Tabatabaee Farani ◽  
◽  
Reza Pishghadam ◽  
Azin Khodaverdi ◽  
◽  
...  
Keyword(s):  
Language Learning ◽  
Sentence Comprehension ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Materials Development ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Critical Words

Introduction: Delving into the prominent role of emotions and senses in the realm of language is not something new in the field. Thereupon, the newly developed notion of emotioncy has been introduced to the foreign language education to underscore the role of sense-induced emotions in the process of language learning and teaching. Methods: The present study implemented ERPs to provide evidence to the significance of employing emosensory instructional strategies in teaching vocabulary items. Hence, eighteen female participants were randomly instructed six English nouns toward which they had no prior knowledge and received no instruction for the other three words. Then, while the participants’ EEG was being recorded, they took a sentence comprehension task. Results: Behavioral results demonstrated significant differences among the avolved, the exvolved, and the involved nouns. However, ERP analyses of target words indicated the modulations of N100 and N480 components while no significant effect was observed at P200. Further, the analysis of sensory N100 for the critical words revealed no significant effect. Conclusion: In conclusion, the emotioncy-based language instruction could affect neural correlates of emotional word comprehension from the early stages of EEG recording. The findings of this study can shed light on the importance of including senses and emotions in language teaching, learning, and testing, along with materials development.

Adventures In Het Moderne Vreemde Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 47-53
Author(s):  
Gé Stoks
Keyword(s):  
Language Learning ◽  
Computer Game ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Learning And Teaching ◽  
Different Types ◽  
On Line ◽  
New Type ◽  
Language Environment

An adventure is a new type of computer game which has become immensely popular in the course of the 1980s. This article is about the possible role of adventures in foreign language learning and teaching (FLL). First there is a brief explanation of what adventures are, the different types and the way communication within the game can take place in natural language. Examples are given for French, German and English. Adventures can play a role in FLL in several respects: -they stimulate discovery learning procedures -they encourage the use of certain reading strategies -they are suitable contexts for vocabulary learning -they can present contexts for communication. Moreover adventures can be looked upon as a new type of literary text, which learners can read as an alternative to a book (some adventures are known as interactive fiction). The article then presents a set of criteria for FLL: For advanced levels text adventures are more suitable than graphic ones from the point of view of language learning, because they present a rich language environment. Graphic ones may be more suitable for beginners. Adventures should accept a variety of syntactic patterns and provide adequate semantic analyses, so that the student gets appropriate feedback. A certain tolerance to spelling is needed, or easy correction options should be available. The program must show the student the type of language it accepts. Hint-files to help students when they get stuck are important and possibly an on-line glossary might be useful. The vocabulary used must not be too exotic and the plot not too complex. It is finally demonstrated that the Infocom adventure SHERLOCK meets these requirements to a large extent.

Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)

2018 ◽  
Vol 4 (1) ◽  
pp. 9-29
Author(s):  
Valentina Ragni
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Effective Strategy ◽  
Learning And Teaching ◽  
Theoretical Issues

Abstract Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

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