How memories of study abroad experience are contextualized in the language classroom

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Sheng-Hsun Lee
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Social Practice ◽  
Personal Experience ◽  
Social Activity ◽  
Classroom Activity ◽  
The Past ◽  
Language Classroom ◽  
Institutional Forces ◽  
The Impact

AbstractMany study abroad researchers recruit genres, such as diary, interview, and questionnaire, to study memories of study abroad experience and their relationship with language learning. Whether quantitative or qualitative, much emphasis is on individual representations and circulation of past experience, not the here-and-now, nor the impact a person’s study abroad memories has on their subsequent life practices. In this study, I draw on sociocultural theory to analyze study abroad experiences recounted in various types of language classroom activity. I show that memory is constantly (re)shaped by intermental, interactional, and institutional forces, as when students are mediated at lexical, grammatical, and discursive levels to reconstruct their experienced past vis-à-vis goal-directed activity in class. I highlight discursive practices rememberers adopt to render their version of the past credible and authentic, and explain how such practices create opportunities for mediation in the classroom. The findings demonstrate that contextualized remembering is a mediated process of objectifying personal experience, and that memory discourse is a mediating tool for transforming mental and social activity. Thus, remembering is not simply the retrieval or circulation of individual subjectivities, but also an active social practice.

scholarly journals Student Perspectives on Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 91-120 ◽  
Author(s):  
Valerie A. Pellegrino
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Social Environment ◽  
Learning Process ◽  
Student Perspective ◽  
The Past ◽  
The Social ◽  
Language Classroom ◽  
The Impact

This chapter offers an overview of research that has been performed over the past 35 years concerning study abroad participants’ perceptions of language and language learning, the role of the language classroom, the influence of the social environment, and the study abroad experience as a whole. The impact of students’ perceptions on the language learning process and the value of student perspective research in the field of SLA are also considered.

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 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.

Death at the End of the 20th Century: Individual Processes and Developmental Tasks in Old Age

2002 ◽  
Vol 54 (4) ◽  
pp. 315-333 ◽  
Author(s):  
Christina Röcke ◽  
Katie E. Cherry
Keyword(s):  
Life Expectancy ◽  
Old Age ◽  
Personal Experience ◽  
Public Awareness ◽  
Developmental Tasks ◽  
Past Century ◽  
Research Practice ◽  
The Past ◽  
And Coping ◽  
The Impact

In this article, we address the topic of death from historic and contemporary perspectives. In the first section, we describe the changes in life expectancy, personal experience, and public awareness of death that have occurred over the past century. In the next section, we examine the impact these changes have had on the mastery of the two developmental tasks in adulthood, acceptance of one's own mortality and coping with the death of a spouse. We describe select findings from the literature on attitudes, fear or acceptance of death, and grief processes. Implications for research, practice, and social change are considered.

scholarly journals VR 3D Education for Vocational Training

2019 ◽  
Vol 299 ◽  
pp. 03006
Author(s):  
Sven Maricic ◽  
Donald Radolovic ◽  
Ivan Veljovic ◽  
Roberta Raguz
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
User Experience ◽  
Personal Experience ◽  
Vocational Training ◽  
New Technologies ◽  
The Past ◽  
Experience Survey ◽  
The Impact

The progress and development in the fields of technologies in the past few decades are impressive. With so many innovations that have had an impact on human lives and have changed them so drastically, living in a time where new technologies are still making massive changes, and, unquestionably, it wil continue with that trend. As the techniques are continuously evolving, people are forced to prepare ourselves and our descendants to the new and upcoming technologies so that they would be able to understand them, use them, teach others about them and also make some improvements in the specific fields of applications. This article presents an overview of the principal results of research on the impact of Virtual Reality (VR) 3D education for students in industrial vocational training. They were introducedto the generated model and had to explore all elements to have personal experience in the virtual environment. After the training, a user experience survey has been conducted, and the results obtained after the use of the system were presented.

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 Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

2020 ◽  
Vol 23 (1) ◽  
pp. 192-210
Author(s):  
Meredith McGregor
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Computer Mediated Communication ◽  
Metalinguistic Awareness ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Study ◽  
Media Platform ◽  
The Impact

This article reports on part of a mixed-methods study framed by sociocultural theory and aimed at assessing the impact of an intervention to promote metalinguistic awareness in language study abroad sojourners. Participants utilized a social media platform as a space to develop personalized e-portfolios for the purpose of in-depth metalinguistic reflection, paired with entirely computer-mediated researcher-participant mentoring. As such, this study addresses the importance of intervention in second language learning in study abroad, while also adding to the research available on its intersections within a 24/7 digitally connected world. Analysis of the data suggests that carrying out reflective practices and engaging with a mentor, even at distance, may be contributory in enhancing Spanish language proficiency. Further, this provides evidence that interventionist approaches to study abroad can be made accessible and meaningful even in the absence of significant resources, and without implementing prohibitively onerous tasks for either a student or practitioner.

scholarly journals Literacy and Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 139-165 ◽  
Author(s):  
Rebecca R. Kline
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Social Practice ◽  
Social Practices ◽  
Qualitative Approach ◽  
Language Literacy ◽  
Literacy As Social Practice

In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.

scholarly journals Can the Dimensions of Identity, Investment and Empowerment Increase Social Inclusion for Second-language Learners? – Moving Towards the Creation of a Conceptual Framework

2020 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Gaston Bacquet
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Identity Construction ◽  
Language Learners ◽  
Social Inclusion ◽  
Second Language Learners ◽  
Social Research ◽  
Theoretical Background ◽  
The Past ◽  
The Impact

Much of social research in language learning in the past twenty years has been devoted to explore issues of identity construction and its sociological implications in terms of mobility and inclusiveness. There are a large number of studies on the areas of culture and identity, and how they relate to the investment and empowerment of language learners (Dörnyei, 2005; Dörnyei & Ushioda, 2011; Norton, 1997, 2000, 2013, 2015; Norton & Davin, 2015; Ushioda, 2011). Some of these have been pivotal in the development of identity research for the past two decades and have laid the foundation upon which further research has been done: Norton (1995) proposed her Classroom-Based Social Research, in which learners become ethnographers of sorts under the encouragement of teachers; Brunton and Jeffrey (2014) examined some of the factors that might lead to empowerment with foreign students in New Zealand (2013), Diaz, Cochran, and Karlin (2016) conducted a study in American classrooms to investigate the impact of teachers’ behavior and communication strategies on students’ achievement and feeling of empowerment, and more recently Howard (2018) investigated the impact of teachers’ attitudes in the construction of socio-cultural identities in African-American students. Such research has provided a wealth of insight and suggested practices, but in this researcher’s opinion they have come short in providing any definite answers as to how to implement them or the outcomes they might yield. The purpose of this paper is to shed new light on how the aforementioned dimensions of identity construction, empowerment and investment can result in greater social inclusion for second-language learners. The paper analyzes each dimension separately, provides a theoretical background that links them to language learning, and then discusses some possible implications for teachers and researchers on how to further recruit students’ investment and enhance their sense of empowerment and inclusion.

scholarly journals Understanding Austria from Afar: Treating Regional Variation in the Virtu-al German as a Foreign Language Classroom.

2021 ◽  
Vol 33 (3) ◽  
pp. 59-69
Author(s):  
Mason Wirtz
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Goals ◽  
Face To Face ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Instructors ◽  
Foreign Language Instructors

The COVID-19 pandemic has influenced nearly every aspect of the academic world, and study abroad is no exception. Particularly in the foreign language learning sector, the unprecedented switch from in-class lectures to distance learning brought with it many challenges. Not only were language instructors tasked with creating an interactive language learning atmosphere from afar but continuing to spark student motivation while catering to a broad range of learning goals constituted a seemingly insurmountable obstacle. The following case study therefore seeks to provide an easily adaptable and interactive task-based activity for the German as a foreign language classroom that should support learners in gaining a deeper understanding of the social dimensions and usages of Austrian regional varieties. Furthermore, the activity is designed so as to be applicable in both an online as well as face-to-face classroom and accommodate foreign language instructors with less experience in digital course delivery and/or minimal access to learning management systems.  Abstract in German Die COVID-19 Pandemie hat nahezu jeden Aspekt der akademischen Welt beeinflusst, und Study Abroad ist keine Ausnahme. Gerade im Bereich des Fremdsprachenerwerbs hat die beispiellose Umstellung von Präsenzunterricht auf Fernlehre viele Herausforderungen mit sich gebracht. Nicht nur wurden Fremdsprachenlehrer:innen mit der Aufgabe konfrontiert, eine interaktive Sprachlernatmosphäre aus der Ferne zu schaffen, sondern auch die Motivation der Schüler:innen trotz der Situation zu wecken, aufrechtzuerhalten und gleichzeitig ein breites Spektrum an Lernzielen zu berücksichtigen. Dies hat eine scheinbar unüberwindbare Hürde dargestellt. In der folgenden Fallstudie handelt es sich daher um die Bereitstellung einer leicht adaptierbaren und interaktiven task-based Aktivität für den Deutsch als Fremdsprachenunterricht, die Lernende dabei unterstützen soll, ein tieferes Verständnis der sozialen Dimensionen und Verwendungen österreichischer Regionalvarietäten zu erlangen. Darüber hinaus ist die Aktivität so konzipiert, dass sie sowohl im Online- wie auch im Präsenzunterricht Einsatz finden und von Fremd-sprachenlehrer:innen mit wenig(er) Erfahrung in der digitalen Abhaltung von Lehrveranstaltungen und/oder minimalem Zugang zu Lernmanagement-systemen umgesetzt werden kann.

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