scholarly journals An exploratory study of translanguaging practices in an online beginner-level foreign language classroom

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Lina Adinolfi ◽  
Lluïsa Astruc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Wide Range ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Classrooms ◽  
The One ◽  
Spoken Interaction ◽  
Teaching Learning ◽  
Level Analysis

AbstractTranslanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether face-to-face or online. Synchronous virtual foreign language classrooms represent particularly rich spaces in which to begin to explore such practices, due to their multimodal affordances on the one hand and their technical constraints on the other. This study examines the pedagogic translanguaging practices that occur in a corpus of beginner-level Spanish online group tutorial data. A macro-level analysis of the interactional patterns that occur within this context reveals that both teacher participants follow closely the pedagogic prescriptions provided by the course designers with regard to the activities they employ. The finding that these activities offer limited opportunities for students to move between communicative modes and languages may be attributed in part to the emphasis on spoken interaction in this particular setting. A complementary micro-level analysis nevertheless reveals a more autonomous and intuitive approach to the teachers’ choice of language when mediating such activities. Instances of student code-switching are relatively few, however. The study concludes with a call to course designers and practitioners to experiment with integrating a wide range of pedagogic translanguaging opportunities into online foreign language classroom activities, with a view to enhancing teaching, learning and communication in such environments.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

scholarly journals The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

2016 ◽  
Vol 9 (8) ◽  
pp. 190 ◽  
Author(s):  
Dilek Cakici
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Text Anxiety ◽  
One Year

<p class="Default">The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.</p>

scholarly journals Using peer assessment in the language classroom

2011 ◽  
Vol 35 (1) ◽  
pp. 29
Author(s):  
Mayumi Asaba ◽  
Paul Marlowe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Involvement ◽  
Peer Assessment ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Learning Context ◽  
Student Centered ◽  
Language Classroom ◽  
Language Classrooms

Abstract Educators often speak of creating student-centered classes that increase student involvement, responsibility, and motivation. Peer assessment, if thoughtfully implemented, can help promote these goals while supplementing and increasing the reliability of traditional forms of teacher assessment. This article first outlines reasons why and how peer assessment can be used in a foreign language learning context. Then it explains when and how to use peer assessment successfully in foreign language classrooms. Finally, it introduces six tips to consider when using peer assessment. 学生の授業参加を促し、責任感や動機を高める学習者中心のクラス作りは、しばしば教師たちの話題となる。相互評価を正しく行えば、従来の教師評価の信用性を高めると同時に、学習者中心のクラスを実現することも可能となる。本論では、まず外国語学習でなぜ、どのように相互評価が行われるかを概説する。次に、いつ、どのように効果的に相互評価を行うべきかを説明する。最後に、相互評価の際に留意すべき6点を紹介する。

scholarly journals FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING

2016 ◽  
Vol 3 (102) ◽  
pp. 18-23
Author(s):  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Low Achievement ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The University ◽  
Research Analysis

Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.

scholarly journals Investigating the Perceptions of L2 Learners on Language Learning Anxiety: A Study of Undergraduate Students at Public Sector University, Sindh Pakistan

2018 ◽  
Vol 4 (2) ◽  
pp. 94
Author(s):  
Amina Bibi Bhatti ◽  
Habibullah Pathan ◽  
Syed Waqar Ali Shah ◽  
Aisha Faryal ◽  
Aisha Bhatti
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Communication Apprehension ◽  
Subjective Feeling ◽  
Affective Factors ◽  
Learning Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Learning Anxiety

English has got the position of authorized language in Pakistan, widely used in various domains. In academic studies it is mandatory to teach English up to higher education. Mansoor (2004) estimates that newly graduate have studied English for at least 9 years recently. English is used as means for instruction in professional education like medicine, engineering and law.One of the most common issues in learning a foreign language is anxiety. Among the three affective factors (attitudes, motivation, anxiety), language anxiety is the most common issue. It is also one of the factors which influence language learning (Henter, 2013). Anxiety is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (cited by Spielberger.1983). Horwitz (1986) revealed that in academic as well as social context anxiety in a foreign language is related to performance and suggested three kinds of anxiety. (1) Communication apprehension (2) Fear of negative evaluation (3) Test anxiety. This study aims to know the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. The purpose of this study is to find or reveal the type of anxiety that learners feel in English as a foreign language classroom at University level.The participants in this research are from one engineering university (MUET Jamshoro) of the Sindh and the size of the sample is also little (n=140). For a clear view of this area further large scale studies in different contexts of the country are needed for having a good platform for foreign language learning.The present study used quantitative method for data collection to get unbiased results. Participants of the study are first year students of different engineering fields of Mehran University who learn English as a foreign language. The Foreign Language Classroom Anxiety Scale (FLCAS) given by (Horwitz, 1986) has been adapted and applied for data collection. The questionnaire was bifurcated into two parts, the initial part of questionnaire was for demographic information and the second part was for knowing the perceptions of students on anxiety. The data results were evaluated after doing different tests in SPSS software. The findings of the study reveal the learners feel anxiety during EFL classrooms and communication apprehension anxiety experienced by students is at a higher level from the learner’s perspective.This will be beneficial for learners, educators and helpful to policy makers of the education system to make good and valid policies that will improve the learning of foreign language in a better way and suitable environment. It will be a significant contribution in the research domain.

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

scholarly journals Exploring the relationship between language learning beliefs and foreign language classroom anxiety

2020 ◽  
Vol 10 (2) ◽  
pp. 367-384
Author(s):  
Radmila Palinkašević ◽  
Jovana Brkić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Beliefs ◽  
Strong Connection ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Language Learning Beliefs ◽  
Classroom Anxiety

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

Sign in / Sign up

Export Citation Format

Share Document