Sprachenwahl im Tourismus: Italienisch

2018 ◽  
Vol 32 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Sandro M. Moraldo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
21St Century ◽  
Foreign Language Learning ◽  
Economic Importance ◽  
The Internet ◽  
Tourism Sector ◽  
The World

Abstract Tourism is the leading economy of the 21st century also for Italy. The language could also benefit from it, which statistically performs very well in many areas (on the world stage, on the internet, in foreign language learning, etc.). Unfortunately, the country’s tourist-economic importance does not correlate positively with its language value. Here, the Italian state is asked to do more with investment for the ‚visibility’ of the language in the tourism sector, e.g. with the opening of foreign ENIT headquarters.

scholarly journals A Importância do Inglês para a Internet

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Rui Manuel Cruse ◽  
Erick Rodrigues Peck
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
System Analysis ◽  
Foreign Language Learning ◽  
The Other ◽  
The Internet ◽  
Professional Activities ◽  
Internet Information

Resumo: A difusão da língua inglesa deve-se, fundamentalmente, ao fenômeno da globalização e, mais recentemente, ao evento das tecnologias da informação, muito em particular, à Internet. Tomando-se como base esta realidade, entende-se que a aprendizagem do inglês como língua estrangeira tornou-se uma necessidade imperiosa para que qualquer indivíduo consiga realizar-se tanto no campo pessoal quanto no profissional. O principal objetivo deste trabalho é, pois, refletir criticamente sobre a importância da língua inglesa enquanto meio de comunicação global por excelência, muito em especial aplicada ao campo da Internet. Pretende-se, por outro lado, incutir nos alunos o gosto e o interesse pela pesquisa científica para alimentar as linhas de pesquisa oferecidas pelo IFRS, campus Restinga e, ainda, transformar esta pesquisa em Trabalho de Conclusão de um bolsista que frequenta o curso superior em Análise e Desenvolvimento de Sistemas (ADS), feitas todas as adaptações, alterações e todos os ajustes necessários. Será utilizada uma metodologia de cunho teórico, baseada em revisão bibliográfica. Os resultados finais, que implicarão um trabalho mais extenso, elaborado e de maior profundidade, serão publicados numa revista de circulação nacional. Palavras-chave: Inglês. Aprendizagem de língua estrangeira. Internet. Tecnologias da informação. Globalização. THE IMPORTANCE OF ENGLISH FOR THE INTERNET Abstract: The spread of English is basically due to the phenomenon of globalization and, more recently, due to the event of information technologies, in particular, the Internet. Taking into account this reality, learning English as a foreign language has become an imperative need so that any individual can succeed both in personal and professional activities. The main objective of this research is to critically reflect on the importance of English as a means of global communication par excellence, particularly, in the field of Internet. We also intend to motivate students towards their attitudes and interests in scientific research in order to stimulate research lines offered by IFRS, Restinga campus. On the other hand, we wish to transform the present work into a final dissertation of an undergraduate student who is taking a course in System Analysis and Development (ADS), after making all the necessary adaptations, adjustments and changes. We shall use a theoretical methodology based on literature review. The final results which will imply in a much extended, elaborated and in depth article will be published in a national circulating magazine. Keywords: English. Foreign language learning. Internet. Information technologies. Globalization.

Integrating a process-based challenging lesson plan framework into the syllabus for gifted EFL learners

2018 ◽  
Vol 5 (3) ◽  
pp. 62-73
Author(s):  
Gamze Yavas Celik ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Lesson Plan ◽  
Foreign Language Learning ◽  
Gifted Children ◽  
Efl Learners ◽  
Gifted Learners ◽  
The World ◽  
Thinking Differently ◽  
Superior Memory

Learners vary in the acquisition of foreign language learning. Among these are the gifted learners. What makes gifted learners unlike is that they acquire rapidly and they are good at thinking differently and creatively. Moreover, they have curiosity, attention, a superior memory and an excellent ability to learn a language. Remarkably, they are independent enough to reject something purposely when it seems pointless. Besides, they can perceive the world as competently as an adult, and they are even different from each other that make it difficult to define their character correctly and to prepare a lesson plan that meets their needs exactly. Therefore, when we consider this challenging character, teachers need a particular lesson plan that helps them cope with gifted children’s challenging character. This study aims to review the literature about gifted children to identify the needs and nature of them and suggest a lesson plan framework for EFL learners which includes the standard functions and skills required by the implemented syllabus in Turkey to help the teachers design their lessons according to gifted learners’ needs and nature. Keywords: gifted, EFL, process-based, syllabus, curriculum;

The English-as-a-lingua-franca approach

2010 ◽  
Vol 34 (3) ◽  
pp. 201-221 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Foreign Language Learning ◽  
International Communication ◽  
Artificial Language ◽  
Lingua Franca ◽  
Learning And Teaching ◽  
Number Of Factors ◽  
The World

English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.

scholarly journals Content and language integrated learning as a means to increase students’ motivation

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 116-121
Author(s):  
Olena Rudychyk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Theoretical Research ◽  
Integrated Learning ◽  
Literature Study ◽  
Learning And Teaching ◽  
The Core ◽  
The World ◽  
Teaching Learning

The issue concerning popularisation and relevance of foreign language learning and teaching has provoked a deep interest to analyse and study the world experience of modern methods and approaches to teaching a foreign language which provide positive results. The article considers the approach of content and language integrated learning (CLIL) and peculiarities of its implementation in different countries. A brief analysis of the CLIL approach formation, the preconditions and sources of its establishments are represented. Moreover, the basic difference between CLIL and previous communicative approaches is illustrated. The article illuminates the varieties of CLIL implementation round the world. Scientific and methodological literature on the topic is reviewed. In the article, theoretical research methods are used: literature study, analysis, synthesis, and generalisation. The article points out the core principles and key requirements needed to implement the approach of content and language integrated learning successfully. The idea of a dual focus is explained: both professional and linguistic competences are developed at the same time. One of the core obstacles is knowledge evaluation, as there is no singular criterion in this concern. Scholars agree with the idea to separate marks. Therefore, a learner gets his/her mark (grade) for profession-oriented skills and linguistic ones separately. Both native and foreign languages learned within the course are correlated, the variations of their interconnection are analysed. Besides positive features, the articles analyses the main problems which a teacher may face during the lessons based on the content and language integrated learning approach. The main obstacles are as follows: lack of qualified and experienced teachers, methodological support, dissemination among social communities. The approach of content and language integrated learning is flexible and can be easily adapted to any teaching/learning/educational environment. Its variability and flexibility make it extremely popular with students. Furthermore, it tends to create a positive attitude to education and makes students more motivated.

scholarly journals Urgent Transition to Group Online Foreign Language Instruction: Problems and Solutions

2021 ◽  
Vol 19 (1) ◽  
pp. 21-41
Author(s):  
Daria V. Kolesova ◽  
Leonid V. Moskovkin ◽  
Tatiana I. Popova
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Language Learning ◽  
Large Scale ◽  
Effective Means ◽  
Foreign Language Learning ◽  
The Internet ◽  
Educational Materials ◽  
Teaching Aids ◽  
Teachers And Students

The purpose of this work is to study how teachers and students react to the urgent large-scale transition to online education. The research was done via surveys conducted at the Center for Additional Educational Programs in the field of Russian as a Foreign Language at St. Petersburg State University. March 2020 transition to distance learning kept intact the lesson schedule, the duration of lessons, and the compliance with the approved programs. This case study was conducted as follows: (1) a questionnaire for teachers was distributed via e-mail; (2) teachers’ responses were collected and processed; (3) a questionnaire for students was created in Google Forms; (4) students’ responses were collected and processed; (5) the research results were described and analyzed; (6) teachers’ and students’ responses were compared. The study involved 45 teachers and 100 foreign students, mostly from China. The majority of teachers taught at Level A2 (48%); the majority of students studied at Level B1 (36%). The study shows that modern teachers (77.8%) have a high degree of adaptability, which allows them to switch to new teaching formats in two weeks. They use a variety of teaching aids: not only textbooks mandated by the curriculum (100%), but also other textbooks (91.1%), educational materials from the Internet (88.9%), authentic audio/video materials (51.1%), and self-developed educational materials (53.3%). According to students, the most effective are the authentic materials from the Internet (45%), and the textbook mandated by the program (41%). Both teachers and students noted difficulties in the online training of four language skills: speaking (35.6% of teachers and 32% of students), writing (17.8% and 32%, respectively), listening (15.6% and 40%), and reading (11.1% and 17%). Teachers lack personal communication with students (35.6%), specialized online tools for teaching Russian as a foreign language (13.3%), and effective means of monitoring the acquisition of educational material (31.1%). They strive to solve these problems through a variety of activities, creating an atmosphere conducive to authentic communication. Research data correspond with the conclusions of methodologists about the fundamentally new nature of the relationship between teachers and students in the virtual environment, which is manifested in a less hierarchic teacher-student relationship due to greater initiative, involvement, and independence of students in an online lesson. The article presents a way to study the perception of changes in the teaching mode by teachers and students. The research enriches the e-learning knowledge area with data on how the sudden mass transition to online foreign language learning was carried out.

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