Einflüsse der Linguistik auf den Fremdsprachenunterricht an polnischen Mittelschulen in den 60er und 70er jahren

System Reform ◽

European Languages ◽

The Usa ◽

1960S And 1970S ◽

The 1960S ◽

The article presents linguistic theories of the 1960s and 1970s in the USA and Western Europe in the context of foreign language teaching and investigates their reception in Polish glottodidactics. The selected research subject are secondary school curricula for teaching English, French and German. A conclusion drawn on the basis of the analysis of the 1964 and 1966 curricula is that teaching West European languages was influenced by structuralism, British contextualism in particular. The curricula were characterized by a structural-situational approach expressed by the predominance of a spoken language, linguistic models’ situationalism and authenticity (dialogues in everyday life situations), a privileged position of syntax and the use of pattern drill. The analysis of the 1977 curriculum reveals a continuation of previous theoretical assumptions to a great extent. On the other hand, the impact of pragmalinguistics helped to include such issues as learner’s needs, focusing linguistic material on expressing intentions, or paying attention to language register and utterance adequacy, particularly in the context of linguistic errors’ evaluation. Even though the curriculum itself was not implemented into practice due to abandonment of the educational system reform, it formed the basis for works on curriculum in the 1980s. To sum up, it may be claimed that in spite of mostly unfavourable political conditions of the 1960s and 1970s, Polish glottodidactics aimed to maintain a contact with Western linguistics and attempted to transfer linguistic theories formed on its basis into foreign language teaching in Polish schools.

The framing of the Jewish pogroms upon the Ukrainian terrains via a prism of the Ukrainian foreign-language press in Europe (1919―1920s)

Proceedings of Research and Scientific Institute for Periodicals ◽

10.37222/2524-0331-2019-9(27)-6 ◽

2019 ◽

pp. 87-112 ◽

Cited By ~ 1

Author(s):

Serhiy Blavatskyy

Keyword(s):

Foreign Language ◽

Western Europe ◽

Jewish Question ◽

Attribution Of Responsibility ◽

The West ◽

European Languages ◽

The Usa ◽

First Time ◽

West European

It has been attempted to make an empirical study of the framing of the Jewish pogroms upon the Ukrainian terrains in 1919 in the Ukrainian press in the West European languages in Europe (1919―1920s). For the first time, in the communication and media studies discourses, there have been elicited new, previously unknown, findings of specificity of the framing of the Jewish pogroms in the Ukrainian foreignlanguage periodicals. Those were: «Bulletiner fra det Ukrainske Pressburo» (Copenhagen, 1919—1920s), «La Voce dell “Ucraina”» (Roma, 1919—1920s), «The Ukraine» (London, 1919—1920s), «Bureau Ukrai nien de Presse: Bulletin d’Informations» (Paris, 1919—1920s), «France et Ukraine» (Paris, 1920), «L’Europe Orientale» (Paris, 1919—1920s), «Die Ukraine» (Berlin, 1918—1926s). First, it has been elucidated that the «attribution of responsibility» frame was dominant in the content of the Ukrainian foreign-language press in Western Europe. Second, the conclusion about dialectic of the frames of «attribution of responsibility» and «morality» in the coverage of the Jewish pogroms upon the Ukrainian terrains has been made. In this regard, we conclude that the «morality» frame was connected with the internationalization of this problematic in the geopolitical discourse of international relations of the postwar period. On the contrary, the frame of «attribution of responsibility» was linked to localization of the Jewish question in the multilateral conflict on the Ukrainian territories in 1919. The main conclusion of this paper is that the coverage of the Jewish pogroms in the Ukrainian foreign-language press in Europe was made primarily in counterpropaganda purposes. The follow-up studies are to make a comparative study of the stereotypes about Jews’ perception in the Ukrainian-language press both in Ukraine and abroad (in Europe or the USA), as well as in the West European and American press of the Ukrainian Revolution period (1917―1921s). Thus, these future studies will either refute or confirm the validity of the findings and conclusions of this research. Keywords: framing, the Jewish pogroms, the Ukrainian terrains, the foreign-language press, Europe.

The impact of foreign language teaching

Linguistic Ecology ◽

10.4324/9780203211281-12 ◽

2002 ◽

pp. 255-282

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Contrastive linguistics and language comparison

Languages in Contrast ◽

10.1075/lic.12.1.02kon ◽

2012 ◽

Vol 12 (1) ◽

pp. 3-26 ◽

Cited By ~ 9

Author(s):

Ekkehard König

Keyword(s):

Foreign Language ◽

Empirical Work ◽

L2 Acquisition ◽

Comparative Linguistics ◽

Native Languages ◽

Foreign Language Acquisition ◽

Contrastive Linguistics ◽

1960S And 1970S ◽

The 1960S

After receiving enthusiastic support during the 1960s and 1970s, the program of ‘Contrastive linguistics’ led a somewhat modest, if not marginal, existence during the two subsequent decades. The main reason for the apparent failure of this program was, of course, that the high hopes seen in its potential for making foreign language teaching more efficient were disappointed. Empirical work on the process of L2-acquisition from different native languages as starting points showed that contrastive linguistics cannot simply be equated with a theory of foreign language acquisition. A second problem was that a central aspect of the contrastive program, i.e. the writing of comprehensive contrastive grammars for language pairs, was hardly ever properly implemented. Finally, there was the problem of finding a place for contrastive linguistics within the spectrum of language comparison, relative to other comparative approaches to linguistic analysis. It is the third of these issues that is addressed by the present article. It will be shown that only by relating contrastive linguistics to other subfields of comparative linguistics and by delimiting it from them will we obtain a clear picture of its agenda, its potential and its limits.

Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

EuroAmerican Journal of Applied Linguistics and Languages ◽

10.21283/2376905x.14.245 ◽

2021 ◽

Vol 8 (2) ◽

pp. 9-52 ◽

Cited By ~ 4

Author(s):

Sergio Conti

Keyword(s):

Foreign Language ◽

Online Teaching ◽

Language Teaching ◽

Educational Institutions ◽

Digital Format ◽

Palabras Clave ◽

High Level ◽

The University ◽

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras ◽

Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice. Jonathon Reinhardt (2019). Tucson (the USA): Palgrave Macmillan. ISBN 978-3-030-04729-0 (eBook), pages XIX-311.

10.30827/portalin.vi34.18106 ◽

2021 ◽

pp. 227-229

Author(s):

Emrah Ekmekçi

Keyword(s):

Foreign Language ◽

Learning Theory ◽

Teaching And Learning ◽

Language Teaching ◽

Research And Practice ◽

The Usa ◽

Theory Research ◽

Language Teaching And Learning

Book review: Gameful Second and Foreign Language Teaching and Learning: Theory, Research, and Practice. Jonathon Reinhardt (2019). Tucson (the USA):Palgrave Macmillan. ISBN 978-3-030-04729-0 (eBook), pages XIX-311

Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

European Journal of Language and Literature ◽

10.26417/ejls.v4i1.p56-64 ◽

2016 ◽

Vol 4 (1) ◽

pp. 56

Author(s):

Evis Kapurani

Keyword(s):

Elementary Schools ◽

Language Acquisition ◽

Foreign Language ◽

Teaching Method ◽

Language Teaching ◽

Communicative Language Teaching ◽

Control Groups ◽

Traditional Methods ◽

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

The Relevance of Foreign Language Teaching Materials in High School (SMA) to Cultural Preservation and Tourism Development in Tabanan District

Journal of Business on Hospitality and Tourism ◽

10.22334/jbhost.v1i1.32 ◽

2015 ◽

Vol 1 (1) ◽

pp. 10

Author(s):

I Gede Putu Widarmana

Keyword(s):

High School ◽

Foreign Language ◽

Language Teaching ◽

Tourism Development ◽

Cultural Preservation ◽

Natural Beauty ◽

Multiple Case ◽

Study Sites ◽

Bali is one of a very famous tourist destination in the world. Many things can be developed as tourism objects in each district in Bali. One of them is Tabanan regency that offers some choices to visit, which is very famous for its natural beauty attractions. Tourism in Tabanan can be developed by strengthening the human resources that involved in it, which can be through the teaching of foreign languages, such as English that is generally given at school. However, the issue may arise whether foreign language teaching is able to support the attitudes to preserve the culture and able to develop tourism in Tabanan. Therefore this study was held to address issues intended to see the relevance of learning foreign language in Senior high school with cultural preservation and development of tourism in Tabanan. The research method used is descriptive with multiple-case study sites. The results show that the teachers have done their job in teaching using materials that are recommended by the curriculum, but the impact of the preservation and development of tourism in Tabanan is still quite low, which is caused by the material used is less related to the cultural preservation and tourism development. Therefore it is advisable to make some changes in the teaching of foreign language in the future.