scholarly journals Phrasemes and problem oriented approach

Verbum ◽  
2020 ◽  
Vol 11 ◽  
pp. 2
Author(s):  
Alja Lipavic Oštir
Keyword(s):  
Cognitive Development ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Class ◽  
Problem Types ◽  
Frequent Use ◽  
The Subject ◽  
Oriented Approach ◽  
Data Banks

Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

Examining a mailing list in an elementary Japanese language class

ReCALL ◽  
2003 ◽  
Vol 15 (2) ◽  
pp. 217-236 ◽  
Author(s):  
MAYUMI HOSHI
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Interaction Analysis ◽  
Foreign Language Learning ◽  
Mailing List ◽  
Linguistic Knowledge ◽  
Japanese Language ◽  
Student Survey ◽  
Language Class

This study examines the possible effects of a mailing list discussion on second/foreign language learning in the form of an explorative case study. Forty-six students in an elementary-level Japanese language class at a Canadian university participated. The study consists of three parts: interaction analysis, content analysis, and a student survey. The first two parts referenced the entire mailing list discussion archive. The number of the messages totaled 298. In order to analyze learner interaction, a map of interaction was designed and Levin, Kim and Riel’s (1990) Intermessage Reference Analysis (IRA) was applied. Content analysis was then carried out on the topics, context-type, and depth of learning process involved in each message. Lastly, a survey was distributed in order to discern participants’ perceptions towards the use of a mailing list for language learning. The results of the interaction and content analysis show how a mailing list discussion can provide a place to reflect on course content, enabling students to increase their linguistic knowledge through an exchange of ideas, thoughts, and opinions via student-centered interactions. The result of the participant survey shows that although the students’ participation in and perceptions towards the mailing discussion is not uniform, 35% of the students perceived the value of a mailing list discussion to be high. Through the examination of three different methods of analysis, the study concludes that there is a good potential for the use of mailing list discussions in second/foreign language learning. However, further research is necessary to determine which factors contribute to the successful use of this medium.

scholarly journals Strategie motivazionali per la classe di lingue

EL LE ◽  
2020 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Climate ◽  
Foreign Language Learning ◽  
Motivational Strategies ◽  
Teacher Behaviour ◽  
Research Attention ◽  
Language Classroom ◽  
The Subject

Motivation is considered as a pivotal component in successful foreign language learning, and has been the subject of increasing research attention in recent decades. This paper collected and reviewed the literature on motivational strategies in the language classroom. The review focusses on studies that investigate the importance student attached to strategies and juxtaposes the findings. The results confirm that motivation is context-dependent, however some strategies – especially those related to teacher behaviour, creating a positive classroom climate, and recognizing students’ efforts – can transfer across contexts, and therefore should be emphasized in future teacher training.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

Foreign Language Learning

2017 ◽  
pp. 137-158
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Global Education ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Learning Material ◽  
Mobile Assisted Language Learning ◽  
Language Class ◽  
Media Applications

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

scholarly journals Studentsʼ Attitudes Towards Foreign Language Learning

2020 ◽  
Vol 22 (22) ◽  
pp. 153-164
Author(s):  
Ivana Milosevic ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Method ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Pedagogical Practice ◽  
Scaling Technique ◽  
Language Research ◽  
The Subject ◽  
Students Attitudes

The subject of this paper is the sociolinguistic aspect of attitudes towards language, included as an unavoidable factor in foreign language learning. The aim of this research is to examine the influence the age of the students or the attitudes of their parents have on attitude formation towards learning a foreign language. The descriptive scientific research method as well as the scaling technique for examining attitudes used on the corpus in this research consisted of students aged 9 and 13 years who attend primary school and learn German as a foreign language. Having in mind that numerous factors contribute to mastering a foreign language, the research will show whether and to what extent the age of the students or the attitudes of their parents affect the formation of students’ attitudes towards learning a foreign language. Research results can contribute to pedagogical practice as well as to restoring existing knowledge about the importance of attitudes in foreign language teaching.

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