scholarly journals Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process

2015 ◽  
Vol 17 (2) ◽  
pp. 137-146 ◽  
Author(s):  
Gabriel Eduardo Cote Parra
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Shared Knowledge ◽  
Classroom Setting ◽  
Pedagogical Intervention ◽  
Face To Face ◽  
Foreign Language Learners ◽  
The Face ◽  
Supporting Tool ◽  
Points Of View

<p>The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants’ posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.</p><p>El propósito de esta investigación acción fue explorar el tipo de interacciones que estudiantes de lenguas extranjeras presentaron al utilizar una wiki como herramienta de soporte de un curso presencial. Este diseño me permitió desempeñar un doble papel. Por una parte, estudié mi propio salón de clase y estudiantes; por otra, implementé una intervención pedagógica con base en una interacción colaborativa en línea. La información se recolectó por medio de 128 aportes hechos por los participantes. Los hallazgos revelan que las actividades de clase permitieron una interacción asincrónica voluntaria entre los participantes en la cual ellos compartieron saberes y experiencias, a la vez que expresaron opiniones y puntos de vista que les permitieron participar activamente en la clase presencial.</p>

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners

2021 ◽  
pp. 361-395
Author(s):  
Jenny E. Grigoropoulos ◽  
Heike Arnold ◽  
Christina J. Rocha
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Language Learners ◽  
Instructional Methodology ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Definition Of ◽  
K 12

The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.

scholarly journals Pelatihan Berkomunikasi Lisan Melalui Tata Bahasa Jepang bagi Pemandu Wisata Khusus di Kabupaten Bangli

2021 ◽  
Vol 2 (4) ◽  
pp. 330-339
Author(s):  
Anak Agung Ayu Dian Andriyani ◽  
Elly Triasih Rahayu ◽  
Hartati Hartati ◽  
I Dewa Ayu Devi Maharani Santika
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Japanese Culture ◽  
Face To Face ◽  
Tour Guides ◽  
Foreign Language Learners ◽  
Service Activity ◽  
The Right ◽  
Teaching Modules

Abstrak: Kegiatan pengabdian dilaksanakan dengan tujuan untuk meningkatkan kemampuan berbahasa Jepang bagi pemandu wisata di Kabupaten Bangli. Kurangnya kemampuan berkomunikasi lisan menggunakan bahasa Jepang, disebabkan karena pemandu wisata khusus belajar secara otodidak.. Hal ini sangat berdampak pada kualitas interaksi dengan wisatawan. Pentingnya dosen dan mahasiswa mengimplementasikan perannya berdasarkan pada Tri darma perguruan tinggi sehingga diadakan kegiatan pengabdian di Kabupateng Bangli dengan tujuan agar pemandu wisata khusus mampu berkomunikasi sesuai tata bahasa Jepang, sehingga dapat memberikan pelayanaan jasa yang sesuai dengan harapan wisatawan Jepang. Pada masa pandemi COVID-19, metode yang digunakan saat kegiatan pelatihan dilakukan secara dua arah sehingga terjalin komunikasi yang baik. Kegiatan pengabdian dilakukan secara daring menggunakan aplikasi Zoom. Meskipun tidak dilaksanakan tatap muka, namun pemandu wisatawan khusus sangat antusias mengikuti kegiatan pelatihan selama enam bulan yang dilaksanakan setiap hari minggu dengan dua sesi pembelajaran. Hal ini dibuktikan dengan kehadiran peserta dari berbagai kelompok sadar wisata di kabupaten Bangli dengan usia yang bervariasi tetap tekun mengikuti pelatihan sampai akhir. Hasil dari pelatihan ini memberikan suatu perubahan cara berkomunikasi pemandu wisata khusus dalam menggunakan tata bahasa Jepang dengan cepat dan tepat. Dampak yang telah dirasakan oleh pemandu wisata khusus adalah munculnya rasa percaya diri yang tinggi saat berkomunikasi karena telah memahami tata bahasa yang tepat sehingga maksud dapat tersampaikan dengan baik dan dapat mengimplementasikan etika berkomunikasi lisan menurut budaya masyarakat Jepang.Abstract: Grammar is a basic reference for foreign language learners to communicate orally properly and correctly. The lack of oral communication skills using a foreign language, namely Japanese, is caused by most of the tour guides learning Japanese on a self-taught basis, so that the understanding of the importance of applying grammar in communicating is minimal. This greatly impacts the quality of interaction with tourists. Due to the importance of lecturers and students implementing their roles based on the Tri dharma of higher education, community service activity were held in Bangli Regency with the aim that the special tour guides were able to communicate in accordance with Japanese grammar, so that they could provide services that were in line with the expectations of Japanese tourists. During the pandemic, service activities can be carried out online using the Zoom application. Although it is not carried out face-to-face, the special tourist guides are very enthusiastic about participating in the six-month training activities which are held every Sunday with two learning sessions. This is evidenced by the presence of participants from various tourism-aware groups in Bangli district in varying age ranges. They persisted in following the training until the end. Teaching modules that are arranged according to needs provide a change for tour guides in communicating using the right Japanese language. This condition is evidenced by the ability to answer questions and make sentences that are in accordance with grammar for the beginner level. By understanding proper grammar, messages can be conveyed properly and can implement oral communication ethics based on Japanese culture.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

2014 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Sabine De Knop ◽  
Julien Perrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Networks ◽  
Romance Languages ◽  
Conceptual Metaphors ◽  
Foreign Language Learners ◽  
French Speaking ◽  
Awareness Raising ◽  
Set Up ◽  
Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

scholarly journals Willingness to speak English among foreign language learners: A causal model

2018 ◽  
Vol 5 (1) ◽  
pp. 1455332
Author(s):  
Mohammad Javad Riasati ◽  
Yvonne Xian-han Huang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Model ◽  
Foreign Language Learners
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