Quiet Revolutions and Violent Suppressions: Foreign Language Research and Its Rewards in the 1990s

ADFL Bulletin ◽  
1986 ◽  
pp. 43-45
Author(s):  
Sander L. Gilman
Keyword(s):  
Foreign Language ◽  
Language Research

scholarly journals Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

2017 ◽  
Vol 10 (5) ◽  
pp. 129 ◽  
Author(s):  
Ebubekir Bozavli
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Simultaneous Action ◽  
Control Group ◽  
Success Rates ◽  
Analysis Methodology ◽  
Language Research ◽  
High Motivation ◽  
Faculty Of Education ◽  
Teaching In Foreign Language

The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of Education, Ataturk University. The methodology applied herein is experimental research. Two groups of 14 were randomly established, one as experimental and one as control group. Experimental group underwent audiovisual method, while conventional vocabulary teaching method, still applied in schools, was applied on the control group. The data was gathered from instructive videos equipped with pedagogical references on the website of TV5 monde, under the title “Enseigner le francais avec Tv 5 Monde” [Learn French with TV5 Monde]. Two practices, namely, “2001-2011: faut-il encore avoir peur du terrorisme” [2001-2011: Should we still fear terrorism?], “guerres et conflits: vers une privatisation générale?” [Wars & conflicts: Towards an overall privatisation?], both at C1 education level, have been selected. Success rates in research data were found out by means of percentage calculations. The resulting values are analysed and interpreted through descriptive and content analysis methodology. According to research outputs, the learners are more successful in efficiency of learning and retention via audiovisual method than through conventional method. Simultaneous action of multiple sense organs and high motivation during learning process are considered as the principal reasons for such success.

scholarly journals Applied linguistics

2003 ◽  
Vol 36 (3) ◽  
pp. 225-225
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Theory Building ◽  
Southern Illinois ◽  
Language Research ◽  
Language And Communication

03–535 Hellermann, John (Southern Illinois U., Carbondale, USA; Email: [email protected]). The interactive use of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society (Cambridge, UK), 32, 1 (2003), 79–104.03–536 Wendt, Michael (Universität Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Theory building in foreign language teaching and its implications for foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 1–62.03–537 Weppelman, Tammy, L., Bostow, Angela, Schiffer, Ryan, Elbert-Perez, Evelyn and Newman, Rochelle, S. (U. of Iowa, USA). Children's use of the prosodic characteristics of infant-directed speech. Language and Communication (Oxford, UK), 23, 1 (2003), 63–80.

A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

2015 ◽  
Vol 48 (3) ◽  
pp. 343-372 ◽  
Author(s):  
Melinda Dooly ◽  
Dolors Masats
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Critical Appraisal ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Education Policies ◽  
Language Research ◽  
Critical Overview

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.

scholarly journals Critical Thinking and Difficult Problems in Foreign Language Teaching

2020 ◽  
Vol 2 (3) ◽  
pp. 19
Author(s):  
Minmin Tang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Technological Progress ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Social Progress ◽  
Language Research

Critical thinking plays an important role in life. The small one is to solve the daily trivial problems, and the large one is related to the development of the country’s economy, technological progress, and social progress. Therefore, in the field of foreign language research, more and more scholars are focusing on cultivating students’ critical thinking. The focus of this article is why it is so important to cultivate students’ critical thinking in foreign language teaching and the difficulty of developing students’ critical thinking. Based on this, the author will analyze the problems existing in foreign language teaching today.

scholarly journals Polsko-rosyjskie porównania międzykulturowe w podręcznikach do nauki języka rosyjskiego na poziomie gimnazjalnym

2018 ◽  
pp. 307-318
Author(s):  
Marzanna Karolczuk
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
First Language ◽  
Lower Secondary School ◽  
Textbook Series ◽  
Language Research ◽  
Language Classroom ◽  
Comparative Content ◽  
Insight Into

Comparing and contrasting cultural, lexical and grammatical aspects in the foreign language classroom has many advantages. These include the development of intercultural competence, cultural awareness and a new insight into the first language. Research shows that foreign language textbooks are basic teaching tools. Therefore, this article is an attempt to analyse Polish-Russian tasks and comparative content in Russian textbooks at the level of lower secondary school. Five textbook series for learning Russian, published between 1999 and 2009, are examined. These are В Москву, Времена, Кл@ссно!, Прогулка and Эхо. The findings show that these textbooks offer comparative reflective tasks and reconstructive ones.

scholarly journals Acculturation through Code-Switching Linguistic Analysis in Three Short-Stories: “Invierno”, “Nilda” and “The Pura Principle” (Díaz 2012)

2021 ◽  
Vol 61 ◽  
pp. 59-79
Author(s):  
María Jesús Sánchez ◽  
Elisa Pérez-García
Keyword(s):  
Short Stories ◽  
Foreign Language ◽  
English Language ◽  
Formal Education ◽  
Age Of Acquisition ◽  
Code Switching ◽  
Cultural Aspects ◽  
Language Research ◽  
Quantitative Analyses ◽  
Lexical Density

The purpose of this article is to investigate whether Yunior, a character and narrator in the three short stories under study, “Invierno”, “The Pura Principle”, and “Nilda”, becomes absorbed into American culture or obtains a positive relationship with this culture without losing his Dominican identity. Quantitative analyses of the vocabulary in the L1 code-switches (Spanish) and of the L2 (English) vocabulary used by Yunior in the stories were carried out to appraise his linguistic progression. Code-switching was analyzed because it gives insights into how situation and context influences language use and why the characters use the language they do. The results obtained, by means of three common lexical measures used in foreign language research (lexical density, age of acquisition and lexical sophistication), allowed us to assess Yunior’s change of identity. According to the acculturation model, Yunior becomes acculturated in the host country, showing progression and integration with many cultural aspects of American life and the English language due to his formal education and early age of acquisition of L2.

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