scholarly journals Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 485-511
Author(s):  
Shayna Katz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Online Data ◽  
Face To Face ◽  
Teacher Student ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Impact

As shown in previous studies, positive teacher and student rapport increases motivation and performance in foreign language learning. This study investigated the impact of three forms of interaction on the development of teacher-student and student-student relationships in a Spanish as a Foreign Language classroom that transitioned from face-to-face (FtoF) to online due to the emergence of the covid- 19 pandemic. These forms of interaction were positive comments, corrective feedback, and personal thematic discourse. The participants were students from six different beginner-level Spanish courses at a university in Hawai’i. Because of covid restrictions, half of the semester was conducted FtoF and half online. Data were collected through a three-part questionnaire with open and closed-ended questions which explored the impact of the online and FtoF setting and forms of interaction on rapport. The results reveal the importance of corrective feedback and positive comments on the development of positive teacher-student rapport, and of positive comments and personal thematic discourse on student-student rapport. The study suggests the need to bring qualities from the FtoF classroom to online, such as a sense of a more personal experience, ability to connect, ease in asking questions, receiving feedback, and greater interaction.

scholarly journals Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 485-511
Author(s):  
Shayna Katz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Online Data ◽  
Face To Face ◽  
Teacher Student ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Impact

As shown in previous studies, positive teacher and student rapport increases motivation and performance in foreign language learning. This study investigated the impact of three forms of interaction on the development of teacher-student and student-student relationships in a Spanish as a Foreign Language classroom that transitioned from face-to-face (FtoF) to online due to the emergence of the covid- 19 pandemic. These forms of interaction were positive comments, corrective feedback, and personal thematic discourse. The participants were students from six different beginner-level Spanish courses at a university in Hawai’i. Because of covid restrictions, half of the semester was conducted FtoF and half online. Data were collected through a three-part questionnaire with open and closed-ended questions which explored the impact of the online and FtoF setting and forms of interaction on rapport. The results reveal the importance of corrective feedback and positive comments on the development of positive teacher-student rapport, and of positive comments and personal thematic discourse on student-student rapport. The study suggests the need to bring qualities from the FtoF classroom to online, such as a sense of a more personal experience, ability to connect, ease in asking questions, receiving feedback, and greater interaction.

scholarly journals Understanding Austria from Afar: Treating Regional Variation in the Virtu-al German as a Foreign Language Classroom.

2021 ◽  
Vol 33 (3) ◽  
pp. 59-69
Author(s):  
Mason Wirtz
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Goals ◽  
Face To Face ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Instructors ◽  
Foreign Language Instructors

The COVID-19 pandemic has influenced nearly every aspect of the academic world, and study abroad is no exception. Particularly in the foreign language learning sector, the unprecedented switch from in-class lectures to distance learning brought with it many challenges. Not only were language instructors tasked with creating an interactive language learning atmosphere from afar but continuing to spark student motivation while catering to a broad range of learning goals constituted a seemingly insurmountable obstacle. The following case study therefore seeks to provide an easily adaptable and interactive task-based activity for the German as a foreign language classroom that should support learners in gaining a deeper understanding of the social dimensions and usages of Austrian regional varieties. Furthermore, the activity is designed so as to be applicable in both an online as well as face-to-face classroom and accommodate foreign language instructors with less experience in digital course delivery and/or minimal access to learning management systems.  Abstract in German Die COVID-19 Pandemie hat nahezu jeden Aspekt der akademischen Welt beeinflusst, und Study Abroad ist keine Ausnahme. Gerade im Bereich des Fremdsprachenerwerbs hat die beispiellose Umstellung von Präsenzunterricht auf Fernlehre viele Herausforderungen mit sich gebracht. Nicht nur wurden Fremdsprachenlehrer:innen mit der Aufgabe konfrontiert, eine interaktive Sprachlernatmosphäre aus der Ferne zu schaffen, sondern auch die Motivation der Schüler:innen trotz der Situation zu wecken, aufrechtzuerhalten und gleichzeitig ein breites Spektrum an Lernzielen zu berücksichtigen. Dies hat eine scheinbar unüberwindbare Hürde dargestellt. In der folgenden Fallstudie handelt es sich daher um die Bereitstellung einer leicht adaptierbaren und interaktiven task-based Aktivität für den Deutsch als Fremdsprachenunterricht, die Lernende dabei unterstützen soll, ein tieferes Verständnis der sozialen Dimensionen und Verwendungen österreichischer Regionalvarietäten zu erlangen. Darüber hinaus ist die Aktivität so konzipiert, dass sie sowohl im Online- wie auch im Präsenzunterricht Einsatz finden und von Fremd-sprachenlehrer:innen mit wenig(er) Erfahrung in der digitalen Abhaltung von Lehrveranstaltungen und/oder minimalem Zugang zu Lernmanagement-systemen umgesetzt werden kann.

scholarly journals Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity

ReCALL ◽  
2006 ◽  
Vol 18 (2) ◽  
pp. 230-251 ◽  
Author(s):  
GABRIELA ADELA GÁNEM GUTIÉRREZ
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Collaborative Activity ◽  
Face To Face ◽  
Language Classroom ◽  
Audio Recordings ◽  
Foreign Language Classroom ◽  
Computer Based ◽  
The Impact ◽  
Mediational Tool

This study in the field of Second Language Acquisition (SLA) was conducted in a Spanish as a foreign language classroom. The study investigates dyadic face-to-face collaborative dialogue at the computer from a sociocultural perspective. Protocols for analysis were obtained by the transcription of audio recordings of twelve dyads/triads completing three tasks in two mediums of implementation, computer and non-computer-based. By comparing learners’ activity in the two mediums through microgenetic analysis (i.e., developmental analysis), we were able to study some specific ways in which the computer influenced the course of interaction. Specifically, the aim of the study was to investigate the value of the tasks as pedagogical instruments to support collaborative activity in the foreign language classroom; the value of collaborative activity as a source for possible restructuring of interlanguage (i.e., microgenesis); and the impact of the computer as a mediational tool in the processes of collaborative activity. Results confirm: (1) the three tasks support high degrees of collaborative activity – albeit qualitatively different; (2) language can – sometimes simultaneously – be deployed by learners both as a means of communication and as a cognitive tool to achieve linguistic development; (3) the presence of the computer seems to change the nature of collaborative activity.

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

scholarly journals Language Learning Through Drama

2018 ◽  
Vol 10 (4) ◽  
pp. 376-380
Author(s):  
Nuriye Değirmenci Uysal ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Review Of The Literature ◽  
Language Classroom ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
The Impact

This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited. 

scholarly journals Cognitive functioning of a blind student in a foreign language classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 211-226
Author(s):  
Kornelia Czerwińska ◽  
Agnieszka Piskorska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Functioning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Class ◽  
Cognitive Operations ◽  
Language Classroom ◽  
Blind Children ◽  
The Impact

This paper deals with the specific character of cognitive functioning of blind children and adolescents with respect to perception, attention, memory, information processing and Theory of Mind. It also discusses the impact of this specificity on foreign language learning. Empirical research on the influence of visual impairment on cognitive functions is discussed, and foreign language learning is presented from the viewpoint of theories which look upon this process as a result of cognitive operations, oriented towards developing communicative competence. The situation of a blind learner in a foreign language class is discussed both from the perspective of challenges a blind student has to face and also from the perspective of opportunities to diminish the gap between the blind and the sighted thanks to the content included in foreign language textbooks.

scholarly journals A Review of the Effectiveness of Foreign Language Enjoyment and Foreign Language Classroom Anxiety on Learners' Engagement and Attainment

2021 ◽  
Vol 12 ◽  
Author(s):  
Jingping Shen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Emotions ◽  
Affective Factors ◽  
Major Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
The Impact ◽  
Classroom Anxiety

Cognitive factors are not the fundamental determinants of success in language learning. Foreign language attainment depends on both cognitive and affective factors, highlighting the deeper impacts of the former. Some scholars started to investigate affective issues, particularly negative emotions in language learning studies; nevertheless, reducing negative emotions such as anxiety should be accompanied by the development of positive emotions (e.g., well-being, autonomy, and enjoyment). Since then, a great number of researchers have examined the impact of anxiety and enjoyment in foreign language literature, particularly after the introduction of reliable and valid foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE) scales. So, the present study aims to review contemporary scholarly articles and books in this regard. Findings suggest that there has been a major interest in the evaluation of FLCA and FLE across a variety of dimensions including personality traits, interpersonal characteristics, and classroom conditions. The central issues are summarized into three categories of the relationship between FLCA and FLE, the robustness of respective scales, and the impact of individual and interpersonal factors. Hence, this research attempts to highlight probable gaps and areas for further examinations to help enrich the literature and improve the theoretical knowledge.

scholarly journals Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish

2021 ◽  
Vol 32 (1) ◽  
pp. 49-81
Author(s):  
Benedicta Adokarley Lomotey
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
And Performance ◽  
Classroom Anxiety

This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.

scholarly journals Music in the Foreign Language Classroom: How and Why?

2019 ◽  
Vol 10 (3) ◽  
pp. 412
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Positive Attitude ◽  
Foreign Language Learning ◽  
Classroom Teachers ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Potential Benefits ◽  
Over Time

Despite a positive attitude towards the use of music in the foreign language classroom, teachers rarely integrate music into their lessons. Studies suggest two main explanations for this discrepancy: a limited knowledge of adapted material and a lack of theoretical grounding to support the use of music in the foreign language classroom. This article aims at examining how and why music can be used in the foreign language classroom. The first section describes some musical methodologies frequently used for language acquisition over time and provides references to resources containing music-based exercises for foreign language learning. The second part reviews research studies about the potential benefits of music-related methodologies for language acquisition and for specific linguistic skills.

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