scholarly journals ADULT STUDENTS AFFECTIVE RESPONSES TO THE LANGUAGE LEARNING EXPERIENCE: A THEORY GROUNDED IN THEIR OWN ACCOUNT

2014 ◽  
Author(s):  
EMERSON RODRIGO PINHEIRO MARTINS
Keyword(s):  
Language Learning ◽  
Adult Students ◽  
Learning Experience ◽  
Affective Responses

scholarly journals Collaborative Italian: Using technology to support student-led language teaching

2013 ◽  
Vol 5 ◽  
Author(s):  
Cecilia Goria
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Adult Students ◽  
Social Constructivism ◽  
Course Design ◽  
Learning Experience ◽  
Learning Program ◽  
Learning Content ◽  
Intended Learning Outcomes

Collaborative Italian—Collit—is an online language learning program for adult students of Italian in higher education with at least a B1 level of the Common European Framework. Collit is free, open and extracurriculum. Collit provides the learners with a communicative learning experience based on collaboration and social interaction. It promotes social constructivism and embraces Web 2.0 pedagogies by relying on the openness of the online environment and social media. Collit emphasises ownership of learning by encouraging student-controlled intended learning outcomes and tasks, and student-generated learning content, consistent with the cognitive and the experiential approaches to course design onto which Collit is theoretically grounded.On this basis, Collit addresses questions concerned with the effectiveness of open pedagogies for student-led language learning. This contribution presents Collit as a case study for the investigation of novel language learning dynamics supported by the web and social media.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

International teleconferences in EGAP courses: preparing students for prospective professional situations

2021 ◽  
Vol 11 (1) ◽  
pp. 15-32
Author(s):  
Anila R. Scott-Monkhouse ◽  
Michal Tal ◽  
Maria Yelenevskaya
Keyword(s):  
Language Learning ◽  
Digital Literacy ◽  
Personal Development ◽  
English Language ◽  
Traditional Approach ◽  
Learning Experience ◽  
Israel Institute ◽  
Self Reflection ◽  
Active Involvement ◽  
Institute Of Technology

Abstract This paper describes a joint programme developed in 2018 by the University of Parma Language Centre (Italy) and the Humanities and Arts Department of the Technion-Israel Institute of Technology. The aim of the project was to involve students of English for General Academic Purposes in delivering presentations to an unfamiliar foreign audience on a topic relevant to their academic interests. The students were required to prepare for the presentation by exploring and personalising the chosen topic so as to be able to explain it to a group which they had had no previous contact with or information about. Through the active involvement of the students in a realistic implementation of their prospective professional use of English, language learning became a holistic experience where a traditional approach to language learning focusing mainly on vocabulary and macro-skills was integrated with a pragmatic approach which addressed the so-called ‘21st-century skills’ (specifically critical thinking, communication, collaboration and digital literacy). The simulation of situations that they are likely to encounter in their professional lives helped students build their confidence, with the whole learning experience carrying both emotional and social implications. This paper offers an insight into the challenges and issues which arose, and ideas for improving the learning experience. We describe the preparation carried out by the teachers at both universities, and the guided and autonomous work carried out by students in the different stages. A post-conference survey triggered the students’ self-reflection in relation to learning and personal development. The survey was also valuable for the teachers regarding reassessment of teaching strategies and preparation for future joint projects.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

scholarly journals Exploring the Success of GMT Technique: Games, Mind-Mapping, and Twitter Hashtags in Teaching Vocabulary in EFL Higher Education Environment

2020 ◽  
Vol 9 (3) ◽  
pp. 290
Author(s):  
Banan Hassan Alhajaji ◽  
Jalila Saleh Algmadi ◽  
Amal Abdelsattar Metwally
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Unified Framework ◽  
Mind Mapping ◽  
Grammatical Competence ◽  
Interactive Games ◽  
Assessment Tests ◽  
Vocabulary Building

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 121-128 ◽  
Author(s):  
EMA USHIODA
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Learning Experience ◽  
Small Body ◽  
Affective Learning ◽  
Learner Autonomy ◽  
Pedagogical Issues ◽  
Affective Dimension ◽  
Tandem Learning ◽  
E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

scholarly journals Understanding High Performance in Late Second Language (L2) Acquisition—What Is the Secret? A Contrasting Case Study in L2 French

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Fanny Forsberg Lundell ◽  
Klara Arvidsson
Keyword(s):  
Language Learning ◽  
High Performance ◽  
Native Speaker ◽  
Age Of Onset ◽  
Learning Experience ◽  
Host Community ◽  
L2 Acquisition ◽  
Attribute Importance ◽  
High Performing ◽  
High Performers

Adult L2 acquisition has often been framed within research on the Critical Period Hypothesis, and the age factor is one of the most researched topics of SLA. However, several researchers suggest that while age is the most important factor for differences between child and adult SLA, variation in adult SLA is more dependent on social and psychological factors than on age of onset. The present qualitative study investigates the role of migratory experience, language use/social networks, language learning experience, identity and attitudes for high performance among Swedish L1 French L2 users in France. The study constitutes an in-depth thematic analysis of interviews with six high-performing individuals and four low-performing individuals. The main results show that the high performers differ from the low performers on all dimensions, except for attitudes towards the host community. High performers are above all characterized by self-reported language aptitude and an early interest in languages, which appears to have led to rich exposure to French. Also, they exhibit self-regulatory behaviors and attribute importance to being perceived as a native speaker of French—both for instrumental and existential reasons.

How “Native” Are Heritage Speakers?

2013 ◽  
Vol 10 (2) ◽  
pp. 153-177 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Language Learning ◽  
Experimental Evidence ◽  
Native Speakers ◽  
Learning Experience ◽  
Age Of Acquisition ◽  
The Other ◽  
Gender Agreement ◽  
Heritage Speakers ◽  
High Incidence ◽  
Incomplete Acquisition

One of the chief characteristics of heritage speakers is that they range in proficiency from “overhearers” to “native” speakers. To date, the vast majority of linguistic and psycholinguistic studies have characterized the non-target-like linguistic abilities of heritage speakers as a product of incomplete acquisition and/or attrition due to reduced exposure and opportunities to use the language during childhood. This article focuses on the other side of the problem, emphasizing instead the high incidence of native-like abilities in adult heritage speakers. I illustrate this issue with recent experimental evidence from gender agreement in Spanish, a grammatical feature that is mastered at almost 100% accuracy in production by native speakers;yet it is one of the most difficult areas to master for non-native speakers, including near-natives.I discuss how age of acquisition and language-learning experience explain these effects.

Emotive responses to the language learning experience across contexts

2021 ◽  
Vol 29 (4) ◽  
pp. 475
Author(s):  
Andrew S. Ross ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Language Learning ◽  
Learning Experience
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