scholarly journals Multimedia technologies and online task-based foreign language teaching-learning

2018 ◽  
Vol 5 (2) ◽  
pp. 75-97 ◽  
Author(s):  
Ana Maria de Jesus Ferreira Nobre
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Foreign Languages ◽  
Digital Resources ◽  
French And English ◽  
Teaching Learning ◽  
Task Oriented ◽  
Oral Skills

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018

scholarly journals Emergency remote teaching of French as a foreign language: Course adequacy to the INEE standards

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 110-130
Author(s):  
Rana Hasan Kandeel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Foreign Languages ◽  
Specific Context ◽  
Study Results ◽  
New Learning ◽  
Education In Emergencies ◽  
Oral Skills ◽  
The Impact

The objective of this paper is to explore the adequacy of French as a foreign language (FFL), with specific context to teaching and learning of the beginners' course for the International Network for Education in Emergencies (INEE) standards. Specifically, in terms of the impact of coronavirus pandemic on teaching foreign languages. The paper utilized qualitative methodology with the two mediums of direct observation and the open questionnaire. According to the study results, adaptive changes were seen in the curriculum, and these were in accordance with the INEE standards for education in emergencies. For example, revision in the contents, planning and methodologies. More specifically, while the Blackboard platform saw an increase in the new learning materials and written communicative activities in the forum; there was a clear reduction in the oral skills and language practice. Also, in comparison the use of traditional methodology was seen to be higher than the communicative method.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors’ Voices

2021 ◽  
Vol 10 (1) ◽  
pp. 1-9
Author(s):  
Bora Demir ◽  
Görsev Sönmez
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Learner Engagement ◽  
Negative Attitudes ◽  
Face To Face ◽  
The Face

The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.

scholarly journals Fremdsprachliche Lehr-Lern-Prozesse und Kommunikationsprozesse

2019 ◽  
pp. 203-211
Author(s):  
Marian Szczodrowski
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
The Other ◽  
Foreign Languages ◽  
Information Structures ◽  
Storage Mechanism ◽  
Multi Stage ◽  
Stage Process ◽  
The One ◽  
Teaching Learning

The issues presented in this article do not only refer to the substantive aspects of processes of teaching, learning and communication, but also to their close connections in teaching foreign languages. Therefore, on the one hand, the course of teaching and learning is viewed separately, and, on the other hand, their inseparable unity is established. Learning new perceptual foreignlanguage structures is seen as a multi-stage process which takes place not only in decoding but also in the construction of matrices in the foreign-language storage mechanism. All foreignlanguage activities relating to teaching and learning are based on communication, which runs parallel to glotto-didactic processes. Thus, the following results emerge for learners: known information structures function as means of communication and understanding, while new structures function as means of communication and teaching and learning.

scholarly journals Surviving Online Foreign Language Learning: The Case for French Language

2021 ◽  
Vol 11 (9) ◽  
pp. 421-433
Author(s):  
Saidah Ismail ◽  
Omrah Hassan ◽  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
French Language ◽  
Teaching Learning

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 1 (4) ◽  
pp. 106
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals The Theories of learning and methods of teaching foreign languages Literature review

2020 ◽  
Vol 10 (16) ◽  
pp. 227-252
Author(s):  
Asma Nifaoui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Learning Theories ◽  
The Past ◽  
Foreign Language Acquisition ◽  
Unique Method ◽  
The Subject ◽  
Oral Method ◽  
Teaching Learning

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.

scholarly journals The Importance of Sociolinguistics in Foreign Language Education: A Review of Selected Paper

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Jimmy Saputra Nasution ◽  
Muhammad Rahmadeny ◽  
Ichsan Jazzawi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Three Dimensions ◽  
Foreign Languages

This article aims to provide a brief description and review of the research conducted by Yasemin Bayyurt entitled "Current Perspectives on Sociolinguistics and English Language Education" published in The Journal of Language Teaching and Learning, using descriptive qualitative analysis, and this paper tries to understand the importance of sociolinguistics in learning foreign languages from the perspective of the researcher. In this paper, the position and importance of sociolinguistics in foreign language education is the main topic in this article. This article is intended to provide a brief review of sociolinguistics and its importance in learning foreign languages. The findings in this study see that the research of Yasemin Bayyurt discusses and develops the definition of linguistic language and the relationship between sociolinguistics and foreign language education which will be explored in depth in 4 focuses. In it also mentioned the existence of several basic problems discussed in the sociolinguistic field, one example of which is variation and change language. The author examines this in three dimensions, namely the attitude towards foreign language learning, the inclusion of culture in foreign language learning, and the contribution of language planning to foreign language education. So with the findings in this study, hopefully it can be a reference for readers and hope that it can also be a replica in real life.

scholarly journals Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages

2017 ◽  
pp. 63-67
Author(s):  
Aída Fernández Bueno
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Cohesion ◽  
Teaching And Learning ◽  
Functional Change ◽  
Foreign Languages ◽  
Social Changes ◽  
The Social ◽  
Teaching Learning ◽  
The University

Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

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