scholarly journals Jezik in turizem, Language and Tourism, Sprache und Tourismus

Author(s):  
Mojca Kompara Lukančič

In the monograph ten scientific chapters oriented towards language for tourism that span from language learning and teaching, to lexicography, minority languages, and selected linguistic concepts are presented. Among them is the analyses of the features of the Slovene LSP Dictionary of Tourism, the question of minority communities and their tourism websites, the collocation strength and contrastive analyses of adjective-noun collocations, the concept of movement in tertiary education, the analyses of Slovene –German translations of chosen online menus, the tourist web resources as part of the L2 classroom, the connection of linguistic landscapes with tourism, writing skills in English for Tourism, local language variants of personal names, and teaching and learning language for special purposes during the COVID-19 pandemic.

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.


Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 


IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182


2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.


2020 ◽  
Vol 13 (2) ◽  
pp. 347-356
Author(s):  
Tri Riya Anggraini ◽  
Dian Permanasari

The purpose of this study was to find out whether the CTL model was effective in improving the narrative essay writing skills of grade 6 elementary school students. The research design used was a Quasi experimental study. Based on the results of research conducted, it is known that the pretest data of the experimental and control classes are normally distributed and homogeneous. The pretest t-value is smaller than the t-table price (-0.081 <1.647) and the significance (0.935> 0.05), meaning that HO is accepted. This shows that there is no difference in the average score of narrative essay writing skills between the control class and the experimental class at the time of the pretest. Posttest t-count value is greater than t-table price (2.153> 2,000) and significance (0.036 <0.05). Ha was accepted and HO was rejected. Ha accepted means that there is a difference in the average score of narrative essay writing skills between the control class and the experimental class, ie the average experimental class is higher with a mean difference of 0.1552. Large increase in the experimental class can be seen in the average normalized gain of 0.357 or included in the medium category, while the control class 0.209 included in the low category. The effectiveness of the CTL model is expected to be a consideration for grade 6 teachers to apply the CTL model to Indonesian language learning with other aspects or material. The application of the CTL model is expected to be one of the innovative models for effective Indonesian language learning


Author(s):  
Felicia Zhang

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).


2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.


Author(s):  
Sonya Bird

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.


Author(s):  
Joy L Egbert ◽  
Seyed Abdollah Shahrokni ◽  
Xue Zhang ◽  
Intissar Ahmed Yahia ◽  
Nataliia Borysenko ◽  
...  

The body of research on CALL tasks and topics grows daily; however, there are still a number of areas that are underrepresented in the literature. While there are many gaps in the CALL research to address, this article specifically focuses on eight gaps, chosen because of their perceived importance in improving CALL evidence and research practices and, by extension, language teaching and learning. In presenting the gaps, each section in this article: 1) provides a rationale for exploring the topic, 2) briefly reviews studies that typify the extant research in the focal area, and 3) provides recommendations for future research. The purpose of this article is to encourage all stakeholders in CALL to join in the rigorous and multi-perspective exploration of these under-addressed areas and strengthen the use of CALL for language learning and teaching.


2014 ◽  
Vol 43 (1) ◽  
pp. 52-57
Author(s):  
Katelyn Barney

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.


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