scholarly journals TOTAL PHYSICAL RESPONSE: THEORETICAL FRAMEWORKS AND GENERAL PRINCIPLES

2020 ◽  
Vol 66 (1) ◽  
pp. 72-83
Author(s):  
Biljana Radić-Bojanić
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
Physical Response ◽  
Materials Used

The focus of this paper is one of the methods of foreign language learning called Total Physical Response, which falls in line with neurolinguistic principles and naturalness of language acquisition. In the paper we identify the neurolinguistic background on which this method of foreign language instruction rests, namely we discuss how the acquisition of the mother tongue is mirrored in Total Physical Response – the teacher uses imperatives and body movements, which students then imitate, just like children observe their parents speaking and doing things. Furthermore, we discuss the role of left and right hemispheres of the brain in Total Physical Response and how this method develops and emphasizes the creative, physical side of language acquisition thus avoiding simultaneous reception and production. In addition, we also try to present some of the principles that teachers rely on in the teaching process and types of the TPR method in the classroom, depending on the materials used. Finally, we attempt to identify certain drawbacks of this method, which essentially present its limitations.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

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.

scholarly journals Technology-assisted foreign language learning (TALL) in the digital age

2020 ◽  
Vol 88 ◽  
pp. 02005
Author(s):  
Anna Melkonyan ◽  
Armine Matevosyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Foreign Language Learning ◽  
Digital Age ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Learning Software ◽  
The Way

The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.

scholarly journals QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Educational Institutions ◽  
Early Age ◽  
Arabic And English ◽  
Children Education ◽  
Bilingual Learning

This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

scholarly journals Learning Foreign Languages Through Blended Learning

2018 ◽  
Vol 2 (02) ◽  
pp. 123
Author(s):  
Basori Basori
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Major Elements ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Courses ◽  
Foreign Language Courses

<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions  </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

scholarly journals PRAGMATICS: WHY USE AUDIOVISUAL INPUT IN SECOND AND FOREIGN LANGUAGE LEARNING CONTEXTS?

2020 ◽  
Vol 4 (3) ◽  
pp. 161-178
Author(s):  
Manuel Rodríguez Peñarroja
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Learning Contexts ◽  
Input Source ◽  
Static Images

The teaching and acquisition of pragmatics in second and foreign language learning contexts has been traditionally reduced to coursebooks’ decontextualized dialogue samples and static images with almost no effects on learners’ communicative competence. This paper outlines rationale on the teaching of pragmatics since it has become of essential importance as specified in different language proficiency paradigms i.e. the CEFR. Thus, attention is centered on the use of audiovisual materials as a rich input source used for that aim. With this in mind, a review of studies appraising for the validity of language used in audiovisual genres is provided. In addition, an overview of its applicability and effects as a part of the general education curricula and in second and foreign language instruction is presented. Results from the studies reviewed reported overall advantageous outcomes when using this type of input for different instructional aims and more specifically with pragmatics’ acquisition purposes.

scholarly journals Foreign language learning and education in minority circumstances. Problems and possible solutions

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Szilvia Batyi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
The State ◽  
Foreign Languages ◽  
Foreign Language Acquisition

Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.

scholarly journals The modality of tandem learning as an aspect of a contemporary trend in foreign language learning: The example of the HelloTalk mobile app

2020 ◽  
Vol 69 (3) ◽  
pp. 361-375
Author(s):  
Tijana Gajić ◽  
Neda Maenza
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Online Survey ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Mobile App ◽  
Students Attitudes ◽  
Development Of Language ◽  
Tandem Learning

The paper highlights contemporary trends in foreign language acquisition which systematically enhance communicative abilities, contributing to the development of language skills in a creative and innovative manner. One of the leading trends is reflected in the modality of mutual learning, which is increasingly used and involves the interaction of two persons willing to teach each other their mother tongue. The paper looks at the possibilities of acquiring a foreign language using the HelloTalk mobile app, based on tandem learning and the communicative approach. The social interactions involved in problem solving through partnership enable each student to expand their zone of further development, making the topic of this paper significant in a pedagogical context. A study carried out with the aim of assessing students' attitudes to the use of this language acquisition tool is presented in the paper. Quantitative and qualitative methods were used. Data were collected using an online survey and also through focus group discussions. The findings suggest that one of the major advantages of learning a foreign language in this way is the partial or total reduction of language barriers, as well as the absence of anxiety and nervousness, which frequently accompany communication in a foreign language. The findings confirm that the HelloTalk mobile app, although appealing in language learning, is not widely used among the student population in Serbia due to students' lack of free time and their insufficient engagement, which is required in tandem learning.

scholarly journals A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

2021 ◽  
pp. 136216882110450
Author(s):  
Eva Olsson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Academic Vocabulary ◽  
Language Of Instruction ◽  
Upper Secondary ◽  
L1 And L2

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups ( n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.

Applied Linguistics and the Psychology of Instruction – A Case for Transfusion?

1979 ◽  
Vol 1 (2) ◽  
pp. 91-115 ◽  
Author(s):  
M. A. Sharwood Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Psychological Theory ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Applied Psychology ◽  
Theory Of Language ◽  
Learning And Instruction

It has become increasingly evident in recent years that what is by convention termed ‘applied linguistics’, in that it has to do with foreign language learning and instruction, should be as much applied PSYCHOLOGY as applied linguistics to say nothing of other possible types of application. Still, it is by no means unfortunate that linguistics has established itself as the primary discipline since it is, after all, LANGUAGE that is being taught and learned. It is admittedly symptomatic of this, dare one say, historical bias in applied linguistics that a good theory of language applied with a minimal knowledge of psychological theory (plus, one hopes a large amount of common sense) is probably more generally regarded as acceptable than a way of working based on a sound knowledge of psychology and only a brief acquaintance with linguistics. However it would be extremely unwise to presume that by applying just linguistics to problems of second language instruction or learning one had all that one needed as far as sources (content and techniques) are concerned. This would be to ignore all past and present theorising and experimentation within the field of instructional and learning psychology. The bias needs to be corrected.

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