„Leichte Sprache and Einfache Sprache” – German plain language and teaching DaF German as a foreign language

2020 ◽  
Vol 38 ◽  
pp. 81-94
Author(s):  
Daniel M. Pottmann
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Group ◽  
Plain Language ◽  
Linguistic Features ◽  
Cognitive Limitations ◽  
Written Texts

Leichte Sprache and Einfache Sprache – German plain language and teaching DaF German as a foreign languageThis paper introduces and discusses two concepts of plain language in German and their usefulness in teaching German as a foreign language. While both concepts pursue the same aim of enabling readers to understand written texts more easily, they differ regarding their extent of rules and their target group: Einfache Sprache addresses a wider range of people, including language learners, and is less restricted than Leichte Sprache, which follows specific syntactical, lexicological and typological rules and has been developed explicitely for the purpose of inclusion of people with cognitive limitations. The article focuses on describing and comparing linguistic features of both concepts based on their respective rules and gives some examples of connecting them with foreign language teaching.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

2014 ◽  
Vol VIII (2) ◽  
pp. 28-43
Author(s):  
Carola Surkamp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Positive Effects ◽  
Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

Teaching of culture within foreign language teaching and its relationship to nationalism

2001 ◽  
Vol 24 (1) ◽  
pp. 61-73
Author(s):  
Akemi Dobson
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Boundary Maintenance ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
National Boundaries ◽  
Communication Needs

Abstract This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2016 ◽  
pp. 145-167
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals methodological strategy in foreign language teaching through artistic creations with seeds

2021 ◽  
Vol 2 (1) ◽  
pp. 33-38
Author(s):  
Eugenia del Pilar Proaño Proaño ◽  
Ernesto Muñoz ◽  
Maria Rosa Ferigra
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Written Texts ◽  
Classroom Project ◽  
Methodological Strategy

After using for years many traditional didactic materials in the EFL classroom, it was experienced with something different taken from nature; seeds from fruit and other plants in order to create with them forms of art and uncover from the students their talents and capacities. Seeds are mainly disposed as garbage, but they constitute a marvelous resource that is close to our hands. A big storage was collected and given to the students of third level of English at Universidad Técnica del Norte so that they can propose new images and generate original ideas based on them in their spoken and written texts. The seeds’ forms, colors, sizes and texture captivated the students who created with them original and creative designs. This is a simple classroom project that has delighted many students.

scholarly journals Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

2013 ◽  
Vol 9 (1) ◽  
pp. 9-20
Author(s):  
Elena Spirovska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Lesson Plan ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Theory Of Multiple Intelligences

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 645-668
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals A Qualitative Research on Foreign Language Teaching Anxiety

2016 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Teaching ◽  
Research Area ◽  
Foreign Language Teaching ◽  
Negative Evaluation ◽  
Foreign Language Learners ◽  
Service Training ◽  
Teaching Anxiety

While research mainly focuses on identification of anxiety, its causes and effects on the learning process and the ways to allay anxiety among foreign language learners, foreign language teaching anxiety has remained a research area that has not attracted much attention. Therefore, in the context of teaching anxiety among pre-service teachers of English as a foreign language (EFL), the current study aims to investigate the sources of foreign language teaching anxiety (FLTA). The sample group in the study consisted of 60 pre-service teachers. A background questionnaire, interviews, reflections and essay papers were used to collect qualitative data. The results indicated that pre-service teachers experience FLTA before, during and after their teaching activities. The study also concluded that the sources of FLTA are teachers’ personality, perceptions of low level language proficiency, fear of negative evaluation, teaching demotivation and amotivation, teaching inexperience and technical concerns. It was recommended that the curricula of pre- and in-service training programs should include topics to raise awareness of FLTA.

Sign in / Sign up

Export Citation Format

Share Document