scholarly journals Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom)

2021 ◽  
Vol 14 (33) ◽  
pp. e16754
Author(s):  
Alla Guslyakova ◽  
Nina Guslyakova ◽  
Nailya Valeeva ◽  
Ludmila Veretennikova
Keyword(s):  
Foreign Language ◽  
Comprehensive School ◽  
Project Based Learning ◽  
Young Learners ◽  
The Third ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Effective Analysis

The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved that project-based learning should be a must in every educator’s pedagogical “piggy-bank” because PBL is an effective professional instrument which may overcome the latest demands and challenges of the third millennium society.

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

scholarly journals Constructiveness as a quality of academic dialogue in Russian as a foreign language classes

2020 ◽  
pp. 103-108
Author(s):  
Еkaterina Yu. Tolmacheva
Keyword(s):  
Foreign Language ◽  
Educational Environment ◽  
Constructive Dialogue ◽  
Language Classes ◽  
University Training

The article defines the main qualities of the academic dialogue, highlights the criteria that ensure constructive communication in the educational environment. The specificity of constructive dialogue in teaching Russian as a foreign language at the faculty of pre-university training at the levels of A1 - B1 is characterized.

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals ORGANIZATION OF STUDENTS’ RESEARCH WORK IN A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (16) ◽  
pp. 105-111
Author(s):  
H.M Shalatska
Keyword(s):  
Foreign Language ◽  
Research Work ◽  
Gradual Transition ◽  
Student Writing ◽  
Student Research ◽  
Language Class ◽  
Study Results ◽  
Language Classes ◽  
Language Environment ◽  
Made In

The article considers the peculiarities of the organization of students’ research work in a technical university in foreign language classes with a gradual transition from simple forms of research to more complex ones, which is aimed at the harmonious development and improvement future specialists’ skills and abilities. The purpose of this article is to identify the main problems of the organization of students’ research work in a foreign language and consider ways of improving this process. Special attention is paid to the tasks, functions, components and various forms of students' research work. The researcher describes the possibility of using assignments for research work and organizing their performing by students in a foreign language class, in particular, such tasks as writing a summary of the text proposed by the teacher, corresponding to the student’s specialization, drawing up a plan for it, drawing up terminological dictionaries, preparing reports on a given topic, writing creative works, essays, drawing up tables and diagrams, solving problematic issues related to the future profession of a student, writing abstracts,  preparing the presentation of study' results. The involvement students in the work of scientific conferences, seminars, competitions, contests, and meetings with leading foreign experts are encouraged. The defense of master's and diploma projects in a foreign language prepares the student for the exercise of profession and integration into a foreign language environment. The examples of the most common mistakes made in the preparation of research works, which indicate the lack of students’ research skills formation are given, and ways to overcome them are recommended. The conclusions are related and future works are suggested. Thus, it also possible to create an education plans of student’ research work in foreign language and recommendations for the specific academic curriculum.

USE OF THE METHODS IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Author(s):  
Hulkar Rahimboeva ◽  
Gulnoza Tilyavova
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Project Based Learning ◽  
Early Age ◽  
Learning Approach ◽  
Teaching English ◽  
Young Learners ◽  
The Future

This article covers the easiest ways to learn a foreign language for the children at an early age. It includes activities that may interest children and teach them to think in English. If we use these methods in teaching young people, if we can increase their interest in learning the language, in the future they would not only become masters of their profession, but also have the opportunity to expand their abilities even more. The purpose of this article is to increase the interest of many people in learning a language with the help of task- based learning approach and project-based learning approach.

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

2019 ◽  
pp. 103-123
Author(s):  
Elena Bañares-Marivela ◽  
Laura Rayón-Rumayor
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Learning Experience ◽  
Methodological Approach ◽  
Point Of View ◽  
Narrative Texts ◽  
Secondary Classroom ◽  
Language Classroom ◽  
The Impact

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

Strategies to Transform the Foreign Language Classroom and Increase Learning Outcomes with the Flipped Model

2015 ◽  
pp. 60-73 ◽  
Author(s):  
Esperanza Granados-Bezi
Keyword(s):  
Higher Education ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Quality Of Higher Education ◽  
Language Classroom

The scaffolds of American colleges and universities can no longer protect our institutions from the winds of change that penetrate their walls and appear to be threatening their foundations. They also seem incapable of protecting faculties from persistent criticism due to unsatisfactory performance and reluctance to modify educational approaches to meet society's current demands. This chapter reviews some of the most common concerns pertaining not only to the quality of higher education in general but also to that of foreign language teaching in particular. It analyzes the reasons that there is a general sense of dissatisfaction with the results of traditional practices to language learning and discusses the benefits of implementing the flipped model to enhance the quality of instruction. In addition, it underlines the importance of adopting innovative technologies to increase language development in a world in which instructors are expected to be more productive and students have to reach higher learning outcomes.

Meaningful literacy: Writing poetry in the language classroom

2011 ◽  
Vol 45 (1) ◽  
pp. 105-115 ◽  
Author(s):  
David I. Hanauer
Keyword(s):  
Foreign Language ◽  
Literacy Learning ◽  
Language Learner ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
The Third ◽  
Language Classroom ◽  
Poetry Writing ◽  
The Individual ◽  
Meaningful Literacy

This paper develops the concept of meaningful literacy and offers a classroom methodology – poetry writing – that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical evidence that characterizes second language (L2) poetry writing; and the third describes the practical aspects of teaching poetry writing. This approach is presented as a way of humanizing the second and foreign language classroom by refocusing on the individual language learner as the center of the learning process.

scholarly journals FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING

2016 ◽  
Vol 3 (102) ◽  
pp. 18-23
Author(s):  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Low Achievement ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The University ◽  
Research Analysis

Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.

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