scholarly journals REDEFINING AUSTRALIAN LANGUAGE CLASSROOM EFFECTIVITY: TOWARDS INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 19 (2) ◽  
pp. 298-312
Author(s):  
Rahmi Yulia Ningsih ◽  
Devina Devina ◽  
Lifia Yola Febrianti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Foreign Language Learning ◽  
Global Competence ◽  
Transfer Of Knowledge ◽  
Language Classroom ◽  
Learning Interest ◽  
Spanish Classroom

 ABSTRACT   Global competence has inevitably expanded the way of education conducted in recent year. One key aspect of global competence is the emergence of cultural intelligence in the classroom – as one medium of global competence transfer is through language learning. Interest to learning a foreign language raises in which many people see foreign language learning as the window and door to the world. This paper aims at exploring global competence is delivered and conducted in a Spanish classroom in Brisbane, Australia. Data were gathered through (1) classroom observation (2) questionnaire distributed to the learner and (3) interview with the learners. Finding shows that in the program is perceived as effective and teacher holds the most important factor in the classroom. In addition to being knowledgeable and skillful, a teacher who possesses cultural intelligence is likely to be preferred. Classroom is portrayed as a hub for transfer of knowledge, allowing learners to bring their identity inside the class while learning being exposed to other foreign language.   Keywords: global competence, cultural intelligence, foreign language learning.  

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

The Use of Weblogs in Language Education

2009 ◽  
pp. 274-291 ◽  
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

scholarly journals Using peer assessment in the language classroom

2011 ◽  
Vol 35 (1) ◽  
pp. 29
Author(s):  
Mayumi Asaba ◽  
Paul Marlowe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Involvement ◽  
Peer Assessment ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Learning Context ◽  
Student Centered ◽  
Language Classroom ◽  
Language Classrooms

Abstract Educators often speak of creating student-centered classes that increase student involvement, responsibility, and motivation. Peer assessment, if thoughtfully implemented, can help promote these goals while supplementing and increasing the reliability of traditional forms of teacher assessment. This article first outlines reasons why and how peer assessment can be used in a foreign language learning context. Then it explains when and how to use peer assessment successfully in foreign language classrooms. Finally, it introduces six tips to consider when using peer assessment. 学生の授業参加を促し、責任感や動機を高める学習者中心のクラス作りは、しばしば教師たちの話題となる。相互評価を正しく行えば、従来の教師評価の信用性を高めると同時に、学習者中心のクラスを実現することも可能となる。本論では、まず外国語学習でなぜ、どのように相互評価が行われるかを概説する。次に、いつ、どのように効果的に相互評価を行うべきかを説明する。最後に、相互評価の際に留意すべき6点を紹介する。

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

scholarly journals Strategie motivazionali per la classe di lingue

EL LE ◽  
2020 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Climate ◽  
Foreign Language Learning ◽  
Motivational Strategies ◽  
Teacher Behaviour ◽  
Research Attention ◽  
Language Classroom ◽  
The Subject

Motivation is considered as a pivotal component in successful foreign language learning, and has been the subject of increasing research attention in recent decades. This paper collected and reviewed the literature on motivational strategies in the language classroom. The review focusses on studies that investigate the importance student attached to strategies and juxtaposes the findings. The results confirm that motivation is context-dependent, however some strategies – especially those related to teacher behaviour, creating a positive classroom climate, and recognizing students’ efforts – can transfer across contexts, and therefore should be emphasized in future teacher training.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

The Use of Weblogs in Language Education

2011 ◽  
pp. 1596-1613
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

scholarly journals JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use

2015 ◽  
Vol 39 (3) ◽  
pp. 13 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Recent Work ◽  
Learning Process ◽  
Crucial Role ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。

scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

2021 ◽  
pp. 216-220
Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Foreign Language Learning ◽  
Small Group Work ◽  
Language Classroom ◽  
Foreign Language Classroom

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

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