scholarly journals ONLINE LANGUAGE LEARNING TO DEVELOP ENGLISH READING AND LISTENING SKILLS IN UNIVERSITY STUDENTS: A PILOT STUY IN HONG KONG

2015 ◽  
Vol 2 (2) ◽  
pp. 35-54
Author(s):  
JULIA CHEN ◽  
JULIANA CHAU ◽  
GRACE LIM ◽  
VOYCE LI
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Communicative Competence ◽  
Listening Skills ◽  
Intercultural Communicative Competence ◽  
Online Reading ◽  
Materials Development ◽  
Online Language Learning ◽  
Internet Resources ◽  
English Reading

The range of technological applications in different educational contexts makes it necessary for continued inquiry into online language learning (OLL), especially in relation to its impact on different learner populations whose perception and acceptance of OLL can vary across settings. This pilot study involved 66 Chinese students in a Hong Kong university and examined their OLL experience in online reading and listening activities. Results of the study suggest the easy availability of internet resources can greatly enhance students’ OLL experience, while raising four challenges in the areas of online materials development, student motivation, pedagogy-technology interface, and intercultural communicative competence. Possible ways of tackling such challenges are outlined. The article concludes with a view that successful OLL needs to be predicated on a tripartite framework of hardware, software and humanware.

Developing University Students' English reading and listening skills through online language learning

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Julia Chen ◽  
Juliana Chau ◽  
Grace Lim ◽  
Voyce Li
Keyword(s):  
Language Learning ◽  
Student Motivation ◽  
Communicative Competence ◽  
Learning Technology ◽  
Listening Skills ◽  
Intercultural Communicative Competence ◽  
Materials Development ◽  
Online Language Learning ◽  
Internet Resources ◽  
English Reading

The panoply of technological applications in diverse educational contexts signals a necessity for continued inquiry into online language learning (OLL), especially in relation to its impact on different learner populations whose perception and acceptance of OLL can vary across settings. This pilot study involved over 200 Chinese students in a Hong Kong university and examined their OLL experience with respect to online activities that provided reading and listening skills practice. Results of the study suggest the easy availability of internet resources can greatly amplify students’ OLL experience, while raising four challenges in the areas of online materials development, student motivation, pedagogy-technology interface, and intercultural communicative competence.  Possible ways of tackling such challenges are outlined. The article concludes with a view that successful OLL needs to be predicated on a tripartite framework of hardware, software and humanware.   Key words: Online language learning. Technology-enhanced language learning. English reading and listening skills.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

scholarly journals Intercultural Components in the Multimodal Structure of a Language Learning Website

2019 ◽  
Vol 21 (1) ◽  
pp. 59-74
Author(s):  
Alejandro Fernández Benavides
Keyword(s):  
Language Learning ◽  
Communicative Competence ◽  
Intercultural Communicative Competence ◽  
Communicative Practices ◽  
Multimodal Analysis ◽  
Intercultural Skills

The emergence of language learning websites has generated changes in intercultural communicative practices. Particularly, these sites use a wide variety of modes of communication (visual, linguistic, spatial) which allow the presence of intercultural elements. This interpretative case study analyzes the semiotic structure of one lesson of the language learning website Livemocha in order to unveil the presence of intercultural elements in it. Data were analyzed following a method for multimodal analysis and Byram’s model of intercultural communicative competence. Findings suggest the essentialist view of culture on Livemocha, based on festivals and food, and the potential promotion of some of Byram’s intercultural skills.

scholarly journals Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Study ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teaching Sequence ◽  
Language Faculty ◽  
Language Program

<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students’ perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.</p>

scholarly journals The use of Polish and Czech as a lingua receptiva in comparison with English as a lingua franca – some remarks on multilingual modes of communication with reference to CSS and ICC

Neofilolog ◽  
2021 ◽  
pp. 237-257
Author(s):  
Magdalena Steciąg ◽  
Urszula Majdańska-Wachowicz
Keyword(s):  
Communicative Competence ◽  
Communication Strategies ◽  
Listening Skills ◽  
Intercultural Communicative Competence ◽  
Lingua Franca ◽  
Negotiation Strategies ◽  
Language Choices ◽  
The Mean

The present study aims to investigate the use of Polish and Czech as a lingua receptiva (LaRa) in comparison with English as a lingua franca (ELF) between Polish and Czech students when making semi-spontaneous dialogues. With this aim in mind, the notion of intelligibility together with communication strategies (CSs) and intercultural communicative competence (ICC) are discussed. The study is inspired by Bulatović’s et al. (2019) who investigated the effectiveness of LaRa and ELF between Croatians and Slovenes. The study investigated listening skills and showed that the mean of intelligibility was high irrespective of the mode. The study in question aims to expand prior research with reference to spoken interactions between Polish and Czech speakers. In particular, it examines the role of communication strategies and intercultural communicative competence in achieving intelligibility in two multilingual modes. The results of the study show that the level of intelligibility is high irrespective of the mode. In LaRa and ELF sessions intelligibility and negotiation strategies are determined by careful language choices, certain communication strategies, and intercultural communicative competence (intercultural attitude towards the partner and modes of communication).

scholarly journals Research into practice: CLIL in South America

2021 ◽  
pp. 1-13
Author(s):  
Darío Luis Banegas
Keyword(s):  
South America ◽  
Language Learning ◽  
Curriculum Design ◽  
Communicative Competence ◽  
First Language ◽  
Learning Motivation ◽  
Intercultural Communicative Competence ◽  
Language Curriculum ◽  
Research And Practice ◽  
Language Learning Motivation

Abstract This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

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