Theoretical Backgrounds of Learning at Different Levels of Difficulty in Learning and Teaching

2018 ◽  
Author(s):  
Behxhet Gaxhiqi
Keyword(s):  
Learning And Teaching ◽  
Different Levels

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Pedagogical Strategies to Develop Business Graduate Competences

2018 ◽  
pp. 281-301
Author(s):  
Silvia Lizett Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Business Education ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students, it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective

ReCALL ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 4-17
Author(s):  
Oliver James Ballance
Keyword(s):  
Language Learners ◽  
Repetition Effect ◽  
Data Driven ◽  
Learning And Teaching ◽  
Lexical Effect ◽  
Reading Vocabulary ◽  
Different Levels

AbstractNarrow reading has the potential to reduce vocabulary load and to provide rich opportunities for developing collocation knowledge, but these benefits rely on narrow reading increasing lexical repetition within a text. Hence, interest in narrow reading has been limited by the relatively small lexical effect of narrowing reading by topic (Nation, 2013). Nevertheless, research in data-driven learning and teaching and language corpora has reported positively on learners using concordances in a manner comparable to narrow reading. However, the potential for concordances to provide an increased lexical-repetition effect has not been assessed. This study bridges this gap by exploring the degree of lexical repetition available in concordances and identifies corpus composition as a key predictor of lexical repetition. The study uses standardised type-token ratio (sTTR) to analyse concordances extracted from corpora at three different levels of homogeneity/heterogeneity. The results show large, reliable variations in lexical repetition resulting from variation in corpus homogeneity/heterogeneity, and so identifies concordance-based narrow reading as a possible means of overcoming the limitations of traditional narrow reading by topic. The results are discussed with reference to pedagogical implications for language learners, teachers, and researchers.

scholarly journals Stability of the Mitigating Effect of Students’ Perceived Teacher Enthusiasm on Class-related Boredom: Moderating Role of Boredom Proneness and Perceived Task Difficulty

2020 ◽  
Vol 17 (8) ◽  
pp. 2645 ◽  
Author(s):  
Chen Wang ◽  
Yunjun Hu ◽  
Xia Zhang ◽  
Jing Wang ◽  
Guangli Cui ◽  
...  
Keyword(s):  
Task Difficulty ◽  
Learning And Teaching ◽  
Teacher Enthusiasm ◽  
Boredom Proneness ◽  
The Stability ◽  
The Relationship ◽  
Moderating Role ◽  
Different Levels

The aim of the current study was to explore the stability of the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom and the moderating role of boredom proneness and perceived task difficulty in such effect. A total of 984 students from five universities in China participated in the study. Questionnaires on class-related boredom, perceived teacher enthusiasm, boredom proneness, and perceived task difficulty were used to measure the respective variables. Results showed that boredom proneness and perceived task difficulty significantly moderated the relationship between perceived teacher enthusiasm and class-related boredom. Moreover, when considering perceived task difficulty, boredom proneness became silent in the moderating path between perceived teacher enthusiasm and class-related boredom. Even so, the mitigating effect of students’ perceived teacher enthusiasm on class-related boredom was stable in students with different levels of boredom proneness and perceived task difficulty. The implications for learning and teaching are discussed.

scholarly journals Functional Load and the Teaching-Learning Relationship in L2 Pronunciation

2021 ◽  
Vol 6 ◽  
Author(s):  
Andrew Sewell
Keyword(s):  
Language Learners ◽  
Frequency Of Occurrence ◽  
Theoretical Formulation ◽  
Functional Load ◽  
Learning And Teaching ◽  
Proficiency Levels ◽  
Teaching Learning ◽  
The Relationship ◽  
Different Levels ◽  
L2 Pronunciation

Though frequent recourse has been made to the functional load (or FL) principle in establishing priorities for L2 pronunciation teaching, it remains an under-theorized and relatively under-utilized concept. This is despite the existence of empirical evidence pointing to correlations between the FL ranking of phonemic contrasts and a) the effect that the absence of particular contrasts has on the comprehensibility of speech, and b) their occurrence at different levels of proficiency. Previous studies have found that errors involving high FL sound contrasts are linked with educed comprehensibility, and have also found that high FL errors are less common in learners at higher proficiency levels. Taken together, these findings suggest that language learners tend to pay more attention to high FL contrasts and incorporate them into their repertoires more readily than low FL contrasts, possibly because the high FL contrasts are more salient in terms of contrastive potential and frequency of occurrence. The concept of FL therefore appears to be relevant in considering the relative ease (or difficulty) of learning and teaching particular features, and in understanding the relationship between learning and teaching. Frequent calls have been made for FL considerations to inform the setting of priorities in L2 pronunciation teaching, for example. In this mini-review I will explore and re-evaluate the concept of FL in terms of both theoretical formulation and empirical application, aiming to identify both its contributions and its limitations.

Pedagogical Strategies to Develop Business Graduate Competences

2014 ◽  
pp. 52-71
Author(s):  
Silvia Olivares Olivares
Keyword(s):  
Adult Learning ◽  
Learning Process ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Role Of Teachers ◽  
Different Levels

This chapter provides examples of pedagogical strategies to business schools and business faculty to promote and develop specific competences in business education graduates. In so doing, the chapter recommends understanding the adult learning theory of Knowles, Holton, and Swanson (2011), which emphasizes the role of teachers and adult needs for learning. Teachers should facilitate the learning process and system and must engage students in a process of mutual inquiry. Even though there are different pedagogical strategies available for academic institutions to pursue in order to develop competences of different levels and types in students as described in the previous chapter (Chapter 3), it is concluded that in the learning process the learner must take center stage. Academic institutions and faculty should be creative in designing learning and teaching activities as well as diverse and implementable pedagogical strategies.

scholarly journals Development, Uptake, and Wider Applicability of the Yo-yo Strategy in Biology Education Research: A Reappraisal

2018 ◽  
Vol 8 (3) ◽  
pp. 129 ◽  
Author(s):  
Marie-Christine Knippels ◽  
Arend Waarlo
Keyword(s):  
Education Research ◽  
Teaching Strategy ◽  
Biology Education ◽  
Biological Organization ◽  
Future Studies ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
The Past ◽  
Biological Phenomena ◽  
Different Levels

Heredity is a biological phenomenon that manifests itself on different levels of biological organization. The yo-yo learning and teaching strategy, which draws on the hierarchy of life, has been developed to tackle the macro-micro problem and to foster coherent understanding of genetic phenomena. Its wider applicability was suggested and since then yo-yo learning seems to be noticed in the biology education research community. The aim of this paper is to reappraise yo-yo thinking in biology education research based on its uptake and any well-considered adaptations by other researchers in the past fifteen years. Based on a literature search we identified research that explicitly and substantially build on the characteristics of yo-yo thinking. Seven questions guided the analysis of chosen cases focussing on how key concepts are matched to levels of biological organization, interrelated, and embedded in a pattern of explanatory reasoning. The analysis revealed that yo-yo thinking as a heuristic of systems thinking has been an inspiring idea to promote coherent conceptual understanding of various biological phenomena. Although, selective use has been made of the yo-yo strategy, the strategy was also further elaborated to include the molecular level. Its functioning as a meta-cognitive tool requires more specification, and teachers’ perceptions and experiences regarding yo-yo thinking should be addressed in future studies.

scholarly journals Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Marita Grimwood ◽  
Mark Dunford ◽  
Pilar Teran ◽  
Nita Muir
Keyword(s):  
Higher Education ◽  
Recent Literature ◽  
Global Citizenship ◽  
Academic Staff ◽  
Intercultural Dialogue ◽  
Learning And Teaching ◽  
Cultural Negotiation ◽  
The Uk ◽  
Intercultural Engagement ◽  
Different Levels

This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.

scholarly journals Factors to Consider while Teaching English to Arab Students

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 142-145
Author(s):  
Gassim H. Dohal
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
College Level ◽  
Teaching English ◽  
Learning And Teaching ◽  
Different Types ◽  
Arab Students ◽  
Different Levels

When you have a chance to teach English in Saudi Arabia at different levels – beginners, intermediate, and advanced levels, you will discover a lot of challenges that face a teacher of a foreign language. Those barriers vary from one situation into another, from one level into another, and from one place into another. Some barriers are connected with the culture in question, others – with the contents of the syllabus, passing through the method your students are taught with while taking other subjects. These aforementioned barriers are few among many others. They are focused on here because of their importance in obstructing learning and teaching a foreign language like English. Moreover, at a college level, English may be chosen as an optional, elective, pass-guaranteed, and grade-gained subject. In this sense, this issue might become a good topic for researchers who are interested in teaching and learning a foreign language. Some students told me in more than one department and on many occasions that they chose English because they do not like much work and in this subject they are sure of passing the test. What a teacher expects from such students is just nothing; they have no mere idea of learning at all. They need to fill in a number of courses they have to register in their transcripts with no effort on their part. I will address some of the challenges teachers of English at Saudi Arabian schools should be cautious of while practicing their career. The aim of this article is to attract the attention of teachers of foreign languages to these obstacles that definitely exist and hinder all efforts of teaching and learning a foreign language. At the end of this article, some suggestions are provided depending on my experience in teaching English at different levels and to different types of students.

scholarly journals John's ESL Community - English Interactive

2004 ◽  
Vol 4 ◽  
pp. 6
Author(s):  
Rafael Seiz Ortiz
Keyword(s):  
Esl Teachers ◽  
Teaching Resources ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
Wide Range ◽  
Set Up ◽  
General Linguistic ◽  
E Mail ◽  
Different Levels ◽  
Interactive Resources

<p>John's ESL Community - English Interactive is an interactive website with a double portal for students and teachers. It offers a wide range of learning and teaching resources, with over 350 activities for students, including quizzes, games and exercises of many kinds, as well as plenty of class resources for ESL teachers. It is claimed to be updated almost daily. There is the possibility of obtaining a free e-mail account. Content is sorted by communicative skills and linguistic topics. It was set up in 1995 by John Erskin. It makes wide use of JavaScript interactive resources. Its overall objective is to provide general linguistic practice at different levels of general English and in different formats. English is also the vehicular language for the whole site. Multimedia includes audio and graphics, but no video. Plug- ins, software and files in general are easy to access and download.</p>

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