Chapter 4. The Temporal Dimension and Problem-solving Nature of Foreign Language Composing Processes. Implications for Theory

2009 ◽  
pp. 102-129 ◽  
Author(s):  
Rosa M. Manchón ◽  
Julio Roca De Larios ◽  
Liz Murphy
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Temporal Dimension ◽  
Composing Processes

Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

2020 ◽  
Vol 58 (2) ◽  
pp. 133-160
Author(s):  
Moussa Ahmadian ◽  
Azar Tajabadi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Knowledge Building ◽  
Convincing Evidence ◽  
Collaborative Dialogue ◽  
Efl Learners ◽  
Joint Problem ◽  
Interactionist Perspective ◽  
Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

Dialogue as an Efficient Tool to Learn Russian as a Foreign Language

2019 ◽  
Vol 8 (2) ◽  
pp. 63-67
Author(s):  
Алевтина Дейкина ◽  
Alevtina Deykina ◽  
Е. Толмачева ◽  
E. Tolmacheva
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Efficient Tool ◽  
Educational Dialogue ◽  
Teaching Learning ◽  
Education Process

The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.

scholarly journals Translator Trainees’ Reading Literacy, Problem Solving, and Translation Skills A Comparative Study

2019 ◽  
Vol 11 (3) ◽  
pp. 141-157
Author(s):  
Gabriella Kovács ◽  
Katalin Harangus
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
International Student ◽  
Native Language ◽  
Student Assessment ◽  
Interdisciplinary Approach ◽  
Reading Literacy ◽  
Problem Solving Skills ◽  
International Student Assessment ◽  
Level Scale

AbstractLinguistic and cultural mediators, such as translators, interpreters, and language teachers, need complex and well-developed language skills in all the languages they work with. In this study, we examine the connections and correlations among the following skills: reading literacy in native language, reading literacy in foreign language, problem solving and translation. Three of these skills (reading in native and foreign language and problem solving) are evaluated on a three-level scale based on the three cognitive processes used in Programme for International Student Assessment (PISA) assessments (location of information, understanding, evaluation and reflection) (Organisation for Economic Co-operation and Development – OECD 2018). The methodology of measuring reading comprehension in native language and problem-solving skills has already been developed and applied by our research group (Pletl 2019, Harangus 2018); therefore, after assessing the foreign language reading literacy and translation skills, we will be able to analyse the translator trainees’ results based on the aforementioned three-level scale and examine possible connections and correlations between the different but interrelated skills. With an interdisciplinary approach, this study concentrates on revealing the overlaps and meeting points, the spaces in between the use of these skills.

scholarly journals Foreign Language Deadly Boulevard: The Tentative Hypothesis of Novel Corona Virus Policy Manifestation to the English as a Foreign Language

2020 ◽  
Author(s):  
thobias sarbunan
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Mutual Influence ◽  
Human Being ◽  
Crisis Situation ◽  
Corona Virus ◽  
Tentative Hypothesis ◽  
The Impact

This article is the purpose to argue the dramatic and crisis situation whichaffected by corona virus in widespread, especially English as a foreign languagewhich standing as foreign language pioneer that can be dead and or lost whenthat virus have mutual influence. The topics that discussed were the generalissues such as the impact of pandemic to social, politic, policymaker, education,and also English foreign language that spoke and learned by million peopleglobally. In fact, all of those issues have been interrelated to support mutualdevelopment of human being wealthiest. So forth, researcher believes that by theseveral of crisis will impact all of the sectoral to the deep of human disaster evenin short, long, and generation by generation. So that through this review, we canreflected, analyzed, and developed the suitable problem solving in used ofEnglish as a foreign language as practical foreign language and sustainableimplementation of foreign language inquiry in the mid of crisis.

scholarly journals The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language

2019 ◽  
Vol 8 (2) ◽  
pp. 197-225
Author(s):  
Shenglan Zhang
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Speakers ◽  
Design Model ◽  
Engineering Research ◽  
Foreign Language Learners ◽  
Learning Contexts ◽  
Educational Engineering

AbstractThis study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.

POSITIVE DISCIPLINE: SOLUTION TO BOOST STUDENTS’ SELF ESTEEM IN LEARNING ENGLISH AS FOREIGN LANGUAGE

2021 ◽  
Vol 15 (2) ◽  
pp. 114
Author(s):  
Nur Muthmainnah
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
Self Esteem ◽  
Theoretical Concept ◽  
English As Foreign Language ◽  
Positive Discipline ◽  
Language Classroom

<p>This theoretical concept is aimed to investigate how positive discipline is implemented in foreign language classroom and improve students’ self-esteem. As one of forms of classroom management, positive discipline expects long-term discipline planted in the learners’ behavior. There are five principles of positive discipline which can be implemented in language learning; Identifying long-term goals; Providing warmth and structure; Understanding child development; Identifying individual differences; Problem-solving and responding with positive discipline. The implementation of positive discipline which support classroom encouragement and confidence could improve learner’s self-esteem. By implementing the positive discipline, teacher also takes advantages on understanding more about his students’ character. In addition, learner would realize their long-term goal of learning foreign language which motivates them to be more active in the class.</p>

scholarly journals Conceptions of Critical Thinking from University EFL Teachers

2017 ◽  
Vol 10 (7) ◽  
pp. 78 ◽  
Author(s):  
Matias A. Marin ◽  
Luisa De la Pava
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Communicative Competence ◽  
Reflective Learning ◽  
Educational Process ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Source Of Information

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

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