scholarly journals Grammatical-pragmatic aspects of teaching verb forms to non-Georgian speakers

2021 ◽  
Vol X (3) ◽  
pp. 135-146
Author(s):  
Rusudan Saginadze ◽  
Keyword(s):  
Language Learning ◽  
Language Learner ◽  
Teaching Process ◽  
Functional Richness ◽  
Verb Forms ◽  
Verb Constructions ◽  
Pragmatic Aspects

For non-Georgian speakers, in the process of teaching the Georgian language, it is crucial to overcome the problems that accompany the understanding, comprehension and mastering of verb forms. The complexity and diversity that is characteristic to the Georgian verb is conditioned not only by polypersonalism or even by the large number and functional richness of the prepositions, but also by the variety of lexical means. The Georgian language has inexhaustible means to produce new verb forms, in order to give the speaker (speaking individual) opportunity to express the new semantics more accurately, to specify the utterance and to add more clarity to the meaning. For example, if a language learner expresses a desire to perform an action, then it is better to first get him/her used to the infinitive constructions of the verbs including მინდა (მსურს) minda (msurs) I want (I would like), for example, I want (I would like) წაკითხვა tsakitkhva – to read (მუშაობა mushaoba – work... წასვლა tsasvla – go, დადგომა dadgoma – stand... თქმა tqma – say, ჩაცმა chatsma – dress...). In the next level of language learning, we can also introduce verb constructions expressing the desired action: I want (I would like) წავიკითხო tsavikitkho – to read (ვიმუშაო vimushao – to work... წავიდე tsavide – to go, დავდგე davdge – to stand... ვთქვა vtqva – to say, ჩავიცვა chavitsva – to put on)... This will also prepare the ground for the language learner to express the obligation with the help of a particle უნდა unda (I must): unda tsavikitkho – I must read (vimushao – work... tsavide – go, davdge – stand... vtqva – say, chavitsva – put on)... He/she could easily build relatively extensive constructions: qartuli ena kargad unda vistsavlo – "I must learn Georgian well"; dghes bevri unda vimushao – "I must work a lot today"; khval universitetshi unda tsavide – "I must go to university tomorrow"; dilit adre unda avdge – "I must get up early in the morning"; es teqsti zepirad unda vtqva? – "Should I say this text orally?"; Tbilad unda chavitsva – "I must dress warmly". The report will provide extensive material to demonstrate the grammatical and lexical means that will make the learning / teaching process of verb forms easier for non-Georgian speakers.

Practitioners respond to Sarah Mercer's ‘Psychology for language learning: Spare a thought for the teacher’

2021 ◽  
pp. 1-4
Author(s):  
Robert Wood
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learner ◽  
Language Teachers ◽  
Language Teacher ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Compelling Argument ◽  
Considerable Research

Mercer (2018) makes a compelling argument for the urgent need to further research teacher psychology, focussing on language teachers. While there has been considerable research on language learner psychology and with considerable focus on individual differences (IDs), there have been comparatively few studies into language teacher psychology. Mercer (2018, p. 506) highlights that teachers are among the most important stake holders in the language learning and teaching process. Therefore, it is essential to understand the psychology of both learners and teachers to achieve the best learning outcomes.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

A Preliminary Analysis of Lecturers’ Empathy in Mitigating Challenges of Developing English for Specific Academic Purposes (ESAP) Assessment Materials

2021 ◽  
Vol 5 (1) ◽  
pp. 14-30
Author(s):  
Norkhairi Ahmad ◽  
◽  
Ahmad Mazli Muhammad ◽  
Syafini Ismail ◽  
Harmi Izzuan Baharom ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Engineering Students ◽  
Current Knowledge ◽  
Language Learner ◽  
Assessment Practices ◽  
Learning Context ◽  
Best Interest ◽  
Qualitative Approaches ◽  
Course Outcomes

Running English for Specific Academic Purposes (ESAP) courses at tertiary institutions is becoming more challenging due to a number of factors and it leaves impact on lecturers’ emotions. Emotional dimension is among the aspects that significantly influences the way lecturers view assessments and their choice of assessment practices. This paper specifically looks at empathy as one emotional aspects present within lecturers as they undertake tasks of developing assessment materials and mitigate the challenges that they encounter. Six senior ESAP lecturers teaching engineering students at two engineering related universities reflected on this scenario via interviews and self-reflections. Their empathy in planning and developing assessment materials were elicited and scrutinised via qualitative approaches. All the lecturers exuded empathy based on professional grounds and directed towards essential learner factors and the intended ESAP course outcomes attainment. Empathy was found to be consistently demonstrated towards language learner factors and their language learning context that comprise aspects like background of students, language proficiency level, familiarity with language materials, current knowledge and skills required for test-taking. Such empathy for the best interest of the learners have induced careful and selective practices among the lecturers when preparing assessment materials. The presence of empathy in assessment practices appeared to be second nature to the lecturers and it helps to complement assessment best practices and upholds quality delivery of the ESAP courses. Empathy at a positive level has enabled the lecturers to embrace the spirit of assessment for learning where more time and efforts were devoted towards planning suitable assessments that promote understanding and mastery of the language, before going for the assessment of learning or summative assessments.

scholarly journals Learning through wonder: imprinting wonder in language learning for lifelong engagement

2021 ◽  
pp. 35-41
Author(s):  
Alessia Plutino
Keyword(s):  
Language Learning ◽  
Emotional Response ◽  
Language Learner ◽  
Learning Design ◽  
Motivation To Learn ◽  
The People

What is it? Motivation to learn starts with wonder and the breath of wonder transcending curiosity, which Piaget (1969) defined as the urge to explain the unexpected and Engel (2011) as the urge to know more. When wondering, learners express the desire to know what they do not know, as well as what they already know. In the modern languages curriculum, a language learner who uses ‘wonder’ is driven by curiosity for the language(s); has questions about the place and the people; has a wish to know more about various cultures; and eventually become a lifelong linguist. When we introduce learning design based on the pedagogy of wonder, we implement an approach that allows learners to become agents of their own learning by initiating the questioning themselves. L'Ecuyer (2014) defines the emotional response to this type of pedagogy as a possible consequence of wonder, rather than wonder as such.

scholarly journals The Control Priorities of Foreignlanguages Teaching

2011 ◽  
Vol 15 (4) ◽  
pp. 131-135
Author(s):  
Rasa Sklizmantaitė ◽  
Aleksandras Velička
Keyword(s):  
Process Control ◽  
Language Learning ◽  
Learning Process ◽  
Skills Development ◽  
Teaching Process

The same structure is characteristic to the language learning process as well as to every activity. It consists of: 1) the purpose on the basis of motivation; 2) fulfilment; 3) control on the basis of feedback. The article presents the problems connected with the teaching process control. Some kinds of control are described. The objects of control should be definite speech items (lexis, morphology, syntax, phonetics) and all four speech activities. The degree of skills development is the index of student’s speech competence.

scholarly journals Incorporating theatre techniques in the language classroom

2015 ◽  
Vol IX (2) ◽  
pp. 115-124
Author(s):  
Abigail Paul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native English Speakers ◽  
Language Learner ◽  
Augusto Boal ◽  
Second Language Learner ◽  
Improvisational Theatre ◽  
Language Classroom ◽  
Communicative Approach ◽  
The University

The following workshop was presented at a Foreign Language and Drama Conference at the University of Reutlingen on July 10, 2015. It outlines the use of improvisational theatre techniques in the foreign language classroom by making parallels between the communicative approach to language learning and improvisational theatre techniques learned in various books read and seminars attended by the author throughout the years in numerous cities, but predominantly with Second City Chicago1, iO Chicago2, Keith Johnstone, and Comedy Sportz3. As Friederike Klippel states, “activities are invented, but we rarely know who invented them. Like games or folk songs they are handed on from teacher to teacher” (Klippel 1985: 1). Similarly improvisational activities morph over time, with each teacher adding his or her own personal flair. The seminar is built predominantly on the games and philosophies as outlined by theatre practitioners Augusto Boal, Viola Spolin and Keith Johnstone, but from the viewpoint of the author. While these activities can be used for a variety of purposes with native and non-native English speakers in a number of areas, the focus in the following is on the second language learner. The generally-accepted understanding of a communicative approach to language learning is that it focuses ...

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

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