scholarly journals The E-Course Multimodal Content, Its Specific Structure and Teaching Affordances

2019 ◽  
Vol 16 (4) ◽  
pp. 634-650
Author(s):  
Larisa M. Galchuk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Multimodal Learning ◽  
Learning Content ◽  
Language Classroom ◽  
Innovative System ◽  
And Function ◽  
Meaning And Function ◽  
Digital Nature

The article presents the results obtained through the study of the multimodal segment within the Moodle-based training course in terms of its specific features and affordances for creating an innovative system of vocationally oriented foreign language teaching in nonlinguistic Master’s degree programmes. There is a need to research the functionality of the e-course semiotically different constituents when they co-occur and specify their contribution to the efficient presentation and perception of the learning content in digitally supported language classroom, which makes the research relevant. It envisaged identifying a set of multimodal resources and elements within the e-course, examining the image - text relations in terms of logico-semantics, specifying the teaching properties and affordances of such multicode combinations and assessing their learning effect through the students’ grade report as well as their feedback on the satisfaction with the multimedia learning content. The obtained results confirm that the e-course multimodal resources and elements derive their synergistic effect in terms of meaning and function from the complex interaction of the different modes constituting them. The digital nature of the multimodal learning content provides it with a set of specific properties such as multimedia, interactivity, nonlinear information flow, informativeness and gamification that when apply in teaching may contribute to creating effective online vocationally oriented foreign language learning environments. The specification of text - image combination patterns in formal and semantic terms and teaching affordances of their non-verbal constituents in online language classroom adds novelty to this paper.

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 Peculiarities of Teaching Bilingual Children

2021 ◽  
Vol 13 (2) ◽  
pp. 337-345
Author(s):  
Marina A. Pastushkova ◽  
Oxana V. Savateeva
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Personal Development ◽  
Foreign Language Learning ◽  
Bilingual Children ◽  
Learning Approaches ◽  
Learning Content ◽  
Approach To Teaching ◽  
Practical Recommendations

The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance of foreign language learning. The authors consider that it is very important to pay attention to the peculiarities of mastering foreign languages and the influence of the bilingual environment on the mental, speech, and personal development of the child. The article further analyses the main approaches to language learning and gives practical recommendations to bilingual children’s parents for teaching a second language. Finally, the article touches upon the problem of learning content. In the authors’ opinion, the latter should be as close as possible to children's understanding. It should be noted that early learning of a foreign language has many advantages in the modern multicultural world. More and more parents want to raise their children as bilinguals, to allow them to communicate in several languages. The authors hope that the recommendations given in the article will help parents of bilingual children and teachers find their approach to teaching a child a second language.

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.

Language learning of future food industry engineers in Ukraine

2019 ◽  
Vol 2 ◽  
pp. 61-71
Author(s):  
Галина ЧЕРЕДНИЧЕНКО
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Food Industry ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Language Competence ◽  
Professional Orientation ◽  
Innovative System ◽  
Technology Market ◽  
Skill Category

The article examines the current situation of training of future food industry engineers in Ukraine, syllabuses, competences they have to obtain, skills. Communicating skill is considered the number one skills by 94% of employers of Food and Technology market. This skill category includes writing, reading and presenting information, listening and understanding instructions and ability to speak other languages (specifically English). The author offers to implement the innovative system of foreign language learning into educational process of future food industry engineers. The pedagogical system should be based on the principles of continuity, additionality, the combination of heuristic and reproductive methods, interdisciplinary integration, socio-cultural and professional orientation, the variability of group interaction. The techniques which foster the formation of foreign language competence of future food industry engineers are proposed.

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。

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