scholarly journals The Use of English in SKAM. Exploring Authentic Resources in Learning Norwegian at BA Level at Babe?-Bolyai University

Educatia 21 ◽  
2021 ◽  
pp. 183-192
Author(s):  
Ioana-Andreea Mureșan ◽  
◽  
Raluca Pop ◽  
Keyword(s):  
Foreign Language ◽  
Collective Identity ◽  
Cultural Awareness ◽  
Code Switching ◽  
Contemporary Culture ◽  
Web Based ◽  
Discourse Practices ◽  
Authentic Language ◽  
Different Cultures ◽  
Global Influence

The goal of this paper is to explore how the use of the popular Norwegian web-based TV series SKAM (SHAME) can enhance cultural awareness by exposure to authentic language and to diverse discourse practices that have both a multilingual and a multicultural dimension. English, through the use of anglicisms and code-switching in SKAM, acts as a cohesive factor that reflects the changes within the Norwegian society while building bridges between different cultures because of its global influence, particularly upon the younger generations. These generations no longer perceive English as a foreign language, but rather as an essential part of their personal and collective identity, and this is reflected in their discourse practices. The analysis of the teenage informal discourse in the series SKAM provides insights into the benefits of using authentic resources to acquaint BA students with the Norwegian contemporary culture.

scholarly journals FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS

2020 ◽  
pp. 176-188
Author(s):  
Наталья Александровна Дильдина ◽  
Елена Борисовна Быстрай ◽  
Борис Александрович Артеменко ◽  
Ирина Николаевна Евтушенко ◽  
Лариса Александровна Белова
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Preschool Education ◽  
Practical Experience ◽  
Educational Process ◽  
Frame Structure ◽  
Future Teachers ◽  
Different Cultures

Рассматривается проблема подготовки будущих педагогов для системы общего образования, готовых к работе в условиях взаимодействия различных культур. Представлен практический опыт на примере реализации образовательной программы по направлению 44.03.05 Педагогическое образование (с двумя профилями подготовки), направленность (профиль) «Дошкольное образование. Иностранный язык». В качестве основы выстраивания образовательного процесса взята модель, предложенная М. Байрамом, выделившим пять компонентов: межкультурные отношения, знания, навыки интерпретации и связи, навыки открытия и взаимодействия и критическое культурное осознание. Авторами была разработана и реализована фреймовая структура дисциплины «Основы межкультурной коммуникации» в органичном синтезе с участием будущих педагогов в волонтерском движении. Мониторинг уровня сформированности межкультурной компетентности продемонстрировал позитивную динамику. In this article, the authors consider the problem of training specialists for the general education system, ready to work in the conditions of interaction between different cultures. Practical experience is presented on the example of the implementation of the educational program in the direction 44.03.05 Pedagogical education (with two training profiles), the focus (profile) «Preschool education. Foreign language». As the basis for building the educational process, the model proposed by M. Bayram was taken, who identified five components: «intercultural attitudes», «knowledge», «skills of interpreting and relating», «skills of discovery and interaction» and «critical cultural awareness». The authors have developed and implemented the frame structure of the discipline «Fundamentals of Intercultural Communication» in an organic synthesis with the participation of future teachers in the volunteer movement. Monitoring of the level of formation of intercultural competence has shown positive dynamics.

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

2021 ◽  
pp. 136216882199226
Author(s):  
Ali Derakhshan
Keyword(s):  
Foreign Language ◽  
Qualitative Analysis ◽  
Dynamic Model ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Cultural Representations ◽  
Cultural Meanings ◽  
Semiotic Approach ◽  
Efl Students ◽  
Instructional Settings

Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a qualitative analysis, embarking on the Peircean semiotic theory, was applied on the text-image-task semiotic relationship. It explored its potential for constructing and reconstructing cultural meanings relative to the Iranian national English as a foreign language (EFL) textbook, Vision 1, from the perspectives of Iranian EFL students, teachers, and teacher educators. Content and thematic analyses of the interview records revealed three themes: first, the co-instantiation of the image and text was indexical, cultural awareness and connotations were almost untouched; second, the textual and visual components driving intercultural meanings and interpretations were not in accordance with the tasks; and, third, some alternative more culturally engaging images were provided by the interviewees. On the whole, the findings confirmed the previous findings that the discourse of this brand-new Iranian localized EFL textbook leaves little space to raise cultural awareness for its users. Based on the findings, a dynamic model for evaluating cultural representations in textbooks is suggested, hoping to show how EFL textbooks can be developed, implemented, and received more effectively in instructional settings.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

scholarly journals An AI Framework to Teach English as a Foreign Language: CSIEC

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 59 ◽  
Author(s):  
Jiyou Jia
Keyword(s):  
Foreign Language ◽  
Educational Communication ◽  
Assessment System ◽  
System Structure ◽  
Learning Assessment ◽  
Dialogue System ◽  
Learning Abilities ◽  
Web Based ◽  
English Classes ◽  
English Instruction

CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the system structure, and describe its pedagogical functions with the underlying AI techniques in detail such as NLP and rule-based reasoning. We will summarize the free Internet usage within a six month period and its integration into English classes in universities and middle schools. The evaluation findings about the class integration show that the chatting function has been improved and frequently utilized by the users, and the application of the CSIEC system on English instruction can motivate the learners to practice English and enhance their learning process. Finally, we will conclude with potential improvements.

scholarly journals Eesti keele teise keelena uurimine Tartu Ülikoolis - hetkeseis ja perspektiivid

2010 ◽  
Vol 1 (1) ◽  
pp. 5-19
Author(s):  
Raili Pool
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Research Team ◽  
Research Area ◽  
Future Prospects ◽  
Web Based ◽  
Learning And Teaching ◽  
The University ◽  
Young Researchers

The article gives an overview of the studies conducted at the University of Tartu on Estonian as a second language and of the methodology and study aids designed for learning and teaching Estonian. While several BA theses have been defended on the acquisition of Estonian as a second language, there are but few MA theses and only one PhD the-sis on the topic, leaving this research area still largely uncharted. Various traditional and interactive study aids have been designed at the Department of Estonian as a Foreign Language; the aim is to cre-ate web-based study aids for learners of Estonian. Future prospects for research at the University of Tartu on Estonian as a second language depend on the relevant units being able to attract young researchers who are interested in the topic and who can form a research team to study it.

scholarly journals CULTURES AND PROFESSIONAL COMMUNICATION IN STANDARD SITUATIONS: DIFFERENCES IN COMMUNICATIVE BEHAVIOUR

2019 ◽  
Vol 1 (1) ◽  
pp. 99-110 ◽  
Author(s):  
T. S. Samokhina
Keyword(s):  
Cultural Differences ◽  
Cultural Awareness ◽  
Cultural Intelligence ◽  
Professional Communication ◽  
Communicative Behavior ◽  
Communicative Intention ◽  
Communicative Strategies ◽  
Different Cultures

Successful interaction across cultures requires cultural awareness and cultural intelligence which help the participants of communication select effective verbal and nonverbal means to realize their communicative intention. The paper addresses communicative strategies of representatives of different cultures in similar communicative situations. The author shows conclusively that though the Americans and the British share the same language their communicative behavior differs in typical situations of business interaction, which makes them use different verbal and nonverbal means to achieve their communicative goals. Due to the cultural differences, Russian speaking students need to be taught these differences to achieve cultural intelligence.

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