Perceptions of Developing Reading and Writing Skills in Swedish in an Online Context

2021 ◽  
Vol 66 (1) ◽  
pp. 231-248
Author(s):  
Roxana-Ema Dreve ◽  
Raluca Pop
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Literacy ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Academic Context ◽  
Reading And Writing ◽  
The North ◽  
Technological Advances ◽  
Additional Support

"Perceptions of Developing Reading and Writing Skills in Swedish in an Online Context. This paper intends to focus on BA students’ reading and writing skills in Swedish as a foreign language in a Scandinavian context. In addition, the study aims to discuss the difficulties students have encountered when studying Swedish as a foreign language in an online academic context amid Covid-19 pandemic. A survey research comprising closed-ended and open-ended questions was conducted by using a questionnaire as the main instrument for collecting data. The respondents were BA students in Norwegian language and literature, enrolled at the Faculty of Letters at Babeș-Bolyai University, who had already studied Norwegian for four semesters in the frame of this programme and who took the one semester optional course in Swedish. The language distance between Norwegian and Swedish is relatively small because both languages are part of the North-Germanic branch. We considered it relevant to explore the manner in which students tackle these similarities, differences and the cross-linguistic transfer between the two languages and whether their reading and writing practices in Norwegian have influenced in any way the acquisition of Swedish. Nowadays, new technological advances provide additional support to foreign language learning and develop learners’ digital literacy. Therefore, the paper aimed at understanding what types of authentic resources are used by students, in order to develop their linguistic and sociolinguistic competence in Swedish. The results showed that students are willing to improve their language skills, as they believe that mastering another Scandinavian language could help them increase their academic and professional opportunities and would constitute an advantage in terms of easiness to develop writing and reading skills in Swedish. Keywords: Norwegian, Swedish, language distance, language similarities, cross-linguistic influence, foreign language learning, BA level "

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

scholarly journals Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

2019 ◽  
Vol 7 (2) ◽  
pp. 1-20
Author(s):  
Stella Spanou ◽  
Makrina-Nina Zafiri
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Language Learning ◽  
Writing Skills ◽  
Computer Assisted ◽  
Private Language ◽  
Web Tool ◽  
Reading And Writing ◽  
Young Learners ◽  
Experimental Group

Abstract This study focused on the development of reading and writing skills to a group of B1 level learners of English in a private language institute in Athens, Greece with the aid of blogs (a web tool), since Computer Assisted Language Learning (CALL) enhances foreign language learning. To this end, two groups of young learners were formed; the control group which was taught through the traditional coursebook and the experimental group which was taught through a differentiated approach to language teaching. The differentiated approach which was applied involved eight teaching sessions in a private language institute. Pre-tests and post-tests were administered to both groups in order to evaluate the use of CALL in the improvement of literacy skills. Pre- and post- semi-structured interviews were also conducted with the students of the experimental group to evaluate their attitudes and feelings before and after the instruction. The aim of using blogs, as a web tool, was to enhance collaborative learning and social interaction. This research attempted to prove that blogs create a social interaction between students, and between the students and the teacher. For the purposes of this research, students were involved in process writing by making drafts and writing their posts and in active reading when they read other posts and texts from other web sites.

TOTAL PHYSICAL RESPONSE METHOD IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunanfathur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Basic Skill ◽  
Human Beings ◽  
Foreign Language Learners ◽  
Physical Response ◽  
Response Method

Foreign language is now a must in every level of education. People begin tolisten to foreign language and the try to master it. Listening is the languageskills that are closely related to the daily life of human beings. Listening is theprocess of accepting verbal symbols with caring, understanding, appreciation,and the interpretation of information, here we capture the content ormessages, as well as to understand the meaning of communication. Whilelistening to a foreign language we will hear how the language is spoken.Therefore, listening is a basic skill that must be mastered by learners inlearning a foreign language before speaking, reading and writing skills. But infact, the foreign language learners have difficulties in Listening. The TotalPhysical Response method can desirable overcome this problem.

scholarly journals An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning

2018 ◽  
Vol 9 (6) ◽  
pp. 1147 ◽  
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Video Games ◽  
Foreign Language ◽  
Language Learning ◽  
Low Cost ◽  
Foreign Language Learning ◽  
Target Language ◽  
Digital Game ◽  
Game Based Learning ◽  
Technological Advances ◽  
Present Decade

During the present decade, researchers and educators of different fields have increased their attention towards digital game-based learning. The rise of interest towards this approach is partially connected to some important technological advances during the same period of time, such as the Smartphone, enhanced Internet connection from mobile devices, diversity and spread of free and low-cost video-games and educational applications in e-stores, development of speech recognition systems and artificial intelligence, among others. More concretely, this research focuses on the area of foreign language learning, an educational field which requires that students gain not only a solid theoretical knowledge on grammar and vocabulary, but they also need to develop different communicative competences; and this implies rehearsing and experiencing the use of the target language. The purpose of this paper is to define some basic concepts related to digital game-based learning, such as gamification and serious games, and to introduce some theoretical principles on foreign language learning and acquisition through the use of video-games based on literature review. Finally, a connection among these elements will be discussed.

scholarly journals Literacy i språkfagene: kunnskaper, ferdigheter og vurdering

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Threshold Level ◽  
Literacy Skills ◽  
Reading And Writing ◽  
Literacy Strategies ◽  
School Subjects ◽  
Additional Challenge ◽  
The Subject

This article discusses reading and writing in a foreign language (English, French, Spanish, German etc.) Foreign language learning carries an additional challenge compared to other school subjects. The foreign language is both the subject the students are learning and the language they are learning in. Therefore, the students must reach a certain language level before they can communicate in the foreign language. Likewise, their literacy skills in their mother language can only be transferred to their foreign language when they have reached a certain communicative level in the foreign language. Some students struggle to reach this level, referred to as the threshold level (B1), during the two to five years of tuition. Students also need help from the teacher in order to develop literacy strategies in the foreign language. In order to scaffold the students’ literacy development, the teachers need knowledge about the reading and writing processes.  How can teachers develop an instructional design that promotes literacy in their classroom? How can they give feedback that moves the students forward? How can this be done in a digital context? This article tries to answer these questions.

Problems Of Improving Spoken Language Skills In Teaching Russian As A Foreign Language

2017 ◽  
Vol 1 (3) ◽  
pp. 238
Author(s):  
Ajoy Kumar Karnati ◽  
Janani Vaidhyanathan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Skills ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Spoken Language ◽  
Native Languages ◽  
Postgraduate Students ◽  
Spoken Language Skills

<p class="3ABSTRAK">While teaching Russian as a foreign language to undergraduate and postgraduate students in India, we observed that the learners quickly pick up writing skills, whereas their spoken language skills are not at the same level. There are many issues which need to be sorted out in order to improve spoken language skills. As written and spoken skills are different, we need to use different methods of teaching for each one of them. </p><p class="3ABSTRAK">Since the first thing that is taught to students, who are learning a language, are alphabets, hence, initially the whole attention is turned towards improving their writing skills. Though, in the beginning, the students also do pick up an elementary level of spoken language, in the intermediate and advanced levels of learning, their spoken language skills suffer due to various factors. One of the main factors being the lack of exposure to the foreign language once the learners are out of the classroom. Since they continue to do homework, they keep in touch with the written skills. However, once they are out of the classroom, the learners and people around them use their own mother tongue or other native languages to speak. As a result, their spoken skills of the foreign language do not improve.</p><p>Measures need to be taken for improving spoken skills: showing feature, as well as animation films; involving the students in discussions with the help of native speakers; providing audio books; showing them TV programs after class hours; involving learners in enacting Russian plays, etc. On the whole, artificial foreign language surroundings need to be created. Let us see how to motivate learners to speak as well as to write foreign language of their choice.</p><p> </p><strong>Keywords: </strong><em>spoken skills, teaching Russian as a foreign language, learning problems</em>

scholarly journals Students' perception towered autonomy in foreign language learning and instructions

لارك ◽  
2020 ◽  
Vol 4 (39) ◽  
pp. 794-772
Author(s):  
د. بان كاظم عبد الدراجي
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Comprehensive Analysis ◽  
Teachers Perceptions ◽  
Learner Centered ◽  
Writing Skill ◽  
Instructional Processes ◽  
Shed Light

In the current day, especially in the field of curriculum, designers are progressively concentrating their efforts on learning quality and student improvement in L2 instruction. Learner-centered approach is their target and has led to an emphasis on learner autonomy and its value in stimulating the development of the learner. The current paper aims to examine two hundred university students' perception regarding their autonomy in writing and their teachers' perceptions of the writing skill of the curriculum in promoting students' autonomy and this investigation provided a comprehensive analysis of the instructional processes in promoting autonomy in writing skills and shed light upon the subjects that are be reviewed in the writing skill area of the curriculum.      

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