scholarly journals Language and thinking: a contrastive characterization of English, French, German and Russian, with its application to language pedagogy

2021 ◽  
Vol 7 (4) ◽  
pp. 70-73
Author(s):  
M. Ohtsuki
Keyword(s):  
Foreign Languages ◽  
Language Pedagogy ◽  
Thought Patterns

This paper seeks to give in a concise manner a holistic characterization of English, French, German and Russian, revealing at the same time the types of thinking (or thought patterns) involving these languages. The four languages are characterized respectively as being experiential/pragmatic, rational/ dualistic, idealistic, and antithetical. Based on these observations, some suggestions as to the pedagogy of foreign languages are also made.

scholarly journals Transdisciplinarity across two-tiers

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 29-52
Author(s):  
Chantelle Warner
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Affective Labor ◽  
Modern Language ◽  
Language Pedagogy ◽  
Language And Literature ◽  
Status Differences

Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames

2019 ◽  
pp. 313-341
Author(s):  
Douglas A. Agar ◽  
Philip J. Chappell
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Education ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Language Pedagogy ◽  
Sociocultural Model ◽  
The Creation

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames

2016 ◽  
pp. 353-379
Author(s):  
Douglas A. Agar ◽  
Philip J. Chappell
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Education ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Language Pedagogy ◽  
Sociocultural Model ◽  
The Creation

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

scholarly journals Pola Pengkaderan Kesatuan Aksi Mahasiswa Muslim Indonesia (KAMMI) dalam Membentuk Kepribadian Muslim di Perguruan Tinggi Se-Kota Palembang

2019 ◽  
Vol 2 (2) ◽  
pp. 1-10
Author(s):  
Bobi Sugara ◽  
Kasinyo Harto ◽  
Rusdy A Siroj
Keyword(s):  
Qualitative Research ◽  
Foreign Languages ◽  
Direct Proportion ◽  
Religious Behavior ◽  
Economic Independence ◽  
Level Of Education ◽  
Regeneration Pattern ◽  
Scientific Papers ◽  
Thought Patterns ◽  
Education Process

KAMMI cadre education process is a process that is continuous and constantly experiencing growth. From a number of trainings attended by KAMMI cadres, there is a tendency and correlation between KAMMI cadre patterns and the religious behavior of participants / cadres. The higher the level of education followed by KAMMI pastors / cadres, the more thought patterns and religious behavior of participants / cadres will be formed as a Muslim person. This research uses descriptive qualitative research methods. The purpose of this research is to find out the pattern of cadre of Kesatuan Aksi Mahasiswa Muslim Indonesia (KAMMI) in universities throughout Palembang in shaping Muslim personalities, to find out their Muslim personalities and to understand the religious behavior of their cadres. The results showed that the KAMMI cadre pattern was oriented to the Cadre Identity Index (IJDK) as a measure to determine the success of the cadre pattern that was carried out and the implementation of the KAMMI cadre pattern in shaping Muslim personalities in direct proportion to the level of cadre membership. Muslim personalities will be formed when KAMMI members / cadres follow the regeneration pattern to the maximum. The pattern of KAMMI cadre formation of Muslim personalities has implications for the cadre's religious behavior. Referring to the understanding of Muslim personality from Hasan Al-banna about muwashofat Muslim personality, that KAMMI cadres in terms of aqidah, worship and morality tend to have reached mowasofat or cadre identity index (IJDK) but in some muwashofat (index) or indicators are still lacking, as in the case of maintaining physical / physical health, expertise and breadth of scientific insight, especially foreign languages and writing scientific papers. In addition, in terms of economic independence, the majority of KAMMI cadres are still not economically independent.  

scholarly journals Translation pedagogy the missing component in Translation studies in the Arab world

2020 ◽  
Vol 4 (1) ◽  
pp. 87-108
Author(s):  
Antar Abdellah ◽  
Keyword(s):  
Foreign Language ◽  
18Th Century ◽  
Arab World ◽  
Universal Grammar ◽  
Translation Studies ◽  
Foreign Languages ◽  
Study Program ◽  
Language Pedagogy ◽  
Translation Pedagogy

This article discusses the pedagogical role of translation and its relationship with methods of teaching foreign languages. Translation in education has a long history in foreign language pedagogy. Translation was the only method -along with grammar- that was employed in foreign language classrooms. This long-established relation between language pedagogy and translation was then attacked after the 18th century and translation was accused of hindering good language use. It was claimed to impede the process of understanding and linguistic thinking. However, translation regained its status within language teaching methods recently through the approaches of cognitive psychology and the universal grammar. The article also reviews the evaluative role of translation as a testing technique for measuring translation skills and assessing proficiency in foreign languages. Translation is also a school subject that needs special to be taught through special teaching techniques. In order to so, translation skills are deconstructed to sub-skills on the kernel levels. The article also reviews the different approaches to designing translation curricula. It is concluded that the educational role of translation should appear clearly in the contemporary endeavors to establish Translation Studies as an independent and differentiated discipline that should be hosted in an independent university department separate from departments of foreign languages. The study program for this department should thus include important aspects of translation pedagogy and field-oriented training.

scholarly journals Storytelling in foreign language teaching: Key aspects

2020 ◽  
pp. 25-38
Author(s):  
Nina V. Bagretsova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Language Pedagogy ◽  
Basic Language ◽  
Oral Interaction ◽  
Key Aspects ◽  
Selection Of

Storytelling as a way of impressing people by means of stories has been used with various aims in numerous professional areas. The article investigates storytelling as an emerging but promising communicative method of teaching foreign languages both for general and for specific (professional) purposes. The origin and the background of the storytelling method as well as the current formats of exploiting stories in the practical language pedagogy are reviewed. The notion of “story” is defined in the context of storytelling from the standpoint of language teaching methodology. The criteria for the selection of stories relevant with regard to educational objectives are specified. The technology for language teaching utilizing short engaging stories presented in the course of oral interaction between the teacher and the learners is proposed, the key practical aspects of the technology being considered. The versatility of storytelling as a powerful tool in teaching all basic language skills is demonstrated. Its value for the development of the learners’ communicative and cultural competencies, their emotional intelligence and creative abilities is argued.

LANGUAGE EDUCATION TRENDS IN UKRAINE (LATE ΧΧ – EARLY ΧΧΙ)

2018 ◽  
Author(s):  
Yuliia Korotkova
Keyword(s):  
Foreign Language ◽  
Linguistic Diversity ◽  
Public Life ◽  
Language Education ◽  
Foreign Languages ◽  
Gradual Transition ◽  
Certification Process ◽  
Level Of Knowledge ◽  
Development Of Language

The article is devoted to the distinction and characterization of the leading trends in the development of language education in Ukraine in the late XX – early XXI centuries, which include: strengthening the authority of the Ukrainian language, its dissemination in all spheres of public life; increasing attention to foreign languages; a gradual transition to linguistic diversity and multilingualism; paying special attention to the study of the Ukrainian language as a foreign language; launching a certification process for the level of knowledge in Ukrainian and foreign languages; constant updating of the purpose, tasks, content, forms, methods and means of language education.

scholarly journals O konieczności badań nad historią nauczania jęz yków obcych

Neofilolog ◽  
1970 ◽  
pp. 67-78
Author(s):  
Anna Maria Harbig
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Current State ◽  
History Of ◽  
The Subject ◽  
State Of Research

Glottodidactic research is focused on the needs to educate teachers of foreign languages, who perform their job “here and now”. As a result there is little attention paid to the history of teaching foreign languages. In the present article there are arguments for the necessity of a wider introduction of the subject of history into the scope of interest of glottodidactics. An effort is made to show that it is only after further consideration of the didactic tradition that there can be a fuller understanding of the current discussions and developmental tendencies in foreign language instruction. These arguments are preceded by a characterization of the current state of research.

Adult learners’ acquisitional patterns in L2 pragmatics: What do we know?

2017 ◽  
Vol 8 (1) ◽  
pp. 101-129 ◽  
Author(s):  
Veronika Timpe-Laughlin
Keyword(s):  
Adult Learners ◽  
Empirical Research ◽  
Review Paper ◽  
Empirical Studies ◽  
Foreign Languages ◽  
Interlanguage Pragmatics ◽  
Pragmatic Development ◽  
Learning And Teaching ◽  
Language Pedagogy ◽  
L2 Pragmatics

AbstractLanguage pedagogy designers are faced with the challenge of engineering learning experiences that are in harmony with how second and foreign languages (L2s) are developed. In the field of L2 pragmatics learning and teaching, this challenge has sparked a considerable amount of research on instructional methods, facilitative interventions, and input enhancements. To a lesser degree, researchers have also investigated L2 pragmatic learning progressions that might inform L2 instruction. This review paper canvasses empirical research into the acquisitional sequences of interlanguage pragmatics (ILP) in adult L2 learners conducted after 2002, the year in which Kasper and Rose’s seminal book, Pragmatic Development in a Second Language, was published. The paper synthesizes the findings of 16 systematically identified empirical studies. Based on this synthesis of findings, new insights and tendencies in L2 pragmatic development are discussed, and areas in need of further research are identified.

Morphological Characterization of Mycobacteriophage R1

1974 ◽  
Vol 32 ◽  
pp. 254-255
Author(s):  
B. L. Soloff ◽  
T. A. Rado
Keyword(s):  
Carbon Source ◽  
Stationary Phase ◽  
Growth Phase ◽  
Minimal Medium ◽  
Morphological Characterization ◽  
Logarithmic Growth Phase ◽  
Complete Lysis ◽  
Lysogenic Culture ◽  
Logarithmic Growth

Mycobacteriophage R1 was originally isolated from a lysogenic culture of M. butyricum. The virus was propagated on a leucine-requiring derivative of M. smegmatis, 607 leu−, isolated by nitrosoguanidine mutagenesis of typestrain ATCC 607. Growth was accomplished in a minimal medium containing glycerol and glucose as carbon source and enriched by the addition of 80 μg/ ml L-leucine. Bacteria in early logarithmic growth phase were infected with virus at a multiplicity of 5, and incubated with aeration for 8 hours. The partially lysed suspension was diluted 1:10 in growth medium and incubated for a further 8 hours. This permitted stationary phase cells to re-enter logarithmic growth and resulted in complete lysis of the culture.

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