scholarly journals Second Language Distance Learning: The Issue of Language Certification in the Time of COVID-19

2020 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Maria Vittoria Lo Presti
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Online Teaching ◽  
Digital Tools ◽  
Final Exam ◽  
Study Results ◽  
Language Courses ◽  
Pros And Cons

Language teaching has undergone numerous changes as a result of COVID-19, and has adapted to the new scenario and digital tools. While the programs for university and language school courses have been modulated to the new teaching conditions, language courses aimed at obtaining certifications require the final exam to remain the same. The present study focuses on eight adult students of Italian as a foreign language. These adults are interested in certification and were previously enrolled in a language course in Italy, but this course was transformed into an online offering due to the coronavirus. Some questions arose: how can one ensure the continuity of the new online language course? What didactic activities and teaching materials could be applied to facilitate online teaching aimed at obtaining a language certification? The aim of this study is to look at the pros and cons of online teaching for obtaining a language certification, and at effective methods and operational procedures for online teaching during COVID-19. The study results have been collected from the teacher’s own didactic experience and through distance learning questionnaires to which the students were subjected.

scholarly journals Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

2020 ◽  
pp. 7-12
Author(s):  
Zoriana Dziubata
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
Effective Interaction ◽  
Educational Process ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Course Materials ◽  
Materials Used

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

scholarly journals Linguistic formulas - a priority of modern teaching "In the universe of grammar I"

2021 ◽  
Vol X (3) ◽  
pp. 147-151
Author(s):  
Nana Shavtvaladze ◽  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
21St Century ◽  
Online Teaching ◽  
English Language ◽  
The Common ◽  
A Priority ◽  
The Given ◽  
The Universe

We have the variety of forms, ways, methods, strategies of teaching in the 21st century. It`s important to achieve the goal, to gain the result, to perceive the given materials. Everyone is free to choose any ways from the given approaches. Most of the textbooks are dedicated to English language. English is dominated worldwide and it`s not only foreign language but a second language as well in many countries. There are different visions and approaches in teaching a language as a foreign or as a second one. Textbooks are mades based on the four skills: reading, writing, speaking, listening. Demand of Georgian as a foreign language has increased. Many philologists have occupied themselves with teaching Georgian as a Foreign language. Plus, they have means of teaching, once there are many textbooks already created, especially for the beginner levels. Online teaching has also increased these demands. Every author forms his/her own style, approach and vision when creating a textbook. In my opinion, it`s important to first calculate the common methodical view from the beginning to the end and only then start working on the new textbook. This kind of approach helps instructor gain the results and consistent logical motion is encouraging hopeful for the student.

Teaching Bulgarian as a Foreign Language in Electronic Environment

2021 ◽  
Vol 63 (3) ◽  
pp. 302-310
Author(s):  
Venera Mateeva-Baycheva ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Process ◽  
Online Teaching ◽  
Digital Learning ◽  
Effective Distance ◽  
New Form ◽  
And Control ◽  
Digital Learning Resources ◽  
Assessment Of Competencies

The article presents the new form of online teaching of Bulgarian as foreign language, which has become established in last year. Attention is focused on the opportunities for using a specialized educational online platform and digital learning resources. They are considered the elements the elements of the learning process, that can be maintained online - synchronous teaching, assignment of tasks for training and control, assessment of competencies. Attention is paid to the roles of the teacher and students to achieve an effective distance learning process.

scholarly journals A case study on applying the Web 2.0 software to train a Chinese L2 learner's listening and speaking skills

2020 ◽  
Author(s):  
Qiao-Yu Cai ◽  
Cheng-Ji Lai
Keyword(s):  
Web 2.0 ◽  
Digital Tools ◽  
Experimental Teaching ◽  
Study Results ◽  
Chinese Learners ◽  
Pros And Cons ◽  
User Friendly ◽  
Listening And Speaking ◽  
The Web

The present study analyzed a series of user-friendly, free Web2.0 digital tools for distance Chinese learners to study along with a textbook, <i>Practical Audio-Visual Chinese</i> 2, designed and carried out experimental teaching courses for Japanese participants with elementary Chinese proficiency, and lastly concluded with pedagogical suggestions for TCSOL based the feedback from users.<div>Based on the study results, two main themes were discussed: (1) how to design Web2.0 digital tools for distance Chinese learners as well as the pros and cons of using Web2.0 digital tools for TCSOL, (2) the timing, procedure, and effects of modular teaching using Web2.0 digital tools on elementary learners of Chinese.<br></div>

scholarly journals Andragogical principles in teaching professional foreign languages: challenges and perspectives

2021 ◽  
Vol 127 ◽  
pp. 01007
Author(s):  
Natalia Aleksandrovna Naumova ◽  
Natalya Vladimirovna Yudina
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Language Skills ◽  
School Students ◽  
Learning And Teaching ◽  
Part Time ◽  
The Government ◽  
Psychological Features ◽  
Andragogical Principles

The research shares the experience of the Vladimir branch of Financial University under the Government of the Russian Federation in applying the andragogical principles in distance learning and teaching a professional foreign language for part-time and night school students. The research is aimed at considering the specific social and psychological features with a different nature of goal-setting, learning process and its outcomes in the adult student environment which are likely to cause the barriers, as well as the ways to reduce them during the pandemic of COVID-19 and an overall switch to distance learning. The subject matter is focused on the specific obstacles which prevent adult students from successful building of language skills. The research methods include monitoring, interviewing and content analysis. The outcomes showed that the andragogical principles of the adult students, including a student-oriented motivation, focus on personal individualization, mutual interactive activity with the teacher, immediate implementation of learning outcomes, might be available to eliminate the barriers and shift the focus to practical ways of learning and teaching a professional foreign language. The outcomes of the research have practical use in arranging online learning of part-time and night school students in the Vladimir branch of Financial University. The experience is recommended to be considered for the adult target audience to enhance their motivation for building professional foreign language skills.

scholarly journals Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning

2021 ◽  
Vol 8 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Ilaria Borro ◽  
Silvia Scolaro
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Acquisition ◽  
Key Words ◽  
Empirical Data ◽  
Online Teaching ◽  
Classroom Learning ◽  
Aprendizaje Virtual ◽  
Linguistic Material

Instructors’ difficulties in judging whether linguistic material is suitable for their students' level seem to have been aggravated during the pandemic (Conti, 2021). In this situation, there is the risk of exposing learners to inappropriate input, which can be detrimental to language acquisition. The proposed solution, (modified-)elaborated input, is designed to increase comprehensibility without sacrificing the richness of authentic input, which is crucial for language acquisition (Long, 2015; 2020; O’Donnel, 2009; Yano, Long, & Ross, 1994). The features of elaborated input make its application beneficial in any kind of language course. In addition, in the context of online teaching, elaborated input can be a powerful tool to deal with the issue of input appropriateness. This work analyzes the theoretical underpinnings of elaborated and modified-elaborated input while providing a review of the existing empirical data supporting its effectiveness. Key words: INPUT APPROPRIATENESS, ELABORATED INPUT, MODIFIED-ELABORATED INPUT, DISTANCE LEARNING Durante la pandemia se ha hecho más difícil para el profesorado valorar si el material lingüístico propuesto es adecuado para el nivel de su alumnado (Conti, 2021). En esta situación, existe el riesgo de que el alumnado esté expuesto a input inapropiado, lo cual puede resultar perjudicial para la adquisición del idioma. La solución propuesta, input elaborado (modificado), está diseñada para aumentar la comprensibilidad sin sacrificar la riqueza del input auténtico, que es crucial para la adquisición del idioma (Long, 2015; 2020; O'Donnel, 2009; Yano, Long y Ross, 1994). Las características del input elaborado hacen que su aplicación sea útil en cualquier tipo de curso de idiomas. Además, en el contexto de la enseñanza virtual, el input elaborado puede ser un instrumento eficaz para tratar el problema de la adecuación del input. Este trabajo analiza los fundamentos teóricos del input elaborado y modificado-elaborado al tiempo que ofrece una revisión de los datos empíricos existentes que respaldan su efectividad. Palabras claves: ADECUACIÓN DEL INPUT, INPUT ELABORADO, INPUT MODIFICADO-ELABORADO, APRENDIZAJE VIRTUAL Durante la pandemia sono aumentate le difficoltà dei docenti nel giudicare l’adeguatezza materiale linguistico per il livello di competenza degli studenti (Conti, 2021). In questa situazione sussiste il rischio di esporre gli apprendenti a input inappropriato, che può compromettere l’acquisizione linguistica. La soluzione proposta è l’input (modificato-)elaborato, concepito per aumentare la comprensibilità senza sacrificare la ricchezza propria dell’input autentico, fattore cruciale per l’acquisizione linguistica (Long, 2015, 2020; O’Donnel, 2009; Yano, Long, & Ross, 1994). Le caratteristiche dell’input elaborato rendono la sua applicazione auspicabile in qualsiasi corso di lingua. Inoltre, nel contesto dell’insegnamento a distanza, l’input elaborato può essere uno strumento efficace per far fronte ai problemi di appropriatezza dell’input. Il presente lavoro analizza le basi teoriche dell’input elaborato e dell’input modificato-elaborato fornendo allo stesso tempo una revisione dei dati empirici che ne supportano l’efficacia. Parole chiave: APPROPRIATEZZA DELL’INPUT, INPUT ELABORATO, INPUT MODIFICATO, APPRENDIMENTO A DISTANZA

scholarly journals A case study on applying the Web 2.0 software to train a Chinese L2 learner's listening and speaking skills

2020 ◽  
Author(s):  
Qiao-Yu Cai ◽  
Cheng-Ji Lai
Keyword(s):  
Web 2.0 ◽  
Digital Tools ◽  
Experimental Teaching ◽  
Study Results ◽  
Chinese Learners ◽  
Pros And Cons ◽  
User Friendly ◽  
Listening And Speaking ◽  
The Web

The present study analyzed a series of user-friendly, free Web2.0 digital tools for distance Chinese learners to study along with a textbook, <i>Practical Audio-Visual Chinese</i> 2, designed and carried out experimental teaching courses for Japanese participants with elementary Chinese proficiency, and lastly concluded with pedagogical suggestions for TCSOL based the feedback from users.<div>Based on the study results, two main themes were discussed: (1) how to design Web2.0 digital tools for distance Chinese learners as well as the pros and cons of using Web2.0 digital tools for TCSOL, (2) the timing, procedure, and effects of modular teaching using Web2.0 digital tools on elementary learners of Chinese.<br></div>

Activation of a student’s individual educational activity in a foreign language in conditions of distance learning

2020 ◽  
Vol 45 (4) ◽  
pp. 77-90
Author(s):  
L. Seri ◽  
◽  
T. Karpenko ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Online Discussions ◽  
Educational Activity ◽  
Practical Significance ◽  
General Interest ◽  
Educational Activities ◽  
Expert Opinions ◽  
The Individual

The relevance of this article is determined by the general interest into modern distance technologies in higher education and the need to develop distance education in foreign languages for adult students. Distance learning is closely related to the individual independent educational activities of the student. This article aims to analyze how active techniques can be integrated and effectively used in the individual educational activities of a distant university student. The article presents some possible methods of enhancing the individual educational activities of students who study in a university system applying distance technologies such as participation in online discussions, expert opinions, intellect-maps and reflection, which allows students to effectively learn a foreign language and to develop professional and intercultural-communicative competencies. The didactic possibilities of activating the individual educational activities of students are considered, examples from the practice of e-learning using the distance educational technologies (DET) are given. The practical significance of the article lies in the idea of using active techniques in preparing classes in a foreign language for distance students studying mainly individually.

Enseignement-apprentissage dématérialisé du FLE en Finlande

2021 ◽  
pp. 7-14
Author(s):  
Mélanie BUCHART
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
University Education ◽  
Digital Tools ◽  
Mediated Learning ◽  
Face To Face ◽  
The World ◽  
Long Time ◽  
The Difference ◽  
The University

In the spring of 2020, in Finland as in most countries of the world, the Covid-19 epidemic has caused a shift in university education from all face-to-face to all digital. In the language department, digital tools have been present for a long time and the university is already promoting the development of mediated learning outside Covid. The difference this time was the forced and sudden aspect of mediatised learning. This generated questions about the pedagogical uses of technology, the reconceptualisation of the teaching of French as a foreign language, the shaking of the traditional posture of the teacher, his or her professional and identity repositioning, as well as the reception by learners of these digital practices. This article presents the main lines of a survey carried out in Finland, after two months of confinement and online teaching (March-April 2020), among teachers and learners of French at the university.

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