scholarly journals Professores reflexivos em processo de mudança na sala de aula de língua estrangeira

2010 ◽  
Vol 9 (1) ◽  
pp. 50-71
Author(s):  
Solange Maria de Barros Ibarra Papa
Keyword(s):  
Foreign Language ◽  
Social Transformation ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
Reflective Teaching ◽  
Main Concern ◽  
Discursive Practices ◽  
Classroom Context ◽  
Language Classroom ◽  
Foreign Language Classroom

This study aims at investigating the discursive practices of a reflective teacher in the foreign language classroom, as well as to verify whether reflective teaching practice contributes or not to the process of (self)emancipation and social transformation. The main concern is to understand what she says, as well as what she really does in the classroom context. In the analysis I used recordings of interviews and classroom interaction based on SFG and CDA.

scholarly journals Performance for Introverts?

2019 ◽  
Vol XIII (2) ◽  
pp. 139-156
Author(s):  
Silja Weber
Keyword(s):  
Foreign Language ◽  
Social Space ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Student Agency ◽  
Social Spaces ◽  
Analytic Methods ◽  
Language Classroom ◽  
Foreign Language Classroom

A common preconception about performance in the foreign language classroom sees performance as geared towards extroverts: students who readily contribute to verbal classroom interaction in any case. If true, this claim would be particularly problematic when advocating not only for the integration of isolated instances of performance, but for a fundamentally performance-based approach to language teaching. Such an approach would then further widen the gap between those participants who are more and those who are less comfortable in underdefined social spaces. This article draws on data from a larger study on FL classroom interaction and student agency during performance activities in intermediate German classes. Conversation analytic methods are used to trace how participation for one very reticent student evolves over the course of an intensive summer class. The development happens during extended performance activities with a Teacher-in-Role (TiR) strategy, and in particular due to the initiative of his classmates to shape a welcoming social space. They offer a range of carefully crafted participation openings, and the quiet student responds and later initiates conversational moves on his own. This case study provides discourse based, micro-analytic support for previous claims about the benefits of performance for class dynamics and participation.

scholarly journals Learning factors in a foreign-language classroom context

2019 ◽  
Vol 8 (7) ◽  
pp. 113-127
Author(s):  
Rodrigo Tovar Viera ◽  
Jhonny Tapia Calama
Keyword(s):  
Foreign Language ◽  
Classroom Context ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Las Mujeres ◽  
Learning Factors

La motivación es uno de los factores de aprendizaje que influye considerablemente no solo en las actitudes de los estudiantes hacia el lenguaje, sino también determina el grado de ansiedad del estudiante. El presente estudio examina los factores que inciden en el aprendizaje de inglés como lengua extranjera (LE). El cuestionario basado en el modelo de Gardner (1985), AMTB fue el instrumento que identificó: actitudes (idioma inglés y situación de aprendizaje), motivación (intrínseca y extrínseca) y ansiedad. 295 estudiantes de LE del Centro de Idiomas de la Universidad Técnica de Cotopaxi, Ecuador, fueron encuestados, 160 mujeres y 135 hombres. El análisis de datos realizados con el software SPSS revela que la mayoría de los estudiantes, independientemente de su género, tienen una actitud positiva hacia el idioma inglés y su aprendizaje. Por lo que la motivación intrínseca reporto un incremento significativo. Asimismo, un gran número de los estudiantes de LE manifestaron sentir ansiedad por el lenguaje, sin embargo; las mujeres indicaron tener más confianza. 

Reflections on the integration of social media in the foreign language classroom

2015 ◽  
Vol 4 (2) ◽  
pp. 144-153
Author(s):  
Simon Falk
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Teaching Practice ◽  
Virtual Space ◽  
Educational Institutions ◽  
Language Classroom ◽  
Formal And Informal Learning ◽  
Foreign Language Classroom ◽  
Learning Scenarios ◽  
Personal Content

Highly interactive social networks (e.g. Twitter or Facebook) offer possibilities to create personal content in virtual space that can be shared with other users. These multifaceted platforms support both formal and informal learning scenarios. Due to their high popularity, educational institutions become more and more interested in integrating them into their teaching practice. In this article, the author shows the payoffs and pitfalls that can arise by implementing social media in the foreign language classroom.

scholarly journals BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?

2017 ◽  
Vol 56 (1) ◽  
pp. 235-258
Author(s):  
Hanna Kivistö-de Souza
Keyword(s):  
Foreign Language ◽  
Phonological Awareness ◽  
Native Speakers ◽  
Native Speaker ◽  
Lower Sensitivity ◽  
Classroom Context ◽  
Efl Learners ◽  
Pronunciation Instruction ◽  
Language Classroom ◽  
Foreign Language Classroom

ABSTRACT The aim of this paper was to examine the extent of non-verbalizable knowledge L1 Brazilian Portuguese (BP) learners of English possess about the segmental inventory of the L2. The study had two aims: i) to determine to what extent L1 BP EFL learners are aware of contrastive and non-contrastive L2 segments, ii) to determine which type of segments present the lowest level of awareness. To the date, little research has been carried out about the non-verbalizable aspect of L2 phonological awareness, most studies having relied on participants’ verbalization of the acquired knowledge (e.g., KENNEDY & TROFIMOVICH, 2010; WREMBEL, 2011). Whereas language learners are frequently taught grammar explicitly, pronunciation of the L2 is rarely addressed in the foreign language classroom. Moreover, phonology is in nature less susceptible to conscious processing than other aspects of L2 learning, making the noticing, and especially the explicit explanation, of phonological aspects difficult. Nevertheless, high L2 phonological awareness is beneficial for L2 pronunciation (KIVISTÖ-DE SOUZA, 2015), making its examination a priority in the foreign language classroom context. The participants of the study were 71 advanced EFL learners and 18 native speakers of American English. Participants performed a perception test which presented English segments spoken by native and non-native speakers. The ability to identify pronunciation deviations in the non-native speaker trials was taken as a measure for phonological awareness. The results showed that the L1 BP participants manifested a significantly lower sensitivity to English segmental phonology than the native English speakers (F[1, 87] = 40.56, p <.001, η2=.31). Pronunciation deviations involving consonants were identified to the greatest extent (52%), whereas the trials involving short-lag VOTs were identified the poorest (33%). The results reveal a need for explicit pronunciation instruction and the employment of consciousness-raising activities in the Brazilian EFL classroom.

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