scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

Examining a mailing list in an elementary Japanese language class

ReCALL ◽  
2003 ◽  
Vol 15 (2) ◽  
pp. 217-236 ◽  
Author(s):  
MAYUMI HOSHI
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Interaction Analysis ◽  
Foreign Language Learning ◽  
Mailing List ◽  
Linguistic Knowledge ◽  
Japanese Language ◽  
Student Survey ◽  
Language Class

This study examines the possible effects of a mailing list discussion on second/foreign language learning in the form of an explorative case study. Forty-six students in an elementary-level Japanese language class at a Canadian university participated. The study consists of three parts: interaction analysis, content analysis, and a student survey. The first two parts referenced the entire mailing list discussion archive. The number of the messages totaled 298. In order to analyze learner interaction, a map of interaction was designed and Levin, Kim and Riel’s (1990) Intermessage Reference Analysis (IRA) was applied. Content analysis was then carried out on the topics, context-type, and depth of learning process involved in each message. Lastly, a survey was distributed in order to discern participants’ perceptions towards the use of a mailing list for language learning. The results of the interaction and content analysis show how a mailing list discussion can provide a place to reflect on course content, enabling students to increase their linguistic knowledge through an exchange of ideas, thoughts, and opinions via student-centered interactions. The result of the participant survey shows that although the students’ participation in and perceptions towards the mailing discussion is not uniform, 35% of the students perceived the value of a mailing list discussion to be high. Through the examination of three different methods of analysis, the study concludes that there is a good potential for the use of mailing list discussions in second/foreign language learning. However, further research is necessary to determine which factors contribute to the successful use of this medium.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

Foreign Language Learning

2017 ◽  
pp. 137-158
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Global Education ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Learning Material ◽  
Mobile Assisted Language Learning ◽  
Language Class ◽  
Media Applications

This chapter reveals the overview of Computer-Assisted Language Learning (CALL) in foreign language learning; the overview of mobile technology in foreign language learning; the overview of Mobile-Assisted Language Learning (MALL); the overview of web-based language learning; Facebook applications in global education; social media applications in foreign language learning; and the significance of social media in foreign language learning. Through CALL, MALL, and social media applications, teachers and language learners can go online to read or listen to the learning material about different areas of interest, and can write or speak about what they have discovered, telling others in the foreign language class or other classes elsewhere in the world. Technology tools enable teachers to differentiate instruction and adapt classroom activities, thus enhancing the foreign language learning experience in global education.

scholarly journals Integration of Creativity-Developing Activities in Foreign Language Learning: Students’ Attitude

2020 ◽  
Vol 16 (1) ◽  
pp. 65-90
Author(s):  
Liudmila Dulksnienė ◽  
Nemira Mačianskienė
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Professional Literature ◽  
Language Class ◽  
Free Environment

SummaryThe increasing significance of science and more intensive cooperation with foreign partners have created demands for plurilingual specialists, capable of providing solid research-based solutions, able to read the most advanced professional literature in a foreign language, participate in international conferences with foreign partners, negotiate and cooperate in scientific and subject-oriented activity while freely communicating in several foreign languages. However, in the case of specialized higher education institutions, such as medical or agricultural universities, foreign language learning is often oriented to the learning of occupational terminology; whereas acquisition of plurilingual communicative competence is much more than linguistic competence, it is a multifaceted competence and its acquisition can be enhanced by integrating creativity-developing activities into the program curricula. The aim of the study was to reveal the students’ attitude towards the integration of creativity development when studying foreign languages at a higher education institution. The generalized results of the study suggest that even though students considered linguistic competence (vocabulary and grammar) to be most important in language learning, yet they valued the acquisition of socio-cultural competence as important in communicating cross-culturally. The students’ attitude to the application of the elements of art in foreign language classes was positive, as these elements increased their interest and motivation in learning; integration of drawing and creation activities facilitated communication; the assignments became motivating and useful when communicating on intercultural topics. The students also positively evaluated the teacher’s work, the teacher’s assistance and positive approach to the evaluation of application of the elements of art by the students, which was the key element in the success of such classes. The importance of stress-free environment was singled out as a prerequisite for creativity expression and communication in a foreign language class.

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

scholarly journals The Adaptation of Contents for the Creation of Foreign Language Learning Exams for Mobile Devices

2009 ◽  
Vol 3 (0) ◽  
Author(s):  
Gimenez López Jose Luis ◽  
Magal-Royo Teresa ◽  
Garde Calvo Francisco ◽  
Prefasi Gomar Salvador
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Foreign Language Learning ◽  
The Creation

scholarly journals Promotion of Student Autonomy in Learning the German Language. University Case Study

2020 ◽  
Vol 17 (1) ◽  
pp. 231-253
Author(s):  
Sidona Žvaliauskienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
German Language ◽  
Self Directed Learning ◽  
Student Autonomy ◽  
Language Class ◽  
Directed Learning ◽  
University Lecturers

SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

scholarly journals Foreign Languages and Creativity — The Quiet Connection in a Globalized/Interconnected World How focusing on "deep work" can help foster creativity, and foreign language competency

2018 ◽  
Vol 9 (1) ◽  
pp. 34 ◽  
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Silent Period ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Languages ◽  
The Sustainable Development ◽  
Analytical Skills ◽  
The Creation

This article examines the significance of foreign language learning and multilingualism in the development of those habits of mind that foster creative thought, critical thinking, and analytical skills, all needed in the globalized interconnected world and workplace -- particularly, the role of solitude and quiet in the development of creativity and critical thinking, as well as the deep, although seldom mentioned, paradoxical, significance of quiet, and even silence, in the foreign language learning process. In addition to the traditional and contemporary reasons for studying a foreign language for cultural and communicative reasons, this article demonstrates that foreign language as a discipline develops the ability to focus through often solitary "deep work" and "deep practice" on the development of foreign languages skills that can be generalized to other subjects and tasks across the disciplines and across linguistic and cultural boundaries. Many Languages One World (MLOW) offers an illustrative example of the ability of students who have mastered other languages to turn their ability to quietly focus, in solitude, to the creation of their winning essays, to collaborative teamwork in developing a UN presentation on the Sustainable Development Goals, and to the creation and delivery of their part of the team presentation.  Future steps include incorporation of the silent period into foreign language education to foster sustainable creativity, as well as inclusion of this additional benefit of foreign language learning in promotion and advocacy for foreign languages at all levels.

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