scholarly journals L’immersion fictionnelle, ou comment concilier art et émotion en cours de langue

2014 ◽  
Vol 11 (1) ◽  
pp. 89-100
Author(s):  
Catherine Muller
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Real World ◽  
Nous Proposons ◽  
The Real ◽  
Mise En Œuvre ◽  
Artistic Experience ◽  
Language Classroom ◽  
Stage Directors

Cet article porte sur l’expérience artistique en classe de langue sous l’angle des réactions verbales. Nous proposons d’analyser les interactions orales recueillies lors d’une activité de commentaire de photographies mise en œuvre en classe de français enseigné comme langue étrangère auprès d’apprenants adultes en contexte pluriculturel. Notre perspective est focalisée sur l’une des formes de réception des œuvres, l’immersion fictionnelle. Grâce à une analogie perçue entre l’univers fictionnel et le monde réel, les apprenants construisent de l’empathie envers l’un des personnages de la photographie, ce qui les amène à participer pleinement à la fiction. Ce phénomène se manifeste par l’attribution de paroles aux personnages de l’image. C’est à travers la notion de polyphonie énonciative que nous étudions différents extraits recueillis devant la photographie Les mariés d’Arthur Tress. Lorsque les apprenants font précéder les énoncés des personnages d’un verbe introducteur, ils se comportent comme des metteurs en scène donnant des instructions à leurs comédiens. Lorsque leurs énoncés sont dépourvus de verbes de dire, ils incarnent véritablement les personnages à la manière d’acteurs. Fictional Immersion: Combining Art and Emotion in the Language Classroom Abstract: The article deals with the verbal reactions induced by an artistic experience in a language classroom. Our perspective is to analyze the oral interactions triggered by an activity asking adult learners to comment on photographs in lessons of French taught as a foreign language in a pluricultural context. This paper focuses on fictional immersion, which is one of the possible reactions to the pictures. As they perceive a form of analogy between the fictional universe and the real world, the students build empathy with one of the characters in the photograph, which encourages them to fully participate in the fiction. They speak the parts of the characters on the image. The notion of enunciative polyphony helps us to study different excerpts where the students comment on the photograph Bride and Groom by Arthur Tress. When the learners use a verb to introduce the characters’ utterances, they behave as stage directors giving instructions to actors. When they do not use such verbs, they truly embody characters, just like actors do.

scholarly journals TRANSLATION IN A FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 222-224
Author(s):  
Liliia Shtokhman
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Translation Process ◽  
The Real ◽  
English Teaching ◽  
English Classrooms ◽  
Language Classroom ◽  
Long Time ◽  
New Methodologies ◽  
The Many

The article deals with the issue of translation in teaching a foreign language. It considers some of the many objections thinkers and practitioners have to translation, and some of the possible benefits of its use. Translation was the basis of language teaching for a very long time, and then rejected as new methodologies started to appear. It was not so long ago that a great number of teachers admitted feeling guilty about using students’ L1 in the English classrooms. Together with drilling, grammar and other ingredients of English teaching, translation has been too easily demonized for too many years. It is clear that the use of L1 has to be restricted or allowed only when benefits clearly counteract drawbacks. Learners may not see the value of translation as an activity to help them learn English, and instead see it as a specialised, and difficult, activity. It is stated that by relying on translation, students don't develop the 'real world' strategies, which could help them to negotiate meaning and communicate when they need to make themselves understood or to understand someone who doesn't share their language. But many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms. Translation in groups can encourage learners to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. Discussion of differences and similarities during the translation process helps learners understand the interaction of the two languages and the problems caused by their language.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

scholarly journals Use of Saudi EFL Adult Learners’ L1 to Address Foreign Language Classroom Anxiety

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Khaled Besher Albesher ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Research Question ◽  
Target Language ◽  
Medium Of Instruction ◽  
Main Research ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner’s L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

Multimedialny słownik lingworealioznawczy – nowe narzędzie w lingwokulturologii stosowanej

2018 ◽  
Vol 2 (XXII) ◽  
pp. 79-88
Author(s):  
Joanna Olechno-Wasiluk
Keyword(s):  
Cultural Studies ◽  
Foreign Language ◽  
Real World ◽  
Russian Language ◽  
Research Subject ◽  
The Real

The paper constitutes an attempt to delineate the main assumptions, aims and research subject of applied linguo-cultural studies. This discipline works on the border of theoretical linguocultural studies and methodology of teaching a foreign language. The paper presents Multimedia Linguo-cultural Dictionary available on the webpage of Pushkin State Russian Language Institute. The author analyses the macro- and microstructure of the dictionary, focusing on its innovativeness. Entries in the dictionary are described in their entirety, considering references to the real world, which are essential in the socio-cultural functioning of every language, its description and teaching. This helps realise the main assumptions and aims of applied linguo-cultural studies.

scholarly journals Intercultural Sensitivity and Adult Learners’ Willingness to Communicate in English as a Foreign Language

2021 ◽  
Vol 59 ◽  
pp. 93-107
Author(s):  
Małgorzata Jedynak
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Cultural Differences ◽  
Intercultural Sensitivity ◽  
Willingness To Communicate ◽  
Communication Effectiveness ◽  
Quantitative Methodology ◽  
Formal Instruction ◽  
Language Classroom ◽  
New Knowledge

Intercultural sensitivity as coined by Bennett (2015) is a relatively new construct which refers to how an individual construes and makes sense of cultural differences. It is believed that it is not inborn and can be developed through intercultural experiences and formal instruction. Though the concept of intercultural sensitivity has been already investigated, particularly in relation to communication effectiveness; yet it has not been examined through the lens of the learner’s willingness to communicate. Hence, the purpose of the research paper is to investigate intercultural sensitivity and its correlation with willingness to communicate in English as a foreign language. The author employed the quantitative methodology, administering the online intercultural sensitivity and willingness to communicate questionnaires to adult learners of English representing various L1 cultures. The insights from the study may equip us with new knowledge on increasing learners’ willingness to communicate and as a result their engagement in communication in a language classroom.

scholarly journals How teachers can guide students towards the increased use of contextualised MALL in target and non-target countries: The case of L2 Chinese adult students

2019 ◽  
pp. 137-154
Author(s):  
Orit Ezra ◽  
Anat Cohen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Real World ◽  
Real Life ◽  
Extra Time ◽  
The Real ◽  
Mobile Assisted Language Learning ◽  
Chinese Adult ◽  
L2 Chinese

Contextualised mobile assisted language learning (MALL) has been greatly discussed (Pegrum, 2014); however, its potential has not been reached in either target or non-target countries, and this calls for teachers’ attention. This study recommended a way for teachers to guide their Chinese second or foreign language students towards increasing their contextualised MALL, by relying on a framework proposed by Cohen and Ezra (2018) and based on the learners’ existing activities.’s contextualised components include real-world and real-life contexts (a measuring index is proposed), as well as device mobility. The study recommended the following: teachers in target and non-target countries should focus differently on generic and dedicated activities; content factors for dedicated activities should be taken into account; teachers should guide students to relate to the real world and real life, including objects and other core activities. The findings may encourage teachers to guide students without worrying about the extra time spent in an overcrowded curriculum.

Place of Pragmatics in EFL Classroom

2021 ◽  
Vol 24 (1) ◽  
pp. 66-81
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Real World ◽  
Language Teaching ◽  
Functional Approach ◽  
Language Teachers ◽  
The Other ◽  
The Real ◽  
Other Hand ◽  
Language Studies ◽  
Language Classroom ◽  
Real World Situation

This article’s main aim was to discuss the place of Pragmatics in EFL classrooms. Pragmatics is one of the branches of linguistics concerned with the study of meaning as communicated by a speaker and interpreted by a listener. Pragmatics has relatively recently become the focuses of attention in language studies. On the other hand, it is important to remember that pragmatics components have been used in language teaching contexts in recent years, syllabus design by language teachers worldwide. Many research works have been done by many language researchers in different aspects of pragmatics competence. Language teachers use pragmatics as a functional approach in the language classroom. However, pragmatics follows the general principles for men when they communicate with others. Pragmatics study sentences not in isolation but regarding contexts of situations, and it is defined as the interaction between a sequence of language and the real-world situation in which it is used.

scholarly journals Research in the Real World: Improving Adult Learners Web Search and Evaluation Skills through Motivational Design and Problem-Based Learning

2017 ◽  
Vol 78 (4) ◽  
pp. 527 ◽  
Author(s):  
Lindsay Roberts
Keyword(s):  
Adult Learners ◽  
Information Literacy ◽  
Real World ◽  
Web Search ◽  
Problem Based Learning ◽  
Literacy Skills ◽  
Skill Levels ◽  
The Real ◽  
Motivational Design ◽  
Perceived Relevance

How can we better engage adult learners during information literacy sessions? How do we increase students’ perception of the relevance and importance of information literacy skills for academic work and life in the real world? To explore these questions, the ARCS Model of Motivational Design and Problem-Based Learning were used to develop activities for a library instruction workshop. Community college students completed a pretest and posttest assessment to measure change in skill level, perceived confidence, and perceived relevance of the research workshop. Results show learners’ skill levels, perceived confidence, and perceived relevance increased significantly. Based on the results, suggestions are made for incorporating Motivational Design and Problem-Based Learning into information literacy sessions to increase student engagement.

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