scholarly journals On the rudiments of the eye tracking glottodidactics

2020 ◽  
pp. 57-76
Author(s):  
Sambor Grucza
Keyword(s):  
Second Language ◽  
Eye Tracking ◽  
Language Learning ◽  
Second Language Learning ◽  
Point Of View ◽  
School Students ◽  
Learning And Teaching ◽  
Basic Assumptions ◽  
Work Effectiveness ◽  
The University

The article presents briefly the main aim of eye tracking supported research carried out within the scope of what is broadly understood to be second language learning and teaching. Special emphasis is placed on the capabilities and limitations of eye tracking based cognition in second language learning and teaching. Eye tracking based research of second language learning and teaching is, from the scientific point of view, relevant in so as much as it measurably contributes to the creation of new, or the verification of previously acquired, scientific knowledge, in as much as it contributes to the scientific cognition of the object of glottodidactics. The article introduces the basic assumptions of eye tracking glottodidactics. In this sense it constitutes the first part of the presentation of the results of the eye tracking supported project “Developing language competences in secondary school students with developmental dyslexia”, which was implemented at the University of Warsaw. The second part of the presentation is the article "Layout changes in the textbook of English and their influence on the dyslectic students’ work effectiveness – an eye tracking analysis'' written by Agnieszka Andrychowicz-Trojanowska and published in this issue of Beyond Philology.

scholarly journals Student-Teachers’ Perceptions of Second Language Teaching in the CBL Program: Identity Construction and Development

2017 ◽  
Vol 8 (4) ◽  
pp. 21 ◽  
Author(s):  
Shu-Fen Yeh
Keyword(s):  
Second Language ◽  
Identity Development ◽  
Language Learning ◽  
Student Teachers ◽  
Second Language Learning ◽  
Social Contexts ◽  
Learning Program ◽  
School Students ◽  
Teachers Perceptions ◽  
Learning And Teaching

In recent times, researchers of second language learning have suggested that second language learning is not simply a cognitive or linguistic issue, but is also a social, political, and cultural one (e.g., Atkinson, 2002; Firth & Wagner, 1997; Larsen-Freeman, 2007). Research on student-teachers’ identity (e.g., Atkinson, 2004; Day & Kington, 2008; Wenger, 1998) also stresses the importance of identity development to help students with setting goals and learning (e.g., Olsen, 2008). Therefore, this qualitative research aimed to investigate STs’ identity development and how identity transfers knowledge to facilitate the learning and teaching processes. This study applied a two-semester community-based learning program involving 40 university students and 50 elementary school students in Taiwan. It was found that negotiating multiple discourses in diverse social contexts is another dimension of learning sources for student-teachers’ understanding of personal values, increasing the awareness of social responsibilities, and fashioning their personal and pedagogical identities. 

Assessment of Vocabulary Levels Among Regional Middle School Students

2020 ◽  
pp. 91-97
Author(s):  
Praveen Kumar ◽  
Prasantha Kumar
Keyword(s):  
Second Language ◽  
Middle School Students ◽  
Language Learning ◽  
Second Language Learning ◽  
Vital Role ◽  
School Students ◽  
Lexical Knowledge ◽  
Learning And Teaching ◽  
Teaching Knowledge ◽  
Group 3

Vocabulary plays a vital role in language learning and teaching. Knowledge of vocabulary is the root of second language learning. An assessment of regional middle students' lexical knowledge is essential before enhancing second language learning and teaching. This chapter is an empirical study based on written tests. The researcher used the following sections for testing vocabulary levels: (1) compound words; (2) odd one out - word group; (3) prefix; (4) suffix; and (5) identifying professions through pictures. This chapter interprets the data and analyzes the five sections, showing averages and frequencies. This study offers suggestions for empowering and enhancing vocabulary in second language learning and teaching.

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

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