scholarly journals Kohdekielisyyden normin oikeutus ja toteutus venäjänkielisessä CLIL-alkuopetuksessa

2021 ◽  
Author(s):  
Maarit Kaunisto
Keyword(s):  
Language Learning ◽  
Primary Education ◽  
Classroom Practices ◽  
Classroom Interaction ◽  
Russian Language ◽  
Target Language ◽  
Language Practice ◽  
Teacher Researcher ◽  
Language Content ◽  
Native Tongue

This article examines the pedagogical-didactic legitimacy of an institutional language practice called the target language norm, and its implementation in Russian-language content-and-language-integrated (CLIL) classroom in primary education with 6–8-year-old students. Here, the language norm refers to an arrangement in which the teacher uses only the target language and restricts the students' use of their native tongue. The data consist of video recorded classroom interaction and ethnographic notes by the teacher-researcher, both collected during a two-year period. The microethnographic analysis shows that the students gradually adopt the norm as a part of their everyday school routine as they are socialized into classroom practices. The study argues that in certain contexts it is justified to introduce a language norm that supports the systematic and goal-oriented nature of language learning.

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

LANGUAGE LEARNING THROUGH SOCIAL COMPUTING: OCCASIONAL PAPERS OF THE APPLIED LINGUISTICS ASSOCIATION OF AUSTRALIA, 16.Robert Debski, June Gassin, and Mike Smith (Eds.). Melbourne: ALAA & The Horwood Language Centre, 1997. Pp. viii + 224. A$12.00 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 502-503
Author(s):  
Carol A. Chapelle
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Social Computing ◽  
Applied Linguistics ◽  
Target Language ◽  
The Internet ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

The papers in Language learning through social computing introduce the classroom practices and philosophical underpinnings of computer-assisted language learning (CALL), which builds on collaborative approaches to L2 teaching and learning. The majority of the essays address general issues in collaborative learning through CALL, describing the authors' experience and reflections on L2 activities designed to engage learners in interesting discussions and projects, many of which rely on target language materials from the Internet.

Principles for code choice in the foreign language classroom: A focus on grammaring

2012 ◽  
Vol 47 (3) ◽  
pp. 332-348 ◽  
Author(s):  
Glenn S. Levine
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Social Space ◽  
Classroom Interaction ◽  
Language Education ◽  
Target Language ◽  
Language Pedagogy ◽  
Code Choice ◽  
Language Classroom ◽  
Effective Use

The social and cultural ‘turn’ in language education of recent years has helped move language teaching and curriculum design away from many of the more rigid dogmas of earlier generations, but the issue of the roles of the learners’ first language (L1) in language pedagogy and classroom interaction is far from settled. Some follow a strict ‘exclusive target language’ pedagogy, while others ‘resort to’ the use of the L1 for a variety of purposes (see ACTFL 2008). Underlying these competing views is the perspective of the L1 as an impediment to second language learning. Following sociocultural theory and ecological perspectives of language and learning and based on the findings of research on classroom code-switching and code choice, this paper lays out an approach to the language classroom as a multilingual social space in which learners and teacher study, negotiate, and co-construct code choice norms toward the dynamic, creative, and pedagogically effective use of both the target language and the learners’ L1(s). Learner use of the L1 for the purpose of grammatical or lexical learning is also considered, and some examples for instruction are offered.

A contrastive analysis of vocabulary teaching Australian and Chinese university settings

1995 ◽  
Vol 12 ◽  
pp. 268-280
Author(s):  
Wang Zhenya
Keyword(s):  
Language Learning ◽  
Classroom Interaction ◽  
Target Language ◽  
Linguistic Distance ◽  
Formal Instruction ◽  
University Of Technology ◽  
Language Classrooms ◽  
Target Languages ◽  
University Settings ◽  
Different Characteristics

Abstract Vocabulary learning is an aspect of language learning. However, in language classrooms vocabulary teaching can be practiced in different ways in different contexts. This paper first describes and compares vocabulary teaching at BUAA (the Beijing University of Aeronautics and Astronautics) and CUT (Curtin University of Technology) in Australia and then examines the causes of the methodological differences found in vocabulary teaching in these two educational institutions. In these two universities, methodological differences exist in vocabulary teaching at the levels of both formal instruction and classroom interaction. In the formal instruction of vocabulary teaching, these two universities exhibit different characteristics at the presentation, repetition and exploitation stages. The contrast between foreign and second language teaching, the cultural and educational contexts in which the target language is taught, the way in which the learners’ first language is learned, the linguistic distance between the learner’s native and target languages, and learner and teacher characteristics cause to a greater or lesser extent the methodological differences observed in vocabulary teaching in the two universities in question.

Deployment of I don’t know and wakannai in second language classroom peer discussions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Yuri Hosoda ◽  
David Aline
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Classroom Interaction ◽  
Target Language ◽  
Epistemic Stance ◽  
Japanese Learners Of English ◽  
Peer Discussions ◽  
Japanese Learners

Abstract This conversation analytic study explicates the differential actions of the English phrase I don’t know (IDK) and its equivalent in Japanese, wakannai, as deployed by Japanese learners of English during peer discussions for language learning. By examining natural classroom interaction, we explore second language (L2) speakers’ use of these tokens for various pragmatic actions. The data consist of 47 h of discussions in English language classes in three Japanese universities. The discussions were carried out in the target language, English, for the most part, but occasionally the participants used their common first language (L1), Japanese. All cases of IDK and wakannai examined here occurred in first positions during production of opinions or first assessments. The analysis revealed that within a single discussion session, the participants marshalled IDK and wakannai to perform differential actions. Overwhelmingly, in our data, IDK was deployed to manage their epistemic stance, while wakannai was produced to make a public assertion of their insufficient knowledge.

scholarly journals SPECIFICS OF THE CULTUROLOGICAL COMPONENT IN PROFESSIONALLY ORIENTED RUSSIAN LANGUAGE TEACHING TO FOREIGN SERVICEMEN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
A.D DEIKINA ◽  
◽  
Y.V ANISINA ◽  
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
World View ◽  
Social Situation ◽  
Russian Language ◽  
Target Language ◽  
Regional Studies ◽  
Primary Role ◽  
Cultural Perspective ◽  
The World

In view of the current social situation that has rendered a particular acuteness to the world view issues, the importance of socially and culturally oriented sciences in education of all cohorts of students and especially of servicemen who are responsible for the fate of the world has now significantly increased. Regarded as an interdependent indivisible whole being essential of the language learning process, the cultural, regional and country studies through language are believed to have a hierarchical structure, and the components of this whole are shown to fulfill themselves through the following chain: Culture Studies → Regional Studies → Country Studies. It is found in the course of the research that the discussed sciences play a primary role in addressing the social and adaption problems faced by foreigners who first come to study in Russia. Based on the fact that science is understood as part of the national heritage and the system of human spiritual values, the culturological content is proved to include a narrower ‘channel’ for adding information about the target language country, i.e., the one pertaining to regional studies, which is oriented to the occupation foreign students choose, and implies country facts to be given to the extent needed to professionals in particular fields. The paper approaches the culturological component as a substantive part of the professionally oriented Russian language teaching process, which contributes to the basic understanding of the target language country in foreign military men in terms of the country’s cultural perspective and retrospective, as well as of achievements and developments in the professional field since it provides information about world-famous personalities and historical or cultural events of both common civilizational and high professional significance.

scholarly journals Foreign language learning as a factor of the inophone’s sociocultural adaptation

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Foreign Language Learning ◽  
Foreign Student ◽  
Russian Language ◽  
Target Language ◽  
Sociocultural Adaptation ◽  
Russian Speakers ◽  
Concert Programs

The article describes the features of the inophones’ sociocultural adaptation. One of the factors of the foreigner’s sociocultural adaptation – mastering the Ukrainian (Russian) language has been considered. The forms of work with foreign students to be helpful in their successful sociocultural adaptation have been proposed. The activity of the teacher is to manage the organization of active knowledge of the realities by the foreigners. It is also worth attracting foreigners to certain educational activities, excursions; organizing the concert programs both as observers and participants; arranging visits to various events where you can communicate with native Ukrainian (Russian) speakers. As a result of linguistic education, the students can and should be formed: readiness to comprehend a socio-cultural portrait of the country, the target language, and understanding of the native speakers; ethnic, racial and social tolerance, language tact and socio-cultural politeness; propensities to find non-violent ways to resolve conflicts. So, when learning foreign languages, the enrichment of foreign students’ individual experience of communication with another linguistic culture and the result of foreign language training are positive changes in the overall structure of students’ behavior. The author is convinced that the systematic, purposeful teachers’ work to overcome adaptation difficulties is the key to the successful adaptation of foreign students, the further development of each student as a person and future specialist. The better the Ukrainian (Russian) language is learned, the more adaptive it is, the more students adapt to the new socio-cultural environment, the better and more successful is the process of joining a new educational system and the sphere of interethnic communication with representatives of different countries. Prospects for further research are to find the forms and methods of work that will facilitate the acquisition of a foreign student to a new environment. The teacher must create certain conditions for foreigners to comprehend the linguistic material and learn to participate in the dialogue communication of the society in an active way.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

THE IMPLEMENTATION OF COGNITIVE ACADEMIC LANGUAGE LEARNING STRATEGIES (CALLS) TO HELP THE STUDENTS IN RECOGNIZING THE LEXICAL CONSTRAINTS ON THE STUDENTS TRANSLATION

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Diah Astuty
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Academic Language ◽  
Target Language ◽  
Language Learning Strategies ◽  
Source Language ◽  
Lexical Constraints ◽  
Language Text

his study aims to describe the sorts of lexical constraints that appeared on the students translation when translating some source language texts into some target language texts. The competence of linguistic fields that the students have acquired is in the fact assumed to be inadequate and it can cause the lexical constraints.Keywords: CALLS, lexical constraints,source language text,target language text

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