scholarly journals Museum Learning Through a Foreign Language

2018 ◽  
Author(s):  
Fabiana Fazzi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Students ◽  
History Museum ◽  
Educational Programmes ◽  
Teachers And Students ◽  
Museum Educator ◽  
European Policies ◽  
Educational Staff

One of the most interesting effects of internationalisation is certainly the increase, in Italy, of museum educational programmes delivered through the means of a foreign language and based on the CLIL methodology. The aim of these programmes is for visitors to practise their foreign language skills in an authentic and stimulating context, while at same time developing their knowledge of science, art or other discipline related contents. Their target is mainly school-students, which is in line with current European policies that encourage member states to bridge the gap between in- and out-of-school language learning. This article will first offer a broad overview of how internationalisation has affected museum educational programmes in Italy. Thus, it will give an overview of museum and CLIL-based pedagogies, discussing the challenges encountered to integrate them through summarising Fazzi’s evaluation of a CLIL museum programme. It will then outline a research project carried out in collaboration with the Civic Museum of Venice, through discussing (i) the steps taken in developing a CLIL museum programme at the Natural History Museum of Venice, (ii) the programme structure and (iii) the challenges encountered. The project, which is currently in its second year, adopts a participatory approach and involves the museum educational staff, the museum educator/researcher, and secondary school teachers and students.

A Nationally Oriented Russian Language Textbook for Foreigners (RFL) in Croatian Audience. What Should It Be Like?

2020 ◽  
Vol 9 (2) ◽  
pp. 29-34
Author(s):  
Natal'ya Koneva ◽  
Ana Zalović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Process ◽  
Russian Language ◽  
Language Teachers ◽  
Elementary Level ◽  
School Students ◽  
Teachers And Students ◽  
History Of ◽  
The Russian Language

The topicality of the stated topic is due to the lack of nationally oriented Russian language textbooks in Croatia. Russian-Croatian relations from the XVIII century to the present day are briefly reviewed in the article and attention is paid to the history of Russian language learning in Croatia. The paper touches upon the topic of intercultural communication, which is particularly important for the organization of educational process, in which the teacher of Russian as a foreign language must take into account the national and cultural students’ characteristics. A survey among teachers of Russian as a foreign language and language school students in Croatia was conducted by the authors of this article in order to substantiate prerequisites for creating a nationally oriented Russian language textbook. Russian language teachers’ methodical preferences, aims of studying Russian language and possible factors which can increase students’ motivation are shown; most often difficulties linked to mastering the Russian language are revealed, the same as teachers’ and students’ recommendations regarding a creation of nationally oriented Russian language textbook for elementary level.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

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.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals FEATURES OF A FOREIGN LANGUAGE LESSON

2021 ◽  
Vol 1 (194) ◽  
pp. 167-172
Author(s):  
Tetyana Tokaryeva ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Complex Nature ◽  
Learning Material ◽  
Proper Understanding ◽  
Initial Stage ◽  
Different Types ◽  
Teachers And Students ◽  
Oral Skills ◽  
Specific Part

The article considers the main features of a foreign language lesson in view of the goals and content of the lesson, its complex nature, structure and main types. Considerable attention is paid to the complex nature of work in the classroom, as all elements of language material – phonetic, lexical and grammatical – are interdependent in the implementation of foreign language speech activities. The specifics of goal setting are considered taking into account the features of the lesson, its structure and typology. The purpose of the lesson is a definite reflection of the ultimate goal, a specific part of it. Proper understanding of the purpose of the lesson should be based on a combination of two features of the lesson – language learning and complexity. Each foreign language lesson has a practical, educational and upbringing purpose. The structure of the lesson involves closely interrelated and independent activities of teachers and students, in which the learning process is embodied. The article focuses on the initial stage of a foreign language lesson, which prepares students to implement skills and abilities in various types of speech activities, such as speaking, listening, reading and writing. The beginning of the lesson is one of the constant stages of a foreign language lesson. The initial stage consists of various exercises, mostly oral. It can also be implemented in the form of dialogue between students, in the form of students asking a series of questions on a particular topic addressed to the class. The teacher may also suggest starting the lesson with a story based on familiar and understandable learning material. In addition, individual or frontal control can be performed at the beginning of the lesson. Since a foreign language lesson is a lesson in the development of skills, the stages of communication and consolidation of new knowledge are combined with the performance of various exercises. Lessons of different types, combined for a specific purpose, can form a system of thematic series, within which the objectives of the lessons vary in quantitative and qualitative terms. There are three such systems, namely, the system of lessons aimed at: 1) the development of oral skills and abilities; 2) reading and understanding the text; 3) for the development of both groups of skills. An overview of the typology of foreign language lessons developed and proposed by leading experts in the field of methods of teaching foreign languages is presented in order to emphasize the features of a foreign language lesson.

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

scholarly journals Phonemic Awareness in English as a Foreign Language

EL LE ◽  
2018 ◽  
Author(s):  
Michela Gronchi
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Phonemic Awareness ◽  
Classroom Practice ◽  
Research Study ◽  
Foreign Language Learning ◽  
Learning Program ◽  
School Students ◽  
Early Deprivation

The present paper discusses the results of an action-research study involving a 15-year-old student who was diagnosed with severe dyslexia after coming to Italy through international adoption. The study investigates the literature on language acquisition in cases of early deprivation and the implications of the phonological deficit in students with dyslexia in a foreign language learning environment. The essay also reports the results of a learning program concerning phonological awareness that has been delivered in a two-month period to the student. The program outlines a possible methodological and practical framework for raising phonemic awareness in secondary school students with dyslexia and offers suggestions for classroom practice.

Přehledová kapitola výzkumů jazykových učebních stylů

2019 ◽  
pp. 75-92
Author(s):  
Petra Langerová
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Elementary School Students ◽  
International Research ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
School Students ◽  
Research Studies

The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.

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