The Implicit-Explicit Dichotomy in Language Teaching/Learning: A Proposal for an Update

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

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Review of research on language teaching, learning and policy published in 2004 and 2005

Language Teaching ◽

10.1017/s0261444806003892 ◽

2006 ◽

Vol 39 (4) ◽

pp. 1-27 ◽

Cited By ~ 5

Author(s):

Richard Johnstone

Keyword(s):

International Research ◽

Language Teaching ◽

To Come ◽

The One ◽

Teaching Learning ◽

Comprehensive Coverage

Most of the annual reviews which I have prepared for the present journal discuss roughly 100 articles published each previous year in top international research outlets. Even with such a high number per year, considerable selectivity has to be applied – the number of abstracts appearing up to the end of the October 2005 edition of Language Teaching, for example, amounts to 601, mostly published in 2005 and with still more to come for that year. The task of covering 2004 as well as 2005 within the one review, necessitated by personal circumstances, is therefore doubly daunting in its selectivity. For comprehensive coverage then, there is nothing in my view which can compete with the abstracts themselves as published in the present journal.

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Impacts of Disruptive Technology: Implementation of MOOCs in Language Teaching

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.a5955.0510121 ◽

2021 ◽

Vol 10 (1) ◽

pp. 242-245

Author(s):

Wipanee Pengnate* ◽

Bundit Anuyahong ◽

Chalong Rattanapong,

Keyword(s):

Higher Education ◽

Language Learning ◽

Technology Implementation ◽

Language Teaching ◽

Disruptive Innovation ◽

Learning Activity ◽

Disruptive Technology ◽

Rapid Transition ◽

Educational Paradigm ◽

Teaching Learning

This article presents trends and directions for language teaching instructors, especially in higher education. The objectives of this paper were to investigate the satisfaction of implementation of MOOCs in language teaching and to illustrate the change caused by disruptive technologies effected on behaviors and methods of language teaching-learning process. Due to Covid-19, the pandemic has shown a remarkably dramatic impact on Higher education. The term disruptive technology for e-Learning, therefore, become a common trend in educational system around the world with the rapid transition from traditional classes to online learning systems. Therefore, a robust and implemented approach aimed on improving and empowering the university staff should be created and developed to achieve the highest effectiveness of students’ learning process.In this study, the theory of teaching-learning activity pedagogy and trends in language learning are being proposed. These theories explain and provide conceptual frameworks for Higher Education (HE) to clearly see the interactions and consequences of the new educational paradigm according to disruptive innovation.

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Situation as a methodological problem and its role in teaching a foreign language

Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky ◽

10.24195/2617-6688-2020-2-10 ◽

2020 ◽

Vol 2020 (2 (131)) ◽

pp. 73-79

Author(s):

Oleksiy Kozachenko

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Semantic Content ◽

Foreign Language Teaching ◽

Scientific Development ◽

Practical Implementation ◽

Level Of Functioning ◽

Speech Activity ◽

Oral Speech ◽

Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

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O trabalho com uma sequência didática de receitas em língua inglesa em uma escola pública

Horizontes ◽

10.24933/horizontes.v32i1.90 ◽

2014 ◽

Vol 32 (1) ◽

Author(s):

Ana Paula Marques Beato-Canato ◽

Vera Lúcia Lopes Cristovão

Keyword(s):

Public School ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

School Year ◽

Pen Pal ◽

Interactionist Perspective ◽

Development Of Language ◽

Teaching Learning ◽

Learning Language

Em uma perspectiva interacionista sociodiscursiva, advogamos que, para alcançar seus objetivos, o trabalho com línguas na rede regular pública de ensino pode ser planejado em sequências didáticas organizadas em torno degêneros textuais. Tais unidades visam ao desenvolvimento de capacidades de linguagem, entendidas como “aptidões requeridas para a realização de um texto numa situação de interação determinada” (DOLZ; PASQUIER; BRONCKART, 1993, p.30). A partir desses pressupostos, sequências didáticas foram aplicadas a alunos de uma escola municipal de Joinville, ao longo de um ano escolar, com o objetivo de possibilitar a participação efetiva em um projeto de troca de correspondências. Dentre os gêneros abordados, selecionamos receitas culinárias para o escopo deste artigo, que visa, assim, descrever o material elaborado e analisar as produções de um aluno de modo a ilustrar oportunidades (ou não) de desenvolvimento de capacidades de linguagem possibilitadas por um trabalho dessa natureza. Palavras-chave: Interacionismo Sociodiscursivo; gênero textual receita culinária; sequência didática; ensino-aprendizagem de língua inglesa; desenvolvimentode capacidades de linguagem.The work with a didactic sequence of recipes in English as an additional language in a public schoolAbstract In a sociodiscursive interactionist perspective, we advocate that, to achieve its goals, the work with languages in public regular schools can be planned in didactic sequences towards genres. Such units aim at the development of language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Based on these principles, didactic sequences were employed with students of a public school in Joinville, during a school year, with the objective of contributing to their effective participation in a pen pal Project. Among the genres handled, cooking recipeswere taken as scope of this paper, which aims at describing the material planned and analyze the productions of one student in order to illustrate the opportunities of language capacities development enabled by a work of thisnature.Keywords: Sociodiscursive Interacionism; genre cooking recipe; didactic sequences; English language teaching/learning; language capacities development.

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Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n25p193 ◽

2017 ◽

Vol 13 (25) ◽

pp. 193

Author(s):

Armas Pesantez Paul Rolando ◽

Armas Pesantez Washington Geovanny ◽

Salazar Calderón Edison Hernán ◽

Guadalupe Bravo Luis Oswaldo ◽

Orozco Yánez Gabriel Isaac

Keyword(s):

English Language ◽

Language Teaching ◽

Virtual Classroom ◽

English Language Teaching ◽

Curriculum Guidelines ◽

Teachers And Students ◽

Post Test ◽

Quasi Experimental ◽

Didactic Material ◽

Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

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language teaching

Language Teaching ◽

10.1017/s0261444807004314 ◽

2007 ◽

Vol 40 (3) ◽

pp. i-i

Keyword(s):

Second Language Acquisition ◽

Language Teaching ◽

Applied Linguistics ◽

Annual Conference ◽

University Of Wisconsin ◽

Listening Skill ◽

Product And Process ◽

L2 Listening ◽

Teaching Learning ◽

The University

In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

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