scholarly journals Students' perception towered autonomy in foreign language learning and instructions

لارك ◽  
2020 ◽  
Vol 4 (39) ◽  
pp. 794-772
Author(s):  
د. بان كاظم عبد الدراجي
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Comprehensive Analysis ◽  
Teachers Perceptions ◽  
Learner Centered ◽  
Writing Skill ◽  
Instructional Processes ◽  
Shed Light

In the current day, especially in the field of curriculum, designers are progressively concentrating their efforts on learning quality and student improvement in L2 instruction. Learner-centered approach is their target and has led to an emphasis on learner autonomy and its value in stimulating the development of the learner. The current paper aims to examine two hundred university students' perception regarding their autonomy in writing and their teachers' perceptions of the writing skill of the curriculum in promoting students' autonomy and this investigation provided a comprehensive analysis of the instructional processes in promoting autonomy in writing skills and shed light upon the subjects that are be reviewed in the writing skill area of the curriculum.      

Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 41-59
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

scholarly journals A REVIEW OF CONTRASTIVE ANALYSIS HYPOTHESIS WITH A PHONOLOGICAL AND SYNTACTICAL VIEW: A CROSS-LINGUISTIC STUDY

2017 ◽  
Vol 10 ◽  
pp. 32-41
Author(s):  
Islam Namazian Dost ◽  
Ghassem Bohloulzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Contrastive Analysis ◽  
Linguistic Study ◽  
Learning Contexts ◽  
L2 Learners ◽  
Actual Learning ◽  
Shed Light

Although contrastive analysis has often been questioned for its inadequacy to predict the transfer errors that learners will make in actual learning contexts it cannot be easily denied that “such interference does exist and can explain difficulties” (Brown, 1994, p. 200), especially in the phonological aspects of second/foreign language learning. In this line, the present research is trying to shed light on the concept of contrastive analysis hypothesis by focusing on the background and origins of the concept, then the procedures and its different versions. Also, the current study will discuss the differences and similarities exist in the phonology and syntax of two languages, namely Persian and English in order to be able to find the areas of possible difficulty for L2 learners of English.

scholarly journals Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 89-107
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

TOTAL PHYSICAL RESPONSE METHOD IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunanfathur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Basic Skill ◽  
Human Beings ◽  
Foreign Language Learners ◽  
Physical Response ◽  
Response Method

Foreign language is now a must in every level of education. People begin tolisten to foreign language and the try to master it. Listening is the languageskills that are closely related to the daily life of human beings. Listening is theprocess of accepting verbal symbols with caring, understanding, appreciation,and the interpretation of information, here we capture the content ormessages, as well as to understand the meaning of communication. Whilelistening to a foreign language we will hear how the language is spoken.Therefore, listening is a basic skill that must be mastered by learners inlearning a foreign language before speaking, reading and writing skills. But infact, the foreign language learners have difficulties in Listening. The TotalPhysical Response method can desirable overcome this problem.

scholarly journals Teachers’ Perceptions of the Significance of Local Culture in Foreign Language Learning

2014 ◽  
Vol 1 (3) ◽  
pp. 65-70
Author(s):  
Intakhab Alam Khan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Culture ◽  
Teachers Perceptions ◽  
English Class ◽  
Foreign Culture ◽  
Difference Of Opinion ◽  
British Culture

Learning takes place in an environment, and environment includes the local culture which is extremely important while learning in general. The question if the local or foreign culture is crucial in the learning process of a foreign language. There isn’t much difference of opinion on the relevance of British culture in an English class, however the usefulness of the local culture (the Saudi culture in this context) is questioned. The present study is a modest attempt towards answering some such questions formulating the basis and the hypotheses for this research.

scholarly journals The Role of Cultural Competence in the Teaching of Hungarian as a Foreign Language and in Cultural Diplomacy

2015 ◽  
Vol 7 ◽  
pp. 350-357
Author(s):  
Erika Sólyom
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Language Learning ◽  
Cultural Diplomacy ◽  
Foreign Language Learning ◽  
Cultural Norms ◽  
Study Abroad Programs ◽  
Resource Center ◽  
Shed Light

In the present paper, I aim to shed light on the importance of cultural competence from three perspectives. First, in my capacity as a sociolinguist, I will talk about how Hungarian culture is incorporated in the textbook "Colloquial Hungarian" (Rounds and Sólyom 2011), providing particular examples from various dialogues and cultural notes from the book. I believe that linguistic competence, communicative competence, and cultural competence are equally important parts of foreign language teaching and foreign language learning. Second, as a foreign language instructor at U.S. study abroad programs, I plan to discuss the importance of cultural norms of the speakers of the local language in the host country. Third, as a director of an American cultural and resource center in Budapest, I will talk about the importance of building bridges between two cultures, describing the goals and missions of the center as well as giving specific examples of the activities of the American Corner Budapest.

Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online

2012 ◽  
Vol 2 (2) ◽  
pp. 30-44 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

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