scholarly journals The Revival of Translation as a Fifth Skill in the Foreign Language Classroom: A Review of Literature

2018 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Houda AYACHIA
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Direct Method ◽  
Foreign Languages ◽  
Late Nineteenth Century ◽  
Review Of Literature ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Long Time ◽  
Listening And Speaking

With the advent of the monolingual principle entrenched by the Reform Movement of the late nineteenth century and exponents of the Direct Method, translation has been treated, for a long time, as a skeleton in the closet. Recently, however, many researchers (Witte, Harden & Ramos de Oliveira Harden, 2009; Cook, 2010; Leonardi, 2010; Malmkjaer, 2010) have questioned the outright dismissal of translation from the foreign language classroom and called for reassessing its role. Moreover, they welcomed it as a fifth skill alongside reading, writing, listening, and speaking that learners need in their learning and future careers. This paper argues for the rehabilitation of translation in the teaching and learning of foreign languages. It attempts to give a panorama of the revival of translation. So, it first reconsiders its dismissal in the method era and then it summarises the literature on its revival in the 21st century. The review of literature has revealed that the onslaught against translation was illegitimate and that the literature in favour of it is a reputable, a recent, and an abundant one.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

scholarly journals Changes in and Effects of Foreign Language Classroom Anxiety and Listening Anxiety on Chinese Undergraduate Students’ English Proficiency in the COVID-19 Context

2021 ◽  
Vol 12 ◽  
Author(s):  
Meihua Liu ◽  
Renqing Yuan
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Proficiency ◽  
Learning Context ◽  
Listening Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Listening And Speaking ◽  
Classroom Anxiety

The present longitudinal survey study explored changes in and effects of foreign language classroom anxiety (FLCA) and listening anxiety (FLLA) on Chinese undergraduate students’ English proficiency over a semester in the COVID-19 context. A set of 182 matching questionnaires was collected from first-year undergraduate English as a foreign language learners at two time points of a 16-week semester. Analyses of the data revealed the following major findings: (1) the participants experienced high levels of FLCA and FLLA both at the beginning and end of the semester, neither of which changed significantly during the semester, (2) FLCA and FLLA were highly positively related to each other, (3) FLCA and FLLA significantly predicted students’ self-rated proficiency in listening and speaking English, and (4) confidence in using English, efforts and motivation to learn English and interaction with instructors and peers mediated FLCA and FLLA to exert effects on students’ self-perceived proficiency in listening and speaking English. These findings indicate that the learning environment is critical in influencing the levels of and changes in FLCA and listening anxiety and that these two types of foreign language anxiety are serious issues in the pandemic foreign language learning context.

Technology in the Foreign Language Classroom

2005 ◽  
pp. 2757-2760
Author(s):  
William J. Switala
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Foreign Languages ◽  
Public High Schools ◽  
American Council ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Year 2000

America is a country made up of people from all corners of the globe. Although this is the case, few Americans can communicate in a language other than English. The major reason for this is that Americans do not study foreign languages to any great extent in school, and those who do, have not developed a facility to speak the language they have studied. The American Council on the Teaching of Foreign Languages found, in its survey entitled “Foreign Language Enrollments in U.S. Public High Schools, 1890-2000,” that there was a steady decline in the numbers of students studying foreign languages from 1976 to 1994. From 1995 to 2000 this trend was reversed and the number of students learning new languages in the year 2000 almost matched that of the enrollment for 1974. However, this still only accounted for 42.5% of the total number of students attending American high schools (ACTFL, 2004). A possible explanation for this low number may rest in the methodology used to teach foreign languages in our schools. (Brecht, 2002).

scholarly journals Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

2018 ◽  
Vol 8 (8) ◽  
pp. 906
Author(s):  
Mladen Marinac ◽  
Iva Barić
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Tertiary Level ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Language For Specific Purposes ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers Attitudes

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

scholarly journals Interakcja w ujęciach teoretycznych – wieloaspektowy charakter zjawiska

Neofilolog ◽  
2017 ◽  
pp. 163-177
Author(s):  
Magdalena Aleksandrzak
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theoretical Orientations ◽  
Interactional Competence ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The Status ◽  
Language Teaching And Learning

The paper concentrates on the notion of interaction with regard to selected theoretical orientations and perspectives. First, the definitions of the three frequently overlapping terms – communication, discourse and interaction – are discussed with particular attention given to their mutual relationships within presented interpretations. Next, the status of interaction in some psychological, sociological and pedagogical orientations is briefly illustrated and a closer look is taken at interaction within cognitive, sociocultural and interactionist approaches to foreign language teaching and learning. The following part of the article focuses on types of interaction in the foreign language classroom. Finally, the selected interpretations of the construct of interactional competence are presented and analysed.

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