scholarly journals Indigenous Language Teaching: Principles and Experiences of Activity Based Language Learning in Scottish Gaelic Karate Classes

2019 ◽  
Author(s):  
Alexander B. Mearns
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Cultural Awareness ◽  
Basic Design ◽  
Language Usage ◽  
Activity Increase ◽  
Scottish Gaelic ◽  
Design And Implementation ◽  
Teaching Principles ◽  
Medium Education

This paper describes first-hand trials and experience in the development of an activity-based language learning programme to investigate and to improve Gaelic language acquisition and cultural awareness for children in Gaelic Medium Education in two areas of the Highlands and Islands of Scotland. This on-going activity programme began in 2008 to help support language usage and accuracy which is often not achieved in school. Four basic design principles have emerged which have been helpful in progressing the children’s language acquisition. These are that to focus on specific language goals is helpful, repetition is necessary, that vocal guides to an activity increase participant’s learning and enjoyment and finally that it is helpful to embed the language in culture. Although the examples described in this paper are specific to Gaelic, it is hoped that these four principles will be helpful in the design and implementation of any other programme of language learning through activities.

The correlation between Cultural awareness and blended learning in ESP courses: a case study of a tourism class

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Le Dinh Tung
Keyword(s):  
Language Acquisition ◽  
Blended Learning ◽  
Language Learning ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Cultural Beliefs ◽  
Global Culture ◽  
Key Issues ◽  
The Given

The awareness of cultural beliefs and customs seems not to have attracted adequate attention during the phase of teaching and learning in ESP courses. The requirements of effective and appropriate interaction and communication with other cultures (Wiseman, Hammer, & Nishida, 1989) bring this matter to ESP teachers and learners. That studying merely from the course book and completing the given tasks discourages students from exploring the world, which expects a more efficient way to include language acquisition and cultural awareness. This paper explores the correlation of cultural awareness and blended learning in which educator in charge of a tourism class can raise students’ cultural communicative competence together with their understanding of global culture. Some of the key issues of this pedagogical methodology also can be discussed regarding language learning, cultural awareness and self-studying in an ESP course.   Keywords-Cultural awareness, blended learning, ESP, cultural communicative competence, language acquisition, Vietnam

scholarly journals Introduction of Movement Into Classes of the Italian Language and an Analysis of the Most Common Linguistic Issues

2021 ◽  
pp. 87-108
Author(s):  
Mojca Kompara Lukančič ◽  
Darija Omrčen
Keyword(s):  
Physical Activity ◽  
Language Acquisition ◽  
Language Learning ◽  
Tertiary Education ◽  
Good Practice ◽  
Language Usage ◽  
Italian Language

The aim of the paper was to address the concept of movement and its introduction into tertiary education in classes of the Italian language during COVID-19 times. In the paper we address the importance of introducing movement in language learning giving an insight to the presence of physical activity in educational curricula where examples of good practice are presented. The paper focuses on the concept of language acquisition with the preparation of video resources and how such concept can benefit movement and avoid sedentarism in tertiary education. The survey was composed of an experiment where students from the Faculty of Tourism, University of Maribor prepared videos in the Italian language as part of their study requirements. In this research 14 three-minute-long videos were analysed in terms of language usage and the most common linguistic issues are presented.

CALL and the classroom: the case for comparative research

ReCALL ◽  
2002 ◽  
Vol 14 (1) ◽  
pp. 146-166 ◽  
Author(s):  
PAUL ALLUM
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Comparative Studies ◽  
Comparative Research ◽  
Design And Implementation ◽  
Learning Tasks ◽  
Increasing Demand ◽  
General Studies ◽  
Human Teacher

Educators are more and more concerned to integrate human and computer capabilities as efficiently as possible. There is an increasing demand in language teaching for evidence on which to base decisions about use of this ever more prevalent tool. One main yardstick for evaluation of CALL is, naturally, the human teacher. Thus there is demand for comparative data. Attempts to provide such data in a way that allows useful generalisations to be made or accurate analyses of the outcomes are still comparatively limited and difficult to produce. Many attempts have been strongly criticised and the very concept of comparative studies of this kind has been attacked. The belief asserted here is that there is still a need for general studies in a variety of contexts. A longitudinal comparative study is reported that tries to take into account some of the major criticisms, while providing support for the idea that these kinds of study still need to continue. The study provides a detailed description of the design and implementation, an evaluation in terms of Second Language Acquisition (SLA) criteria, and pre and post tests to measure outcomes across a range of language learning tasks.

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.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

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