scholarly journals التعلم التعاوني: أسسه واستراتيجياته وتوجيهات لتطبيقه في تعلم العربية بوصفها لغة ثانية أو أجنبية (Cooperative Learning: Strategies, Foundations and Directions to its Implementation in Learning Arabic as a Second or Foreign Language)

1970 ◽  
Vol 5 (2) ◽  
Author(s):  
صالح محجوب محمد (Saleh Mahjub Mohamed al-Tingari)
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Strategies ◽  
Group Work ◽  
Learning Approach ◽  
Practical Application ◽  
Learning Groups ◽  
Descriptive Method

ملخص البحث:   هَدف هذا البحث عبر المنهج الوصفي الاستقرائي إلى تقديم صورة واضحة لمدخل التعلّم التعاوني من حيث: مفهومه، وأسسه، واستراتيجياته، وأنواعه، ودور كلّ من المدرِّس والطالب في تنفيذ خطواته، فضلًا عن إيجابيته في تعلم العربية لغير أهلها. وقد قدم الباحث توجيهات وتطبيقات عمليّة لتعلّم العربيّة بوصفه لغة ثانية أو أجنبية. وقد بينت النتائج مدى فعالية هذا المدخل في تعلّم العربية لغير الناطقين بها، ومردّ ذلك طبيعته التي تركز على العمل الجماعي، وأن اللغة ظاهرة اجتماعية في المقام الأول؛ لأن عمل المجموعات يتيح للطالب الاندماج مع زملائه ممارساً للغة دون خوف أو خجل، وفيه تطبيق للمقولة التربوية التي ترى أنّ الطالب يتعلم من زميله أكثر من مدرّسه، وبينت النتائج أن التعاوني مدخل فعّال في تعلّم اللّغات.الكلمات المفتاحية: التعلّم التعاوني- المجموعات- الاستراتيجيات- المعلّم- الطالب. Abstract:This paper through deductive descriptive method aims at presenting a clear picture of cooperative learning approach in terms of its concept, foundations, strategies, categories and role of each of the teacher and learner in executing its steps. The positive aspects of this learning approach in learning Arabic as a foreign language is also discussed. The researcher presents practical application to learn Arabic as a second language. The results had proven the extent of the effectiveness of this approach in learning Arabic as second language due to its focus on group collaboration. This is possible since language itself is a social phenomenon in the first place and group work gives the learner to mix with his friends to practice language without the barriers of fear or shyness. It is also a platform to practice an educational view that sees that the learner learns more from his colleagues than his teacher hence validating the effectiveness of cooperative learning.Keywords: Cooperative Learning –Groups – Strategies – Teacher – Learner. Abstrak:Makalah ini menggunakan metode deduktif dan deskriptif, bertujuan untuk mendedahkan gambaran jelas mengenai pendekatan yang diambil oleh pembelajaran secara kerjasama iaitu konsep, asas, strategi-strategi, jenis-jenis, peranan yang diambil oleh setiap tenaga pengajar dan pelajar dalam melaksanakannya dan aspek-aspek positif yang terhasil daripada pendekatan yang digunakan dalam mempelajari bahasa Arab sebagai bahasa kedua atau bahasa asing. Penyelidik juga membentangkan hala tuju dan pendekatan amali bagi mempelajari bahasa ini. Dapatan kajian menunjukkan keberkesanan pendekatan mempelajari bahasa Arab sebagai bahasa kedua secara kerjasama kerana ia memfokuskan kepada kerjasama dalam kumpulan. Hal ini tidak menghairankan disebabkan bahasa tersebut sendiri merupakan suatu fenomena sosial, selain kerjasama dalam kumpulan memberi ruang kepada para pelajar untuk berlatih dan bergaul dengan rakan-rakannya tanpa rasa takut dan malu. Pendekatan ini juga merupakan satu platform dalam mempraktikkan pandangan yang dikemukakan oleh ahli pendidikan yang mana mereka menyatakan bahawa seseorang pelajar akan mempelajari lebih banyak bersama rakan-rakan berbanding gurunya. Oleh yang demikian, kajian ini mengesahkan keberkesanan pembelajaran secara kerjasama.Kata kunci: Pembelajaran Secara Kerjasama- Kumpulan-kumpulan- Strategi-strategi- Tenaga Pengajar- Pelajar.      

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

The Role of Group Work in Classroom Second Language Acquisition

1985 ◽  
Vol 7 (2) ◽  
pp. 233-248 ◽  
Author(s):  
Teresa Pica ◽  
Catherine Doughty
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Group Work ◽  
Classroom Interaction ◽  
Empirical Support ◽  
Important Variable ◽  
Classroom Organization ◽  
Interaction Task

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.

scholarly journals Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

2019 ◽  
Vol 12 (1) ◽  
pp. 1399-1412 ◽  
Author(s):  
Qismullah Yusuf ◽  
◽  
Zalina Jusoh ◽  
Yunisrina Qismullah Yusuf ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training

2020 ◽  
pp. 17-41 ◽  
Author(s):  
Cristina A. Huertas-Abril
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Strategies ◽  
Digital Competence ◽  
Teaching Innovation ◽  
Teaching Competence ◽  
Efl Teacher ◽  
Teaching Learning ◽  
The University

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

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