scholarly journals THE ROLE OF INTERNAL CONSTRAINTS AND FANTASY ELEMENT IN CREATIVE LANGUAGE TASKS FOR FOREIGN LANGUAGE LEARNERS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Lavinia D. W. Araminta
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Teachers ◽  
Small Scale ◽  
Human Beings ◽  
Internal Constraints ◽  
Language Play ◽  
Linguistic Resources ◽  
Creative Language

For the past few years, language teaching, especially for foreign learners, has become more and more creative. Creativity has been deemed paramount in the history of language use by human beings, including day-to-day language play and literary works. It is also suggested that creative language tasks are helpful for learners when it comes to writing. This small-scale study involving two Indonesian university students in Auckland was conducted to find out how adult learners, at any rate, take advantage of imagination in language learning. It examines the role of internal constraints and fantasy element in helping adult learners create meanings in doing creative language tasks. The results show that these two components in creative language tasks could help adult learners play with language. By combining prior knowledge and existing linguistic resources, the participants came up with new meanings from previously known concepts which did not seem to relate to each other. Specifically, input and outcome constraints are useful, while external constraints should be left out. Fantasy element is also beneficial as it requires an act of imagining. For recommendation, to stimulate students to experiment with language, teachers need to design creative tasks which have appealing topics and require them to collaborate.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

scholarly journals Social determinants of health and disease: the role of small-scale projects illustrated by the Koster health project in Sweden and Ametra in Peru

1992 ◽  
Vol 8 (3) ◽  
pp. 229-239
Author(s):  
Maj-Lis Follér
Keyword(s):  
Environmental Changes ◽  
Determinants Of Health ◽  
Ecological Approach ◽  
Small Scale ◽  
Subjective Feeling ◽  
Human Beings ◽  
Pluralistic Society ◽  
Health And Disease ◽  
Health Project

Two different health projects are evaluated in this paper. The Koster Health project taking place at the Koster Islands in Sweden and the Ametra project going on among the Shipibo-Conibo in Peru. Both projects focus more on the determinants of health than on sickness and more on the individual's subjective feeling of illness than on the biomedically "objectively" recognizable disease. "Mobilization" and "responsibility"for the individual's own health are central concepts in both projects. In the theoretical part of the paper a human ecological perspective is suggested to analyse the interaction between human health and environmental changes. The author emphasizes the importance of interdisciplinary research when evaluating how the external determinants from the natural and social environment affect human beings and health. The human ecological approach is seen as a complement to the biomedical research. Health and disease are two poles in a continuum. In a pluralistic society we should struggle towards the pole of health.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals Reflective Teaching Practice in an EFL Context: A Qualitative Study

2016 ◽  
Vol 6 (7) ◽  
pp. 48
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona T. Yazdi
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Affective Factors ◽  
Efl Context ◽  
Depth Interview ◽  
Efl Teachers ◽  
Cognitive And Affective Factors

<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>

Samenwerkend Woorden Leren Als Vorm Van Content Based Language Learning; Een Succesvolle Aanpak?

1998 ◽  
Vol 58 ◽  
pp. 63-69
Author(s):  
Hilde Hacquebord
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Teachers ◽  
Small Scale ◽  
Control Group ◽  
Word Knowledge ◽  
Reading Vocabulary ◽  
Post Test

Second-language learners need a vocabulary course that they can apply in content areas. Although many schools opt for a reading curriculum to support weak readers, many L2-readers still have difficulties at the word level. In the reading course Weet wat je Leest (Know what you are reading'), there is a vocabulary course especially for L2-readers. It is designed along the principles of 'natural word acquisition', in which attention to the unknown word and elaboration of its meaning on the basis of the co-text is important. Vocabulary learning strategies are presented in such a way that language learners can deal with it in a cooperative way. Cooperation between language teachers and subject teachers is also very important in this project. The experimental reading/vocabulary course has been implemented in several schools. Only 45 students took part in the vocabulary course, and were able to improve their results with respect to word knowledge. Also the control group improved on word knowledge, be it not to the same extent. In a small-scale study, we observed a number of students in the vocabulary course. It appeared that especially the 'overestimators' in the program among them improved their metalinguistic ability with respect to word knowledge, whereas the control Werestimators' did not; they even had lower scores on the post-test.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

scholarly journals Using Technology for Foreign Language Learning: The Teacher’s Role

2021 ◽  
Vol 3 (2) ◽  
pp. 23-28
Author(s):  
Tünde Nagy
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Technology Use ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Traditional Teaching Methods

The spread of information technology has changed the role of language teachers considerably. Being a good educator and an expert in their field are not enough anymore, but teachers are expected to be modern, which means, to possess the ability to design interactive classes (often by using digital tools) and use teaching methods that engage students in a creative way. Today it is a general requirement for teachers to know their way around technology and to possess the know-how of implementing it in a way that fosters language learning. To this purpose teachers need to take into account all facets of technology use, including the advantages and disadvantages of technology-mediated tasks, their usefulness for language learning (e.g. if they are related to the topic of the lesson, are challenging enough for students), helpful resources for students, etc. Technology is regarded as a supplementary instrument to traditional teaching methods that can impact students’ motivation to learn in a positive way, provided it is used for activities that are in line with their needs and expectations. Task-based activities are considered to be especially useful in this regard, allowing students to practice their language skills in an authentic context and also develop creative thinking and problem solving abilities. Web 2.0 technologies (e.g. software programs for creating quizzes and polls, language learning websites, chat programs, wikis, etc.) offer a variety of valuable resources both for activities in the classroom and for practice at home.

scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

scholarly journals Foreign language teacher education in psycho-pedagogical research

2019 ◽  
Vol 65 (2) ◽  
pp. 170-176
Author(s):  
Marianna Levrints
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Language Teachers ◽  
Small Scale ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

scholarly journals The Motivation of University Students of International Relations to Learn English

2020 ◽  
Vol 6 (1) ◽  
pp. 5-28
Author(s):  
Zarina Markova ◽  
Dessislava Yaneva
Keyword(s):  
International Relations ◽  
Language Learning ◽  
English Language ◽  
Small Scale ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Study Results ◽  
Motivational Profile ◽  
Ideal L2 Self

This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.

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