scholarly journals Sounds in the Foreign Language Lesson

2015 ◽  
Vol IX (1) ◽  
pp. 79-85
Author(s):  
Philipp Botes
Keyword(s):  
Foreign Language ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Fine Arts ◽  
Point Of View ◽  
Human Society ◽  
Council Of Europe ◽  
New Approach ◽  
The Arts

Modern teaching approaches such as CLIL and various European policies (Council of Europe 2014) promote the vision of a multilingual school where the new European citizen can grow up learning at least two languages besides their mother tongue(s). From the point of view of foreign language teaching, especially interesting is the use of the arts (theatre, drama, music, dance, and fine arts), whether to create a new approach to teaching and learning (Schewe 2013) or to increase the motivation and commitment of the learners (Fleming 2014). In order for schools and teachers to be able to make use of the performing arts and modify their teaching methods accordingly, however, it will be necessary for government bodies and universities to modify and enrich teacher education – not just initial education but also continuing education – with special courses, workshops, and conferences. Language and music are two worlds that are strongly interconnected. According to Patel (2008: 3), both of these worlds define us as human because both of them appear in every human society, no matter what other aspects of culture may be absent. Even the smallest, most isolated tribes, like the Pirahã in Brazil, have music and songs in abundance though ...

scholarly journals Les pratiques artistiques dans l’apprentissage des langues. Témoignages, enjeux, perspectives, LIDIL special issue, ed. by Filippo Fonio and Monica Masperi, 52/2015 ; Approcci teatrali nella didattica delle lingue. Parola, corpo, creazione, LEND special issue, ed. by Filippo Fonio and Monica Masperi, 45/2016

2017 ◽  
Vol XI (2) ◽  
pp. 99-102
Author(s):  
Francesco Bonelli
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Special Issue ◽  
Research Project ◽  
The Arts ◽  
Academic Courses ◽  
Institutional Contexts

The special issues of the journals LIDIL (2015) and LEND (2016), edited by Filippo Fonio and Monica Masperi (Université Grenoble Alpes), give a welcome contribution to the field of foreign language learning through drama and the arts. These two volumes are the result of a common research project, carried out by the co-editors since 2012, within the organisation in Grenoble of the conference Les pratiques théâtrales dans l’apprentissage des langues: institutionnalisation et enjeux de formation au niveau européen. As the co-editors assert in both introductions, the main aim of the research project was to put together various experiences and reflections, originating from different academic contexts and countries, in order to answer to the following crucial questions concerning foreign language teaching and learning through drama- and arts-based approaches (LIDIL 6-7, LEND 9): a) What role can the performing arts and drama-based activities play in secondary school and academic courses? b) In what forms may they be introduced and taught? c) How can such practices be integrated into courses and curricula for foreign language students? d) What connection can be established between these practices and CEFR’s action-oriented approach? e) How can we overcome the suspicion often raised in certain institutional contexts of ...

scholarly journals PHONOLOGICAL ANALYSIS OF ENGLISH PHONOTACTICS: A CASE STUDY OF ARAB LEARNERS OF ENGLISH

2010 ◽  
Vol 3 ◽  
pp. 121-134
Author(s):  
Emad M Al-Saidat
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Syllable Structure ◽  
New Approach ◽  
Structure System

This study is meant to phonologically analyze the English phonotactics in the English of Arab learners of English as a foreign language to determine the types of pronunciation difficulties they encounter. More specifically, it investigates the types of declusterization processes found in their interlanguage and the sources of such processes. The results of this study demonstrate that Arab learners of English unintentionally insert an anaptyctic vowel in the onset as well as in the coda of certain English syllables. Results also show that the major reason for declusterization processes is the mother tongue influence. In order to overcome such difficulties, this paper suggests a new approach for teaching and learning L2 syllable structure system.

scholarly journals A cognitive view on bilingualism and "bilingual" teaching and learning

1999 ◽  
Vol 1 ◽  
pp. 165 ◽  
Author(s):  
Susanne Niemeier
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Home Culture ◽  
Bilingual Teaching ◽  
Language Teaching And Learning

Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture

scholarly journals Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

2021 ◽  
Vol 3 (4) ◽  
pp. 49-59
Author(s):  
Ma Cecilia Alimen ◽  
Pinky Jasmin Poral ◽  
Rhounella Rhane Magpantay ◽  
Rosella Quiros ◽  
Ma Elena Azarcon
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Art Appreciation ◽  
Personal Reflection ◽  
New Approach ◽  
Outcome Based Education ◽  
The Arts ◽  
Significant Difference ◽  
Approach To Teaching ◽  
Art Activities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

The Human-Machine: Possibilities for Expression in Robotic Dance

2018 ◽  
Author(s):  
Hannah M. Brown
Keyword(s):  
Performing Arts ◽  
Human Performance ◽  
Installation Art ◽  
Scientific Field ◽  
Point Of View ◽  
Human Beings ◽  
The Arts ◽  
Art Works ◽  
Social Applications ◽  
Insight Into

Robots have been a source of both intrigue and anxiety for artists and a lively apparatus for study by scientific researchers for several decades. Though many people view robots as being cold, unemotional, and frightening, there is a growing field in robotics specifically focused on social applications including therapy, elder care, and the arts. Robots have been utilized extensively in installation art works and sculpture, but the performing arts have been somewhat more resistant to them. Machines which have all the technical abilities to perform tasks, such as playing an instrument or executing choreography without fatiguing or making errors, can be threatening to human performers who have honed these abilities and rely upon them for creative expression and their livelihoods. By synthesizing studies in the scientific field of social robotics, philosophical insight into technology and the arts, and case studies of robots used in dance and other art forms, I seek to provide an alternative point of view of robotic integration into performance. Robots do not need to act only as avatars of human beings, they can be effectively utilized in dance to expand upon the capabilities of the human body, act as automatic ‘puppets’ for choreography, integrate into human performance, and be ‘autonomous’ performers in their own right. Robot dancers do not inherently replace or devalue human artists; instead, they can provide complex insight into the understanding of human bodies, emotions, and technology.

To Whom Do We Write?

2015 ◽  
pp. 197-208 ◽  
Author(s):  
Shaker Ali Al-Mohammadi ◽  
Emira Derbel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Current Level ◽  
Complex Process ◽  
Composition Classes ◽  
Efl Students ◽  
Audience Awareness ◽  
The Relationship

Writing is a complex process and used of course for an incalculable range of purposes and audiences. Teaching students to write in their mother tongue is hard, but teaching them to do this in a second or foreign language is even harder. This chapter focuses on the question of audience in teaching and learning writing, arguing that it is vital for students to be aware of an audience that eventually determines what, why, and how they will write. It seeks to provide a thorough understanding of Omani EFL students' conception of audience and their current level of audience awareness and also to explore the relationship between audience awareness and students' performance in composition classes and tests.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

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