scholarly journals Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaoyan Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Interpersonal Relationships ◽  
Cognitive Learning ◽  
Language Education ◽  
Affective Learning ◽  
Teacher Behavior ◽  
Teacher Immediacy ◽  
Cognitive Education ◽  
Instructional Settings

A noteworthy frame of the literature has maintained the idea that communication in the classroom is dominant in language education, and in the process of language learning, teachers as an important figure may apply several ways to develop interpersonal relationships and social manners, such as teacher immediacy that has been established to support affective and cognitive learning in instructional settings. Therefore, this theoretical review tries to systematically refocus on the existing literature about teacher immediacy and its types, such as non-verbal and verbal, and their significant connections with affective and cognitive education. To this end, this review focuses on social behavior to review the eminence of teacher immediacy in the classroom and unquestionably exemplify their relationship with affective and cognitive learning. As a final fact, this review has been intended to consider the prevailing literature about teacher behavior, and suggestions and recommendations have been presented correspondingly for language teaching stakeholders in the educational setting.

DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS

2019 ◽  
Vol 2 ◽  
pp. 481
Author(s):  
Ingrida Eglė Žindžiuvienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Early Stage ◽  
Cognitive Learning ◽  
Foreign Language Learning ◽  
Affective Learning ◽  
Strategy Development

The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to determine the scope of the development of metacognitive and socio-affective learning strategies during the process of foreign language learning. Quantitative and qualitative methods have been used to determine the frequency and mode of the above-mentioned types of learning strategies during the process of teaching and learning English as a foreign language (EFL). Two hypotheses have been raised: (1) Metacognitive strategies are often disregarded in the process of language learning in the classes for adolescents; (2) The potential of implementation of socio-affective strategies in EFL classes is underestimated in the process of language learning in the classes for adolescents. The object of the research consists of 12 selected EFL textbooks and activities included in them. The research results prove the fact that much more attention to metacognitive learning strategy development is needed during EFL classes, as these strategies strongly benefit the overall process of language acquisition. To compare, socio-affective learning strategies are more often implemented during EFL classes; however, their development is rather unsystematic. 

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

2014 ◽  
Vol 3 (1) ◽  
pp. 85-111 ◽  
Author(s):  
Franziska Lys ◽  
Alison May ◽  
Jeanne Ravid
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Education ◽  
The European Union ◽  
Foreign Language Study ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
Important Objective

Abstract In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments

scholarly journals Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

2016 ◽  
Vol X (1) ◽  
pp. 107-110
Author(s):  
Barbara Schmenk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
Self And Other ◽  
Upper Secondary ◽  
The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

scholarly journals An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

2017 ◽  
Vol 8 (1) ◽  
pp. 52 ◽  
Author(s):  
Amir H. Abdalla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
First Year ◽  
Learning And Teaching ◽  
Efl Students ◽  
Potential Benefits ◽  
Preparatory Year ◽  
Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

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