scholarly journals The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 210 ◽  
Author(s):  
Kanellopoulou ◽  
Kermanidis ◽  
Giannakoulopoulos
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Dual Coding ◽  
Learning Theories ◽  
Teaching Tool ◽  
Vocabulary Recall

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals The Importance of Foreign Language Education

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Academic Community ◽  
German Language ◽  
The European Union ◽  
Language Knowledge ◽  
Ways Of Life

Foreign language knowledge is a basis of understanding other cultures, different ways of life and of intercultural communication. What is more, foreign languages offer an advantage when it comes to getting job, they facilitate travelling; they open the possibilities to study abroad. The European Union encourages and supports foreign language teaching and learning.  European Union documents are made available multilingully, so that they becme pervious to all citizens of member countries. Foreign language education has a long- tradition in the Czech school system. At its disposal, it has l sophisticated methods. They are continuously modernized and harmonized in accordance with recommendations, documents and projects concerning the language policy of European Council and Commission. The academic community gets the familiarization with them by means of national and international activities.       Keywords: Blended learning; Foreign language; Language education; German language 

Continuity in foreign language education in Australia

2017 ◽  
Vol 40 (3) ◽  
pp. 280-310
Author(s):  
Marinella Caruso ◽  
Josh Brown
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Empirical Investigation ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Study ◽  
English Speaking ◽  
Incentive Plan ◽  
Using Data

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

Vietnamese Voices: A Project for Activating Student Autonomy

2018 ◽  
Vol 9 (3) ◽  
pp. 640
Author(s):  
Nguyễn Ngọc Lưu Ly
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Programs ◽  
Student Autonomy ◽  
Design And Implementation ◽  
Before And After ◽  
Personal Qualities ◽  
Foreign Language Programs

For foreign language education in Vietnam, passive teaching and learning with limited materials is thought to be associated with low achievement. This paper discusses the design and implementation of an innovative approach to guide students to build a Fun Reading Corner in foreign language using an autonomous-based approach in a Vietnam university. Survey data were collected before and after the project and from a focus group’s writing samples. The findings indicated that students’attitudes towards reading in French changed and their personal qualities and skills improved during the course. The paper concludes by explaining the significance of the results and implications for other Vietnamese foreign language programs.

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

scholarly journals Synthetic artistic culture as a fundamental principle of culturally-oriented teaching of the Russian language in Slovakia: to Eva Kollarova’s anniversary

2019 ◽  
Vol 17 (4) ◽  
pp. 408-413
Author(s):  
Frantisek Heiser
Keyword(s):  
Foreign Language ◽  
Significant Contribution ◽  
Language Education ◽  
Fundamental Principle ◽  
Foreign Language Education ◽  
Russian Language ◽  
Educational Work ◽  
Russian Art ◽  
The Russian Language

The report is devoted to culturological research in foreign-language education, issues of working at masterpieces of Russian art in connection with a systemic-chronological presentation of ingenious representatives of Russian culture in the dialogue with Slovak culture. The communicativecultural concept constitutes the basis of long-term research and educational work of the remarkable Slovak specialist in Russian philology Eva Kollarova. An analysis of Eva Kollarova’s textbooks and monographs presented in the article shows her significant contribution to the Russian language diffusion not only in Slovakia, but also in other European countries.

scholarly journals Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)

2020 ◽  
Vol 53 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Xuesong (Andy) Gao ◽  
Boning Lyu
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Mainland China ◽  
Language Education ◽  
Foreign Language Education ◽  
The Impact

AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.

Task-Oriented Internet Assisted English Teaching and Learning in Colleges

2014 ◽  
Vol 9 (4) ◽  
pp. 14-32 ◽  
Author(s):  
Juwu Zhang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Human Factor ◽  
Language Education ◽  
Foreign Language Education ◽  
The Internet ◽  
English Teaching ◽  
Task Time ◽  
Student Centeredness ◽  
Task Oriented

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages: student-centeredness, convenience and flexibility, communicativeness and applicability, informativeness, comprehensiveness and motivation. In the TIAETL, human factor, technology and facility factor, and internet activity determine the success of TIAETL. The commonly-used internet activities include browsing the Internet, emailing, chatting, blogging, and so on. In the form of accomplishing Net tasks, students develop their English listening, speaking, reading, writing, translation and raise crosscultural awareness through the Internet. Finally the article expounded the implementation of TIAETL in detail from the aspects of preparation, learning resources, task, time, check and evaluation. It's expected that this article arouses the interest in the researches on and practice of TIAETL in foreign language education and thus promotes English teaching and learning.

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

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