scholarly journals USING GROUP-BASED METHODS IN A FOREIGN LANGUAGE CLASSROOM WITH STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS

Author(s):  
T. SOKURENKO ◽  
O. KONONENKO ◽  
A. KRYSHTAL

The article deals with the problem of using group-based foreign language learning in higher education establishments. The emphasis is on the advantages of small-group work in the foreign language classroom. The general models of using small groups are described in the article.

2021 ◽  
Vol 33 (3) ◽  
pp. 59-69
Author(s):  
Mason Wirtz

The COVID-19 pandemic has influenced nearly every aspect of the academic world, and study abroad is no exception. Particularly in the foreign language learning sector, the unprecedented switch from in-class lectures to distance learning brought with it many challenges. Not only were language instructors tasked with creating an interactive language learning atmosphere from afar but continuing to spark student motivation while catering to a broad range of learning goals constituted a seemingly insurmountable obstacle. The following case study therefore seeks to provide an easily adaptable and interactive task-based activity for the German as a foreign language classroom that should support learners in gaining a deeper understanding of the social dimensions and usages of Austrian regional varieties. Furthermore, the activity is designed so as to be applicable in both an online as well as face-to-face classroom and accommodate foreign language instructors with less experience in digital course delivery and/or minimal access to learning management systems.  Abstract in German Die COVID-19 Pandemie hat nahezu jeden Aspekt der akademischen Welt beeinflusst, und Study Abroad ist keine Ausnahme. Gerade im Bereich des Fremdsprachenerwerbs hat die beispiellose Umstellung von Präsenzunterricht auf Fernlehre viele Herausforderungen mit sich gebracht. Nicht nur wurden Fremdsprachenlehrer:innen mit der Aufgabe konfrontiert, eine interaktive Sprachlernatmosphäre aus der Ferne zu schaffen, sondern auch die Motivation der Schüler:innen trotz der Situation zu wecken, aufrechtzuerhalten und gleichzeitig ein breites Spektrum an Lernzielen zu berücksichtigen. Dies hat eine scheinbar unüberwindbare Hürde dargestellt. In der folgenden Fallstudie handelt es sich daher um die Bereitstellung einer leicht adaptierbaren und interaktiven task-based Aktivität für den Deutsch als Fremdsprachenunterricht, die Lernende dabei unterstützen soll, ein tieferes Verständnis der sozialen Dimensionen und Verwendungen österreichischer Regionalvarietäten zu erlangen. Darüber hinaus ist die Aktivität so konzipiert, dass sie sowohl im Online- wie auch im Präsenzunterricht Einsatz finden und von Fremd-sprachenlehrer:innen mit wenig(er) Erfahrung in der digitalen Abhaltung von Lehrveranstaltungen und/oder minimalem Zugang zu Lernmanagement-systemen umgesetzt werden kann.


2021 ◽  
Vol 26 (3) ◽  
pp. 485-511
Author(s):  
Shayna Katz

As shown in previous studies, positive teacher and student rapport increases motivation and performance in foreign language learning. This study investigated the impact of three forms of interaction on the development of teacher-student and student-student relationships in a Spanish as a Foreign Language classroom that transitioned from face-to-face (FtoF) to online due to the emergence of the covid- 19 pandemic. These forms of interaction were positive comments, corrective feedback, and personal thematic discourse. The participants were students from six different beginner-level Spanish courses at a university in Hawai’i. Because of covid restrictions, half of the semester was conducted FtoF and half online. Data were collected through a three-part questionnaire with open and closed-ended questions which explored the impact of the online and FtoF setting and forms of interaction on rapport. The results reveal the importance of corrective feedback and positive comments on the development of positive teacher-student rapport, and of positive comments and personal thematic discourse on student-student rapport. The study suggests the need to bring qualities from the FtoF classroom to online, such as a sense of a more personal experience, ability to connect, ease in asking questions, receiving feedback, and greater interaction.


SEEU Review ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Elena Spirovska Tevdovska

Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.


2021 ◽  
Vol 26 (3) ◽  
pp. 485-511
Author(s):  
Shayna Katz

As shown in previous studies, positive teacher and student rapport increases motivation and performance in foreign language learning. This study investigated the impact of three forms of interaction on the development of teacher-student and student-student relationships in a Spanish as a Foreign Language classroom that transitioned from face-to-face (FtoF) to online due to the emergence of the covid- 19 pandemic. These forms of interaction were positive comments, corrective feedback, and personal thematic discourse. The participants were students from six different beginner-level Spanish courses at a university in Hawai’i. Because of covid restrictions, half of the semester was conducted FtoF and half online. Data were collected through a three-part questionnaire with open and closed-ended questions which explored the impact of the online and FtoF setting and forms of interaction on rapport. The results reveal the importance of corrective feedback and positive comments on the development of positive teacher-student rapport, and of positive comments and personal thematic discourse on student-student rapport. The study suggests the need to bring qualities from the FtoF classroom to online, such as a sense of a more personal experience, ability to connect, ease in asking questions, receiving feedback, and greater interaction.


2021 ◽  
Vol 32 (1) ◽  
pp. 49-81
Author(s):  
Benedicta Adokarley Lomotey

This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.


2019 ◽  
Vol 10 (3) ◽  
pp. 412
Author(s):  
Pauline Degrave

Despite a positive attitude towards the use of music in the foreign language classroom, teachers rarely integrate music into their lessons. Studies suggest two main explanations for this discrepancy: a limited knowledge of adapted material and a lack of theoretical grounding to support the use of music in the foreign language classroom. This article aims at examining how and why music can be used in the foreign language classroom. The first section describes some musical methodologies frequently used for language acquisition over time and provides references to resources containing music-based exercises for foreign language learning. The second part reviews research studies about the potential benefits of music-related methodologies for language acquisition and for specific linguistic skills.


2009 ◽  
Vol 44 (1) ◽  
pp. 64-77 ◽  
Author(s):  
William Littlewood ◽  
Baohua Yu

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.


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