scholarly journals Content and language integrated learning: reflections on a pilot module

2019 ◽  
Vol 23 ◽  
pp. 76-91
Author(s):  
Jennifer Bruen ◽  
Thomas Wagner
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
German Language ◽  
Integrated Learning ◽  
Educational Approach ◽  
Foreign Language Acquisition ◽  
Teaching Content ◽  
Practice Of Teaching

CLIL, or ‘Content and Language Integrated Learning’, is a term used to describe the practice of teaching content through a foreign language. It represents an educational approach which can embody a range of different methodologies and has, in recent years, been receiving increased attention in Europe, partially because efforts put into language teaching are not always reflected in the results achieved. This paper begins with a brief overview of developments in the field of foreign language acquisition and how these might relate to the notion of CLIL. It then goes on to describe the design, delivery, and evaluation of a module in German language for intermediate undergraduate students, which incorporates an element of CLIL

Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving

2008 ◽  
Vol 80 ◽  
pp. 19-28
Author(s):  
Philippe Hiligsmann ◽  
Melanie Baelen ◽  
Anne Lore Leloup ◽  
Laurent Rasier
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Languages ◽  
Classroom Teaching ◽  
Teaching Activities ◽  
Foreign Language Acquisition ◽  
Onderzoek Naar ◽  
French Speaking

In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Ondrej Kaščák ◽  
Branislav Pupala ◽  
Iveta Kovalčíková
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Anthropology ◽  
Language Education ◽  
The Body ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Foreign Language Acquisition

AbstractThis paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.

INTEGRATING POETRY INTO THE FOREIGN LANGUAGE CLASSROOM FROM THE POINT OF VIEW OF SECOND LANGUAGE ACQUISITION

2020 ◽  
Author(s):  
Tatiana Savchenko
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Language Acquisition ◽  
Language Classroom ◽  
Poetic Text ◽  
Poetic Texts

The article deals with the theoretical foundations of foreign language acquisition which are related to the integration of poetic texts into foreign language teaching. The article defines poetic text and its role in foreign language teaching and focuses on the selected foreign language acquisition theories and their interconnectedness with using poetic texts in the teaching of foreign languages.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

scholarly journals Actualisation of foreign language teaching content for future bachelors in the sphere of tourism

2021 ◽  
Vol 50 (2) ◽  
pp. 219-231
Author(s):  
Yelena N. Bakurova ◽  
◽  
Valentina N. Kartashova ◽  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Standards ◽  
Professional Activity ◽  
Control Group ◽  
Significance Level ◽  
Teaching Content ◽  
Study Results

Introduction. Currently, the sphere of tourism and the hospitality industry in Russia face a certain problem: the quality of students’ schooling, including in a foreign language, does not adequately meet the present-day requirements of the market. The actualisation of foreign language teaching content for future bachelors in the training profile 43.03.02 Tourism, to be implemented in accordance with the requirements of the educational and professional standards, is one of the main factors in the formation of universal competencies of future bachelors, securing their competitiveness in the labour market. Materials and methods. The methodological basis of the research is represented by the competence-based and professionally oriented approaches to teaching a foreign language. The key research methods included the analysis of scientific essays of Russian and foreign scientists on the stated problem and the experimental research carried out on the basis of Bunin Yelets State University (Russian Federation) with the participation of 30 undergraduate students of the 1st and 2nd years of study. Results. In the course of the research, the original foreign-language curriculum for the students of the above-cited training profile was developed and tested. A number of supplements to the traditional content of foreign-language teaching programme are presented, proceeding from the basic requirements of the modern educational and professional standards. The comparative analysis of the data obtained before and after the training revealed a significant dynamics in the formation of universal competencies of the future bachelor in the experimental group (44.7% and 83.3%, respectively), and moderate dynamics in the control group (43% and 69.3%, respectively), since temp= 3.05 is greater than the critical tcrit= 2.14 at the significance level of 0.05. Conclusions. The obtained research results confirm the hypothesis on the practicality of forming universal competencies of future bachelors in the sphere of tourism, in the course of foreign language teaching under the advanced programme including the content modules in accordance with the areas (spheres) of professional activity and the requirements of the educational and professional standards.

scholarly journals Fostering foreign-language teaching at university by developing students’ autonomy: The exploratory experiment

2018 ◽  
Vol 7 (4) ◽  
pp. 137-149
Author(s):  
Karine Chiknaverova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Rank Correlation ◽  
Foreign Language Teaching ◽  
Foreign Language Acquisition ◽  
Statistical Relevance ◽  
Exploratory Experiment

This article addresses the issue of activation of the process of foreign-language acquisition by means of fostering students’ autonomy. The author characterises and analyses the nature and components of foreign-language communicative competence and autonomy. It proceeds with justifying the appropriateness of using particular diagnostic tests and specifies the components of autonomy that are manifested during foreign-language teaching and learning at university. The methods employed include statistical relevance check based on the criteria of Mann–Whitney, Wilcoxon rank correlation, analysis by Spearman and factor analysis. The findings confirm the interconnection between intensity and quality of students’ foreign-language communicative competence development and their autonomy. The research identifies three levels of foreign-language communicative competence and the levels of autonomy corresponding to them. The article concludes with an outline of the stages following the exploratory experiment and further recommendations.   Keywords: Learners’ autonomy, foreign-language communicative competence, monitoring learners’ autonomy, foreign-language acquisition, English as a second language.

scholarly journals KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY

Neofilolog ◽  
2018 ◽  
pp. 21-35
Author(s):  
Krystyna Mihułka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Final Part ◽  
Foreign Language Acquisition ◽  
The Subject ◽  
Social Pedagogues ◽  
Language Teaching And Learning

Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definitions of the word culture. Even a perfunctory analysis of those definitions indicates that it is difficult to talk about culture using it as a consistent concept. The aim of this article is therefore to highlight the richness of meaning of the word culture by presenting and discussing the characteristics of culture which appear most frequently in definitions developed by social psychologists, cultural anthropologists, social pedagogues, foreign language acquisition researchers, and students of German philology. The final part of this articlepresents those features of culture which allow to place this concept correctly in the process of foreign language teaching and learning.

scholarly journals Language Teaching Materials and Learner Motivation in Ma’arif Nahdlatul Ulama University Students

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Endah Mitsalina
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Teaching ◽  
Teaching Materials ◽  
Learner Motivation ◽  
Foreign Language Acquisition ◽  
Nahdlatul Ulama ◽  
Level Of Difficulty

Recently, the motivation of the student is a standout amongst the most imperative factors in Foreign Language Acquisition (FLA), in the meantime language teaching materials are having an essential impact and part in language learning and educating process. This exploration has target on how diverse materials stimulate motivation of students. Numerous factors which influence student's motivation towards teaching materials were seen, for example, enthusiasm for the  topic, level of difficulty, importance to existing learning, impression of helpfulness.

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