scholarly journals Literacy and Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 139-165 ◽  
Author(s):  
Rebecca R. Kline
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Social Practice ◽  
Social Practices ◽  
Qualitative Approach ◽  
Language Literacy ◽  
Literacy As Social Practice

In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.

scholarly journals Letramento escolar em aula de língua inglesa: uma proposta pedagógica de leitura crítica

2018 ◽  
Vol 9 (1) ◽  
pp. 91
Author(s):  
Josimayre Novelli ◽  
Neiva Maria Jung ◽  
Elaine De Castro
Keyword(s):  
Foreign Language ◽  
Social Practice ◽  
Text Comprehension ◽  
Basic Education ◽  
Social Practices ◽  
Previous Knowledge ◽  
School Students ◽  
Reading And Writing ◽  
Literacy As Social Practice ◽  
Reading Activity

Teaching a Foreign Language (FL) in Basic Education has among one of its goals contributing to the learner’s singular experience of building meaning by a discursive basis domain (Brasil, 1998), by means of reading and writing activities that promote his engagement in varied social practices and his formation as a citizen (Schlatter, 2009). This way, it’s presented a reading activity to Elementary School students based in Critical Reading (CR) and literacy as social practice (Street, 2014). It is started from reading as a process, proposing steps to achieve it (pre-reading, while-reading e post-reading), which involve previous knowledge of the text issue, text comprehension and interpretation and the development of the learner’s criticism through the text, respectively. Considering this proposal, it’s expected to emphasize the importance of CR to increase the learners’ participation in literate social practices, contributing to the formation of a critical reader and a citizen.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

scholarly journals El uso de subtítulos pasivos y activos en la enseñanza de lenguas extranjeras: una revisión de las posibilidades didácticas de ambos recursos

2020 ◽  
Vol 25 (1) ◽  
pp. 231-250
Author(s):  
Gloria Torralba-Miralles
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Real Life ◽  
Teaching Tool ◽  
One Step ◽  
Audiovisual Translation

After years of rejection and criticism blaming on their entertaining nature as a source of distraction within the classroom, in recent decades audiovisual translation has been accepted as a tool for language learning. Real-life needs have shown that watching subtitled audiovisual materials enhances language acquisition and foster varied skills, so that it has gained a place in the classroom. Recently, one step forward has been taken in the use of this resource, moving from passive subtitles to active subtitling, in order to turn the target receiver —the foreign-language student— into a subtitler. The present article reviews the didactic possibilities of both activities, analyses the benefits of active subtitling, and presents some subtitling programmes whose features make them feasible for use as a teaching tool.

scholarly journals INVESTIGATION OF THE MOST RELIABLE LANGUAGE LEARNING TOOL: A STUDY ABOUT THE NEED AND IMPORTANCE OF DICTIONARIES FOR A LANGUAGE LEARNER

2015 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Samiya Taskeen ◽  
◽  
Muhammad Asad Habib ◽  
Irfan Shehzad Tarar ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Language Learners ◽  
Language Learner ◽  
Learning Tool ◽  
Easy Task ◽  
Syntactic Information ◽  
The Way

Language learners always require some supportive tool that may assist them in their quest of learning a second or foreign language because its not an easy task to have grip over language which the learners are unfamiliar with. Traditionally the tool which had been attracted language learners is dictionary because it provides phonetic, phonological, semantic and syntactic information which paves the way of quick learning. The present article investigates the functions provided by the dictionaries regarding all aspects of language learning.

Integrating content and foreign language learning

2017 ◽  
Vol 5 (1) ◽  
pp. 4-29 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Qualitative Approach ◽  
Education Students ◽  
Content Learning ◽  
Organizational Conditions ◽  
Foreign Language Proficiency

Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students’ reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students’ beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students’ reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students’ language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes.

scholarly journals Foreign Language Students’ Perceptions of Their Identity

2019 ◽  
Vol 5 (1) ◽  
pp. 93-112
Author(s):  
Liliana Piasecka
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Social Relations ◽  
Social Practice ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Identity ◽  
Foreign Language Study

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

scholarly journals Understanding Austria from Afar: Treating Regional Variation in the Virtu-al German as a Foreign Language Classroom.

2021 ◽  
Vol 33 (3) ◽  
pp. 59-69
Author(s):  
Mason Wirtz
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Goals ◽  
Face To Face ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Language Instructors ◽  
Foreign Language Instructors

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.

Beliefs about Language Learning: Students and Their Teachers at Arabic Programs Abroad

2000 ◽  
Vol 28 (1-2) ◽  
pp. 69-76
Author(s):  
Patricia Kuntz
Keyword(s):  
World War Ii ◽  
World War I ◽  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning To Learn ◽  
World War ◽  
Language Programs ◽  
Beliefs About Language Learning ◽  
The U.S

The U.S. public holds certain beliefs to be self-evident about language learning: To learn a foreign language, one must study abroad. Since World War I and especially after World War II, students of French, German, or Spanish have enrolled in junior year, semester, or summer language programs in Europe. Educators have suggested that by studying the targeted language in an immersion setting, U.S. students gain a higher proficiency than students might acquire with only stateside instruction.

scholarly journals The students' perception on the use of computer assisted language learning

2021 ◽  
Vol 5 (1) ◽  
pp. 174-186
Author(s):  
Kartika Marta Budiana ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Qualitative Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Listening Skills ◽  
Foreign Language Acquisition ◽  
Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

scholarly journals Non - Native Speakers Motivation in Learning English as Second Language

2021 ◽  
Vol 58 (1) ◽  
pp. 1490-1495
Author(s):  
Dr. Kampol Navun Et al.
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Native Speakers ◽  
Learning Activity ◽  
English As Second Language ◽  
Good Communication ◽  
Educational Backgrounds ◽  
Learning English

The demand for a good communication is the basis for every language learning activity, regardless of the language being learned. Studies on language leaning have shown that motivation is a key role, which moves a learner towards attaining proficiency in the goal language. The target of studying may be communicative, linguistic, materialistic or academic. It could also take from the need to improve one’s linguistic skills already acquired, in order to be a more competent user of the language and to be better communicator. In this situation, as a cognitive factor motivation plays an important role in learning English as a second or a Foreign language.  The objective of this present article analyzes the motivation in learning English as second language of non - native speakers. The non - native speakers are from different social and educational backgrounds. The results of the study show that motivation is an important portion which language learning and varies with individual learners. What triggers motivation is the focus of the study that takes a few interesting attitudes of the leaners to limelight.

Sign in / Sign up

Export Citation Format

Share Document