scholarly journals The Impact of Foreign Language Learning on Foreign Language Teaching

2021 ◽  
Vol 2020 (1) ◽  
pp. 73
Author(s):  
Claire Murray ◽  
Paul Mathieson ◽  
Francesco Bolstad
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Preliminary Results ◽  
Personal Experiences ◽  
Efl Teachers ◽  
The Impact

Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals The Effects of Enhancing Prospective EFL Teachers' Knowledge Management Strategies in Virtual Learning Environments on Their Ideational Flexibility and Engagement

2017 ◽  
Vol 6 (2) ◽  
pp. 154
Author(s):  
Ammar Abdullah Mahmoud Ismail
Keyword(s):  
Knowledge Management ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Management Strategies ◽  
Foreign Language Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Efl Teachers ◽  
The Impact

The last few years have witnessed an increased interest in moving away from traditional language instruction settings towards more hybrid and virtual learning environments. Face-to-face interaction, guided practice, and uniformity of knowledge sources and skills are all replaced by settings where multiplicity of views from different learning communities, interconnectedness, self-directedness, and self-management of knowledge and learning are increasingly emphasized. This shift from walled-classroom instruction with its limited scope and resources to hybrid and virtual learning environments with their limitless provisions requires that learners be equipped with requisite skills and strategies to manage knowledge and handle language learning in ways commensurate with the nature and limitless possibilities of these new environments. The current study aimed at enhancing knowledge management strategies of EFL teachers in virtual learning environments and examine the impact on their ideational flexibility and engagement in language learning settings. A knowledge management model was proposed and field-test on a cohort of prospective EFL teachers in the Emirati context. Participants were prospective EFL teachers enrolled in the Methods of Teaching Courses and doing their practicum in the Emirati EFL context. Participants' ideational flexibility was tapped via a bi-methodical approach including a contextualized task and a decontextualized one. Their engagement in virtual language learning settings was tapped via an engagement scale. Results of the study indicated that enhancing prospective EFL teachers' knowledge management strategies in virtual learning environments had a significant impact on their ideational flexibility and engagement in foreign language learning settings. Details of the instructional intervention, instruments for tapping students’ ideational flexibility and engagement, and results of the study are discussed. Implications for foreign language teaching/learning along with suggestions for further research are also provided.Keywords: Knowledge management, ideational flexibility, student engagement

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

2020 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Standard Arabic ◽  
Theoretical Perspectives ◽  
Theoretical Reasoning ◽  
Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

scholarly journals Ideologies of language at Hippo Family Club

Pragmatics ◽  
2015 ◽  
Vol 25 (2) ◽  
pp. 205-227
Author(s):  
Chad Nilep
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Use ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Ethnographic Study ◽  
Approach To Learning ◽  
Japanese Schools ◽  
State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

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 Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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