scholarly journals Curriculum Negotiation at NHK: Meeting the Needs and Demands of Adult Learners

2010 ◽  
Vol 34 (6) ◽  
pp. 22
Author(s):  
Harry Harris
Keyword(s):  
Adult Learners ◽  
Language Learner ◽  
Pedagogical Practice ◽  
Student Collaboration ◽  
Second Language Learner ◽  
English Classes ◽  
Teacher Student ◽  
Mature Students ◽  
Language Needs ◽  
Curriculum Negotiation

Curriculum negotiation, the act of teacher-student collaboration to determine a syllabus, is a procedure that various researchers have explored and explained. This writer has engaged in this process in NHK Culture Center English classes because of the great variety in the language needs and personal demands of his students and other institution-related conditions. It is argued that this alternative pedagogical practice can successfully allow mature students to create their own curriculum responsibly, making the learning process more meaningful and interesting to them. It is also suggested that the methodology herein described may be adaptable to other second language learner contexts. シラバスを決める為の教師と生徒の協力活動である、カリキュラム交渉は様々な研究者が調査し、説明している方法である。本著者は、NHK文化センターの英語クラスでと又関連した他の教育機関で、英語を必要とする多様性と生徒の個人的な要求の為に、この方法に関わった者である。教育上の選択肢の練習が、成長した生徒に学習過程をより意味があるものとし、彼等により興味をもたせながら、責任をもって彼等自身のカリキュラムを上手く創造させることができるかを論じるものである。ここに述べる方法論が他の第二言語学習者の状況にも取り入れられるかもしれないことも又提案するものである。

Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions

2020 ◽  
Vol 58 (2) ◽  
pp. 161-194
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Group Discussions ◽  
Japanese University ◽  
Second Language Learner ◽  
English Classes ◽  
Conflict Talk ◽  
Peer Discussions

AbstractThis study provides an empirical analysis of conflict talk among second language learners, focusing on the opening aspects of conflict talk sequences, specifically the short sequences between an arguable and initial opposition. Data is based on 178 hours of small group discussions video-recorded in Japanese university English classes. Analysis revealed: (a) repetitions and why-type questions directly following an initial speaker’s claim were likely to adumbrate upcoming oppositions, (b) when a questioning repeat failed to elicit an account for the original speaker’s claim, the potential opposer explicitly pursued an account for the claim with a why-type question, (c) a major action these repeats and why-type questions performed was to call for speakers of potential arguables to provide sufficient accounts for their claims. The findings contribute to research on argumentative talk in classrooms by extending analysis beyond adjacent turns, by highlighting the resources of repetitions and why-type questions that speakers deploy to adumbrate oppositions, and by explicating the details of second language learner talk in peer discussions.

scholarly journals Motivational dynamics in English classes at a Brazilian public school

2017 ◽  
Vol 17 (2) ◽  
pp. 219-246 ◽  
Author(s):  
Raquel Bambirra
Keyword(s):  
Data Analysis ◽  
Dynamic Systems ◽  
Student Motivation ◽  
Teacher Motivation ◽  
Self Organization ◽  
English Teacher ◽  
Pedagogical Practice ◽  
Systems Perspective ◽  
English Classes ◽  
English Classroom

ABSTRACT This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.

scholarly journals Addressing the Need for Language Support for the Migrant and Refugee Community in the East Midlands, U.K.

2019 ◽  
Vol 25 (3) ◽  
pp. 61-73
Author(s):  
Cora Lindsay ◽  
Renata Seredyńska-Abou-Eid
Keyword(s):  
Mixed Methods ◽  
Adult Learners ◽  
English Language ◽  
Government Funding ◽  
Doctoral Study ◽  
Language Support ◽  
Refugee Community ◽  
East Midlands ◽  
Speakers Of Other Languages ◽  
Language Needs

For migrants and refugees, language is essential for dealing with officials, engaging with employment, receiving healthcare and feeling comfortable in a new environment. Despite this, there is no uniform approach to English language support for incoming migrants or refugees to the East Midlands. This paper discusses the situation regarding language provision for these communities and identifies the gaps in current language provision which derive from reductions in government funding over recent years. It looks at a mixed methods doctoral study that sought to identify the language needs of the Polish community in the region and describes a University of Nottingham initiative to address the gap in English for Speakers of Other Languages (ESOL) provision for adult learners, both migrants and refugees, in the Nottingham area.

scholarly journals Incorporating theatre techniques in the language classroom

2015 ◽  
Vol IX (2) ◽  
pp. 115-124
Author(s):  
Abigail Paul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native English Speakers ◽  
Language Learner ◽  
Augusto Boal ◽  
Second Language Learner ◽  
Improvisational Theatre ◽  
Language Classroom ◽  
Communicative Approach ◽  
The University

The following workshop was presented at a Foreign Language and Drama Conference at the University of Reutlingen on July 10, 2015. It outlines the use of improvisational theatre techniques in the foreign language classroom by making parallels between the communicative approach to language learning and improvisational theatre techniques learned in various books read and seminars attended by the author throughout the years in numerous cities, but predominantly with Second City Chicago1, iO Chicago2, Keith Johnstone, and Comedy Sportz3. As Friederike Klippel states, “activities are invented, but we rarely know who invented them. Like games or folk songs they are handed on from teacher to teacher” (Klippel 1985: 1). Similarly improvisational activities morph over time, with each teacher adding his or her own personal flair. The seminar is built predominantly on the games and philosophies as outlined by theatre practitioners Augusto Boal, Viola Spolin and Keith Johnstone, but from the viewpoint of the author. While these activities can be used for a variety of purposes with native and non-native English speakers in a number of areas, the focus in the following is on the second language learner. The generally-accepted understanding of a communicative approach to language learning is that it focuses ...

scholarly journals Finding the discipline: Assessing student activity in Second Life

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Scott Grant ◽  
Rosemary Clerehan
Keyword(s):  
Second Life ◽  
Virtual World ◽  
Language Learner ◽  
First Year ◽  
Assessment Practices ◽  
Student Activity ◽  
Implementation Processes ◽  
Design And Implementation ◽  
Second Language Learner

<span>For the second-language learner, the affordances of a virtual world have the potential to confer benefits conventionally aligned with real world experiences. However, little is known about the pedagogical benefits linked to the specific characteristics of the virtual world, let alone the issues arising for staff hoping to assess students' participation in these worlds. This case study is based on a two-part assignment in a first-year Chinese unit at an Australian university, exploring the virtual world assessment practices of one lecturer. The findings, while suggesting the strengths of the assessment regime with respect to many of the affordances and to alignment with policy, highlight deficient aspects of the design and implementation processes which can relatively easily be addressed. The case study reveals the critical importance of sufficient scaffolding and support, feedback and appropriate communication of students' achievement to them in order to promote further reflection.</span>

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

A SINERGY INTERACTION BETWEEN TEACHING ENGLISH AND MAN AND NATURE IN GRADE 3 B AT THE NATIONAL SCHOOL OF MUSIC „LYUBOMIR PIPKOV “, SOFIA

2021 ◽  
Vol 12 (2) ◽  
pp. 448-450
Author(s):  
Nikolinka Mihaylova ◽  
◽  
Latinka Karapeeva ◽  
Keyword(s):  
Student Teachers ◽  
Emotional Experience ◽  
Scientific Information ◽  
Pedagogical Practice ◽  
Training Environment ◽  
School Of Music ◽  
Teacher Student ◽  
National School ◽  
New Knowledge ◽  
Man And Nature

The paper presents a binary lesson in English and Man and Nature held in the 3th grade of the National School of Music “Lyubomir Pipkov”, Sofia. The report presents a pedagogical practice realized in a new training environment – a park. The class teacher Nikolinka Mihaylova and the English teacher Latina Karapeeva develop their synergy approach to the topic Air. The theme is from the Man and Nature syllabus and allows the introduction of a new vocabulary in English using innovative approaches. The venue allows a flexible methodology to be incorporated. The structure of the lesson makes the active interaction possible, namely: student – student, student – group, teacher – student, teachers – class. Observation, play, and repetition methods are used, as well as the change of object-subject role. The synergy approach in offering new knowledge allows the combination of scientific information, English vocabulary, and pronunciation. The focus on the personality of the child makes it possible to achieve better results in the acquiring of new knowledge in both subjects: Man and nature and English. Alternating academic activities and play enriches the students’ emotional experience and perceptions. The approach based on past experience and knowledge contributes to expanding the functional competence of the students. Some conclusions are formulated.

GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS

2021 ◽  
Vol 03 (05) ◽  
pp. 200-214
Author(s):  
Boukhmis SENOUBER ◽  
Chahrazed Bin YOUNES
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Universal Grammar ◽  
Social Contexts ◽  
Language Learner ◽  
Target Language ◽  
Teaching Language ◽  
Second Language Learner ◽  
Basic Hypothesis ◽  
Language Environment

The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?

Sign in / Sign up

Export Citation Format

Share Document