scholarly journals Contrastive Models for Turn-Taking in English and Japanese

2018 ◽  
Vol 42 (3) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Fundamental Aspect ◽  
Central Component ◽  
Interactional Competence ◽  
Turn Taking ◽  
Efl Students

Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL students in Japan, as well as a call for greater sensitivity to this fundamental aspect of communicative competence, are also provided. 外国語教育において、「話者交替」の重要性はまだ十分に注目されていない。相互行為能力の中心的構成要素である話者交替についての理解が深まるにつれ、外国語教育者は目標言語でどのように交替しながら話し、場の進行をすればいいかを教授するための最善の方法を考える必要が出てくるだろう。本論では、Sacks, Schegloff, & Jefferson (1974) によって定義された話者交替の働きについての概要を説明した後に、英語と日本語での話者交替の対照モデルについて述べる。日本の英語学習者に話者交替を教える際にクラス内で推奨されるいくつかの教授法と、話者交替というコミュニケーション能力の重要な一面に対するより細やかな配慮への必要性についても述べる。

scholarly journals Classroom Management in Foreign Language Education: An Exploratory Review

2018 ◽  
Vol 20 (1) ◽  
pp. 153-166
Author(s):  
Diego Fernando Macías
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Negative Impact ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Language Classes

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods. 

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Pedagogical conditions for the formation of foreign-language sociocultural competence of cadets of educational organizations of the Federal Penal Service of Russia

2019 ◽  
Vol 70 ◽  
pp. 01016
Author(s):  
Nina Shilina ◽  
Galina Aksenova ◽  
Irina Ganishina ◽  
Polina Aksenova
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Social Order ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Educational Organizations ◽  
The Social ◽  
The Russian Federation ◽  
The Common

Currently it is necessary to learn cultures of other people, and it is therefore important to find new areas and forms of cultural cooperation. One way to meet these challenges is to learn foreign languages. The sociocultural component in the content of foreign language instruction plays a significant role in the development of the cadets personality, as it provides an opportunity not only to familiarize themselves with the heritage of the country’s culture of its target language country, but also to compare it with the cultural values of his country, which contributes to the formation of the common culture of a cadet. The relevance of problem of the formation of foreign-language sociocultural competence of cadets of the educational organizations of the Federal Penal Service (FPS) of Russia is defined by the social order of society which found the reflection in the Concept of Development of the Penal system of the Russian Federation till 2020 and also it is defined by the increased requirements of acquisition of a foreign language and search of the ways of the formation of foreign-language sociocultural competence promoting formation of bases intellectual, the cultural, professional and communicative developed identity of a specialist.

scholarly journals Technology-assisted foreign language learning (TALL) in the digital age

2020 ◽  
Vol 88 ◽  
pp. 02005
Author(s):  
Anna Melkonyan ◽  
Armine Matevosyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Foreign Language Learning ◽  
Digital Age ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Learning Software ◽  
The Way

The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.

scholarly journals Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Foreign Language ◽  
Value Chain ◽  
Educational Institution ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Multicultural Personality ◽  
Multicultural Environment ◽  
Pedagogical Framework

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

scholarly journals Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Maria Nilsson
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Language Instruction ◽  
Target Language ◽  
Sense Of Agency ◽  
Foreign Language Instruction ◽  
Emotional Experiences ◽  
Young Learners ◽  
Oral Interaction

Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.

The effects of study abroad on the L2 learner’s structural skills

2001 ◽  
Vol 1 ◽  
pp. 123-141 ◽  
Author(s):  
Martin Howard
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Relative Effect ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Cross Sectional ◽  
Advanced Learners ◽  
Past Time ◽  
Grammatical Development

This article compares the relative effect of study abroad as opposed to foreign language instruction on an aspect of the L2 learner’s grammatical development, namely the expression of past time in target language (TL) French. Based on a cross-sectional quantitative analysis of oral data elicited from Irish advanced learners, a number of differences and similarities emerge between the learners’ development in the TL community and in the foreign language classroom. On the one hand, the more beneficial effect of study abroad is evident insofar as the study abroad learners attain a higher level of accuracy in their use of past time morphology across a more expansive range of aspectual contexts. On the other hand, however, similarities are also evident between the learners in both domains of acquisition. Based on a variationist analysis which controls for the effect of a number of linguistic factors on the learners’ choice of past time marker (grammatical aspect, inherent lexical aspect, and discourse grounding), the learners’ contextual use of past time morphology appears to be relatively similar. The results are firstly dicussed in relation to existing research evidence concerning the L2 learner’s grammatical development during study abroad, and secondly, in relation to the question of the manifestation of grammatical development in the L2 learner.

scholarly journals “Too much grammar will kill you!” Teaching Spanish as a foreign language in Norway: What teachers say about grammar teaching

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Sigrunn Askland
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Grammar Instruction ◽  
Language Of Instruction ◽  
Grammar Teaching ◽  
Upper Secondary

Exam results show that many Norwegian students lack communicative competence in their second foreign language. This study investigates Spanish language instruction in Norway, in particular Spanish teachers’ opinions about grammar teaching, and why and how grammar is taught in lower and upper secondary school. Furthermore, the study explores whether common grammar teaching approaches are primarily explicit (rules provided) or implicit (rules not provided), inductive (language first) or deductive (rules first), and whether the language of instruction is primarily Norwegian or Spanish. The data comprise interviews with teachers and classroom observations, as well as teaching plans and other material. The analyses of the interviews and the observations show that the teachers think that grammar instruction is an important part of foreign language instruction, and they seem to prefer an explicit, deductive approach. The language of grammar instruction is predominantly Norwegian, independent of the teacher’s native language. Based on the findings, I conclude that teachers may consider introducing more inductive approaches to grammar instruction, as well as providing students with more target language (TL) input and opportunities for communication in the TL. 

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