scholarly journals The Adaptation of Contents for the Creation of Foreign Language Learning Exams for Mobile Devices

2009 ◽  
Vol 3 (0) ◽  
Author(s):  
Gimenez López Jose Luis ◽  
Magal-Royo Teresa ◽  
Garde Calvo Francisco ◽  
Prefasi Gomar Salvador
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Foreign Language Learning ◽  
The Creation

scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

Closing in on Vocabulary Acquisition

2011 ◽  
pp. 195-210 ◽  
Author(s):  
Carly J. Born ◽  
Andrea Lisa Nixon ◽  
Christopher Tassava
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
Foreign Language Learning ◽  
Building Blocks ◽  
Language Fluency ◽  
Technological Intervention

Vocabulary acquisition is one of the critical building blocks in acquiring foreign language fluency. While a number of studies have focused on effective vocabulary learning techniques for second language learners, several confounding factors complicate the practical application of this research in a classroom. For instance, faculty, pressed for time and results, frequently find it too cumbersome to explore new variations in their teaching and opt for standard methods of providing students with vocabulary lists which the student are expected to study on their own using their own methods. This tactic falters when the students are unaccustomed to second language learning and have not yet identified effective learning strategies suited to their own learning styles. This chapter will discuss one attempt to resolve this problem through the use of mobile devices as digital flashcards. This technological intervention may address the need to help students study vocabulary more effectively and do so in practical, sustainable ways that do not increase work loads for faculty, students, or academic technical support staff. Based on the results from a small-scale study, the authors make recommendations about this pedagogical approach and the technology used, aiming toward the goal of creating a pedagogically sound and scalable application of mobile devices in foreign language learning.

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

scholarly journals Foreign Language Learning via Mobile Devices during a Language Immersion Program

2021 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Eleni Mavropoulou ◽  
Panagiotis Arvanitis
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Portable Devices ◽  
Daily Lives ◽  
Immersion Program ◽  
Mobile Assisted Language Learning

The progress of technology and the complete integration of its products in our daily lives is now a reality. In addition to this, more and more young children now own their personal mobile devices, most of which have a connection to the internet. These new portable devices offer unlimited possibilities to their users, yet they also create more and more challenges in the field of learning. Inevitably, Mobile-assisted language learning (MALL) as a subcategory of Mlearning is also affected. The purpose of this paper is to present students' perceptions on the use of an application in the process of learning French as a foreign language. To this end, we developed an application for mobile devices in real teaching conditions, which respects the principles of the Common European Framework of Reference for Languages (CEFR). Experimental quantitative research was carried out in order to explore the students' experience concerning the application as a portable learning tool, completely integrated into the course. The target group we addressed was international students from various countries in Europe, Asia and America, who were taught French during a language immersion program, as part of a language stay in Saint Raphaël in France.

Mobile Technologies for Foreign Language Learning

2016 ◽  
Vol 3 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Ivana Šimonová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Know How ◽  
The Mean

Abstract ‘Learning is much better with tablets’, today’s pupils and students often say. But, is it really true? Are the mobile devices and mobile technologies the mean performing didactic miracles? Do they really cause students enjoy learning and learn more with less effort? Even an optimist guesses it may not be like this. Do we (teachers) know how the mobile-assisted process of learning runs, what its advantages, weaknesses and limits are, whether learners really remember more, and/or enjoy the learning more? What is the role of the ‘novelty’ factor regarding the latest technologies? Do learners know how to exploit them for education purposes? And last but not least, what are teachers’ competences in this field? These are selected fields we are going to focus on.

scholarly journals MALL tools tried and tested

2019 ◽  
pp. 252-256
Author(s):  
Bruce Lander ◽  
Valentina Morgana ◽  
Jaime Selwood ◽  
Tim Knight ◽  
Robert Gettings ◽  
...  
Keyword(s):  
Social Issue ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Short Paper ◽  
Mobile Assisted Language Learning ◽  
Pedagogical Issue ◽  
General Size

In 2013, Stockwell and Hubbard published an article on emerging principles in Mobile Assisted Language Learning (MALL). In that article, they mentioned three issues that could perhaps impede learning in the domains of the physical, pedagogical, and pyscho-social. The physical issue they imply, refers to the general size of screens, which at the time were deemed small, or not big enough to have an impact on learning. The pedagogical issue involved with MALL, according to Stockwell and Hubbard (2013), is to ensure that tasks introduced with mobile tools are suited to the affordances of the devices. They questioned the need for mobile devices for language learning and whether tasks that were being introduced were suitable and worthwhile and not simply replicating what could normally be done without them, with pen and paper for example. The psycho-social issue they refer to implies that the primary function of mobile devices is generally regarded as one for “personal and social purposes, as opposed to work or study purposes” (Stockwell & Hubbard, 2013, p. 4). In this short paper, we would like to argue this point by introducing seven tools currently available for free on mobile applications that can be adapted to foreign language learning in several ways.

scholarly journals Foreign Languages and Creativity — The Quiet Connection in a Globalized/Interconnected World How focusing on "deep work" can help foster creativity, and foreign language competency

2018 ◽  
Vol 9 (1) ◽  
pp. 34 ◽  
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Silent Period ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Languages ◽  
The Sustainable Development ◽  
Analytical Skills ◽  
The Creation

This article examines the significance of foreign language learning and multilingualism in the development of those habits of mind that foster creative thought, critical thinking, and analytical skills, all needed in the globalized interconnected world and workplace -- particularly, the role of solitude and quiet in the development of creativity and critical thinking, as well as the deep, although seldom mentioned, paradoxical, significance of quiet, and even silence, in the foreign language learning process. In addition to the traditional and contemporary reasons for studying a foreign language for cultural and communicative reasons, this article demonstrates that foreign language as a discipline develops the ability to focus through often solitary "deep work" and "deep practice" on the development of foreign languages skills that can be generalized to other subjects and tasks across the disciplines and across linguistic and cultural boundaries. Many Languages One World (MLOW) offers an illustrative example of the ability of students who have mastered other languages to turn their ability to quietly focus, in solitude, to the creation of their winning essays, to collaborative teamwork in developing a UN presentation on the Sustainable Development Goals, and to the creation and delivery of their part of the team presentation.  Future steps include incorporation of the silent period into foreign language education to foster sustainable creativity, as well as inclusion of this additional benefit of foreign language learning in promotion and advocacy for foreign languages at all levels.

Sign in / Sign up

Export Citation Format

Share Document