Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

scholarly journals Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

2019 ◽  
Vol 7 (2) ◽  
pp. 1-20
Author(s):  
Stella Spanou ◽  
Makrina-Nina Zafiri
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Language Learning ◽  
Writing Skills ◽  
Computer Assisted ◽  
Private Language ◽  
Web Tool ◽  
Reading And Writing ◽  
Young Learners ◽  
Experimental Group

Abstract This study focused on the development of reading and writing skills to a group of B1 level learners of English in a private language institute in Athens, Greece with the aid of blogs (a web tool), since Computer Assisted Language Learning (CALL) enhances foreign language learning. To this end, two groups of young learners were formed; the control group which was taught through the traditional coursebook and the experimental group which was taught through a differentiated approach to language teaching. The differentiated approach which was applied involved eight teaching sessions in a private language institute. Pre-tests and post-tests were administered to both groups in order to evaluate the use of CALL in the improvement of literacy skills. Pre- and post- semi-structured interviews were also conducted with the students of the experimental group to evaluate their attitudes and feelings before and after the instruction. The aim of using blogs, as a web tool, was to enhance collaborative learning and social interaction. This research attempted to prove that blogs create a social interaction between students, and between the students and the teacher. For the purposes of this research, students were involved in process writing by making drafts and writing their posts and in active reading when they read other posts and texts from other web sites.

scholarly journals Teaching a Second or Foreign Language Based on Literacy Notions

2017 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Rama Dwika Herdiawan
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Writing Skills ◽  
Foreign Language Teaching ◽  
The Other ◽  
Literary Interpretation ◽  
Innovative Teaching ◽  
Innovative Strategy ◽  
Reading And Writing

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.

LAPLI The Language Learning Lab

2008 ◽  
pp. 774-788
Author(s):  
Rita de Cassia Veiga Marriott ◽  
Patricia Lupion Torres
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
New Technologies ◽  
Virtual Learning Environment ◽  
Language Teachers ◽  
The Internet ◽  
Language Practice ◽  
Advanced Level ◽  
Authentic Material ◽  
Oral Skills

The teaching of languages to higher-intermediate and advanced-level students requiresa distinct methodology. Many of these students are, or will be, language teachers andneed to be motivated to continue learning the foreign language, practice the acquiredknowledge, and develop teaching and researching skills. Aiming at challenging themto go beyond their limitations, LAPLI — the language learning lab: a methodology ofintegrative CALL using the Internet — is made of 12 activities in which the students,based on authentic material selected by them, are stimulated to develop fluency andaccuracy in the foreign language, focusing on the development of their reading andwriting skills, but also promoting their oral skills. Students use the language as a toolto accomplish tasks in a contextualized way, being involved in individual andcollaborative learning, natural learning, meaningful learning and discovery-basedlearning, by means of the new technologies in a virtual learning environment.

LAPLI The Language Learning Lab

2006 ◽  
pp. 133-151 ◽  
Author(s):  
Rita de Cassia Veiga Marriott ◽  
Patricia Lupion Torres
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
New Technologies ◽  
Virtual Learning Environment ◽  
Language Teachers ◽  
The Internet ◽  
Language Practice ◽  
Advanced Level ◽  
Authentic Material ◽  
Oral Skills

The teaching of languages to higher-intermediate and advanced-level students requiresa distinct methodology. Many of these students are, or will be, language teachers andneed to be motivated to continue learning the foreign language, practice the acquiredknowledge, and develop teaching and researching skills. Aiming at challenging themto go beyond their limitations, LAPLI — the language learning lab: a methodology ofintegrative CALL using the Internet — is made of 12 activities in which the students,based on authentic material selected by them, are stimulated to develop fluency andaccuracy in the foreign language, focusing on the development of their reading andwriting skills, but also promoting their oral skills. Students use the language as a toolto accomplish tasks in a contextualized way, being involved in individual andcollaborative learning, natural learning, meaningful learning and discovery-basedlearning, by means of the new technologies in a virtual learning environment.

Perceptions of Developing Reading and Writing Skills in Swedish in an Online Context

2021 ◽  
Vol 66 (1) ◽  
pp. 231-248
Author(s):  
Roxana-Ema Dreve ◽  
Raluca Pop
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Literacy ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Academic Context ◽  
Reading And Writing ◽  
The North ◽  
Technological Advances ◽  
Additional Support

"Perceptions of Developing Reading and Writing Skills in Swedish in an Online Context. This paper intends to focus on BA students’ reading and writing skills in Swedish as a foreign language in a Scandinavian context. In addition, the study aims to discuss the difficulties students have encountered when studying Swedish as a foreign language in an online academic context amid Covid-19 pandemic. A survey research comprising closed-ended and open-ended questions was conducted by using a questionnaire as the main instrument for collecting data. The respondents were BA students in Norwegian language and literature, enrolled at the Faculty of Letters at Babeș-Bolyai University, who had already studied Norwegian for four semesters in the frame of this programme and who took the one semester optional course in Swedish. The language distance between Norwegian and Swedish is relatively small because both languages are part of the North-Germanic branch. We considered it relevant to explore the manner in which students tackle these similarities, differences and the cross-linguistic transfer between the two languages and whether their reading and writing practices in Norwegian have influenced in any way the acquisition of Swedish. Nowadays, new technological advances provide additional support to foreign language learning and develop learners’ digital literacy. Therefore, the paper aimed at understanding what types of authentic resources are used by students, in order to develop their linguistic and sociolinguistic competence in Swedish. The results showed that students are willing to improve their language skills, as they believe that mastering another Scandinavian language could help them increase their academic and professional opportunities and would constitute an advantage in terms of easiness to develop writing and reading skills in Swedish. Keywords: Norwegian, Swedish, language distance, language similarities, cross-linguistic influence, foreign language learning, BA level "

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

Sign in / Sign up

Export Citation Format

Share Document