Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning

2012 ◽  
pp. 306-330 ◽  
Author(s):  
Jonathan deHaan ◽  
Neil H. Johnson
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Digital Video ◽  
Language Education ◽  
Oral Communication ◽  
Strategic Interaction ◽  
Foreign Language Education ◽  
Japanese University ◽  
Learner Outcomes ◽  
Mediational Means

The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students’ oral communication development. Technical and pedagogical recommendations are offered.

Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning

2014 ◽  
pp. 699-723
Author(s):  
Jonathan deHaan ◽  
Neil H. Johnson
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Digital Video ◽  
Language Education ◽  
Oral Communication ◽  
Strategic Interaction ◽  
Foreign Language Education ◽  
Japanese University ◽  
Learner Outcomes ◽  
Mediational Means

The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students' oral communication development. Technical and pedagogical recommendations are offered.

Plurilingual STEAM and School Lunches for Learning?

2021 ◽  
Vol 6 (2) ◽  
pp. 33-57
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Yuki Kitano ◽  
Emiko Fujita
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cultural Artifacts ◽  
School Lunches ◽  
English Only ◽  
Hands On ◽  
Western Japan

In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.

scholarly journals Shaping the quality of second language learning: Students’ perspective

2018 ◽  
Vol 48 ◽  
pp. 01071
Author(s):  
Irina M. Solodkova ◽  
Elena V. Grigorieva ◽  
Liliya R. Ismagilova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Oral Communication ◽  
Well Being ◽  
Foreign Language Education ◽  
Two Phase ◽  
Learning And Teaching

The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Material of Study Course “Spotlight”). Part II

2019 ◽  
Vol 21 (7) ◽  
pp. 164-202
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Valuable Component ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-valuable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment – the content-analysis of the current English-language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emotionally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The contentanalysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

scholarly journals The Implementation of Emotionally-Valuable Component of the Content of Foreign-Language Education (on the Mate rial of Study Course “Spotlight”). Part I

2019 ◽  
Vol 21 (6) ◽  
pp. 146-170
Author(s):  
M. N. Tatarinova ◽  
O. V. Sungurova
Keyword(s):  
Content Analysis ◽  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Linear Structure ◽  
Foreign Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Practical Implementation ◽  
Emotional Value

Introduction. The revaluation of the tasks and results of school foreign-language education in our country updated the role of the emotionally-val- uable component (EVC) of the content of foreign-language courses. There is broad agreement that the compliance of its criteria today is the most important prerequisite of foreign languages viability.The aim of this article is to provide a scientific answer to the question if there is necessary background for the implementation of the EVC of the content of foreign-language education in the current study course “Spotlight”.Methodology and research methods. As the fundamental methodological tool the emotionally-valuable (axiological) approach to the study was applied. A number of complementary methods were used: a theoretical systemic-structural and comparative analysis; an analytical experiment - the content-analysis of the current English- language study course for a secondary school; a constructive (creative) experiment (experiential learning); a method and principles of visibility (a tabular and graphical presentation of information); methods of mathematical statistics.Results and scientific novelty. It is proved that the EVC in the linear structure of the school subject “A foreign-language” is able to ensure an integral formation of a student’s personality with developed intellectual, volitional and emoti- onally-valuable spheres. A practical implementation of this component is possible through students’ work with speech patterns of emotionally-valuable context. The indicators of emotional value of teaching materials are selected. The content- analysis of the text library of the study course “Spotlight” showed that it does not fully meet the requirements for super-phrasal units of the EVC, intended to maintain an appropriate level of language skills and encourage the acquisition of various kinds of foreign-language speech activities: speaking, listening, reading and written speech. Therefore, additional adjustment of a number of speech samples is required in order to create all the necessary background for the exploitation of the EVC of the school programme content at different stages of foreign-language training. The results of experiential learning a foreign language, involving carefully selected texts of a sufficient and high degree of emotional value, and the use by teachers of special techniques of work, adequate to the axiological potential of speech samples, prove the appropriateness of such an approach to the organisation of an educational process. The axiological orientation of the training content significantly improves students’ speech activities and contributes to the development of their emotionally-valuable relations with the surrounding world.Practical significance. The materials in this publication may be in demand when making constructive changes and additions to the content and technologies of school foreign-language education.

Experiential Learning in Foreign Language Education

2014 ◽  
Author(s):  
Viljo Kohonen ◽  
Riitta Jaatinen ◽  
Pauli Kaikkonen ◽  
Jorma Lehtovaara
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education

scholarly journals IMPLEMENTATION OF THE PRINCIPLES OF PROFESSIONAL LINGUODIDACTICS IN THE PROCESS OF FOREIGN LANGUAGE EDUCATION AT NON-LANGUISTIC SPECIALTIES OF UNIVERSITIES

2021 ◽  
pp. 212-219
Author(s):  
Larysa Maksymuk ◽  
Liliia Levoniuk
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
Professional Education ◽  
Communicative Competence ◽  
Language Education ◽  
Oral Communication ◽  
Foreign Language Education ◽  
Scientific Discipline ◽  
Modern World ◽  
High Level

The article deals with the problem of professionally oriented foreign language education of students of non-linguistic specialties. Today, the goal of teaching a foreign language to non-linguistic specialists is the professional and business component of intercultural communication. In other words, it became necessary to train a graduate possessing professional oral communication competence, which led to the creation of a linguodidactic approach in vocational education, the theoretical and methodological foundations of which are dealt with by professional linguodidactics.In the context of professionally oriented teaching of foreign languages, we are talking about the formation of the future specialist’s secondary linguistic personality, which is a key category of professional linguodidactics. As an autonomous diversified scientific discipline, linguodidactics has its own object and subject of research, patterns, and categories, general didactic and linguistic professional principles that are actualized in the process of foreign language teaching.Professional linguodidactics is of great scientific and social importance, since it provides ample opportunities for training specialists with a high level of foreign language professional communicative competence, ensuring their mobility, competitiveness, and success in the modern world; determines the need for constant professional and creative development of foreign language teachers. Professional education creates the necessary prerequisites and conditions for conducting fundamental linguodidactic research in professionally oriented foreign language education. Keywords: professional linguodidactics, non-linguistic specialist, foreign language professional communicative competence, secondary linguistic personality, foreign language advanced specialization, integrated teaching, linguistic professional learning environment.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
Sign in / Sign up

Export Citation Format

Share Document