Game On! Teaching Foreign Language Online

Computational Linguistics ◽

10.4018/978-1-4666-6042-7.ch056 ◽

2014 ◽

pp. 1181-1194

Author(s):

Kim Carter-Cram

Keyword(s):

Second Language ◽

Management System ◽

Teaching And Learning ◽

Language Instruction ◽

Target Language ◽

Second Language Instruction ◽

Successful Development ◽

University Level ◽

The University ◽

Learning Language

This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.

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Communicative Language Teaching in Teaching ESL for University Students

Journal of English Language Teaching and Applied Linguistics ◽

10.32996/jeltal.2021.3.6.7 ◽

2021 ◽

Vol 3 (6) ◽

pp. 49-57

Author(s):

Le Thi Ngoc Hien

Keyword(s):

Second Language ◽

Teaching Methods ◽

Teaching And Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Teaching English ◽

Classroom Activities ◽

Advantages And Disadvantages ◽

The University ◽

Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.

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SLIM:A Template-based Second Language Instruction Management System

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2012.11.331 ◽

2012 ◽

Vol 67 ◽

pp. 287-296

Author(s):

Mohamed Amin Embi ◽

Afendi Hamat

Keyword(s):

Second Language ◽

Management System ◽

Language Instruction ◽

Second Language Instruction

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On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

International Journal of Linguistics and Translation Studies ◽

10.36892/ijlts.v1i3.62 ◽

2020 ◽

Vol 1 (3) ◽

pp. 1-19

Author(s):

Driss Benattabou

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Research Area ◽

Target Language ◽

Cultural Meanings ◽

Efl Learners ◽

Inappropriate Use ◽

Efl Teachers ◽

University Level ◽

The University

This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.

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The Removal of Target Language Captioning Supports

Advances in Educational Technologies and Instructional Design - Intelligent Design of Interactive Multimedia Listening Software ◽

10.4018/978-1-4666-8499-7.ch004 ◽

2015 ◽

pp. 75-101

Author(s):

Aubrey Neil Leveridge

Keyword(s):

Second Language ◽

Empirical Study ◽

Language Instruction ◽

Current Paper ◽

Target Language ◽

Second Language Instruction ◽

Alternative Route ◽

Subsequent Removal ◽

Instructional Supports ◽

Learner Perceptions

This chapter discusses captioning support in second language instruction and its subsequent removal. Prior research has focused on the addition of captions, viewing captioning support as similar to other types of supports. However, captioning is unlike other instructional supports in that it provides an alternative route from which to gather complete comprehension, in turn fostering learner reliance on the support. Accordingly, this chapter argues that the removal of this support may negatively affect learners. The current paper reports on an empirical study that gathered learner perceptions regarding caption reliance, caption addition and removal. The data reveals that perceptions are affected by learner proficiency. A framework was created to assist language instructors and course developers to make informed choices regarding the addition and removal of captioning support.

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Second Language Instruction Does Make a Difference

Studies in Second Language Acquisition ◽

10.1017/s0272263100010287 ◽

1991 ◽

Vol 13 (4) ◽

pp. 431-469 ◽

Cited By ~ 259

Author(s):

Catherine Doughty

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Empirical Study ◽

Detailed Analysis ◽

Language Instruction ◽

Target Language ◽

Second Language Instruction ◽

Instructional Treatment ◽

Assessment Measures

A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experimentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructional treatment, and (c) choice of SL assessment measures. This article presents the findings of a recent empirical study which (a) show that SL instruction is effective; (b) show that attention to form, either via detailed analysis of structure or highlighting of target language (TL) structures in context, promotes acquisition of interlanguage (IL) grammar, but that only the latter comes hand-in-hand with comprehension of input; and (c) replicate earlier findings suggesting an important role for markedness theory in instructed IL development.

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