The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames

2016 ◽  
pp. 353-379
Author(s):  
Douglas A. Agar ◽  
Philip J. Chappell
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Education ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Language Pedagogy ◽  
Sociocultural Model ◽  
The Creation

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames

2019 ◽  
pp. 313-341
Author(s):  
Douglas A. Agar ◽  
Philip J. Chappell
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Education ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Language Pedagogy ◽  
Sociocultural Model ◽  
The Creation

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

scholarly journals Foreign language education in inter-cultural learning and citizenship services -A review of selected paper

2019 ◽  
Author(s):  
Maya Yolanda ◽  
Veronica Saragi ◽  
Niki ardiyanti ◽  
Mesin ayu sinaga
Keyword(s):  
Service Learning ◽  
Foreign Language ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Point Of View ◽  
Foreign Languages ◽  
Cultural Learning ◽  
Extracurricular Activity

This paper aims to provide a brief description and review of the research that has been done by Petra Rauschert and Michael Byram entitled, “Service learning and intercultural citizenship in foreign language” published in the Cambridge Journal of Education using descriptive qualitative analysis. This paper tries to understand the learning of foreign languages combined with the learning of intercultural services and intercultural citizenship education from the researcher's point of view. Where research conducted by the researcher is carried out by explaining two approaches, namely the first one is 'Intercultural Service Learning' (ISL) and 'Intercultural Citizenship Education' (ICE). The researcher Petra Rauschert and Michael explained at the beginning of their writing about the two types of education and their origins and theory, and examples of each are then provided. This paper assesses what the researcher is trying to convey leads to an explanation that the service component is not considered as an extra or extracurricular activity but as an integral part of the teaching and learning process. A comparison of the two reveals many similarities and potentials to enrich and mutually enrich each other to facilitate the teaching of foreign languages. The article they made seems have a clear flow on how to explain these two types of education and make this article ease to understand.

scholarly journals FOREIGN LANGUAGE EDUCATION IN NIGERIA AND THE DEVELOPMENT OF ENTREPRENEURIAL SKILLS AMONG LEARNERS

2017 ◽  
Vol 17 (1) ◽  
pp. 8
Author(s):  
Araromi Maxwell Olakunle ◽  
Aminat Oladunni Yinusa
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Negative Attitude ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Curriculum Content ◽  
Language Curriculum ◽  
Erroneous Belief ◽  
The Mind

Foreign language education has not been given a pride of place in Nigeria due to poor policy implementation and negative attitude towards the teaching and learning of the languages. The rate of unemployment experienced by graduates of foreign languages has reached an alarming level and this has generated a concern among stakeholders in the field of foreign languages in Nigeria. Graduates of foreign languages are not expected to be redundant, jobless or unemployed or rely entirely on teaching jobs to survive as some people in some quarters frequently claim.   Stakeholders in foreign language education have failed to take critical look at the curriculum content of the various foreign languages on the curriculum to see whether they are relevant to the socio – economic realities and values in Nigeria. This paper however seeks to examine the curriculum content of the foreign languages on the curriculum with the view to ascertaining their relevance to the socio-economic realities and values in Nigeria. It was affirmed that the content of the foreign language curriculum should be able to meet the vocational and entrepreneurial needs of the teeming unemployed youths in Nigeria. There is urgent need to disabuse the mind of people on the erroneous belief that the only career available for graduates of foreign languages is teaching career. We therefore recommended that government should focus more attention on the teaching of foreign languages for specific, technical and vocational purposes in order to resolve the problem of unemployment ravaging Nigeria as a country and African continent in its entirety.

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.

scholarly journals The Importance of Sociolinguistics in Foreign Language Education: A Review of Selected Paper

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Jimmy Saputra Nasution ◽  
Muhammad Rahmadeny ◽  
Ichsan Jazzawi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Three Dimensions ◽  
Foreign Languages

This article aims to provide a brief description and review of the research conducted by Yasemin Bayyurt entitled "Current Perspectives on Sociolinguistics and English Language Education" published in The Journal of Language Teaching and Learning, using descriptive qualitative analysis, and this paper tries to understand the importance of sociolinguistics in learning foreign languages from the perspective of the researcher. In this paper, the position and importance of sociolinguistics in foreign language education is the main topic in this article. This article is intended to provide a brief review of sociolinguistics and its importance in learning foreign languages. The findings in this study see that the research of Yasemin Bayyurt discusses and develops the definition of linguistic language and the relationship between sociolinguistics and foreign language education which will be explored in depth in 4 focuses. In it also mentioned the existence of several basic problems discussed in the sociolinguistic field, one example of which is variation and change language. The author examines this in three dimensions, namely the attitude towards foreign language learning, the inclusion of culture in foreign language learning, and the contribution of language planning to foreign language education. So with the findings in this study, hopefully it can be a reference for readers and hope that it can also be a replica in real life.

scholarly journals CASE STUDY: APPLICATION OF THE DIDACTIC MODEL OF SOCIO-COGNITIVE THEORY OF LEARNING IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. TEACHING IDIOMS «USED TO – WOULD»

InterConf ◽  
2021 ◽  
pp. 83-95
Author(s):  
Georgios Pappas
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Cognitive Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
The European Union ◽  
Educational Strategies

The linguistic and cultural diversity within the European Union has created new demands for multilingual European citizens. To meet the new requirements, it is necessary, educational strategies to be designed by those who actively involved in foreign language education in various countries in a new context, which will ensure the "productivity" of learning foreign languages in the implementation of foreign language education. This effort also includes this paper, which introduces the model of socio-cognitive learning theory in the context of the communicative approach to the teaching and learning of foreign languages. Especially in this case study, the teaching and learning of the idioms Used to and Would Idioms will be presented by using the Sosio-cognitive theory.

Invited colloquium: Foreign languages in an age of globalization

2013 ◽  
Vol 46 (3) ◽  
pp. 425-427 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Native Speaker ◽  
Historical Context ◽  
Language Education ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Common Prior

With the advent of globalization and the increasingly multilingual and multicultural nature of nations, institutions and classrooms, the fundamental nature of foreign language instruction is changing. Such traditional notions as: ‘native speaker’, ‘target culture’, ‘standard L2’ are becoming problematic with the influx of immigrants to industrialized nation-states, the diversification of accents, and the stratification of language varieties. Foreign language classrooms, too, are becoming less and less homogenous: lacking common points of reference in a common L1, students have to learn the L2 without any common prior cultural or historical context. Caught between the need to impart a skill that will be ‘usable’ in a variety of global settings and the desire to develop an L2 academic literacy that is specific to a given national culture, foreign language study is challenged to reconcile the local and the global, its national premise and its transnational entailments. This colloquium explored the changing nature of the challenges facing the teaching and learning of foreign languages in an age of global information technologies, global job market, and global migrations. In particular it focused on the notion of the ‘foreign’ in foreign language education and how globalization has affected this foreignness.

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