The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners

2016 ◽  
pp. 208-242
Author(s):  
Jenny Eugenia Grigoropoulos ◽  
Heike Arnold
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Classroom Environment ◽  
Lesson Plans ◽  
Teaching Methodology ◽  
Instructional Methodology ◽  
Foreign Language Learners ◽  
The Media

Teachers engaging in the i2Flex teaching methodology employ constructivism-based media in order to update their practices according to the students' changing needs with reference to their education. As a result, students are more eager to learn in a positive environment, and more likely to reach their potential which leads to higher academic performance levels. The authors present and discuss the i2Flex instructional methodology as they implemented it in Middle School Classes for young EFL and Foreign Language learners. Students are active participants of the process. The teacher changes hats from being the instructor in the limited sense of the direct instructor in a teacher centered classroom environment, to being an effective facilitator of the process of education, eventually. The lesson plans change, the media through which they will be delivered also change to be adding to, or even omitting at times, the traditional textbook.

The i2Flex Instructional Methodology Implemented in Middle School Classes for Young EFL and Foreign Language Learners

2018 ◽  
pp. 734-767
Author(s):  
Jenny Eugenia Grigoropoulos ◽  
Heike Arnold
Keyword(s):  
Middle School ◽  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Classroom Environment ◽  
Lesson Plans ◽  
Teaching Methodology ◽  
Instructional Methodology ◽  
Foreign Language Learners ◽  
The Media

Teachers engaging in the i2Flex teaching methodology employ constructivism-based media in order to update their practices according to the students' changing needs with reference to their education. As a result, students are more eager to learn in a positive environment, and more likely to reach their potential which leads to higher academic performance levels. The authors present and discuss the i2Flex instructional methodology as they implemented it in Middle School Classes for young EFL and Foreign Language learners. Students are active participants of the process. The teacher changes hats from being the instructor in the limited sense of the direct instructor in a teacher centered classroom environment, to being an effective facilitator of the process of education, eventually. The lesson plans change, the media through which they will be delivered also change to be adding to, or even omitting at times, the traditional textbook.

scholarly journals Promoting Habits of Reflection and Self-Efficacy through Guided Reflection in an EFL Writing Course

2015 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Rudina Guleker
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Negative Effects ◽  
High Stake ◽  
Efl Writing ◽  
Foreign Language Learners ◽  
Writing Course ◽  
The Impact

Faced with high-stake assessments to document the mastery of the language, foreign language learners often feel a loss of confidence and perceived self efficacy, thus having negative effects on their academic performance as literature suggests. This study set out to look at the impact learner reflections at a university EFL writing course have on self-efficacy beliefs about the writing course and on the attitudes towards reflection in general. Results show that reflection increases self efficacy of the course and students see reflection as a valuable tool.

scholarly journals Problematyka sprawności mówienia we wczesnoszkolnej edukacji językowej w świetle współczesnych niemieckojęzycznych badań empirycznych

Neofilolog ◽  
2010 ◽  
pp. 143-152
Author(s):  
Ewa Wieszczeczyńska
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Point Of View ◽  
Teaching Methodology ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition ◽  
Research And Teaching ◽  
Early School ◽  
Language Research ◽  
New Research

The main goal of this paper is to evaluate recent empirical studiesconducted in the German environment which concern theprocesses of foreign language acquisition by young children intheir early school education. The results of these new studies led tothe development of new teaching strategies based on the interactionbetween the teacher and the young learners. Different aspectsof the studies reported in the paper are now subject to a widespreaddebate and they deserve attention in our educational contextas well, since Polish schools resemble German ones in manyrespects. Therefore, the critical overview presented here can beseen as an inspiration for a new research agenda in the area ofsecond language research and teaching methodology for that agegroup. Moreover, from the practical point of view, it opens newoptions in developing new teaching methods and teaching materialsfor young foreign language learners in Polish schools.

The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners

2021 ◽  
pp. 361-395
Author(s):  
Jenny E. Grigoropoulos ◽  
Heike Arnold ◽  
Christina J. Rocha
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Language Learners ◽  
Instructional Methodology ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Definition Of ◽  
K 12

The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.

scholarly journals Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)

2015 ◽  
Vol 51 (1) ◽  
pp. 113-123 ◽  
Author(s):  
Averil Coxhead
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Formulaic Sequences ◽  
Replication Studies ◽  
Foreign Language Learners ◽  
Replication Research

Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004; Alali & Schmitt 2012) and makes suggestions for possible replication studies.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

2014 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Sabine De Knop ◽  
Julien Perrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Networks ◽  
Romance Languages ◽  
Conceptual Metaphors ◽  
Foreign Language Learners ◽  
French Speaking ◽  
Awareness Raising ◽  
Set Up ◽  
Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

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