Creating Multimodal Texts for Language Learning Purposes

2019 ◽  
pp. 191-213
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Situated Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Language Teachers ◽  
Multimodal Texts ◽  
Learning And Teaching ◽  
Video Clips ◽  
Repetitive Tasks

The idea of creating short educational video clips oriented on the language, culture, or communication is well grounded in language learning pedagogy. They support comprehension and language skills of the students, intercultural competence, and digital skill. They change repetitive tasks such as rehearsal or rote learning into attractive and motivating activities well embedded in situated learning procedures making learning more personal. The study aims at analysis of the content of over 280 video clips made by pre-service language teachers between 2008-2014. The clips are intended for a variety of educational purposes (e.g., introducing new language, illustrating usage, enhancing practice, documenting performance, and assessment). Students used subtitles, intertitles, and narrative revoicing a story. They produced various genres. The results show that student teachers are able to produce multimodal texts to enhance various stages of learning and teaching processes (presentation, practice, and assessment) while developing six out of eight lifelong learning competences.

scholarly journals KOMPETENCJA MEDIALNA UCZNIÓW I NAUCZYCIELI JĘZYKÓW OBCYCH JAKO CZYNNIK WPŁYWAJĄCY NA POZIOM ICH KOMPETENCJI INTERKULTUROWEJ

Neofilolog ◽  
2019 ◽  
pp. 251-263
Author(s):  
Sebastian Chudak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Media Literacy ◽  
Intercultural Competence ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning And Teaching ◽  
Contemporary World ◽  
Expected Outcome ◽  
Teachers And Students

Intercultural competence is an expected outcome in language learning and teaching in our contemporary world. However, studies show foreign language teachers are not always aware of the importance of this goal for many reasons, the most important of which seems to be the low level of their own intercultural competence. The aim of this article is to discuss the possibilities of increasing the intercultural competence of foreign language teachers and students. The correlation between media literacy and the development of intercultural competence is discussed. 

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 Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Idiomaticity as a Language Learning Barrier: The EFL Context of Saudi Arabia

2020 ◽  
Vol 10 (3) ◽  
pp. 59
Author(s):  
Abdalla Elkheir Elgobshawi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
The Social ◽  
Idiomatic Expressions ◽  
Efl College Students ◽  
The Impact

The aim of this paper is to investigate the impact of Idiomaticity on language learning and the extent to which it can be a language learning barrier. It contrasts the perspective of language teachers and the attitude of language learners regarding how idioms can influence language learning. The theoretical framework provides a description of the general properties of English idiomatic expressions and shows the relevance of idiomaticity to linguistic theory. The paper is based on an analytical analysis and follows a quantitative approach in which two questionnaires are used to collect the data. The two questionnaires are administered to two independent samples: 20 participants representing ELT teachers at the tertiary level and 80 subjects representing Saudi EFL college students. The data are then analyzed using SPSS (Statistical Package for the Social Sciences). The study reveals learners’ reasonable consensus on the issues assessed. They generally acknowledge the significance of idioms for language learning but with a general dissatisfaction with their status in learning and teaching contexts. Both teachers and learners view idioms as odd pieces of language that lack a uniform character and do not receive due attention in language syllabi and curricula. Teachers give different ratings on the pedagogical value of idioms, but they generally show low interest in teaching them.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

Language Teachers as Materials Developers

RELC Journal ◽  
2021 ◽  
pp. 003368822110616
Author(s):  
Jiao Li ◽  
Xuesong (Andy) Gao ◽  
Xuehai Cui
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Critical Role ◽  
Language Education ◽  
Language Teachers ◽  
Three Dimensions ◽  
Teaching Materials ◽  
Materials Development ◽  
Materials Analysis ◽  
Learning And Teaching

This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development – that is, materials use, materials analysis, and materials design – intersect with one another, and that language teachers play a critical role in all three. Therefore, this review concludes with a research agenda that centres on language teachers as materials developers to expand our understanding of their roles in materials development.

Developing Intercultural Competence and Language Skills Through International Online Collaborative Learning

2018 ◽  
pp. 304-327
Author(s):  
Rieko Saito ◽  
Masako Hayakawa Thor ◽  
Hiroko Inose
Keyword(s):  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Language Education ◽  
Intermediate Level ◽  
Intercultural Education ◽  
Online Collaborative Learning ◽  
Online Exchange ◽  
Collaborative Language ◽  
Global World

Raising the intercultural competence of learners has been one of the most important issues in language education in this global world, but how can we integrate intercultural education into our teaching? This chapter introduces two online exchange projects, one for the beginner level and one for the intermediate level, which were designed for Swedish learners of Japanese as a means to develop their intercultural competence through collaborative language learning. The projects were designed through collaboration between five universities in Europe and Asia. In this chapter, the authors explore how the intercultural competence of learners developed based on learners' reflections after each session and their answers in the questionnaire after the project. The study finds that the different language levels require teachers to take different approaches in designing the intercultural contents of the projects. The chapter ends with further discussions on how to design intercultural education in an online environment.

Open Up the Classroom

2018 ◽  
pp. 22-46
Author(s):  
Hélène M. Andrawiss-Dlamini ◽  
Donata Puntil
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Teaching ◽  
Visual Media ◽  
Language Teachers ◽  
Effective Learning ◽  
Video Clips ◽  
Teachers Experiences ◽  
Language Courses ◽  
Language Instructors

Language instructors strive to provide students with a language learning environment that is authentic and contextualised. This chapter encourages teachers to step out of the textbook and integrate audio visual media in language courses. It highlights the pedagogical benefits of these resources and addresses the possible challenges language instructors may face. Bringing examples from two languages (French and Italian), the chapter aims at providing guidance to all language teachers in using film excerpts and video clips in their teaching. With a focus on lower levels (A.2 to B1), it showcases how these tools can be implemented, detailing the criteria to take into consideration in planning the lessons. Three detailed examples are provided with the objective of enabling effective learning. The last section of the chapter reflects on the use of audio visual media in language teaching and offers insights from the learners as well as the teachers' experiences.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

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