The Use of Virtual Worlds in Foreign Language Teaching and Learning

Learning Instruction ◽

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

Virtual Reality in Education ◽

10.4018/978-1-5225-8179-6.ch031 ◽

2019 ◽

pp. 645-668

Author(s):

Ellen Yeh ◽

Guofang Wan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Virtual Worlds ◽

Teaching And Learning ◽

Language Teaching ◽

Dynamic Environment ◽

Learning Instruction ◽

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

Falling on deaf ears

The Journal of Internationalization and Localization ◽

10.1075/jial.3.2.06rub ◽

2016 ◽

Vol 3 (2) ◽

pp. 196-212 ◽

Cited By ~ 1

Author(s):

Brian Rubrecht

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Teaching And Learning ◽

Language Teaching ◽

Target Language ◽

Pronunciation Instruction ◽

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

ReCALL ◽

10.1017/s0958344010000261 ◽

2011 ◽

Vol 23 (1) ◽

pp. 4-24 ◽

Cited By ~ 39

Author(s):

Luiz A. Amaral ◽

Detmar Meurers

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Intelligent Computer ◽

Activity Design ◽

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition

Armenian Folia Anglistika ◽

10.46991/afa/2006.2.1-2.101 ◽

2006 ◽

Vol 2 (1-2 (2)) ◽

pp. 101-105

Author(s):

Mariana Karapetyan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching Methods ◽

Teaching And Learning ◽

Language Teaching ◽

Teaching Methodology ◽

Language Teaching Methods ◽

While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.

Kollokationen – ein vernachlässigtes Gebiet der DaF-Didaktik?

Linguistik Online ◽

10.13092/lo.68.1638 ◽

2014 ◽

Vol 68 (6) ◽

Author(s):

Joanna Targońska

Keyword(s):

Empirical Study ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Specific Group ◽

Collocations, a highly specific group of set phrases, play an important role in the process of foreign language learning and acquisition. While their importance is unquestioned, they constitute a frequent source of errors, because the learners do not focus their attention on a collocation's form. What's more, they frequently assume that specific fixed sequences of words may be freely transferred from one language to another. In this paper we argue that collocations are in fact a neglected or even unrecognized aspect of teaching German as a foreign language. First, we discuss the relevance of the issue in foreign language teaching and learning. Next, we present an overview of research on collocations. Finally, we turn to an account of the results of our empirical study supporting the thesis as framed in the title.

Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

South East European University Review ◽

10.2478/seeur-2013-0002 ◽

2013 ◽

Vol 9 (1) ◽

pp. 9-20

Author(s):

Elena Spirovska

Keyword(s):

Foreign Language ◽

Language Learning ◽

Multiple Intelligences ◽

Language Learners ◽

Teaching And Learning ◽

Language Teaching ◽

Lesson Plan ◽

Teaching English ◽

Theory Of Multiple Intelligences

Abstract The purpose of this article is to discuss the Theory of Multiple Intelligences and to answer the question of appropriateness of the MI theory in the field of foreign language teaching. The paper also exemplifies the adaptation of the theory in the context of teaching English as a foreign language and foreign language teaching and learning in general by describing a set of activities and a lesson plan using the MI approach. The article reviews the types of intelligences described and defined by Howard Gardner and authors who followed and revised the theory in terms of language teaching. In addition, the article discusses the different modes of application of the theory of Multiple Intelligences in language teaching with young adults and adult learners of foreign languages. The article proceeds by grouping and listing possible activities and tasks which are appropriate for language learners with different sets of abilities or intelligences. In addition, the article provides a brief summary of the potential issues recommendations and conclusions regarding the implementation of theory of Multiple Intelligences and provides a sample lesson plan which provides activities and language learning tasks for the majority of intelligences defined

Foreign language learning and second language acquisition research: some implications for foreign language teaching and learning

Learning to Teach Foreign Languages in the Secondary School ◽

10.4324/9780203181928-11 ◽

2013 ◽

pp. 65-108

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

Research in Language ◽

10.1515/rela-2015-0026 ◽

2015 ◽

Vol 13 (3) ◽

pp. 292-314 ◽

Cited By ~ 5

Author(s):

Jose A. Mompean

Keyword(s):

Foreign Language ◽

Language Learners ◽

Teaching And Learning ◽

Tertiary Education ◽

Language Teaching ◽

Learning Potential ◽

Foreign Language Learners ◽

Raising Awareness ◽

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.

Implications of Multimodal Learning Models for foreign language teaching and learning

Colombian Applied Linguistics Journal ◽

10.14483/22487085.3150 ◽

2011 ◽

pp. 174 ◽

Cited By ~ 1

Author(s):

Miguel Farías ◽

Katica Obilinovic ◽

Roxana Orrego

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Multimodal Learning ◽

Learning Models ◽

Information And Communications Technologies ◽

Multimodal Texts ◽

This literature review article approaches the topic of information and communications technologies from the perspective of their impact on the language learning process, with particular emphasis on the most appropriate designs of multimodal texts as informed by models of multimodal learning. The first part contextualizes multimodality within the fields of discourse studies, the psychology of learning and CALL; the second, deals with multimodal conceptions of reading and writing by discussing hypertextuality and literacy. A final section outlines the possible implications of multimodal learning models for foreign language teaching and learning.