A New Approach Model

2019 ◽  
pp. 48-75
Keyword(s):  
Language Learning ◽  
General Concept ◽  
Reference Points ◽  
Target Language ◽  
Functional Domain ◽  
Element Subset ◽  
Learning And Teaching ◽  
Teaching Procedure ◽  
New Type ◽  
Actual Learning

The development of a new type of approach model of language learning is assumed to be based on the reference points establishing it conceptually. The general concept of approach is verified in terms of the conventional categories of domain, set, set element (subset), set extension, set intension, and hierarchy. A new type of approach to language learning proposed in the chapter is assumed to be conceptually established in the framework of a theoretical model construed as a functional domain comprising a hierarchical set of elements, approach being the top member but method and technique forming subset elements. The hierarchical approach set has both extensional and intensional projections, which are mapped onto the actual learning and teaching procedure and transformed into external and internal language acquisition segments, correspondingly. Thought-outward target language speech interrelations are thus represented. This is the way the functional correlation between theoretical grounds of the approach conception and curriculum procedure is established. The function characterizing approach dimensions is a multifold dichotomized formation whose duality is being made up of 1) the internal-external opposition, 2) source-target language opposition, 3) verbal dissimilarity opposition. The function in question gets delineated at the intersection of the dichotomies and designated as predication. Predication is an invariant unit of instruction surfaced in the form of the approach radix. The approach under consideration acquires the same contingent name. The main issues considered include the justification of the descriptive approach terminology, the functional modeling of approach, source-target language relationship in approach modeling, types of speech in approach modeling, and the invariant approach to language learning: introductory statements.

scholarly journals Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

2018 ◽  
Vol 7 (4.36) ◽  
pp. 624
Author(s):  
A. Delbio ◽  
M. Ilankumaran
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Native Speaker ◽  
Technical Information ◽  
Target Language ◽  
Main Role ◽  
Learning And Teaching ◽  
The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills.  This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.   

scholarly journals Corpus consultation and advanced learners’ writing skills in French

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 158-172 ◽  
Author(s):  
ANGELA CHAMBERS ◽  
ÍDE O’SULLIVAN
Keyword(s):  
Language Learning ◽  
Advanced Learners ◽  
Short Text ◽  
Postgraduate Students ◽  
Learning And Teaching ◽  
Verb Forms ◽  
Grammatical Errors ◽  
Traditional Language ◽  
New Type ◽  
Interactive Feedback

In the rapidly changing environment of language learning and teaching, electronic literacies have an increasingly important role to play. While much research on new literacies focuses on the World Wide Web, the aim in this study is to investigate the importance of corpus consultation as a new type of literacy which is of particular relevance in the context of language learning and teaching. After briefly situating the theoretical and pedagogical context of the study in relation to authenticity and learner autonomy, the paper describes an empirical study involving eight postgraduate students of French. As part of a Masters course they write a short text and subsequently attempt to improve it by using concordancing software to consult a small corpus containing texts on a similar subject. The analysis of the results reveals a significant number of changes made by the learners which may be classified as follows in order of frequency: grammatical errors (gender and agreement, prepositions, verb forms/mood, negation and syntax); misspellings, accents and hyphens; lexico-grammatical patterning (native language interference, choice of verb and inappropriate vocabulary); and capitalisation. The conclusion notes that the situation in which these students found themselves (i.e. faced with a text on which the teacher had indicated phrases which could be improved) is replicated in many cases every day, and suggests that corpus consultation may have a useful role to play in the context of interactive feedback, particularly in cases where traditional language learning resources are of little use.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

scholarly journals Review of Studies on Technology-Enhanced Language Learning and Teaching

2020 ◽  
Vol 12 (2) ◽  
pp. 524 ◽  
Author(s):  
Rustam Shadiev ◽  
Mengke Yang
Keyword(s):  
Language Learning ◽  
Learning Technologies ◽  
Target Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Future Studies ◽  
Learning And Teaching ◽  
Learning Journal ◽  
Review Study ◽  
Common Target

In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

scholarly journals Questioning in English as a Foreign Language University Classes

2021 ◽  
Author(s):  
◽  
Van Anh Phan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Communicative Interaction ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Efl Classrooms

<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes.  My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning.  This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

scholarly journals The e-lang Project: Towards a Socio-Interactional Approach for Language Teaching and Learning

2018 ◽  
Vol 25 ◽  
pp. 154-169
Author(s):  
Catherine Jeanneau ◽  
Christian Ollivier
Keyword(s):  
Language Learning ◽  
Social Interactions ◽  
Real World ◽  
Teaching And Learning ◽  
Human Action ◽  
Pedagogical Approach ◽  
Learning And Teaching ◽  
The Social ◽  
New Type ◽  
Theoretical Paper

In this theoretical paper, we present an innovative pedagogical approach to language learning and teaching. This approach is based on a dialogical conception of communication and the principle that any human action and communication is determined by the social interactions within which it takes place. On the strength of this approach, we propose an extension of the usual typology of tasks in order to include what we call real-world tasks. The characteristics of this new type of tasks are then specified. Finally, we give a concrete example of a real-world task.

Adventures In Het Moderne Vreemde Talenonderwijs

1989 ◽  
Vol 33 ◽  
pp. 47-53
Author(s):  
Gé Stoks
Keyword(s):  
Language Learning ◽  
Computer Game ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Learning And Teaching ◽  
Different Types ◽  
On Line ◽  
New Type ◽  
Language Environment

An adventure is a new type of computer game which has become immensely popular in the course of the 1980s. This article is about the possible role of adventures in foreign language learning and teaching (FLL). First there is a brief explanation of what adventures are, the different types and the way communication within the game can take place in natural language. Examples are given for French, German and English. Adventures can play a role in FLL in several respects: -they stimulate discovery learning procedures -they encourage the use of certain reading strategies -they are suitable contexts for vocabulary learning -they can present contexts for communication. Moreover adventures can be looked upon as a new type of literary text, which learners can read as an alternative to a book (some adventures are known as interactive fiction). The article then presents a set of criteria for FLL: For advanced levels text adventures are more suitable than graphic ones from the point of view of language learning, because they present a rich language environment. Graphic ones may be more suitable for beginners. Adventures should accept a variety of syntactic patterns and provide adequate semantic analyses, so that the student gets appropriate feedback. A certain tolerance to spelling is needed, or easy correction options should be available. The program must show the student the type of language it accepts. Hint-files to help students when they get stuck are important and possibly an on-line glossary might be useful. The vocabulary used must not be too exotic and the plot not too complex. It is finally demonstrated that the Infocom adventure SHERLOCK meets these requirements to a large extent.

scholarly journals Communication Approaches of Hearing-Impaired Students in an English Language Learning Classroom: The Case of a Public Elementary School

2021 ◽  
Vol 3 (4) ◽  
pp. 89-99
Author(s):  
Prences Mae M. Langga ◽  
Kithamae N. Sabandal ◽  
Roseniya T. Datu-Ulama ◽  
Wardah D. Guimba ◽  
Adelyn N. Sialana-Nalla ◽  
...  
Keyword(s):  
Language Learning ◽  
English Language ◽  
Participant Observation ◽  
Hearing Impaired ◽  
Target Language ◽  
English Language Learning ◽  
English Learning ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Hearing Impaired Students

English as a second language (ESL) learning among hearing-impaired individuals is a unique area that has not been widely investigated in Southern Philippines, where Special Education (SPED) Program is still emerging. To fill in this gap, this qualitative study dealt with the communication approaches of hearing-impaired students to learn English. The participants were six students and one SPED teacher. Semi-structured interviews and non-participant observation were employed to determine the participants’ communication approaches and challenges in expressing themselves using the target language. Findings disclosed that all participants used sign language based on Manually Coded System and fingerspelling while only the teacher communicated with the aid of speech and visuals. Students’ and teacher’s challenges in English learning and teaching, respectively, were students’ problematic retention, apprehensive behavior during class evaluations, and slow comprehension. This paper has its limitation for other variables that could make the study more relevant were not focused such as the hearing-impaired students’ medical backgrounds, writing skills, and communicative resources available at home. Hence, it is imperative that further studies be done to shed better light on hearing-impaired students’ English language learning.

Adding a new perspective to distance (language) learning and teaching – the tutor's perspective

ReCALL ◽  
1999 ◽  
Vol 11 (2) ◽  
pp. 46-54 ◽  
Author(s):  
Mirjam Hauck ◽  
Bernard Haezewindt
Keyword(s):  
Language Learning ◽  
New Technology ◽  
Point Of View ◽  
Target Language ◽  
Learning And Teaching ◽  
Technology Project ◽  
Learning Tasks ◽  
New Learning ◽  
Collaborative Interaction ◽  
New Perspective

To respond to students' need for more speaking practice, the Open University's Centre for Modern Languages is currently investigating the benefits of using an Internet-based, real-time audio application in distance learning/teaching. During a four-month trial period, French and German students met at weekly intervals to use the target language and participated in role-plays or other pre-arranged learning tasks requiring collaborative interaction. This paper describes the FLUENT (Framework for Language Use in Environments Embedded in New Technology) project from the tutors' point of view, focusing on how learner autonomy and the tutor role were affected by the new learning environment.

Content-and-Language Integrated Learning: From Practice to Principles?

2011 ◽  
Vol 31 ◽  
pp. 182-204 ◽  
Author(s):  
Christiane Dalton-Puffer
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Speech Acts ◽  
Target Language ◽  
Strong Impact ◽  
Integrated Learning ◽  
Language Resources ◽  
Learning And Teaching ◽  
Language Functions ◽  
Based Instruction

This article surveys recent work on content-and-language integrated learning (CLIL). Related to both content-based instruction and immersion education by virtue of its dual focus on language and content, CLIL is here understood as an educational model for contexts where the classroom provides the only site for learners’ interaction in the target language. That is, CLIL is about either foreign languages or lingua francas. The discussion foregrounds a prototypical CLIL context (Europe) but also refers to work done elsewhere. The first part of the discussion focuses on policy issues, describing how CLIL practice operates in a tension between grassroots decisions and higher order policymaking, an area where European multi- and plurilingual policies and the strong impact of English as a lingua franca play a particularly interesting role. The latter is, of course, of definite relevance also in other parts of the world. The second part of the article synthesizes research on learning outcomes in CLIL. Here, the absence of standardized content testing means that the main focus is on language-learning outcomes. The third section deals with classroom-based CLIL research and participants’ use of their language resources for learning and teaching, including such diverse perspectives as discourse pragmatics, speech acts, academic language functions, and genre. The final part of the article discusses theoretical underpinnings of CLIL, delineating their current state of elaboration as applied linguistic research in the area is gaining momentum.

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