Blogging in Foreign Language Education

Critical Examination ◽

Comprehensive Overview ◽

Research Areas ◽

Potential Benefits ◽

Definition Of

This chapter gives a comprehensive overview of blogs in Foreign Language Education (FLE) through reviewing literature, critically analyzing potential benefits and concerns about blogs, and suggesting research needed to better understand blogging’s influence on language learning. The chapter begins with a discussion of Web 2.0’s potential impact on FLE and a detailed description and definition of blogs. Following this a comprehensive literature review of blog use in FLE and a critical examination of blogging’s potential benefits and problems in key areas of FLE is offered. Finally, future trends for blogs and further research areas are suggested. Though blogs are a tool that have received relatively minimal attention in FLE literature to date, this chapter argues that blogs can be an important hub of learning in Web 2.0.

Using Game as an Educational Phenomenon in Foreign Language Education of Adults (Practical Instructions)

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2019/v29i230103 ◽

2019 ◽

pp. 1-5

Author(s):

Ilka Birova

Keyword(s):

Foreign Language ◽

Language Learning ◽

Adult Students ◽

Language Education ◽

Russian Language ◽

General Definition ◽

Intercultural Skills ◽

Definition Of

This review paper is dedicated to the learning game as an educational phenomenon in foreign language education of adults. Gamification becomes one of the main trends in language education not only of children but of adults as well. Game is a central subject of the author’s recent research works, including a monograph about game in foreign language education on the base of Russian language. In the article a general definition of game in language education is given. A conception regarding practical foreign language education with active use of game activities is generally presented. Using game in teaching process is active if it takes an average of 30% learning time. The author gives an explanation about relevance of this proportion. Useful practical instructions for using different game activities at elementary, intermediate and advanced levels of foreign language teaching to adults are presented. Game in the foreign language learning process is a real challenge to the intellect and emotions of adult students. Game activities stimulate not only speaking or writing skills but cognitive, creative, social and intercultural skills as well. The game is a valuable educational phenomenon which has to be actively used in foreign language education of adult students.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

Educational Psychology in Polycultural Space ◽

10.24888/2073-8439-2021-54-2-121-129 ◽

2021 ◽

Vol 54 (2) ◽

pp. 121-129

Author(s):

Vera B. Tsarcova ◽

Keyword(s):

Foreign Language ◽

Real World ◽

Language Education ◽

Educational Process ◽

Personal Meanings ◽

The Subject ◽

Definition Of ◽

Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

Moscow University Pedagogical Education Bulletin ◽

10.51314/2073-2635-2020-4-61-70 ◽

2020 ◽

pp. 61-70

Author(s):

Liudmila Vladimirovna Guseva ◽

Evgenii Vladimirovich Plisov

Keyword(s):

Foreign Language ◽

Language Learning ◽

Digital Technologies ◽

Language Education ◽

Electronic Environment ◽

Teachers And Students ◽

Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?

Studies in Self-Access Learning Journal ◽

10.37237/050403 ◽

2014 ◽

pp. 342-356 ◽

Cited By ~ 2

Author(s):

Yoshiyuki Nakata

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Self Regulation ◽

School Context ◽

Language Education ◽

Learner Autonomy ◽

Teacher Autonomy ◽

Language Learning Strategies ◽

Research Areas

Both researchers and practitioners in the field of foreign language education are increasingly interested in the notions of self-regulation and learner autonomy. Indeed, there is a growing body of evidence highlighting the importance of self-regulation in promoting learner autonomy. For many practitioners, an important question to be addressed is how to help learners become more self-regulated in order to promote their learner autonomy. As it stands, however, the majority of learner autonomy research following this line of inquiry has been conducted within the framework of language learning strategies. Although learner autonomy research conducted within the framework of language learning strategies has to some extent contributed to addressing the question above, it has not provided enough guidance to practitioners and practitioner trainers, especially those who are struggling to promote autonomy in their learners in the EFL school context, which is full of constraints and limitations and does not allow much freedom. The present paper attempts to fill this gap, first by comparing the roots and the avenues of development of these two (essentially related but) distinct research areas—self-regulation and learner autonomy—and then by integrating the notion of self-regulation within the theoretical framework of learner autonomy, together with other notions of agency, teacher autonomy and scaffolding.

Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.10.1.8 ◽

2016 ◽

Vol X (1) ◽

pp. 107-110

Author(s):

Barbara Schmenk

Keyword(s):

Foreign Language ◽

Language Learning ◽

Sense Of Self ◽

Language Education ◽

Theory And Practice ◽

Self And Other ◽

Upper Secondary ◽

The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

INFORMATION TECHNOLOGY IN INDUSTRY ◽

10.17762/itii.v9i1.160 ◽

2021 ◽

Vol 9 (1) ◽

pp. 493-497

Author(s):

Branko Medic

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Resistance To Change ◽

Video Conferencing ◽

Language Education ◽

Philip Pullman ◽

Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions. However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

Journal of Language Teaching and Research ◽

10.17507/jltr.0801.07 ◽

2017 ◽

Vol 8 (1) ◽

pp. 52 ◽

Cited By ~ 1

Author(s):

Amir H. Abdalla

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Education ◽

First Year ◽

Learning And Teaching ◽

Efl Students ◽

Potential Benefits ◽

Preparatory Year ◽

Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

Language Learning in Higher Education ◽

10.1515/cercles-2015-0015 ◽

2015 ◽

Vol 5 (2) ◽

Author(s):

Monika Schumacher

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Education ◽

Third Language ◽

Learning And Teaching ◽

The Individual ◽

Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

The Use of Weblogs in Language Education

Handbook of Research on Web 2.0 and Second Language Learning ◽

10.4018/978-1-60566-190-2.ch015 ◽

2009 ◽

pp. 274-291 ◽

Cited By ~ 9

Author(s):

Thomas Raith

Keyword(s):

Social Interaction ◽

Foreign Language ◽

Web 2.0 ◽

Language Learning ◽

Language Education ◽

Discourse Communities ◽

The Social ◽

Language Classroom ◽

The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.725-726.1646 ◽

2015 ◽

Vol 725-726 ◽

pp. 1646-1652 ◽

Cited By ~ 3

Author(s):

Maria Kukushkina

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Language Education ◽

Technical Students ◽

The Future ◽

Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .