Online Work Engagement During the COVID-19 Pandemic

2022 ◽  
pp. 334-353
Author(s):  
Pınar Ersin ◽  
Derin Atay ◽  
Fatoş Uğur Eskiçırak
Keyword(s):  
Second Language ◽  
Online Education ◽  
Foreign Language ◽  
Work Engagement ◽  
Subject Matter ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Face To Face ◽  
Global Pandemic ◽  
The World

The COVID-19 global pandemic affected many areas adversely, mainly health and education, all over the world. In education, this sudden pandemic led to efforts to bring about a set of rapid and radical solutions. As in many parts of the world, in March 2020, Turkey took steps to mitigate the potentially devastating consequences of the pandemic by changing face-to-face (F2F) education to online education. This unparalleled change in the method of delivery was new to many teachers ranging from subject matter to foreign language teaching, from novice to experienced, and most of them were unprepared. They had to face many challenges, one of which was work engagement. To the best of the authors' knowledge, no studies have been conducted on online work engagement of instructors under the pandemic conditions in Turkey. Thus, the present study was an attempt at contributing to the field by examining second language (L2) English instructors' level of work engagement on online education and their perceptions on work engagement.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

Language attention in content-based instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 194-217 ◽  
Author(s):  
Andrés Arias de la Cruz ◽  
Jesús Izquierdo
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching Content ◽  
Instructional Roles ◽  
Based Instruction ◽  
Communication Breakdowns

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

From the editor

2016 ◽  
Vol 6 (4) ◽  
pp. 176
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

Repair in Second-Language Instruction

1989 ◽  
Vol 12 (2) ◽  
pp. 183-204 ◽  
Author(s):  
Päivi Juvonen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Institutional Setting ◽  
Second Language Instruction ◽  
Activity Type ◽  
Language Class ◽  
Class Room

The present paper deals with the study of repair patterns. Repair, seen as some type of intrinsic trouble manifested by some party during interaction, has here been studied in an institutional setting, the second-language class-room. The repair sequences have been studied relative to the activity type in which the participants are involved. The results show the following: first, that the activity type has an impact on the repair pattern; and secondly, both quantitative and qualitative differences in repair patterns are found when compared with non-educational and foreign-language-teaching settings.

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

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