Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education

2015 ◽  
Vol 5 (2) ◽  
pp. 22-39 ◽  
Author(s):  
Tingting Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Engagement ◽  
Design Team ◽  
Design Based Research ◽  
Language And Culture ◽  
Curricular Development ◽  
Online Language Learning ◽  
Teaching Context ◽  
Problems Of Practice

This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.

Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education

2018 ◽  
pp. 637-657
Author(s):  
Tingting Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Engagement ◽  
Design Team ◽  
Design Based Research ◽  
Language And Culture ◽  
Curricular Development ◽  
Online Language Learning ◽  
Teaching Context ◽  
Problems Of Practice

This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

scholarly journals An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam

2021 ◽  
Author(s):  
◽  
Si Thang Kiet Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Culture Learning ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Language Teaching And Learning

<p><b>Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered.</b></p> <p>The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes.</p> <p>In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture.</p> <p>The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on thedevelopment of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means.</p> <p>Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere.</p>

scholarly journals LMOOC para la integración de personas desplazadas

2021 ◽  
pp. 463-477
Author(s):  
Mercedes Sanz Gil
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Foreign Language Learning ◽  
Massive Open Online Courses ◽  
Cultural Barriers ◽  
Massive Open Online ◽  
Language And Culture ◽  
Displaced People

Uno de los principales retos a los que se enfrentan las personas desplazadas es hacer frente a las barreras lingüísticas y culturales que supone el desconocimiento, en la mayoría de los casos, de la lengua y de la cultura del país de destino. Actualmente, y gracias a las Tecnologías de la Información y la Comunicación, existen numerosos recursos y aplicaciones que pueden ayudar a paliar dichas carencias, antes o durante el periodo en el que se desarrolla la movilidad. En este artículo presentamos algunos de ellos. En concreto nos centramos en el formato MOOC (Cursos masivos abiertos en línea, por sus siglas en inglés) para el aprendizaje de lenguas extranjeras (LMOOC). Analizaremos dos LMOOC de aprendizaje del Español como Lengua Extranjera (ELE) destinado principalmente al colectivo de personas inmigrantes y refugiadas y tres de aprendizaje del Francés como Lengua Extranjera (FLE) destinado principalmente a personas desplazadas por motivos laborales o educativos. One of the main challenges faced by displaced people is dealing with the linguistic and cultural barriers that arise from the lack of knowledge, in most cases, of the language and culture of the destination country. At present, thanks to Information and Communication Technologies (ICTs), there are numerous resources and applications that can help to alleviate these deficiencies, before, or during the period in which mobility develops. In this article we present some of them. More specifically, this article focuses on the MOOC (Massive Open Online Courses) format for foreign language learning (LMOOC). We will analyze two LMOOCs for learning Spanish as a Foreign Language (SFL) aimed mainly at migrants and refugees; and three for learning French as a Foreign Language (FFL) aimed mainly at people displaced for work or educational reasons. L'un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l'Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelques-unes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l'apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l'apprentissage de l'Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l'apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.

Korean Foreign Language Learning

2019 ◽  
pp. 1123-1146
Author(s):  
Byung-jin Lim ◽  
Danielle O. Pyun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Target Language ◽  
Korean Language ◽  
Language And Culture ◽  
Desktop Videoconferencing ◽  
Foreign Language Learners

This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.

Cultural Customs Learning and Intercultural Communication

2015 ◽  
Vol 3 (5) ◽  
pp. 99-104
Author(s):  
Xiaochi Zhang ◽  
Jinjing ZHANG
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Cultural Context ◽  
Foreign Language Learning ◽  
Native People ◽  
Component Part ◽  
Good Communication ◽  
Language And Culture ◽  
Foreign Language Learners

Cultural customs learning should be a component part of foreign language learning. Cultural customs have very important functions in intercultural communication, which influence the people’s behaviors and ways in special cultural context, and even essential conditions that people from different cultural backgrounds make better and smoother intercultural communication. However, foreign language learners often overlooked learning cultural customs and misunderstood cultural customs, so that they always made unsuccessful intercultural communication with the native people. In this article, the author takes a Chinese character “Fu” for an example, elaborates a real story that the author experienced in person more than ten years ago and analyzes the relationships between language and culture, and then discusses about the important effects of cultural customs in intercultural communication and adaptation. Finally, the author gives some suggestions of how to adapt to a new culture, especially a new cultural custom in order to have a better understanding one new culture and have a good communication with the native people.

THE VISUALIZATION OF FOREIGN LANGUAGE VOCABULARY IN CALL.Angela Heidemann. (Duisburg Papers on Research in Language and Culture No. 28). Frankfurt am Main: Peter Lang, 1995. Pp. 128. $32.95 paper.

1999 ◽  
Vol 21 (1) ◽  
pp. 152-153
Author(s):  
Paul Nation
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Program ◽  
Frankfurt Am Main ◽  
Language And Culture ◽  
Visual Elements ◽  
The University

This book, which is one of a series of papers from the University of Duisburg, is a justification of the visual elements of a particular computer-assisted language learning program for learning Dutch called EuroLex. About one third of the book is a description of the EuroLex program. Because of this, it suffers from the seemingly unavoidable problem that many accounts of CALL programs face, and that is the need for elaborate step-by-step description of the operation of the program when five minutes working with the actual program would convey more information more effectively.

scholarly journals An Investigation of Intercultural Teaching and Learning in Tertiary EFL Classrooms in Vietnam

2021 ◽  
Author(s):  
◽  
Si Thang Kiet Ho
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Education ◽  
Culture Learning ◽  
Language And Culture ◽  
Efl Classrooms ◽  
Language Teaching And Learning

<p><b>Intercultural competence has become an important goal of foreign language education in response to the need for learners to function effectively in an increasingly multicultural world. Language and culture are seen as interwoven and inseparable components and therefore learning a foreign language inevitably means learning about other ways of being and behaving. Many foreign language programmes around the world, particularly in North America, Europe, Australia and New Zealand, have adopted an intercultural pedagogy which seeks to integrate into the language teaching experience opportunities for developing intercultural competence for language learners. This study investigates intercultural teaching and learning in tertiary EFL classrooms in Vietnam, a context in which intercultural approaches to language teaching and learning have not been widely considered.</b></p> <p>The study consisted of three phases. The first phase involved a curriculum review in which I critically evaluated the extent to which culture and culture learning are represented in the curriculum frameworks for tertiary EFL programmes and in the national education policy on foreign language education in Vietnam. The findings showed that the importance of culture and culture learning is not emphasised, and the designation of culture to separate culture courses establishes a separate status, construct and treatment of culture and culture learning in the EFL programmes.</p> <p>In the second phase of the study, I analysed the perceptions of fourteen Vietnamese EFL teachers and two hundred Vietnamese EFL students on culture in language teaching and learning, and their classroom practices. The findings indicated that the teachers' beliefs about culture teaching revealed a predictable priority for teaching language rather than culture. Their culture teaching practices were greatly influenced by their perceptions and beliefs regarding culture in language teaching. The students also treated culture as a subordinate priority in language learning. Overall, they found culture learning beneficial for their language learning and supported the teachability of language and culture in EFL classes. Both the teachers and students identified a number of constraints that restricted their opportunities and motivation to engage in teaching and learning culture.</p> <p>The third phase of the study involved an empirical study investigating the effect of adopting an intercultural stance in English speaking lessons on thedevelopment of the learners' intercultural competence. Over a nine-week teaching period, eighteen English speaking lessons (90 minutes / lesson / week) for two equivalent, intact classes (seventy-one students) were observed. For one class, the lessons were adapted to reflect the principles of intercultural language learning. For the other, no changes were made. The results showed that the intercultural competence of learners in the intercultural class increased by significantly more than that of learners in the standard class. In particular, the students in the intercultural class were able to better articulate ethnorelative awareness and attitudes towards their home culture and the target culture. The findings also showed that the reflective journal was an effective tool to assess learners' process of acquiring intercultural competence, particularly affective capacities that are not easy to evaluate by other means.</p> <p>Overall, the study provided evidence for the feasibility of intercultural teaching and learning in tertiary EFL classrooms in the Vietnamese context. It also showed that intercultural teaching and learning cultivated learners' affective capacities which are often overlooked in the EFL classroom. It is hoped that the study can inform the work of curriculum designers, education policy-makers as well as EFL teachers and students for the implementation of intercultural language teaching and learning in Vietnam and elsewhere.</p>

scholarly journals ONLINE FOREIGN LANGUAGES LEARNING AT THE UNIVERSITY AND THE COVID-19 PANDEMIC IMPACT IN THE REPUBLIC OF MOLDOVA

InterConf ◽  
2021 ◽  
pp. 148-160
Author(s):  
Alina Slobodaniuc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Languages ◽  
Republic Of Moldova ◽  
Online Language Learning ◽  
Language Students ◽  
The Republic ◽  
The University ◽  
Foreign Language Students

The main purpose of this article is to assess the phenomenon of online language learning during the pandemic and to analyze the survey on the opinion of foreign language students who have expressed their views about the difficulties encountered and the solutions they consider appropriate in order to improve this process in the Republic of Moldova.

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