Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium

2012 ◽  
Vol 2 (6) ◽  
Author(s):  
Amir Hoseyn Mohammad Davoudi ◽  
Babak Mahinpo
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
The Third ◽  
Third Millennium

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

scholarly journals INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING: MORE OPPORTUNITIES TO PRODUCE SPOKEN ENGLISH

2017 ◽  
Vol 7 (1) ◽  
pp. 215
Author(s):  
Puji Astuti ◽  
Jayne C. Lammers
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching Method ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Target Language ◽  
Efl Learners ◽  
Spoken English ◽  
Individual Accountability

The contribution of cooperative learning (CL) in promoting second and foreign language learning has been widely acknowledged. Little scholarly attention, however, has been given to revealing how this teaching method works and promotes learners’ improved communicative competence. This qualitative case study explores the important role that individual accountability in CL plays in giving English as a Foreign Language (EFL) learners in Indonesia the opportunity to use the target language of English. While individual accountability is a principle of and one of the activities in CL, it is currently under studied, thus little is known about how it enhances EFL learning. This study aims to address this gap by conducting a constructivist grounded theory analysis on participant observation, in-depth interview, and document analysis data drawn from two secondary school EFL teachers, 77 students in the observed classrooms, and four focal students. The analysis shows that through individual accountability in CL, the EFL learners had opportunities to use the target language, which may have contributed to the attainment of communicative competence—the goal of the EFL instruction. More specifically, compared to the use of conventional group work in the observed classrooms, through the activities of individual accountability in CL, i.e., performances and peer interaction, the EFL learners had more opportunities to use spoken English. The present study recommends that teachers, especially those new to CL, follow the preset procedure of selected CL instructional strategies or structures in order to recognize the activities within individual accountability in CL and understand how these activities benefit students.     

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