scholarly journals The European language portfolio (ELP) in Slovenian primary education: the teachers’ perspective

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 31-46
Author(s):  
Urška Sešek ◽  
Janez Skela ◽  
Tomi Deutsch
Keyword(s):  
Language Learning ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Main Concern ◽  
Learning Material ◽  
European Language ◽  
Self Assessment ◽  
Learning And Teaching ◽  
Positive Effects

The European Language Portfolio (ELP) is a unique, pan-European language learning material, aimed at supporting life-long language learning and the development of learner autonomy and intercultural competences. The article outlines the ELP's origins, structure and functions, and its impact on foreign language learning and teaching in Europe. Of the Slovenian ELP models, the two intended for primary school have been the most widely-implemented. Their implementation was the subject of a three-year study, in the context of a national piloting project involving over 600 learners and 100 teachers, held in 2008 and 2009. Due to the complexity and scope of the study, this article focuses on the perspective of the teachers, as carriers of pedagogical innovation. The results show that the two versions of ELP validated for Slovenian primary schools are judged by the teachers as being quality materials which are well-adapted to the learners. This pilot period yielded a number of positive effects in both teaching and learning, most notably more communicative and learner-centered instruction formats, and an increase in the learners' motivation and self-assessment skills. The main concern was strained lesson planning, due to the fact that the ELP was not integrated into the curriculum. Overall, the study shows that, of the two parallel functions of the ELP, the documenting of language learning and achievement is more readily embraced, while the self-assessment and self-directedness aspects involve a paradigm shift, which would require further sustained and widely-supported implementation. This would enable the full unfolding of the ELP's great potential for the promotion of language and intercultural competences and lifelong learning in Slovenia and in Europe. 

Learning to LOLIPOP

2010 ◽  
pp. 176-194 ◽  
Author(s):  
Jennifer Bruen ◽  
Juliette Péchenart ◽  
Veronica Crosbie
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Undergraduate Research ◽  
Foreign Language Learning ◽  
Electronic Version ◽  
First Year ◽  
European Language ◽  
First Year Students ◽  
Learning And Teaching ◽  
Intercultural Studies

The focus of this chapter is twofold: firstly, on the development of an electronic version of a European Language Portfolio, known as the LOLIPOP ELP,1 and, secondly, on its integration into a study and research skills module for first-year students on the BA in Applied Language and Intercultural Studies at Dublin City University. The chapter begins with an introduction to the concept of a European Language Portfolio (ELP) in the context of current trends in foreign language learning and teaching. It then describes the development and key features of the LOLIPOP ELP. It explains how it was integrated into a first-year, undergraduate research and study skills module focusing on elements of course design and assessment. Finally, the chapter concludes by analysing the output from the participants in this study which indicates that they appreciated the opportunity to engage with the LOLIPOP ELP and found it beneficial to their language learning although issues remain around its design and integration into an academic programme.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

Narrative Inquiry in Applied Linguistics Research

2014 ◽  
Vol 34 ◽  
pp. 154-170 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Narrative Inquiry ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Longitudinal Methods ◽  
The Past ◽  
Alternative Approach ◽  
Numerous Data

The importance of narrative inquiry as an alternative approach to research in the humanities and social sciences has grown considerably over the past 20 years or so. Over the past decade, it has also become an established approach to research on second and foreign language learning and teaching through the publication of numerous data-based studies and several texts on narrative inquiry for applied linguistics. Focusing on studies published since 2008, this article outlines the scope of narrative research on language learning and teaching at the present time. It discusses recent innovations in data collection (the use of mixed and longitudinal methods and the use of narrative frames and multimodal data) and data analysis (focus on the discourse of narrative and the use of narrative writing). It concludes that these innovations represent a welcome trend toward methodological diversity that is strengthening the contribution of narrative inquiry to our understanding of the experience of language teaching and learning.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 51-61
Author(s):  
Anna Jaroszewska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Scientific Discipline ◽  
Necessary Condition ◽  
Successful Development ◽  
Learning And Teaching ◽  
Biographical Research ◽  
State Of Affairs

If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.

scholarly journals Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

2017 ◽  
Vol 10 (12) ◽  
pp. 182 ◽  
Author(s):  
Ashraf Atta Mohamed Safein Salem
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Teaching And Learning ◽  
Business Students ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Listening Skills ◽  
Vocabulary Retention ◽  
Learning And Teaching ◽  
Brain Based Learning

The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners’ learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students’ learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning Is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals A Review of Beliefs, Agency and Identity in Foreign Language Learning and Teaching

2016 ◽  
Vol 10 (1) ◽  
pp. 47-50
Author(s):  
Sotiria Pappa
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Critical Evaluation ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Agency And Identity

This publication is comprised of seven empirical studies on beliefs, agency and identity as a response to the need for contextual, longitudinal and interconnected studies in foreign language learning and teaching. The underpinning argument of the book is that our beliefs about foreign language learning inform our actions, while both beliefs and actions affect our sense of self, our identity. This holds true for students and their learning as much as for teachers and their teaching. Building on former studies within contextual approaches, beliefs, agency and identity are presented as interconnected phenomena. As such, they are addressed by various theoretical starting points and data of longitudinal nature, ranging from 3 to 15 years. The emic (insider) perspective taken to examine the subjective experiences of participants is complemented by the qualitative and interpretative approach to data collection and analysis. The book primarily aims at a deeper understanding of the role of beliefs in foreign language learning. Secondly, it aims at learning about the beliefs held by specific groups of Finnish and Brazilian individuals involved in teaching and learning foreign languages. After two introductory chapters, the book is structured in storyline fashion, transitioning from young learners (Part I, two studies) to student teachers (Part II, three studies) to in-service teachers (Part III, two studies). A critical evaluation of the reported studies and the overall contributions of the book are discussed in the concluding chapter.

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