scholarly journals A case study of Readers Theatre in a primary Norwegian EFL class

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Anders Myrset ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Fairy Tales ◽  
Sixth Grade ◽  
Struggling Learners ◽  
Teacher Interviews ◽  
Foreign Language Learners ◽  
Readers Theatre ◽  
Motivation And Confidence

This article presents research on a case study of the use of Readers Theatre (RT), a group reading aloud activity in which a text is divided into small segments, in a sixth grade English as a Foreign Language (EFL) class in Norway. A mixed ability class of 27 readers, divided into groups of five to six pupils, rehearsed and performed fairy tales adapted for RT. The aims were to find out how the teachers and pupils experienced RT and how it influenced the development of the pupils’ reading, motivation and confidence. Data collection was through two teacher interviews, post-project pupil journals, lesson observations and video recordings of the first rehearsals and performances of three of the groups. Gains were recorded in pupils’ pronunciation, word recognition and fluency, especially among the struggling learners in the class. Gains were also recorded in pupils’ motivation and confidence to read. Both the cognitive and affective gains support research on RT among young learners in first language contexts and add to the sparse research on RT among young foreign language learners.

A COGNITIVE PERSPECTIVE FOR COMPREHENDING PARONYMS

2020 ◽  
pp. 104-110
Author(s):  
L.A. Furs ◽  
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Approach ◽  
Cognitive Perspective ◽  
Foreign Language Learners ◽  
Evaluative Meaning ◽  
Study Support ◽  
The Difference ◽  
The Given

Paronyms as words, derived from the same root, are an intriguing linguistic issue. The purpose of this article is to present a cognitive approach to revealing the difference in their usage so that foreign language learners and teachers, as well as translators can have a practical guide to avoid errors in using paronyms. We investigate Russian paronyms дружеский, дружественный, дружный ‘friendly’ from the cognitive perspective. This involves analysis of deeply embedded conceptual structure which shows the evaluative meaning, profiled by paronyms and evaluated objective features, profiled by nouns which go with the given paronyms. We present an empirical analysis to suggest that these paronyms are not interchangeable. The results of the case study support the proposed approach and show that the comprehension of confusable paronyms can be achieved through understanding cognitive structures which underlie their meaning. The study of conceptual features of both paronyms and nouns, which go with them, offers sufficient ground for comprehending differences in their usage. Another implication is related to practical issues of translation and methods of illustrating the given paronyms to learners of Russian as a foreign language.

Noting and other language management processes of a learner of Japanese in his bilingual social networks

2012 ◽  
Vol 22 (2) ◽  
pp. 232-248 ◽  
Author(s):  
Naomi Kurata
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Learner ◽  
Language Management ◽  
Japanese Study ◽  
Foreign Language Learners ◽  
Management Processes ◽  
Language Problems ◽  
Major Factors

This case study examines the language problems that are noted and further managed by a Japanese language learner studying at an Australian university. Through the use of interviews as well as the analysis of the learner’s natural conversation, the study mainly focuses on some major factors that affect these management processes. To date, there has been little research on noting and other management processes in out-of-class natural contexts, in particular that on presentational problems noted by foreign language learners. Utilising an approach that incorporates language management theory and activity theory, this study reveals that these problems seem to be perceived and managed seriously by the learner in his conversation. The findings also indicate that one of the major factors that affect the learner’s language management processes is a contradiction that emerges between two activities of the communities where the learner and his interactants are situated. This contradiction, in turn, seems to lead to a number of other contradictions between the three interactants’ goals of the conversation, which possibly affect the learner’s evaluations of language deviations and consequent adjustments in complex ways. Other factors include the learner’s L2 use history, such as formal Japanese study, which might contribute to his correctness-oriented approach, and the strength of indication of each participant’s preference for English or Japanese.

scholarly journals Postmodernism as a Theoretical Framework for Learner Autonomy Research

2018 ◽  
pp. 342-370
Author(s):  
Christine O’Leary
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learners ◽  
Qualitative Case Study ◽  
Education Institution ◽  
Learner Autonomy ◽  
Social Constructions ◽  
Foreign Language Learners ◽  
Constructivist Perspective

The multidimensional nature of current conceptualisations of learner autonomy combined with the need to access both individual and social constructions presents both ontological and epistemological challenges when researching a pedagogy for learner autonomy. This paper will discuss the advantages and challenges to exploring the development of learner autonomy and its implication for practice from a postmodernist and social constructivist perspective, based on a qualitative case study of the development of advanced specialist and non-specialist foreign language learners and their teacher as a learner practitioner-researcher, in a large Higher Education Institution in England. It will show, in particular, how such methodology facilitates a dynamic research design, providing an opportunity to adapt and use existing theories whilst maintaining a strong emphasis on the learner’s ‘voices’. It will conclude with a set of recommendations together with the limitations of such an approach.

scholarly journals THE AFFECTIVE-MOTIVATIONAL PROFILE OF A GIFTED L2 ENGLISH STUDENT

1970 ◽  
Vol 44 (1) ◽  
pp. 57-74
Author(s):  
Nina D. Ilić
Keyword(s):  
Foreign Language ◽  
Intrinsic Motivation ◽  
Language Learners ◽  
Gifted Students ◽  
Index Test ◽  
Foreign Language Learners ◽  
Motivational Profile ◽  
Talented Students ◽  
Intrinsic Motivation Inventory

The paper examines a variety of affective-motivational characteristics of two talented foreign language learners. The purpose of the case study is to present an affective-motivational profile of a gifted L2 English teenage student. The EPI (Emotions Profile Index) test for testing personality and the Intrinsic Motivation Inventory test for testing motivation were used as instruments. The study has revealed that two different profiles of gifted students can be distinguished: artistic and scientific. As far as their motivation is concerned, the results have shown that gifted students can be both intrinsically and extrinsically oriented. The conclusion is that different emotional and motivational characteristics of talented students need to be taken into account in order to create an effective curriculum. Further investigation in the field is required, so as to confirm these results.

scholarly journals Investigating the beliefs of Turkish as a foreign language learners after target-culture integrated language courses

2013 ◽  
Vol 3 (2) ◽  
pp. 25-36 ◽  
Author(s):  
Ömer Koçer
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Language Skills ◽  
Positive Influence ◽  
Foreign Language Learners ◽  
Language Courses ◽  
Target Culture ◽  
Culture And Language

This study was carried out with 15 university students who came from different European countries to Turkey within ERASMUS mobility program, for the purpose of learning Turkish as a Foreign Language in a Turkish University in one month period. It was, then, aimed to determine the participants' beliefs on the Turkish courses which were integrated with target culture. To that end, one open-ended and four close-ended questions were asked to participants at the end of the courses, so as to determine their perceptions related to language skills, cultural awareness, attitude towards target culture, evaluation upon current courses. Within qualitative paradigm, by adopting a case study design, the data which were derived from close-ended questions were digitized in a descriptive manner. The data related to one open-ended question were analyzed by inductive content analysis with QSR NVivo 8 software. As a result, it was revealed that there was a meaningful conceptual similarity between scholars' views and participants' beliefs concerning the effects of culture-integrated language courses on success, cultural awareness, and attitude towards target society. Hence, it can be asserted that culture-integrated language courses have a positive influence on TFL learners' motivation, language skills, cultural awareness, and attitude towards target society. The results of this study are also in parallel with the scholar views which assert the necessity of target culture in foreign language teaching. It can also be mentioned that this study would be a seminal research with regard to those of culture and language in this newly founded discipline which is titled as Turkish as a Foreign Language (TFL).

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