scholarly journals Theories and Practices of Language Education: An Interview with Prof. Zhuanglin Hu

2021 ◽  
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Functional Linguistics ◽  
Education In China

In this interview, Professor Hu showed his insights in the linguistic basis of language education. Among the various schools of linguistic theories, he lays special emphasis on the influence of communicative grammar, systemic functional linguistics, pragmatics and cognitive linguistics on language education, in particular on foreign language teaching and learning in China. According to him, language education should fall within the scope of applied linguistics, and there should be a combination of the narrow-sense applied linguistics and the machine-oriented applied linguistics for better development of language education research and practice. Educational linguistics is considered as able to integrate language studies that focuses on the way to teach first, second or foreign language and education studies that emphasizes how to use a language in teaching different courses. Professor Hu highlighted the important role of functional linguistics in foreign language education in China, and drew our attention to the positive role of social semiotics in language teaching at all levels of education. He advocated to apply to language education the principle of Halliday’s “appliable linguistics”, according to which we should learn to find out for what purpose, under what condition and with what result a theory is better than other theories in practices in general and in language teaching in particular, while the task of an experienced teacher is to choose an appropriate approach to cope with a particular problem and the teacher himself/herself is expected to be a resource in language teaching. Professor Hu summarized the major stages of foreign language education since the founding of new China, and highlighted the shift of the objective in foreign language education in China from literature to language. He reminded us of the major challenges to foreign language education in China in the new century: including those due to the need of cross-discipline and crossspecialty personnel, the new development of technology, and the increasing importance of multiple intelligence and Internet education in foreign language learning. He also advocated the adoption of new teaching approaches in teaching Chinese as foreign language.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

The role of DO-auxiliary in subject-auxiliary inversion: Developing Langacker’s notion of existential negotiation

2016 ◽  
Vol 27 (2) ◽  
pp. 269-287 ◽  
Author(s):  
Patrick Duffley
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Cognitive Motivation ◽  
Core Elements

AbstractThis paper builds on Langacker’s (in press. How to build an English clause. Journal of Foreign Language Teaching and Applied Linguistics 2(2)) analysis of subject-auxiliary inversion (SAI) as involving “existential negotiation”. Langacker’s account is completed by relating it to full verb inversion (FVI). In FVI, non-core elements are fronted, resulting in inversion without an auxiliary, as in Into the room walked Mary; however, non-core elements are also frontable in SAI, as in Bitterly did we regret our decision. Do is treated as denoting full actualization and SAI is accounted for by focus on an exceptionally intense mode of actualization, whence the use of do to explicitly express what is focused on. The role of into the room in the FVI example is to define a locus into which an entity is introduced. Since this does not involve focus on the fact or manner of the verbal event’s actualization, do is not used. This leads to a different division of inverted structures than that of Chen (2013. Subject auxiliary inversion and linguistic generalization: Evidence for functional/cognitive motivation in language. Cognitive Linguistics 24. 1–32), who distinguishes those that merely reverse subject and auxiliary (argued to denote non-indicative mood) from those where the inverted auxiliary-subject order is accompanied by fronting of a non-subject element (treated as involving focus on the fronted item). It is argued here that fronting do-auxiliary marks focus on the actualization of the verbal event itself.

scholarly journals JALT2014 Plenary Speaker article: Foreign language teaching and the multilingual subject

2014 ◽  
Vol 38 (4) ◽  
pp. 8
Author(s):  
Peter Hourdequin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Language Education ◽  
Foreign Language Education ◽  
Modern Language Association ◽  
Modern Language ◽  
Doctoral Dissertations ◽  
The University

Claire Kramsch is Professor of German and Affiliate Professor of Education at the University of California, Berkeley, where she teaches undergraduate and graduate courses in Applied Linguistics and directs doctoral dissertations in the German Department and in the Graduate School of Education. She has written extensively on language, discourse, and culture in foreign language education. Two of her books, Context and Culture in Language Teaching (OUP, 1993) and The Multilingual Subject (OUP, 2009) won the Mildenberger Award from the American Modern Language Association. She is the past president of the American Association for Applied Linguistics and the current president of the International Association of Applied Linguistics.

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 Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

scholarly journals Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

2016 ◽  
Vol X (1) ◽  
pp. 107-110
Author(s):  
Barbara Schmenk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sense Of Self ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Theory And Practice ◽  
Self And Other ◽  
Upper Secondary ◽  
The Impact

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Author(s):  
Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

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