scholarly journals ONLINE COLLABORATIVE WRITTEN ACTIVITIES IN L2 FOR THE TEACHING OF LANGUAGE AND CULTURE

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Ioanna Tyrou
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
New Technologies ◽  
Collaborative Writing ◽  
Language And Culture ◽  
Final Questionnaire ◽  
Alternative Culture ◽  
Online Activities ◽  
The University ◽  
University Settings

This study investigates the potential affordances of new technologies and the opportunities offered by wikis in facilitating L2 collaborative writing in university settings for the teaching of culture. Participants were 92 undergraduate students of Italian as foreign language in the department of Italian Language and Literature of the university of Athens. They attended and participated in a laboratory course of alternative culture environments and online activities in foreign language. A task-based wiki environment managed to involve the students in a variety of online activities culturally meaningful and authentic educational activities. An initial and a final questionnaire were selected and analysed by ANOVA and POST HOC TEST (Tukey) confirming that online collaborative wikis tools are able to promote teamwork, can increase knowledge of culture and foreign language and can create positive conditions for cultivating creativity and collaborative, written expression. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0750/a.php" alt="Hit counter" /></p>

scholarly journals INTÉGRATION DES TIC DANS LA DIDACTIQUE DU FLE À L’UNIVERSITÉ KENYATTA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Dismas Nkezabera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
New Technologies ◽  
Foreign Languages ◽  
University System ◽  
Postgraduate Students ◽  
Learning Scenarios ◽  
The University ◽  
Actual Teaching

ICT offers new teaching and/or learning methods, especially in the field of foreign languages. These new technologies develop not only new teaching and learning environments, but also raise the issue of their pedagogical integration in teaching French as Foreign language. This article aims at addressing issues related to the contribution of ICT in an action-oriented perspective “task” and “learning scenario” (Mangenot, 2003). The objective is to identify the pitfalls faced by teachers in their attempt to integrate new technologies in teaching FFL. Our assumption is that ICTs provides the learner a new way of acquiring knowledge and skills. This case study raises a number of concerns with regard to integration of ICT in the teaching of FFL. How for instance do teachers of French integrate ICT in their actual teaching in order to motivate and empower their learners? And then, what are the obstacles to the integration of new  technologies in the university system of teaching? By way of a systematic approach, this study discusses an experiment with undergraduate and postgraduate students who are using learning scenarios in written production activities by following well-defined instructions.

scholarly journals Smartphones and the Learning of French as a Foreign Language in the Public Universities in Kenya

2021 ◽  
Vol 3 (2) ◽  
pp. 51-67
Author(s):  
Stella Wasike ◽  
Muteba Kazadi ◽  
Rose Auma
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Public Universities ◽  
Ict In Education ◽  
Education Systems ◽  
The Public ◽  
Frequent Use ◽  
Learning Techniques ◽  
New Learning ◽  
The University

The use of ICT in education has become increasingly important in the education systems of both developed and developing countries. ICT as a course has been introduced in the university programmes. Several researchers have identified a Smartphone as a promising form of ICT in education systems which can revolutionalize career formations. However, there is need for a profound reflection on its possible use in the learning of French as a foreign language in the public universities. This study explored the use of a Smartphone in the learning of French as a foreign language by undergraduate students of the public universities in Kenya. The study focused on the following objectives: First, it assessed the use of a Smartphone in the learning process of French as a foreign language by undergraduate students in universities in Kenya. Secondly, it established when undergraduate students turn to the use of Smartphones in the learning of French as a foreign language. Lastly, it evaluated if the frequent use of a Smartphone by undergraduate students of the public universities in Kenya, adds value to their oral and written linguistic competence. The new knowledge derived from this study would enhance and contribute to new learning techniques of French in the context of the use of a Smartphone. This knowledge would also guide on how this device can be integrated in the learning of French as a foreign language. 

scholarly journals Integrating ICT into Teaching Foreign Languages for Future Mining Engineers as a Factor of Mining Industry Innovative Development

2019 ◽  
Vol 105 ◽  
pp. 04037
Author(s):  
Natalia Godzhaeva ◽  
Timur Logunov ◽  
Marina Lokteva ◽  
Pavel Strelnikov
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
New Technologies ◽  
Mining Industry ◽  
Coal Industry ◽  
Language Teachers ◽  
Open Pit ◽  
Productive Force ◽  
Expert Opinions ◽  
Processing Plants

The Kemerovo Region is the leading coal cluster of Russia and Europe, where about 60% of all domestic coal is mined, 42 mines and 51 open-pit mines are operating, as well as 54 coal processing plants and installations. At the beginning of 2019, more than 90 thousand people worked in the coal industry of Kuzbass. The task of increasing the labor productivity of coal enterprises is largely determined by personnel potential, which is the main productive force in the post-industrial era. Enterprise staff is the creator of all the material and intellectual values of the coal industry, without exception. Today, the maximum use of all available internal production resources depends on the quality of university training of miners, the formation of their professional and communicative competences. This study focuses on the use of new technologies in learning foreign language by future mining engineers. It discusses a variety of attitudes and incentives which support the readiness of students in this field to increase their learning skills through using ICT. In this paper, the authors review practices and experience of using the technology in classroom summarized in expert opinions of foreign language teachers working with undergraduate students – future mining engineers.

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 USE OF INNOVATIVE FORMS OF TRAINING IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN KAZAKHSTAN

2020 ◽  
Vol 73 (3) ◽  
pp. 368-375
Author(s):  
A. Raimbekova ◽  
◽  
М. Eshimov ◽  
S. Nurtileuova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Native Language ◽  
Educational Systems ◽  
Creative Activity ◽  
Language And Culture ◽  
Advantages And Disadvantages ◽  
Culture History ◽  
Teacher Needs ◽  
Teacher Work

The article considers innovative forms of studying and teaching Russian as a foreign language, methods of using new technologies in the practice of teaching non-native language, advantages and disadvantages of new multimedia educational systems. Since teaching a foreign language is, first of all, a communicative activity of students, the teacher needs to intensify the activity of each student in the process of mastering new lexical forms and structures, create living situations for their creative activity. To date, there are many non-standard forms of teacher work that increase the attention and interest of students in both foreign language and culture, history and spiritual heritage of the language studied. This article presents several types of innovative working methods when studying texts, vocabulary and performing practical tasks in a foreign audience.

scholarly journals Poetry as a de-fossilizing force in teaching Polish grammar to the advanced users of Polish as a foreign language

2020 ◽  
pp. 75-98
Author(s):  
Marzena Wysocka-Narewska
Keyword(s):  
Foreign Language ◽  
Teaching Materials ◽  
Advanced Learners ◽  
Language Competence ◽  
Language And Culture ◽  
Polish Language ◽  
The University

The aim of the paper is to suggest ways of using poetry as a defossilizing force motivating students to reflect on grammar and its most problematic issues. Having presented learners’ fossilized language competence in terms of grammar, involving examples of inaccuracies and/or understatements manifested by the advanced learners of Polish as a foreign language (146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland), suggestions for teachers of Polish as a foreign language and students themselves are offered. These include a few examples of activities based on poems believed to be perfect de-fossilizing teaching materials.

scholarly journals Beyond the classroom: WebCT and learning Modern Hebrew

2006 ◽  
Vol 22 (3) ◽  
Author(s):  
Yona Gilead
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Native Speakers ◽  
Target Language ◽  
Discourse Communities ◽  
Face To Face ◽  
Language Classroom ◽  
Modern Hebrew ◽  
Face To Face Learning ◽  
The University

<blockquote>The developments of new technologies over the last decades provide some answers to the limited exposure imposed on second/foreign language (L2) learners, who study a target language in an academic setting in countries where that language is not actively used. Not only are such learners restricted in their exposure to the L2 in the formal academic framework, due to the limited face to face learning time, but, more significantly, they lack the exposure to the language's 'real world' as it exists outside the language classroom. They are isolated from the target language's authentic discourse communities and its native speakers. Instead, learners mainly experience the language in its 'modified format' as manifested within the classroom itself.<p>This paper analyses the rationale for, and the process of, the development of the Modern Hebrew Beginners <em>WebCT</em>site at the University of Sydney as a means of increasing students' exposure to the language and especially enhancing their communication in Hebrew through the use of technologies.</p></blockquote><p> </p>

scholarly journals Enseigner les compétences interculturelles à l'ère du Covid 19, expérience E-tandems entre l'Université Hassan 1er au Maroc et l'Université d'Angers en France

2021 ◽  
pp. 379-395
Author(s):  
Raj Mohammed
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Team Building ◽  
Cultural Backgrounds ◽  
Communicative Skills ◽  
Nouvelles Technologies ◽  
Nuevas Tecnologías ◽  
The University

Para garantizar la continuidad educativa interrumpida por el coronavirus, la Universidad Hassan 1 en Marruecos y la Universidad de Angers en Francia y agrupar un proyecto de tándem electrónico para enseñar francés como lengua extranjera (FLE). Del lado angevino, La experiencia permitirá a los estudiantes de las didácticas FLE realizar su pasantía con una audiencia que pertenece a diferentes entornos geográficos y culturales ; en el lado marroquí, estudiantes de Hassan 1 Universidad dieciocho estudiantes elegidos en dos establecimientos, vivirá en momentos de apertura para desarrollar sus habilidades lingüísticas y comunicativas con los nativos franceses. Los tándems están diseñados en función de las necesidades de los estudiantes marroquíes con un programa temático concertado por los gerentes educativos de las dos universidades. La dimensión intercultural será la base de esta experiencia, cuyo objetivo principal es utilizar nuevas tecnologías para comprender al Otro en sus aspectos lingüísticos, culturales y de civilización To ensure educational continuity which has been broken by the Coronavirus, Hassan 1 University in Morocco and the University of Angers in France have pooled an E-tandem project for teaching French as a foreign language (FLE). On the Angevin side, the experience will allow students of the FLE didactics to carry out their internship with an audience belonging to different geographic and cultural backgrounds; on the Moroccan side, eighteen students from two different schools belonging to Hassan 1 University have been chosen to live opening moments to develop their linguistic and communicative skills with French natives. The tandems are designed based on the needs of Moroccan students with a thematic program concerted by the educational managers of the two universities. The intercultural dimension will be the foundation of this experience, the main aim of which is to use new technologies to understand the Others as far as their linguistic, cultural and civilizational aspects. Covid 19 a certainement ankylosé tous les secteurs actifs stratégiques des sociétés à l’échelle planétaire. Mais la ténacité du virus a paradoxalement engendré des para systèmes pour contourner les méfaits afin de sauver l’humanité de l’emprise de cette pandémie meurtrière. Au Maroc, comme partout dans le monde, le domaine de l’enseignement n’est pas le moins touché. Mis à l’épreuve par un ennemi imprévisible mettant la vie humaine en péril, les établissements universitaires doivent faire face au monstre et relever le défi afin d’assurer la continuité pédagogique Au Maroc, parmi les cinq fonctions de l’Ecole, stipulées par Le Conseil Supérieur de l’Education, de la Formation et de la Recherche scientifique dans le cadre de la vision stratégique de la Réforme (2015-2030), on trouve celle relative à la Recherche et à l’innovation. Certes, innover, en général, et surtout en pédagogie est un acte complexe. Parfois, l’action d’innover est synonyme d’aventure qui pourrait conduire à l’échec ou à la réussite. Mais quand les facteurs de l’innovation sont disponibles, l’art du management consiste à saisir cette opportunité pour insuffler un esprit de team building afin d’ouvrir de nouveaux horizons, dépasser « la vision du tunnel» et aplanir les obstacles en construisant de nouveaux paradigmes scientifiques et professionnels susceptibles de s’ériger en mode de fonctionnement efficient. C’est dans ce cadre que les deux universités ont mis en commun un projet E-tandem pour l’enseignement du français langue étrangère ( FLE). Du côté angevin, l’expérience va permettre aux étudiants du didactique du FLE d’effectuer leur stage avec un public appartenant à un sol géographique et culturel différent ; du côté marocain, les étudiants de l’université Hassan 1er – vingt-huit étudiant (e) s choisi(e)s dans quatre établissements , vont vivre des moments d’ouverture pour développer leurs compétences linguistiques et communicatives avec des natifs français. Les tandems sont conçus à partir des besoins des étudiants marocains avec un programme thématique concerté par les responsables pédagogiques des deux universités. La dimension interculturelle sera le socle de cette expérience dont le but principal consiste à se servir des nouvelles technologies pour comprendre l’Autre dans ses aspects linguistiques, culturels et civilisationnels.

Mobile Devices and Apps, Characteristics and Current Potential on Learning

2015 ◽  
Vol 8 (4) ◽  
pp. 26-37 ◽  
Author(s):  
Laura Briz-Ponce ◽  
Juan Antonio Juanes-Méndez
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
New Technologies ◽  
Positive Impact ◽  
Mobile Technologies ◽  
Daily Routine ◽  
Medical Sector ◽  
Depth Analysis ◽  
The University ◽  
Future Work

Mobile devices and apps are placed in a prominent position in the daily routine of all people. The ubiquity and mobility are their main advantages. They are really becoming tools available for students and professionals in order to be totally connected anywhere and for consulting and accessing information of any field. In fact, the use of these devices has sparked a positive impact on medical sector as they allow implementing and including new technologies to make students more prepared for their future work. The goal of this paper is to describe the main characteristics and the use of mobile technologies in this field. The mobile technology's scope covers tablets and Smartphones. To achieve this goal, a survey was conducted in the University of Salamanca and the participants were undergraduate students of Medical Schools and medical professionals. Results reveal that the usage of mobile devices and apps are spread out among them. However, it is still necessary an in-depth analysis of the potential and the use of specialized apps for medical education.

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