scholarly journals A Revival of Life Writing Genres in Language Pedagogy Settings: The Case of Diary Writing

2007 ◽  
Vol 3 (2 (4)) ◽  
pp. 78-92
Author(s):  
Elena Xeni
Keyword(s):  
Foreign Language ◽  
Life Writing ◽  
Written Language ◽  
The Self ◽  
Literary Genre ◽  
Language Pedagogy ◽  
Diary Writing ◽  
Writing Genres

The article discusses a number of issues contributing to the efficient teaching of a foreign language. Studying Diary Writing as a unique literary genre (a text disclosing the self of the author) the author of the article believes it is very important that students should have diaries since such an assignment highly contributes to the improvement of a written language.

scholarly journals Conveying the self in a foreign language: Exploring JFL learners’ self-introduction

2019 ◽  
Vol 9 (2) ◽  
pp. 87-101
Author(s):  
Kiyomi FUJII ◽  
Naomi YANAGIDA
Keyword(s):  
Foreign Language ◽  
Survey Data ◽  
Communication Strategies ◽  
Verbal Communication ◽  
Video Data ◽  
The Self ◽  
Efl Learners ◽  
Language Pedagogy ◽  
Alternative Approaches

In this study, the authors researched how learners of Japanese as a foreign language introduce themselves and what they want to convey, as well as what kind of skills the speakers need to effectively communicate these points to the addressee. The self-introduction video data were collected from a project in which JFL learners interacted with EFL learners through Facebook. The survey data included learners' evaluations of their own self-introductions. Interviews were conducted with students in counterpart schools to evaluate the learners’ self-introductions. The authors analyzed the data and extrapolated the most useful skills for effective conveyance from the most successful self-introductions. The results showed discrepancies between learners’ self-evaluations and the opinions of the addressees. Non-verbal communication strategies were also shown to play an important role in successful conveyances. In this paper, we provide a brief overview of the project and report salient results obtained through the analysis of the data. We also share pedagogical implications of the results, and suggest alternative approaches to language pedagogy.

scholarly journals Sam Ferguson's Diaries Real and Fictional in Twentieth-century French Writing

2020 ◽  
Vol 9 ◽  
pp. R6-R11
Author(s):  
Arnaud Schmitt
Keyword(s):  
Twentieth Century ◽  
Life Writing ◽  
Literary Studies ◽  
Recent Book ◽  
Literary Genre ◽  
Form Of Life ◽  
Diary Writing ◽  
Set Up

Over the last two decades, Philippe Lejeune’s research has established diary-writing as maybe the only form of life-writing immune from panfictionalism. In an oft-quoted article (Lejeune 2007), the French theorist famously expressed his fiction and autofiction fatigue (‘[…] j’ai créé “antifiction” par agacement devant “autofiction”, le mot et la chose’, 3) and set up an insurmountable ontological barrier between autobiographies and diaries: ‘autobiography has fallen under the spell of fiction, diaries are enamored with truth’ (‘[…] l’autobiographie vit sous le charme de la fiction, le journal a le béguin pour la verité’, 3).1 In his more recent book, Aux Origines du Journal Personnel: France, 1750–1815 (2016), Lejeune not only reasserted this privileged connection between diaries and truth/reality—not unlike Barthes’s claim in La Chambre claire that photography cannot be distinguished from its referent— but went as far as removing diaries from the field of literary studies as, according to him, they do not constitute a literary genre (or only as an epiphenomenon). In Diaries Real and Fictional in Twentieth-Century French Writing, Sam Ferguson opts for an altogether different approach.

The Relationship between Seeker and Spiritual Guide as portrayed in contemporary Western Sufi Autobiographies

2011 ◽  
Vol 5 (2) ◽  
pp. 297-332
Author(s):  
Kate Zebiri
Keyword(s):  
Life Writing ◽  
New Age ◽  
The Self ◽  
Individual Autonomy ◽  
Religious Authority ◽  
The Face ◽  
The Relationship ◽  
Insight Into ◽  
Continuity And Discontinuity

This article aims to explore the Shaykh-mur?d (disciple) or teacher-pupil relationship as portrayed in Western Sufi life writing in recent decades, observing elements of continuity and discontinuity with classical Sufism. Additionally, it traces the influence on the texts of certain developments in religiosity in contemporary Western societies, especially New Age understandings of religious authority. Studying these works will provide an insight into the diversity of expressions of contemporary Sufism, while shedding light on a phenomenon which seems to fly in the face of contemporary social and religious trends which deemphasize external authority and promote the authority of the self or individual autonomy.

scholarly journals Exhaustion and possibility. The wor(l)dlyness of social work in (G)local environment worlds during a pandemic

2021 ◽  
Vol 20 (1-2) ◽  
pp. 54-62 ◽  
Author(s):  
Mona B Livholts
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Social Work ◽  
Turning Point ◽  
Social Problems ◽  
Life Writing ◽  
Work Practice ◽  
Local Environment ◽  
Social Work Practice ◽  
Writing Genres

Exhaustion is not about being tired. It is an intense feeling of restlessness, of insomnia, and awakening when I ask myself: have I exhausted all that is possible? Such a state of restlessness and wakefulness represents a turning point for having enough, and opens for new possibilities to act for social change. This reflexive essay departs from the notion that the language of exhaustion offers a wor(l)dly possibility for social work(ers) to engage in critical analytical reflexivity about our locations of power from the outset of our (g)local environment worlds. The aim is to trace the transformative possibilities of social change in social work practice through the literature of exhaustion (eg. Frichot, 2019 ; Spooner, 2011 ). The methodology is based on uses of narrative life writing genres such as poetry, written and photographic diary entrances between the 4th of April and 4th of June. The essay shows how tracing exhaustion during the pandemic, visualises a multiplicity of forms of oppression and privilege, an increasing attention and relationship to things, and border movements and languages. I suggest that social work replace the often-used terminology of social problems with exhaustive lists to address structural forms of racism, sexism, ableism, ageism, which has been further visualized through death, illness, violence, and poverty during the pandemic. I argue that the language of exhaustion is useful for reflexivity and action in social work practice through the way it contributes to intensified awareness, attention, engagement, listening, and agency to create social justice.

scholarly journals Romancing the Self in Early Modern Englishwomen's Life Writing

Prose Studies ◽  
2013 ◽  
Vol 35 (3) ◽  
pp. 305-308
Author(s):  
Natasha Simonova
Keyword(s):  
Early Modern ◽  
Life Writing ◽  
The Self

scholarly journals Contemporary approaches to informatization of educational process in higher education in Ukraine

2015 ◽  
Vol 2 ◽  
pp. 322
Author(s):  
Roman Pavliuk
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Educational Environment ◽  
Educational Process ◽  
The Self ◽  
Self Organization ◽  
Educational Institutions ◽  
English Speaking ◽  
Distance Courses ◽  
Self Learning

The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.

scholarly journals Developing the scale of writing, speaking, listening, reading self-efficacy for learners of Turkish as a foreign language

2019 ◽  
Vol 14 (4) ◽  
pp. 676-693
Author(s):  
Dilek Unveren
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Foreign Language ◽  
Self Efficacy ◽  
Foreign Students ◽  
Item Analysis ◽  
The Self ◽  
Listening Skills ◽  
Sample Group ◽  
Confirmatory Factor

The aim of this study is to develop a scale to measure Turkish reading, listening, speaking and writing self-efficacy of foreign students in Turkey. The sample group of this study consists of 412 foreign students studying in TOMER. At the first phase, four sets of items consisting of 200 items were prepared as a data collecting tool. Eliminating 90 of the items upon expert evaluations, a draft scale consisting of 110 items was applied to mentioned foreign students. The data obtained from the study were analysed by item analysis, exploratory and confirmatory factor analysis methods. At the end of the study, the self-efficacy scale of Turkish reading, writing, speaking and listening skills, which consists of 94 items and targets foreigners who learn Turkish as a foreign language, was found to be a reliable and valid scale. Keywords: Self-efficacy scale, learning Turkish as a foreign language.

scholarly journals Технологии развития самообразовательной компетенции обучающихся в аспекте синергетического подхода к преподаванию русского языка как иностранного

2021 ◽  
Vol 12 ◽  
pp. 98-105
Author(s):  
Ольга Ротмистрова ◽  
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Cognitive Activity ◽  
The Self ◽  
Educational Materials ◽  
Creative Potential ◽  
Teaching Tools ◽  
A Value ◽  
Analytical Thinking ◽  
Synergistic Approach

The article actualizes the importance of the self-educational competence of students in the process of teaching Russian as a foreign language in terms of a synergistic approach. Self-education is considered as a value component of professionally oriented training, and technologies for the development of self-educational competence are considered in the context of military linguodidactics. The author considers technologies that take into account the emotional orientation of educational materials to enhance the cognitive activity of students, strengthen their motivation, develop creative potential, critical and analytical thinking, as effective teaching tools.

scholarly journals Transdisciplinarity across two-tiers

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 29-52
Author(s):  
Chantelle Warner
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Affective Labor ◽  
Modern Language ◽  
Language Pedagogy ◽  
Language And Literature ◽  
Status Differences

Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

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