scholarly journals Características del Aprendizaje Integrado de Contenidos de Educación Física y Lengua Extranjera (Features of Integrated Learning Contents of Physical Education and Foreign Language)

Retos ◽  
2015 ◽  
pp. 120-125
Author(s):  
Celina Salvador García ◽  
Óscar Chiva Bartoll ◽  
Alessandra Fazio
Keyword(s):  
Physical Education ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Learning Theories ◽  
English Learning ◽  
Integrated Learning ◽  
Key Factors ◽  
Abstract Learning

El aprendizaje de inglés se ha convertido en los últimos tiempos en uno de los principales objetivos del sistema educativo, y es clara la propuesta de que la adquisición de esta lengua se lleve a cabo a través de contenidos. La Educación Física (EF), gracias a sus características, parece una de las áreas en las que se apuesta más fuerte por la utilización del inglés como lengua vehicular. Sin embargo, para desarrollar una práctica óptima utilizando esta lengua como vehículo comunicativo, conviene atender tanto a factores propios del aprendizaje de lenguas, como a las peculiaridades de la Educación Física. El presente artículo analiza esas particularidades ligándolas con los aspectos clave del aprendizaje integrado de contenidos y lengua extranjera (AICLE), resaltando el valor que debe otorgársele al lenguaje con el objetivo de favorecer su desarrollo, pero sin olvidar los rasgos propios de nuestra asignatura. Finalmente, para contrastar y valorar la aplicación del marco teórico se presenta una experiencia didáctica empírica que concreta y pone de manifiesto los argumentos esgrimidos. Abstract. Learning English has become one of the main objectives for the educational system and it has been suggested that the learning of this language is done through content. Due to physical education’s characteristics and idiosyncrasy, it seems to be one of the most likely subjects to use English as the language of communication. However, to use it properly, many points have to be considered paying attention to both the peculiarities of physical education and the language learning theories. This paper analyses these singularities linking them with some of the key factors of content and language integrated learning (CLIL). In order to improve English learning, the role of the language is highlighted, but taking account  the fact that physical education’s features must be preserved. Finally, to test and evaluate the implementation of the theoretical framework, we present an empirical and practical learning experience that contrasts and highlights these arguments.

scholarly journals The Role Of Motivation In Learning Foreign Language

2020 ◽  
Vol 02 (12) ◽  
pp. 14-21
Author(s):  
Muradov Utkir ◽  
◽  
Kadirova Nilufar ◽  
Ikramova Ra’no ◽  
Kuchkeldiyeva Umida ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Learning Experience ◽  
Know How ◽  
Foreign Language Acquisition ◽  
Family Language

This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.

scholarly journals Of Motivation and Learning English: A Perspective on EFL Students in Bangladesh

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 139-146
Author(s):  
SM Akramul Kabir
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Learning ◽  
Effective Learning ◽  
Teaching Procedure ◽  
Efl Students ◽  
English Learning Motivation ◽  
Motivation And Learning

Motivation and learning tend to be interrelated with each other. Among all other learning variables, motivation is considered the most significant factor in language learning. The More a learner is motivated the more effective learning takes place. Learning a foreign language such as English denotes the preference and zeal of the learner depending on the intensity of motivation. So, in order to help the students to maintain proper strength in English, learning motivation is essential for the teachers in regular teaching procedure. This paper discusses the role of motivation for English language learning in four main sections focusing on EFL students of Bangladesh. Finally, some suggestions are offered to the teachersIIUC Studies Vol.12 December 2015: 139-146

scholarly journals THE ROLE OF INSTRUMENTAL MOTIVATION AMONG EFL STUDENTS IN LANGUAGE LEARNING PROCESS

2019 ◽  
Vol 4 (1) ◽  
pp. 48-53
Author(s):  
Nanda Aspuri ◽  
Iskandar Abdul Samad ◽  
Siti Sarah Fitriani ◽  
Nanda Marlina Abdul Samad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Graduate Program ◽  
English Department ◽  
English Learning ◽  
Learning And Teaching ◽  
Efl Students ◽  
Instrumental Motivation

The aim of this study was to find out the role of instrumental motivation in the English learning process of English as a Foreign Language (EFL) students. Motivation can be described as a process to influence someone or many people to do the desired work, in accordance with certain goals set in advance.  For EFL student, motivation was required to achieve success in the process of learning English. Based on the previous study, kind of motivation, called Instrumental motivation, has an important role in English learning process. The participants of the study were 10 EFL students; 5 students were from post-graduate program of English Department of Syiah Kuala University and 5 students were from undergraduate program of English Department of UIN Ar-Raniry. This qualitative study applied interview to gather data. The result of the study revealed that the participants have a strong instrumental motivation involved in their English learning process. Considering the results of this study, everyone, whether parents and teachers need to motivate their children and their EFL students by motivating them instrumentally in the process of learning and teaching English.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

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