scholarly journals El uso del diccionario como componente estratégico en las clases de ele para alumnado sinohablante

2017 ◽  
Author(s):  
Sandra Iglesia Martín ◽  
María Isabel Gibert Escofet
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Chinese Students ◽  
Chinese Student ◽  
Strategic Competence ◽  
Bilingual Dictionaries ◽  
Advantages And Disadvantages ◽  
Chinese Learners ◽  
Language Classroom ◽  
Dictionary Use

Resumen: El diccionario cumple una función importante en el proceso de aprendizaje de una lengua extranjera (Lew, 2016).  Cuando un alumno sinohablante está aprendiendo español ve la necesidad de usar el diccionario para verificar la ortografía o el significado de las palabras que desconoce (Tungmen Tu, 2010). Esto se evidencia en el hecho de que cuando un alumno llega a clase siempre trae consigo un diccionario.  Los objetivos principales de este estudio son: (1) hacer  un  diagnóstico  del  uso  que  los estudiantes  sinohablantes  hacen  de  los  diccionarios  en  clase; y (2) analizar la percepción que tienen dichos estudiantes de las ventajas y desventajas que representa el diccionario en el aula de lengua. En las conclusiones del trabajo se propone una línea de actuación docente en el ámbito del  componente  estratégico  para  optimizar  el  uso  de  diccionarios monolingües  y  bilingües  en  clase.Palabras clave: ELE, sinohablantes, diccionarios, competencia estratégica Abstract: The dictionary plays an important role in the learning process of a foreign language (Lew, 2016). The need to use the dictionary to verify the spelling or the meaning of the words that the Chinese student does not know when s/he is learning Spanish is beyond doubt (Tungmen Tu, 2012). The fact that when a student arrives in class s/he always brings a dictionary is an evidence. The main objectives of this study are: (1) to make a diagnosis of Chinese students dictionary use in class; and (2) analyze the students' perception of the advantages and disadvantages of the dictionary in the language classroom. In the conclusions of the work, a teaching approach is proposed in the scope of the strategic component to optimize the use of monolingual and bilingual dictionaries in class.Key words: ELE, Spanish, Chinese learners, dictionary, strategic competence.

scholarly journals El uso del diccionario como componente estratégico en las clases de ele para alumnado sinohablante

2017 ◽  
Author(s):  
Sandra Iglesia Martín ◽  
María Isabel Gibert Escofet
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Chinese Students ◽  
Chinese Student ◽  
Strategic Competence ◽  
Bilingual Dictionaries ◽  
Advantages And Disadvantages ◽  
Chinese Learners ◽  
Language Classroom ◽  
Dictionary Use

Resumen: El diccionario cumple una función importante en el proceso de aprendizaje de una lengua extranjera (Lew, 2016).  Cuando un alumno sinohablante está aprendiendo español ve la necesidad de usar el diccionario para verificar la ortografía o el significado de las palabras que desconoce (Tungmen Tu, 2010). Esto se evidencia en el hecho de que cuando un alumno llega a clase siempre trae consigo un diccionario.  Los objetivos principales de este estudio son: (1) hacer  un  diagnóstico  del  uso  que  los estudiantes  sinohablantes  hacen  de  los  diccionarios  en  clase; y (2) analizar la percepción que tienen dichos estudiantes de las ventajas y desventajas que representa el diccionario en el aula de lengua. En las conclusiones del trabajo se propone una línea de actuación docente en el ámbito del  componente  estratégico  para  optimizar  el  uso  de  diccionarios monolingües  y  bilingües  en  clase.Palabras clave: ELE, sinohablantes, diccionarios, competencia estratégica Abstract: The dictionary plays an important role in the learning process of a foreign language (Lew, 2016). The need to use the dictionary to verify the spelling or the meaning of the words that the Chinese student does not know when s/he is learning Spanish is beyond doubt (Tungmen Tu, 2012). The fact that when a student arrives in class s/he always brings a dictionary is an evidence. The main objectives of this study are: (1) to make a diagnosis of Chinese students dictionary use in class; and (2) analyze the students' perception of the advantages and disadvantages of the dictionary in the language classroom. In the conclusions of the work, a teaching approach is proposed in the scope of the strategic component to optimize the use of monolingual and bilingual dictionaries in class.Key words: ELE, Spanish, Chinese learners, dictionary, strategic competence.

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

scholarly journals Twenty Years of Technology Integration and Foreign Language Teaching: A Phenomenological Reflective Interview Study

2017 ◽  
Author(s):  
Nilsa Becho Sullivan ◽  
Kakali Bhattacharya
Keyword(s):  
Technology Integration ◽  
Foreign Language ◽  
Negotiation Process ◽  
Interview Study ◽  
Foreign Language Teaching ◽  
Advantages And Disadvantages ◽  
Use Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Thoughtful Reflection

The evolution of the use of technology in the foreign language classroom has proven to be a challenge. In this paper, we highlight a study whose purpose is to understand how one retired foreign language educator reflected on the ways in which she integrated different modes of technology in her classroom. In this interview study, the participant discussed how technology has evolved in the span of her twenty-year career as a foreign language educator and how she integrated various technologies as they evolved in her classroom. The researchers employed a modified van Kaam method as defined by Moustakas (1994) to analyze the data collected through phenomenological interviews. The results revealed a complex negotiation process, a thoughtful reflection of advantages and disadvantages of technology integration in foreign language classrooms, and the value of understanding the cyclical nature of technology integration in education.

scholarly journals JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use

2015 ◽  
Vol 39 (3) ◽  
pp. 13 ◽  
Author(s):  
Jean-Marc Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Recent Work ◽  
Learning Process ◽  
Crucial Role ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom

Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。

scholarly journals El aprendizaje del español como lengua extranjera: la importancia de utilizar el diccionario adecuado

2019 ◽  
Author(s):  
Rafael Onieva Palomar
Keyword(s):  
Foreign Language ◽  
Full Advantage ◽  
Learning Process ◽  
Green Light ◽  
Spanish Language ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Palabras Clave ◽  
The World ◽  
The Right

La lengua española es estudiada por millones de personas en todo el mundo, dada su gran importancia en la sociedad actual. Sin embargo, los diccionarios no son aprovechados al máximo, por los estudiantes ya que, generalmente, estos usan el diccionario bilingüe durante toda su trayectoria de aprendizaje. Además, estos cuentan con el beneplácito de los docentes, a pesar de la existencia de otras obras lexicográficas que se adaptan mejor a las diferentes etapas que existen en el aprendizaje de un idioma extranjero. Palabras clave: español como lengua extranjera, lexicografía, diccionario bilingüe, diccionario de aprendizaje. Learning Spanish as a foreign language: the importance of using the right dictionary The Spanish language is learnt by millions of people all around the world, due to its great importance in the current society. However, students do not take full advantage of dictionaries, since, generally, they only use bilingual dictionaries throughout their whole learning process. Besides, teachers green-light their usage, even though there are other dictionaries that may adapt in a better way to the different stages that exist when learning a foreign language. Keywords: Spanish as a foreign language, lexicography, bilingual dictionary, monolingual learner’s dictionary.

scholarly journals El aprendizaje del español como lengua extranjera: la importancia de utilizar el diccionario adecuado

2019 ◽  
Vol 15 ◽  
Author(s):  
Rafael Onieva Palomar
Keyword(s):  
Foreign Language ◽  
Full Advantage ◽  
Learning Process ◽  
Green Light ◽  
Spanish Language ◽  
Bilingual Dictionary ◽  
Bilingual Dictionaries ◽  
Palabras Clave ◽  
The World ◽  
The Right

La lengua española es estudiada por millones de personas en todo el mundo, dada su gran importancia en la sociedad actual. Sin embargo, los diccionarios no son aprovechados al máximo, por los estudiantes ya que, generalmente, estos usan el diccionario bilingüe durante toda su trayectoria de aprendizaje. Además, estos cuentan con el beneplácito de los docentes, a pesar de la existencia de otras obras lexicográficas que se adaptan mejor a las diferentes etapas que existen en el aprendizaje de un idioma extranjero. Palabras clave: español como lengua extranjera, lexicografía, diccionario bilingüe, diccionario de aprendizaje. Learning Spanish as a foreign language: the importance of using the right dictionary The Spanish language is learnt by millions of people all around the world, due to its great importance in the current society. However, students do not take full advantage of dictionaries, since, generally, they only use bilingual dictionaries throughout their whole learning process. Besides, teachers green-light their usage, even though there are other dictionaries that may adapt in a better way to the different stages that exist when learning a foreign language. Keywords: Spanish as a foreign language, lexicography, bilingual dictionary, monolingual learner’s dictionary.

scholarly journals ÜBER FREMDSPRACHENLERNEN DISKUTIEREN – MIT HILFE DIALOGISCHER LERNTAGEBÜCHER

Neofilolog ◽  
2020 ◽  
pp. 285-304
Author(s):  
Krzysztof Nerlicki
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Dialogue Journals ◽  
Dialogue Management ◽  
Advantages And Disadvantages ◽  
Teacher Student ◽  
Student Dialogue ◽  
Language Research ◽  
Learning Journals

Learning journals are widely used in second/foreign language research. They are not only tools to gather data but also contribute to optimization of the learning process and help students become more autonomous. The discussion presented here focuses on dialogue journals, which are used for ongoing written interaction between the teacher and learners. The paper provides a terminological basis, gives examples of topics and describes the characteristics of the teacher-student dialogue management. The advantages and disadvantages of dialogue journals are discussed from the didactic perspective. The last part of the paper concerns empirical problems to be taken into account when learning journals are introduced and used.

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