Search results

1

Assessment in VLE Supported Foreign Language Learning

100%

Kalamarz R.

International Journal of Research in E-learning IJREL

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2015

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vol. 1

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issue 1

62-74

EN

The paper focuses on the role of Virtual Learning Environments in the scope of different types of assessment in foreign language learning and teaching promoting learner autonomy and developing such key competences as learning to learn. Effective language education calls for a more learner-oriented approach to assessment and Learning Management Systems such as Moodle seem to respond to such needs in the computer assisted teaching/learning process.

2

Lernen Erwachsene Fremdsprachen anders? Motivation, Einstellungen, Angst als affektive Variablen im Zweitspracherwerb bei Erwachsenen und Kindern

100%

Czarnecka M.

Germanica Wratislaviensia

|

2013

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vol. 137

181 - 192

EN

The objective of this paper is to answer the following question: To what extent may age have an effect on learners’ motivation, attitudes and anxiety? This paper demonstrates that – with respect to all three variables – the learning environment is crucial for language acquisition: in an informal learning context children are usually more highly motivated to acquire the language than adults. In both formal and informal learning contexts adults have generally higher anxiety levels than children; this tendency may be connected with the desire to maintain a particular linguistic and cultural identity.

3

The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages

100%

Bachelor J. W.

e-mentor

|

2018

|

issue 2 (74)

73-77

EN

The objective of this investigation is to determine if the “flipped” model can be combined with hybrid learning as to create the “flipped-hybrid” classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted so that students receive initial content instruction at home. In addition to this, students in this study’s “flipped hybrid” classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study included college level Spanish students and lasted the duration of the spring 2017 semester. Results from this pilot study suggest that the “flippedhybrid” technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the “flipped-hybrid” classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.

4

SUBIEKTYWNE TEORIE NA TEMAT UCZENIA SIĘ JĘZYKA OBCEGO STUDENTÓW ROMANISTYKI

100%

Pudo D.

Neofilolog

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2017

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issue 48/1

55-71

EN

Research on subjective (implicit) theories, similarly to studies on other kinds of beliefs, has a rich tradition in the SLA field. This study presents the results of a survey conducted among 55 Romance Philology stu-dents, containing open-ended questions about different aspects of the language learning process: nature of the language itself, learner's per-sonal attributes facilitating learning, effective learning activities, optimal learning environment, obstacles to learning, role played by other people. Due to the use of a qualitative methodology (open-ended questions), a large variety of different answers was collected. The data were analysed and divided into subject categories, and the answers falling into each category were counted in order to provide an overall view of the group's tendencies. The students' answers mainly confirm that they see learning a language as a long process demanding time and effort. Students' motivation and perseverance prove to be the most important factors whereas features such as intelligence or language aptitude are underestimated.

5

Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań

100%

Jedynak M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

211-227

EN

The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.

6

Rola rodzica w nauczaniu języków obcych na poziomie przedszkolnym

100%

Kowalczyk-Jaworska M.

Językoznawstwo

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2017

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vol. 11

145-153

EN

The age at which European children start obligatory foreign language education becomes lower and lower. In several member countries of the EU, including Poland, students begin their foreign language classes as early as preschool. Hence, it becomes crucial to research various aspects of foreign language learning at pre-primary level. Parents, who constitute one of the factors influencing the process, seem to play an important role in this age group, as they are undoubtedly role models for such young children. The aim of the article is to examine what parents of very young learners actually know and think about their children’s foreign language learning. The text will include an analysis and discussion of data obtained from questionnaires conducted among parents of children aged 3 to 5.

PL

Wiek rozpoczęcia obowiązkowej nauki języka obcego stopniowo się obniża zarówno w Polsce, jak i w całej Unii Europejskiej. W kilku państwach członkowskich, włączając Polskę, obowiązek ten dotyczy już dzieci uczęszczających do przedszkoli. W zaistniałej sytuacji istotne staje się badanie różnych aspektów nauczania języka obcego na tym poziomie. Celem artykułu jest skupienie się na rodzicach dzieci w wieku 3-5 lat i ich roli w tym procesie. W życiu kilkuletniego dziecka rodzic jest wzorcem różnych zachowań, stąd jego wpływ na edukację wydaje się znaczący. W tekście przedstawione zostaną wyniki ankiet przeprowadzonych wśród rodziców dzieci w wieku 3-5 lat. Omówione zostanie m.in. to, co rodzice właściwie wiedzą i myślą o procesie uczenia się języka w tak wczesnym wieku.

7

USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS

100%

Wang Y.-H.

Teaching English with Technology

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2014

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vol. 14

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issue 3

16-29

EN

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners’ perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.

8

The value of theatre as a teaching method in tertiary education: the activities of the Students’ Drama Club at the University of Oradea

100%

Székely É.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura

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2019

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issue 11(2) "Teatr w edukacji, terapii i profilaktyce"

91-99

EN

The Author describes the main goals of the of the Students' Drama Club of the University of Oradea. The Club was founded in 2012 in Department of English Language and Literature of the Faculty of Letters. It is an amateur theatre group that performs plays in the English language. Students are involved in all the stages of the production of the play. Drama Club attention is paid to the acquiring of correct pronunciation and enunciation, to the understanding of new vocabulary and text comprehension. Besides the honing of the students skills with the English language, the aims of the Students' Drama Club is also to teach literature, oratory and teamwork, and to teach assertive communication and self-confidence. The activity of Drama Club is also a useful way to establish a relationship between the university and the surrounding community.

9

Individuelle Förderung von Schülerinnen und Schülern mit Legasthenie im Fremdsprachenunterricht

100%

Rybarczyk R.

Glottodidactica

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2015

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vol. 42

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issue 2

199-211

DE

Dyslexic students have significant problems with learning a foreign language. Foreign language (FL) learning is built upon the native language (L1). The skills such as phonological/ orthographic, syntactic and semantic competences in the native language form the foundation for foreign language learning (and FL aptitude). The strength of the native language codes considerably determines the extent to which a learner can become proficient in a foreign language. Weak L1 skills inhibit FL proficiency development. That is why it is essential to provide dyslexic students with special support in foreign language classes.

10

Rethink your old teaching methods: designing a pronunciation course for young teenagers

100%

Lipińska D.

Theory and Practice of Second Language Acquisition

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2018

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vol. 4

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issue 1

EN

ABSTRACT Numerous studies (e.g. Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g. Lipińska, in press a; Nixon and Tomlinson, 2005). Undoubtedly, one can say that there are a lot of books and courses designed for adults written by and for Polish learners of English (e.g. Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g. Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as e.g. Komorowska (2011) notices, each foreign language course has to be characterised by realistic goals and appropriate methods and components. The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11-13-year-olds. They have been used in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g. Lipińska, in press b).

11

Falsche Freunde - ein Hindernis im Fremdsprachenlernprozess nur in der Theorie oder auch in Praxis?

100%

Kosturek K.

Glottodidactica

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2013

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vol. 40

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issue 1

91-102

EN

-

PL

This article discuses the results of a questionnaire on English-German false-friend pairs, carried out among four groups of respondents. The first three groups included Polish students of German and English Studies at the University of Rzeszow, while the last one consisted of native speakers of German. The respondents stated that their knowledge of false friends in both languages was good or even profound, however, the results obtained in the practical part of the questionnaire seemed to diverge from their declared knowledge. This suggests the need to pay greater attention to the phenomenon of false friends in foreign language teaching.

12

Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań

100%

Jedynak M.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

PL

The paper concerns foreign language typhlomethodology and presents an overview of available research findings in the field, arranged in chronological order. The studies discussed in the paper have insight into either first language acquisition or foreign language learning by visually impaired learners. The former shed light on the potential problems the visually impaired might have while learning foreign languages. The problems might emerge both in the phonological or semantic domain. The latter, in turn, discuss such issues as the use of foreign language vocabulary learning strategies and the role of affective factors which facilitate the language learning process. Nowadays the European Union promotes ‘Languages to All’ principle, i.e. teaching languages to all groups of learners, regardless of their disabilities and impairments, preferably in inclusive education setting. Therefore, foreign language teachers should be acquainted with the research findings and their implications presented herein.

13

Foreign language learning: controversies of virtuality and globality

100%

Zeguniene V., Kupriene L.

Lublin Studies in Modern Languages and Literature

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2019

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vol. 43

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issue 4

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

EN

Proficiency in any foreign language or languages is very inspirational. Infinite desire, tough self-discipline and personal attempts are vitally important factors in foreign language learning. Unfortunately, this idea ends when learning difficulties appear. They can stop learners and isolate them from future progress. According to the scholars and practitioners, there is a solution – to make learning more modernized by incorporating virtual and global technologies. This study will investigate the issue of effectiveness of foreign language learning in the context of globality and virtuality discourses. Nowadays young people represent the global digital generation that demonstrates excessive and habitual use of technologies. Considering that issue, the article discusses the controversial role of globality and virtuality in learning a foreign language.

FR

L'article contient uniquement les résumés en anglais.

14

Early Foreign Language Learning from the Children’s Perspective

100%

Jazbec S., Čagran B.

The New Educational Review

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2016

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vol. 45

124-136

EN

Many European children begin to learn a (foreign) language at a very early age, and early foreign language learning has thus evolved into a paradigm that seems to have settled as a steady companion of everyday school life. The aim of this contribution, which addresses the topic of early foreign language learning from the participant’s, i.e. the student’s, point-of-view, is to determine students’ reasons for learning a foreign language, as articulated by the students themselves. The research analysis will investigate the motivational aspects that influence learning, and will also illustrate and interpret the research results of a study in which approx. 300 students aged 6-10 years from 9 different countries participated. The analysis will not be country specific, but will highlight common motivational features that recur in all the students’ replies and reveal – as expected-not a linguistic, but a decisively pragmatic focus in the process of language learning.

15

Parents and Educational Change – the Need for Reculturing Parents In Lowering the Starting Age of Foreign Language Learning

100%

Pižorn K., Fojkar M. D.

The New Educational Review

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2013

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vol. 34

63-73

EN

Many countries across the world have been lowering the starting age of foreign language learning (FLL) to an earlier age. While the roles of learners and teachers have mostly been studied from a variety of perspectives, learners’ parents have often been examined for their opinions of FLL, but not as real partners who need the same amount of ‘reculturing’ as other involved stakeholders. In the presented case study, parents were involved in the planning and implementing of lowering the FLL starting age from age 9 to age 6. The results of the questionnaire and the teachers’ interviews show that ‘recultured’ parents’ attitudes to lowering the starting age can differ greatly from those of ‘non-recultured’ parents if the most important variables for the successful implementation of an educational change have been fulfilled. The ‘recultured’ parents’ model can be of great help to decision makers and other stakeholders involved in teaching foreign languages.

16

Komponent kulturowy a proces przyswajania języka obcego

89%

Mihułka K.

Neofilolog

|

2012

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issue 39/2

171-184

EN

The aim of this article is to draw attention to the significance of a cultural component in the process of acquiring a foreign language. Presenting and discussing the definitions of cultural competence, the author of this article calls for the permanent inclusion of cultural competence in a foreign language lesson during which it could undergo constant development. Moreover, the author provides various interpretations of the term ‘knowledge of the foreign language’ laying particular emphasis on its colloquial and academic usage.

17

Classification and quality criteria for Open Educational Resources in the field of foreign language learning

88%

Krajcso Z.

Journal of Language and Cultural Education

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2016

|

vol. 4

|

issue 1

48-59

EN

Foreign language teachers use online repositories on everyday basis to find appropriate activities for their lessons. The question is: How can content providers support them in finding exactly what they need and in retrieving high quality resources? This question has been discussed in the context of the European project “Open Discovery Space”. The answers are: a taxonomy of searching mechanism and quality criteria of online resources from the methodologic point of view. Correspondingly, this paper introduces a classification of digital resources according to the four skills (speaking, writing, reading, listening/watching) and two language use types (grammar, vocabulary), representing the changing paradigm of foreign language teaching and learning. Further the paper identifies quality criteria for designing online learning materials with regard to content, methodology, technic and design. Finally, the findings are illustrated by an example of a learning scenario.

18

Musical Intelligence and Foreign Language Learning

88%

Zybert J., Stępień S.

Research in Language

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2009

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vol. 7

99-111

EN

The article discusses the potential advantage that musically gifted FL learners have in developing the speaking skill, especially in acquiring some prosodic features. Empirical findings are provided to support the assumption.

19

The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

88%

Chłopek Z.

Glottodidactica

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2009

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vol. 35

69-79

EN

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

20

Foreign Language Students’ Perceptions of Their Identity

88%

Piasecka L.

Theory and Practice of Second Language Acquisition

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2019

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vol. 5

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issue 1

93-112

EN

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows. Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users. This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

Refine search results

Assessment in VLE Supported Foreign Language Learning

Lernen Erwachsene Fremdsprachen anders? Motivation, Einstellungen, Angst als affektive Variablen im Zweitspracherwerb bei Erwachsenen und Kindern

The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages

SUBIEKTYWNE TEORIE NA TEMAT UCZENIA SIĘ JĘZYKA OBCEGO STUDENTÓW ROMANISTYKI

Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań

Rola rodzica w nauczaniu języków obcych na poziomie przedszkolnym

USE OF INTERACTIVE WEB-BASED EXERCISES FOR ENGLISH AS A FOREIGN LANGUAGE LEARNING: LEARNERS’ PERCEPTIONS

The value of theatre as a teaching method in tertiary education: the activities of the Students’ Drama Club at the University of Oradea

Individuelle Förderung von Schülerinnen und Schülern mit Legasthenie im Fremdsprachenunterricht

Rethink your old teaching methods: designing a pronunciation course for young teenagers

Falsche Freunde - ein Hindernis im Fremdsprachenlernprozess nur in der Theorie oder auch in Praxis?

Nauczanie języka obcego w grupie uczniów niewidomych i słabowidzących – przegląd badań

Foreign language learning: controversies of virtuality and globality

Early Foreign Language Learning from the Children’s Perspective

Parents and Educational Change – the Need for Reculturing Parents In Lowering the Starting Age of Foreign Language Learning

Komponent kulturowy a proces przyswajania języka obcego

Classification and quality criteria for Open Educational Resources in the field of foreign language learning

Musical Intelligence and Foreign Language Learning

The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

Foreign Language Students’ Perceptions of Their Identity