Search results

1

Cultural Institutes and Their Role in Society

100%

Qian L., Qi Z.

Management of Sustainable Development

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2016

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vol. 8

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issue 1

45-47

EN

Culture is “driver and enabler of sustainable development”. In the context of globalization, cultural exchanges are increasing, the role of language as a carrier of culture is more and more evident. Many countries even include it in the national strategy, and it became an important government action. Confucius Institute is an important platform for Sino-foreign cultural exchanges and mutual learning”. And the same of the other cultural institutes which have been mentioned in this paper. They are all playing a role of the international community civilization messenger, they are bridges to connect the native countries and abroad, they are Culture Ambassadors who help the comprehension and cooperation among people and countries.

2

Applied Drama and Theatre – Drama Techniques in Teaching English for Specific Purposes

100%

Kovács G.

Acta Universitatis Sapientiae, Philologica

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2014

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vol. 6

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issue 3

391-409

EN

Theatre is a source to which teachers often turn for fresh ideas and methods. This study tries to unfold and follow the path which leads from theatre and drama to institutional education, and reveal the complex interdisciplinary connections and relations which have made it possible to use some of the experiences and methods accumulated in the field of actor training and applied drama and theatre in teaching English for specific purposes.

3

Translation in ESL Classes

100%

Nagy I. K.

Acta Universitatis Sapientiae, Philologica

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2015

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vol. 7

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issue 3

87-107

EN

The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

4

Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study

100%

Abenoja Z. M. K. M., DeCoursey M.

Studies in Second Language Learning and Teaching

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2019

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vol. 9

|

issue 4

711-736

EN

The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students’ abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations.

5

HOW SAMR-BASED VOCABULARY TEACHING SHAPES VOCABULARY LEARNING STRATEGIES

100%

Istiarto Djiwandono P.

Teaching English with Technology

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2020

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vol. 20

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issue 4

41-58

EN

The study was aimed at identifying the learners’ vocabulary learning strategies as they were engaged in tasks assigned along the SAMR model. A class of EFL learners was taught vocabulary with the assignments following SAMR. The model led them through four stages: substitution, augmentation, modification, and redefinition. The results showed that the learners increasingly used digital technology to accomplish their tasks. Their strategies were relatively more diverse, too. The metacognitive and social strategies, however, did not emerge substantially in their report.

6

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

100%

Kirkham D.

Linguistics Beyond and Within

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2015

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vol. 1

134-151

EN

This article reports on the successful implementation of a content-based instruction (CBI) approach to a 6-month pre-sessional academic English for business and management course at a UK university. While recognising that CBI is not a ‘cure-all’ and indeed that the approach brings with it particular issues, such as instructor competence in the content, the article argues CBI offers both significant and wide-ranging benefits as a language teaching approach and as such should be given greater prominence in the language teaching industry.

7

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

100%

Szyszka M.

Theory and Practice of Second Language Acquisition

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2023

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vol. 9

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issue 1

1-20

EN

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

8

Different Perspectives on the Use of L1 inTeaching English to the Elderly

100%

Słowik A.

Journal of Education Culture and Society

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2016

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vol. 7

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issue 2

199-216

EN

Own-language use has commonly been discouraged by language teachers worldwide ever since the Grammar Translation method gave place to other methods. In the last decade, however, there has been a visible shift in the use of mother tongue and, what is notable, an increasing number of methodologists have begun to point that the use of students’ mother tongue may in fact facilitate the process of learning. Despite the long awaited return of own-language use students’ learning preferences regarding the use of L1 are still often dismissed by teachers either due to lack of experience or to some reservations. Such attitudes may be especially harmful to a group which often demands own-language use in the classroom environment and which remains understudied – the elderly. Therefore, the primary objective of the proposed paper is to highlight the differences between various teacher perceptions of whether or not own-language use does facilitate the process of older adult students’ learning and to collate them with older adult students’ own answers. The secondary objective is to present a possibly wide spectrum of various views reflecting the issues connected with the use of students’ own language and the related influence of teachers’ experiences and perceptions. The disparity between the answers provided by inexperienced teachers, experienced teachers and the elderly learners, especially while taking into account the use of students’ L1, is aimed at drawing some conclusions that may point to alternative directions in the future studies of own-language use in the classroom environment

9

Fremdsprachliche Intrakanäle und ihre Funktionen

100%

Szczodrowski M.

Colloquia Germanica Stetinensia

|

2009

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issue 16

183-192

PL

Analizując procesy uczenia się i opanowywania języków obcych, należy określić istotę i funkcje kanałów intraindywidualnych, przez które są przekazywane percypowane sygnały obcojęzyczne do magazynu-mechanizmu odbiorcy, a także przenoszone generowane w tymże urządzeniu informacje do odpowiednich efektorów nadawcy. W odbiorcy od receptorów do magazynu-mechanizmu funkcjonują dwa intrakanały: (1) intraindywidualny kanał audytywno-neuronowy dla sygnałów języka mówionego oraz (2) intraindywidualny kanał wizualno-neuronowy dla sygnałów języka pisanego. Podczas kodowania informacji obcojęzycznych przez nadawcę działają dwa intrakanały od magazynu-mechanizmu do efektorów: (1) intraindywidualny kanał neuronowo-artykulacyjny w komunikacji fonicznej oraz (2) intraindywidualny kanał neuronowo-motoryczny w komunikacji graficznej.

10

Triggering students’ learning autonomy using the combination of m-learning and gamification: a case study at Nguyen Tat Thanh University

100%

Le Nhat Pham L., Tan Nguyen H., Thi Kieu Le V.

Teaching English with Technology

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2021

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vol. 21

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issue 2

66-91

EN

M-learning is usually thought of as based on videos, digital materials, and high technology. Nonetheless, it is not a complete perspective of this new educational trend. Mobile devices with many functions can be an effective tool to support learning. Furthermore, learners nowadays, who were born in the 4.0 movement, are more familiar with mobile devices than notebooks. They spend much time on their mobile phones interacting on social media and playing mobile games. Hence, if educators can integrate those interests into traditional lesson plans, added value would appear for learners’ academic performance and learner autonomy. This paper proposes the idea of combining m-learning, gamification, and other factors influencing learning motivation into a mobile application to reinforce students’ learner autonomy. With a case study at Nguyen Tat Thanh University, we take a closer look at the effectiveness of the application on students’ language acquisition and a detailed description of how to best use the application along with lessons at schools. Using experimental methods with surveys and tests, this paper draws a bonding connection between students’ personal interest in the subject and their performance. The study provides thoughtful insights into utilizing m-learning and gamification to improve students’ learner autonomy and modernize language learning classrooms in this technological context.

11

Contribución de la prensa a la adquisición del vocabulario

100%

Santos Díaz I. C., Trigo Ibáñez E., Romero Oliva M. F.

Studia Romanica Posnaniensia

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2021

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vol. 48

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issue 2

97-108

EN

The press brings the reader closer not only to the news of a community but also to its language and culture. The objective of this study is to know the relationship between press consumption and lexical competence. Specifically, the weekly time spent by 171 graduate students from Malaga reading the press and its relationship with two lexical tests in Spanish – mother tongue – and French or English – foreign language – will be analysed. The results show that there is no significant relationship between available vocabulary and press consumption. Instead, the relationship is significant with the ability to identify technicalities when the data refer to the foreign language of the informants. These findings invite us to continue promoting didactic applications that integrate press reading both to improve lexical competence and to integrate the sociopragmatic component of the language.

12

Teacher language awareness or language teacher awareness?

88%

Komorowska H.

Glottodidactica

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2022

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vol. 49

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issue 1

125-140

EN

The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.

13

Terminy metalingwistyczne w świadomości uczniów klas trzecich – na przykładzie nazw części mowy

88%

Kamper-Warejko J., Kaproń-Charzyńska I.

Białostockie Archiwum Językowe

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2017

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vol. 17

EN

The aim of this paper is to introduce the results of a pilot study of the metalinguistic awareness of nine and ten-year old children in terms of the comprehension and use of the terms denoting parts of speech. The study was conducted among 73 children. The interpretation of study results includes the connection between defining and the development of the skill of defining. Moreover, the authors take into consideration the fact that the process of becoming independent of perceptive and semantic aspects and the development of the awareness of the linguistic formin children are extended in time. The study shows that children are able to combine a metalinguistic term with its definition to a larger extent if the definition comprises the semantic features of parts of speech. On the other hand, they display smaller awareness of the grammatical features of particular parts of speech. Their receptive and perceptive competence is relatively low, which indicates that many children do not understand the terms discussed in the scope provided in the core curriculum.

14

Material culture of multilingualism and affectivity

88%

Aronin L.

Studies in Second Language Learning and Teaching

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2012

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vol. 2

|

issue 2

179-191

EN

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

15

Interferencias de otras lenguas observadas en estudiantes polacos de filología española

88%

Palka E.

Studia Iberystyczne

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2011

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vol. 10

225-236

EN

Although a lot has been written about the interference of other languages different from the mother tongue in learning a new foreign language, the observation of the signs of this phenomenon in a specific group of students may still lead to interesting conclusions. A study on other languages interference performed in 2011 regarding students attending the 1st course of Spanish Philology at the Jagiellonian University, has revealed an important change in the characteristics of this group of learners in comparison to the one analysed in 2003. The evolution may be attributed to the change in the political situation of the country in the international arena and also to the politics of education in Poland. Besides, it has been proved that for the correct interpretation of the data, it is essential to take into consideration the whole context of the study, i.e. not only the languages learned before, but also those studied simultaneously. Another key factor is the number of languages known by the investigator himself. The samples of interference gathered during the study can be discussed in order to find the possible ways to prevent this phenomenon before it occurs.

16

Quality Assurance in Teacher Education

88%

Komorowska H.

Glottodidactica

|

2016

|

vol. 43

|

issue 1

EN

Quality in general education has been defined through aims, key qualifications, organisational standards, didactic requirements, but also learning outcomes which depend on students’ proficiency in the language of schooling and their cognitive academic skills. New challenges bring about changes in responsibilities of schools and teachers and have a strong impact on approaches to quality assurance in teacher education, a complex process not devoid of controversies, the most important of which will be identified in the present text. Implications for the curricular content of pre- and in-service language teacher education will also be sought.

17

Material culture of multilingualism and affectivity

88%

Aronin L.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 2

179-191

EN

Affectivity is an important dimension in humans’ social and individual lives. It is either a stimulating or hindering aspect of language learning. This article aims to draw attention to material culture as a powerful, but mostly neglected source of data on the use and acquisition of languages, and demonstrates the close and intricate links between affectivity and material culture. It is hoped that revealing these interrelationships will assist in understanding and managing language diversity. It will allow practitioners and teachers to carry out social and private encounters, events and language teaching with more care, understanding and expertise. Researchers will be encouraged to join the investigation of yet one more important facet of multilingualism – material culture.

18

Sociolinguistics in selected textbooks used for teaching Polish as a native language in a primary school

88%

Szymańska M.

Journal of Language and Cultural Education

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2016

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vol. 4

|

issue 1

60-70

EN

The text is an effort to present a change which took place at the turn of centuries in teaching Polish as a native language. It is, first of all, about a new sociolinguistic perspective in teaching Polish which appeared at schools. The author analyses four selected series of textbooks used for teaching Polish in a primary school. Special attention was paid to activity books, which are analysed with regard for presence of situational exercises that make students analyse communication situations and their typical language behaviours. They also make them create effective utterances adequate to a specific context. The conducted research shows that a communication perspective is not represented well in school textbooks. Activities focusing on development of communication competence are rare, they are scattered or separated from other language actions. Thus, they do not fit into a general textbook concept, and they often are only a decoration required by the core curriculum.

19

I PromessI Sposi in 10 minuti. Materiale autentico per attività didattica

88%

Santoliquido S.

Italica Wratislaviensia

|

2013

|

issue 4

99-115

EN

The teaching of grammar cannot be separated from the teaching of vocabulary, but it is often the case that teachers fail to treat vocabulary with due importance and prefer to focus on explaining grammar instead. Very often the same attitude is reflected in textbooks, which do not teach lexicon in a systematic and organized manner, offering merely sporadic exercises presenting new words and neglecting those aimed at retention and re-use of newly acquired vocabulary. Recently, many scholars in the field of Italian as SL/L2 have undertaken regular studies on the “living language” and its application in teaching. In fact, authentic materials present various examples of language, registers, dialects, regional variations, diversity of styles and multiple thematic situations. What is more, contextualisation of the language increases the level of comprehension and, in consequence, learner’s motivation. The aim of the article is to present a proposal of using a video material available on youtube, which summarizes the historical novel par excellence of Italian literature, for didactic purposes.

20

Quality Assurance in Teacher Education

88%

Komorowska H.

Glottodidactica

|

2017

|

vol. 44

|

issue 1

23-38

PL

Quality in general education has been defined through aims, key qualifications, organisationalstandards, didactic requirements, but also learning outcomes which depend on students’proficiency in the language of schooling and their cognitive academic skills. New challenges bringabout changes in responsibilities of schools and teachers and have a strong impact on approachesto quality assurance in teacher education, a complex process not devoid of controversies, the most important of which will be identified in the present text. Implications for the curricular content of pre- and in-service language teacher education will also be sought.

EN

Quality in general education has been defined through aims, key qualifications, organisational standards, didactic requirements, but also learning outcomes which depend on students’ proficiency in the language of schooling and their cognitive academic skills. New challenges bring about changes in responsibilities of schools and teachers and have a strong impact on approachesto quality assurance in teacher education, a complex process not devoid of controversies, the most important of which will be identified in the present text. Implications for the curricular content of pre- and in-service language teacher education will also be sought.

Refine search results

Cultural Institutes and Their Role in Society

Applied Drama and Theatre – Drama Techniques in Teaching English for Specific Purposes

Translation in ESL Classes

Using drama activities to teach beginner’s French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study

HOW SAMR-BASED VOCABULARY TEACHING SHAPES VOCABULARY LEARNING STRATEGIES

Content with content: A content-based instruction approach to curriculum design and course assessment in academic English for business

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Different Perspectives on the Use of L1 inTeaching English to the Elderly

Fremdsprachliche Intrakanäle und ihre Funktionen

Triggering students’ learning autonomy using the combination of m-learning and gamification: a case study at Nguyen Tat Thanh University

Contribución de la prensa a la adquisición del vocabulario

Teacher language awareness or language teacher awareness?

Terminy metalingwistyczne w świadomości uczniów klas trzecich – na przykładzie nazw części mowy

Material culture of multilingualism and affectivity

Interferencias de otras lenguas observadas en estudiantes polacos de filología española

Quality Assurance in Teacher Education

Material culture of multilingualism and affectivity

Sociolinguistics in selected textbooks used for teaching Polish as a native language in a primary school

I PromessI Sposi in 10 minuti. Materiale autentico per attività didattica

Quality Assurance in Teacher Education