Foreign language teaching and learning

This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.

Key words: task-based language teaching and learning, task-based approach, cooperative approach, cooperative learning, mixed methodological model, mixed methodology, face to face method, teaching module, linguistic and communicative competence.

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.

Multifunctional TV studio assisted language learning is based on an empirical study that examined students' perceptions of how they develop their language-specific skills. TV contests, documentaries, educational and cognitive TV programs, TV games with the students' participation serve as the teaching tool in a cooperative, creative, learner-centered environment where every participant of TV process can succeed and gain more confidence in speaking with foreigners. TV language practice, feedback and reflection aid students in improving, transforming and their speaking. They include creative work not only in front of the professional camera but mobile devices, empower students by giving them access to a wide range of web-based tools that allow them to publish work and engage with live audiences in real contexts. The telecommunication project is considered as a mutual educational, collaborative, creative activity of partner students organized based on computer and television telecommunication, having a common goal, the coordinated kinds of action and directed to the achievement of the general result. More than 1000 students from various secondary schools of Russia were involved in experiment training. They worked on the air in four educational TV projects: Jumanji Land, 4TEEN, Linguistic Planet, Virtual School. Every TV project offers the fascinating video based on a cognitive technique of training in foreign languages for students. Each level of a video course consists of eight documentary and artistic plots. Documentary plots intersperse with directions. Commentaries are shot more than ordinarily and are perceived with interest by TV audience. Students learn to listen to the children's and adult's speech, the speech of native speakers of English and German, and the speech of foreigners with various emphases and on different dialects. According to the investigation, foreign language learning and teaching through the multifunctional TV studio can provide better access to language for their learners and bring variety and flexibility, energy and motivation to the language classroom by extending the range of teaching techniques and resources. It helps participants (future TV presenters, actors, TV journalists, public figures) to develop all four communicative skills and liquidate the language barrier. Educational, developmental and educational space TV studio is just the motivational impetus for the personality formation, which is confirmed by practical results. Recommendations for practice are offered.

This chapter discusses critical approaches in the examination of representation in language coursebooks in an effort to debunk two educational myths in relation to language teaching materials: the notions that they are neutral and apolitical. First, a review of the main concerns of critical research on representation in language coursebooks is presented. The chapter then advocates for a turn to political economy in the studies of representation in language materials. Political economy refers to the relationships between social, political and economic factors within a capitalist economy. Later, an example of critical analysis of representations in language coursebooks from a political economy perspective is provided. In particular, the analysis is based on a sample of Catalan language coursebooks and the specific concern will be on the representation of housing, against the backdrop of the recent political and economic transformations in Spain in this area. The chapter concludes with suggestions to researchers, materials developers, publishers, teachers and teacher educators interested in applying critical approaches in language education.

Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners’ perceived ICC development under three different conditions over 6 weeks: 1) a study-abroad program (n = 52) in Korea, China, Japan, France, and Spain designed for American undergraduates; 2) telecollaboration (n = 54) between Korean students of English and American students of Korean; and 3) on-campus language study (n = 44) among Korean students of English and American students of Chinese who were learning languages at their home institutions. Data from 150 students were collected from preand post-study questionnaires measuring cognitive, affective, and behavioral aspects of ICC; reflective writing; exit essays; and interviews. The results indicated that the study ab...

The research project carried out in one primary school in Scotland was guided by an intention to discover and provide up-to-date data on what literacy teachers knew about critical literacy and whether this knowledge was promoted, achieved, and enacted in praxis. By specifically focusing on reading and teachers' approaches to texts, this study explores to what extent critical literacy makes its explicit or implicit appearance in the early years' reading classes as a result of teachers' understanding of it-their content knowledge, personal and professional beliefs. The findings have fueled the discussion about the preconditions for greater and more direct utilization of critical literacy in language classrooms. The knowledge and practices the teachers in this study revealed, reflect a promising springboard for developing new, more unified ways of teaching reading. After being reminded of and exposed to some of the central concepts of critical literacy, the teachers became more interested and confirmed that they would teach for it if they only knew how. This is also one of the main implications of the study for teacher educators, curriculum developers and researchers.

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners' perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

This volume is composed of 24 papers originally presented as talks at the VIII National Conference of the Italian Association of University Language Centres (Associazione Italiana dei Centri Linguistici Universitari: AICLU), held at the University of Foggia, Italy, between 30 May and 1st June 2013.

The contributions fall into five sections: 1) keynote addresses from plenary speakers; 2) innovative challenges for language centres; 3) new developments in teaching language for specific purposes; 4) proposals and case studies in Content and Language Integrated Learning; and 5) the use of new technologies in language learning.

18 papers are in English, four in Italian, one in French and one in German. The fact that three-quarters of the papers are in English reflects the way English has become the lingua franca of academic conferences today. However, in keeping with the ethos of CercleS (Confédération Européenne des Centres de Langues de l’Enseignement Supérieur, the pan-European organisation to which AICLU belongs), which is strongly committed to promoting plurilingualism, it was crucial that contributions would also be accepted in other languages.

The volume represents the ‘state of the art’ in the field of language teaching and theory in university language centres not only in Italy, but also in other parts of Europe and the Mediterranean, and testifies to the rich variety of ways in which these centres are adapting and thriving in rapidly changing times.

This· study discusses roles and responsibilities in team-teaching by
English native-speaking ALTs (Assistant Language Teachers) and JTLs (Japanese Teachers of Language) in English classes at Japanese secondary schools. Mombukagakusho (Ministry of Education, Culture, Sports, Science and Technology) organized a 'JET (Japan Exchange and Teaching) Programme' to offer students more opportunities to develop their communicative competence. However, there is much discussion and many difficulties have arisen. This study investigates the complex
relationship between the JTLs and the ALTs, described in the policy
document. The ALT is positioned in contradictory ways in the
document, that is as both an assistant and expert. This is problematic for the relationship the two teachers are expected to form. To overcome these difficulties, a proposal is suggested that the requirements to be met by the ALTs should be modified to ensure they are trained teachers.

"Praxis Grammatica : Showing the true and authentic use of declensions and conjugations, nicely organized for solid and rapid acquisition of a knowledge of the essential grammatical components of meaning.  There are also attached a substantial number of both famous sayings and rather well-chosen witticisms.  For the use of the students of Magdalene at Oxford."

Keberhasilan proses belajar mengajar dalam bahasa asing dipengaruhi oleh berbagai faktor, diantaranya adalah faktor pengajar/guru dan pembelajar/siswa. Selama ini usaha menuju perbaikan kualitas pembelajaran lebih banyak dilakukan oleh guru dengan memperbaiki atau melakukan inovasi pada sisi metode, media pembelajaran, materi ajar dan ancangan pembelajaran. Padahal di sisi lain, peran pembelajar/siswa juga tidak kalah penting dalam menunjang ketercapaian tujuan pembelajaran. Pada titik inilah, pembelajar perlu diberi kesadaran mengenai pentingnya peran mereka. Beberapa hal yang perlu dipaparkan pada mereka adalah kriteria pembelajar bahasa asing yang baik dan strategi belajarnya.

Günümüzde, ülkeler arasındaki siyasi, ekonomik ve kültürel ilişkilerin artmasıyla birlikte yabancı dil toplumumuz için önemli bir ihtiyaç haline dönüşmüştür. Bu sebeple yabancı dil bilen nitelikli insanlar yetiştirmek büyük bir önem arz etmektedir. Yabancı dil bilen kaliteli insan yetiştirmek için en büyük görev ise, mesleki açıdan donanımlı, kendini sürekli geliştiren ve yenileyen, kendine güvenengeleceğin yabancı dil öğretmenlerine düşmektedir. Öğretmen adayları beş yıl zorlu bir mesleki eğitim sürecinden geçerler ve bu sürenin sonunda mesleki yeterliğe ve donanıma sahip yabancı dil öğretmen adayı olarak mezun olurlar. Bu süreçte yabancı dil öğretmeni adayları bir çok kaygı taşımaktadırlar ve bunlardan en önemlisi de mesleki kaygıdır.

The aim of this study is to present the results of analyses of Ph.D. dissertations defended abroad and in the Czech Republic in the years 2006–2012 in the field of foreign language didactics. Building on a body of previous work, methodological background for a meta-analysis of topics of Ph.D. dissertations defended in selected countries abroad as well as for an analysis of Ph.D. dissertations defended in the Czech Republic is presented. The results are then discussed and compared. We conclude that the range of topics addressed in the Czech dissertations does not significantly differ from the state of art abroad, although some areas, such as language learners, seem to be under-researched in the Czech Republic.

The purpose of this study is to find out the predictive degree of university students’ levels of need for cognition and metacognition on their academic achievement. A total of 253 university students formed the study group. To collect the data of the study, ‘The Metacognition Awareness Inventory’ (MAI) and ‘The Need for Cognition Scale’ (NFCS) were used to measure students’ metacognitive awareness and their tendency to think and enjoy thinking. For the students’ academic performance, the average points (GPA) that they got during the term were taken into consideration. The correlation analysis revealed the fact that there is a significant and positive relationship between students’ levels of need for cognition, metacognition and their academic achievement at the level of p<0.01. The multiple linear regression analysis suggested that the power of need for cognition and metacognition to predict academic achievement are meaningful. In another word, the two independent variables, namely need for cognition and metacognition can be considered as the significant predictors of the dependent variable, academic achievement.

Bio note: John Rogers (PhD, University College London) is currently a lecturer and English language program coordinator at Qatar University. His research to date has focused on the development and measurement of implicit and explicit knowledge as well as issues related to task-based teaching and learning.

NihonGO NOW! is a beginning-level courseware package that takes a performed-culture approach to learning Japanese. This innovative approach balances the need for an intellectual understanding of structural elements with multiple opportunities to experience the language within its cultural context. From the outset, learners are presented with samples of authentic language that are context-sensitive and culturally coherent. Instructional time is used primarily to rehearse interactions that learners of Japanese are likely to encounter in the future, whether they involve speaking, listening, writing, or reading. Level 1 is comprised of two textbooks with accompanying activity books. These four books in combination with audio files allow instructors to adapt a beginning-level course, such as the first year of college Japanese, to their students’ needs. They focus on language and modeled behavior, providing opportunities for learners to acquire language through performance templates. Onli...

The theories behind conceptions of digital literacies are the focus of this chapter, along with discussion of comparisons-focused pedagogical frameworks that address their development in the L2 classroom. As explained in the introduction to this volume, chapters address one of the ‘5 Cs’ (i.e., communication, cultures, comparisons, communities, connections) as articulated in the Standards. Of all the standards, development of literacies is most appropriately matched with the Comparisons standard. To explore how this standard can be applied to literacies development in technology-mediated L2 pedagogical contexts, this chapter will first examine the definitions of ‘literacy’, ‘new literacies’ and various ‘literacies of the digital’ (Martin, 2008). Several pedagogical frameworks coherent with the comparisons standard for the development of digital L2 literacies will then be presented. These include (1) functional approaches, such as frameworks for online reading comprehension (e.g., Leu et al., 2007) and media literacy education (Buckingham, 2003), (2) language awareness approaches (e.g. Bolitho et al., 2003), including genre awareness (Hyland, 2001) and corpus-informed L2 instruction (e.g. Flowerdew, 2009), and (3) new sociocultural, or new literacies approaches, including multiliteracies (e.g. New London Group, 1996) and our own bridging activities framework (Thorne & Reinhardt, 2008). We will conclude with a list of key terms, questions for reflection and discussion, ideas for classroom activities, and points for further research.

Slides for a presentation on gamification for our research group seminars. The presentation introduce the concept of gamification and my own research project.

(It might be a bit dry without the actual talking around the slides..)

Date: 28/04/2014

Few will argue that Teaching English through English (TETE) is an approach that many practitioners have a definite opinion on. Some praise it as the best way to conduct ESL/EFL classes; others criticize it as being inappropriate and ineffective.

A previous quantitative and qualitative study carried out by the author demonstrated that many of the personality traits that facilitate cultural adaptation or adjustment (the ability to function at a high level in cross-cultural environments) also facilitate gaining fluency in foreign languages (Keeley, 2014; Keeley, 2013; Keeley, 2012). The study employed Kozai Group’s Global Competencies Inventory (GCI), a validated instrument for expatriate selection focusing on the psychological factors demonstrated to facilitate functioning in cross-cultural environments. Optimism is one of the GCI competencies that demonstrated a strong relationship with the development of oral fluency in foreign languages. The objective of this paper is to explore optimism in detail and how it facilitates cross-cultural adjustment and foreign language fluency.

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

With the increase in globalization, the study of English has become common in Saudi Arabia, but students’ experiences of foreign language anxiety (FLA) have been underexamined. Saudi
Arabia and other Arab countries are culturally distinct from the Western world, where the most popular assessments of FLA were developed. Through a qualitative and then quantitative study, the current research examined the suitability of the most popular existing FLA questionnaire, the Foreign Language Classroom Anxiety Scale (FLCAS), for use with students of English in Saudi Arabia. In Study 1, Arab women studying in an English preparatory program at an English medium college in Jeddah, Saudi Arabia, responded to a single-item, open-ended questionnaire prompting them to list the situations in which they experience anxiety while trying to learn English. A new
questionnaire drawing on the women’s responses and the FLCAS and incorporating new items pertinent to the context was then created. In Study 2, the AFLAQ questionnaire was administered to a new sample of Arab women studying in the English medium college, and their responses were analyzed to determine whether the situations described were actually common causes of anxiety, and to identify the most common causes of anxiety. The new questionnaire, called the
Arabic Foreign Language Anxiety Questionnaire (AFLAQ), presents a modified version of the FLCAS that was designed to identify and understand specifically what the female Arab students studying in Saudi Arabia experience. A particular emphasis on concerns about self-presentation and embarrassment is fundamental to the AFLAQ due to the importance of honor and respect in Saudi Arabian culture, a concern that does not play as significant of a role in the FLCAS or in Western culture.

In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People's Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China.

Repenser le figement: enjeux et perspectives dans l’enseignement du figement. Entre apprentissage, didacticité et langues de spécialité: sous ce titre, nous visons à mettre en perspective plusieurs aspects de la didactique de la phraséologie.

With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.

This article dwells on the opposing alignments that can be found in the literature on the Linguistic Interdependence (LIH) and Linguistic Threshold (LTH) hypotheses, in the field of second language acquisition and foreign language education. First, the prevailing, orthodox rendition of these two concepts is examined briefly, together with its theoretical and practical consequences. After this, the most distinctive characteristic of Jim Cummins’s alternative framework is described, i.e., its emphasis on the pedagogical dimension and on its impact on cross-language transfer. According to this view, the quality and nature of the exposure to L2 (not time-exposure or student L2 level) would be the most significant factor vis-à-vis the degree of language transfer generated. This pedagogical dimension is explained in terms of three different levels of analysis, and two concrete studies are described, as experimental evidence. In the last section, a Pedagogical Threshold Hypothesis is finally presented as a logical development of the ideas exposed.

This paper provides a brief outline of some of the major changes in English language education (ELE) in Japan and then focuses on contemporary developments. The author identifies key problems with Japan's ELE system and provides some possible solutions. Future directions for Japan's ELE system are also discussed.

La presentazione rappresenta una carrellata di attività sulla didattica plurilingue, in particolare sul translanguaging e sulle competenze di literacy e biliteracy anche sulla base della teoria CUP (Common Underlying Proficiency) di Jim Cummins quale unico motore linguistico-cognitivo che agisce alla base delle lingue conosciute da ogni individuo.