scholarly journals Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Yu-Ju Lan ◽  
Yu-Hsuan Kan ◽  
Indy Y.T. Hsiao ◽  
Stephen J.H. Yang ◽  
Kuo-En Chang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Second Life ◽  
Oral Communication ◽  
Video Data ◽  
Learning Activities ◽  
Future Research ◽  
Foreign Language Learners ◽  
Teaching Learning

<p>The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria were proposed for designing learning activities. Suggestions are also made for future research on CFL teaching/learning in SL.</p>

scholarly journals Reflections on the Practicability of Translation Proper in Foreign Language Classes

2017 ◽  
Author(s):  
AWEJ for Translation &amp; Literary Studies ◽  
Youcef BENAMOR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Translation Techniques ◽  
General Linguistic ◽  
Teaching Learning

Foregrounding the paramount role of translation to boost foreign language learning at all educational strata, this reflective paper investigates whether translation is deemed a means to teach foreign languages or an end to prepare foreign language learners as prospective professional translators. Precisely, this reflective analysis aims to discuss these two research questions: do foreign language teachers simply use some amateur translation activities to upgrade their learners’ linguistic proficiency? Or do they find it necessary to teach translation models and techniques proper, targeting translational proficiency along with linguistic ability? Drawing on the researcher’s experience and specialist authorship, translation approaches and techniques as related to foreign language teaching/learning and 2) translation pedagogy types that govern the appropriate selection of translation techniques are the foundational units of this analytic endeavour. This analysis revealed that the basics of most well-known translation approaches and techniques are genuinely present in diverse foreign language classes. Additionally, teaching these translation approaches and techniques for general linguistic aims and for specific professional purposes are two different contexts where the former is shaped by presenting some mere language-based translation techniques and the latter by teaching much more specialist and profession-related ones. This categorisation inescapably determines the quality and quantity of translation practice and the nature of the teacher-learner pedagogical contract, aiming at foreign language learning per se, translation proficiency or both. According to either context, teachers should be aware of translation basics or translation proper to avoid ad hoc instruction and ‘translationese.’

scholarly journals Using Tongue Twister to Improve Students’ Pronunciation

2017 ◽  
Vol 2 (2) ◽  
pp. 110-115
Author(s):  
Dewi Lutfiani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Foreign Language Learners ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Tongue Twister ◽  
Basic Ability ◽  
Teaching Learning ◽  
Teaching Pronunciation

peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.

scholarly journals Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa

2015 ◽  
Vol 8 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Carlos Fabiano De Souza
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Learning Process ◽  
English Language ◽  
Current Scenario ◽  
Education Tool ◽  
Teaching Learning

RESUMO: Este trabalho visa fomentar uma discussão acerca do uso da tecnologia digital móvel enquanto componente de apoio ao processo de ensino-aprendizagem de língua inglesa, sobretudo em ambiente extraclasse. Pode-se dizer que o uso desse tipo de tecnologia como ferramenta educacional vai ao encontro do cenário atual, no qual tem havido um grande investimento em dispositivos móveis, o que nos leva a nos depararmos cada vez mais com educandos da Geração Digital – que fazem uso constante desses aparatos. Em outras palavras, os dispositivos móveis têm feito cada vez mais parte de nossas interações sociais e, em virtude da grande demanda, tem crescido substancialmente o número de aplicativos não só pagos, mas também disponibilizados para download grátis, que podem ser utilizados com o intuito de favorecer o aprendizado de línguas. Dessa maneira, apresentamos alguns aspectos relevantes quanto ao uso da tecnologia digital móvel no ensino de inglês, levando, sobremaneira, em consideração a sua finalidade pedagógica. Espera-se que os exemplos propostos possam vir a nortear futuras ideias de adoção de projetos educacionais que envolvam o uso de componentes tecnológicos dessa natureza em aulas de língua estrangeira/adicional.PALAVRAS-CHAVE: Tecnologia digital móvel. Ensino-aprendizagem de língua estrangeira. Língua inglesa.ABSTRACT: This work aims at promoting a discussion about the use of digital mobile technology as a component to support the teaching-learning process of English language, especially within extracurricular environments. We may say that the use of this kind of technology as an education tool suits the current scenario, in which there has been much investment in mobile devices, leading us to deal more and more with students from the Digital Generation, who use these apparatuses constantly. In other words, mobile devices have made even more part of our social interactions and due to their large demand, not only has it increased substantially the number of payable apps, but also the availability of the ones downloaded for free so as to favor the language learning. Thus, we will present some relevant aspects about the use of digital mobile technology in the teaching of English taking, primarily, into account their pedagogical purpose. It is expected that the examples proposed might guide future ideas of adopting educational projects which have to do with the use of technological components of this nature in foreign/additional language lessons.KEYWORDS: Digital mobile technology. Teaching-learning of foreign language. English language.

scholarly journals ANALYSIS OF GRAMMATICAL INTERFERENCES IN THE ORAL COMMUNICATION PRESENTED BY PIBBI PARTICIPANTS

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Priscilla Agna Ekawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Frequency Of Occurrence ◽  
Teaching Materials ◽  
Language Program ◽  
Foreign Language Learners ◽  
Stimulated Recall ◽  
High Level

This present study aims to analyse and describe features of L1 interference in oral communication by PIBBI Participants of Level 5 who enrolled in an intensive language program at LTC, SWCU. The data were collected by giving oral tasks when describing something, giving opinion and explaining how things work. A stimulated recall interview proposed by Dornyei (2007) was used to explore the findings in detail. The analysis presents the type of grammatical interferences, the frequency of occurrence of each interference type and their detailed description. Analysis of data revealed that students in high level still experience grammatical interferences in producing Indonesian speech. It is hoped that this study will give a better suggestion for the advanced foreign language learners and provide information for teachers on common interferences in language learning which can be used as a reference in developing the teaching materials. 

scholarly journals EFL Learners’ Perceptions about the Use of Mobile Learning during COVID-19

2020 ◽  
Vol 55 (5) ◽  
Author(s):  
Mohammed Mahib Ur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Learning Activities ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Learning

Mobile learning has recently emerged as a powerful and frequently used tool in the teaching-learning curriculum. Besides, it also attracted the attention of EFL teachers and learners across the globe. Its acceptance in EFL learning is mainly because of the two fundamental functions, i.e., anytime and anywhere. As a result, the pioneers and scholars who work in second or foreign language learning have largely recognized its impact and importance. Furthermore, since the outbreak of the COVID-19 pandemic, the regular traditional classes have been severely affected, and teaching has been carried out by online method. As a result, mobiles and tablets have primarily been used along with other electronic gadgets. Therefore, this paper aims to examine EFL learners' perceptions about m-learning for their learning activities during COVID-19 at Qassim University, Saudi Arabia. A questionnaire has been prepared by keeping the use of the mobile device in view that can benefit Saudi EFL learners, and distributed among 50 EFL male and female students. Later, a quantitative analysis of the responses has been done by using SPSS 26. The study identified healthy and positive perceptions of m-learning. The significant findings will be valuable for the teachers and administrators concerning m-learning in language teaching.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

2021 ◽  
Vol 26 (2) ◽  
pp. 273-298
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Musical Training ◽  
Potential Effect ◽  
Future Research ◽  
General Description ◽  
Content Type ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

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