The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

Inspiring Inquiry With the i2Flex Model in the World Language Classroom

2021 ◽  
pp. 174-187
Author(s):  
Christina J. Rocha
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
World Language ◽  
Inquiry Based Learning ◽  
World Languages ◽  
Language Classroom ◽  
The World ◽  
Constructivist Model ◽  
Global Understanding ◽  
World Language Classroom

This chapter introduces different methods for how to incorporate inquiry-based learning (IBL) practices with i2Flex methodology, both virtually as well as in the traditional world language classroom model using updated and relevant 21st century skills. Using the teacher as a constructivist model, the question formulation technique, design thinking, content and project based learning, learning among others are all explored in depth so the WL teacher can apply theory through practical examples that support a global understanding and context. World languages can be ESL, Spanish, Greek, Nahuatl, or any other WL(s) taught and spoken across cultures.

scholarly journals The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan Liu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Language Education ◽  
Academic Field ◽  
Language Classroom ◽  
The One ◽  
Relationship Of ◽  
The Relationship

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

Learning the world language: today and tomorrow

English Today ◽  
1997 ◽  
Vol 13 (1) ◽  
pp. 42-46
Author(s):  
Amorey Gethin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
World Language ◽  
The World

A consideration of whether the teaching and learning of English as a foreign language is getting better or worse

scholarly journals Ethnographic approaches to developing intercultural competence through intercultural interactions in the higher education context in China

2020 ◽  
pp. 11-36
Author(s):  
Yi’an Wang ◽  
Liyang Miao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Classroom ◽  
Language Classrooms ◽  
Intercultural Interactions

With the recent developing trend of redefining ‘culture’ across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests “a redefinition of culture in anthropological rather than aesthetic terms” (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active ‘cultural experience’ in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture “as the full gauntlet of social experience that students of foreign languages both learn and participate in” (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of ‘small culture’, students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003).

Thoughts on the Long-Term Strategy, Science and Democracy

2006 ◽  
pp. 4-19 ◽  
Author(s):  
L. Abalkin
Keyword(s):  
Strategy Development ◽  
Russian Science ◽  
Global Trends ◽  
The World ◽  
World Development ◽  
Crucial Condition

The article covers unified issues of the long-term strategy development, the role of science as well as democracy development in present-day Russia. The problems of budget proficit, the Stabilization Fund issues, implementation of the adopted national projects, an increasing role of regions in strengthening the integrity and prosperity of the country are analyzed. The author reveals that the protection of businessmen and citizens from the all-embracing power of bureaucrats is the crucial condition of democratization of the society. Global trends of the world development and expert functions of the Russian science are presented as well.

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