scholarly journals Revisiting ‘The Debates between Cho Yeon-Hyeon and Cheong Myeong-Hwan’― The Meaning of Foreign Language Literacy in Korean Modern Literary Criticisms of 1960s.

2013 ◽  
Vol null (83) ◽  
pp. 465-486
Author(s):  
김건우
Keyword(s):  
Foreign Language ◽  
Language Literacy

scholarly journals Foreign Language Literacy through Fanfiction Writing and Text Mining

2011 ◽  
Vol 2 (3) ◽  
pp. 456-461
Author(s):  
Patrícia da Silva Campelo Costa ◽  
Eliseo Berni Reategui
Keyword(s):  
Text Mining ◽  
Foreign Language ◽  
Language Literacy

scholarly journals Characterizing English Language Literacy among Famous English Language Educators in China

2021 ◽  
Vol 12 (1) ◽  
pp. 229-238
Author(s):  
LIN Jie ◽  
Chili Li
Keyword(s):  
Foreign Language ◽  
Curriculum Reform ◽  
English Language ◽  
Teaching Practice ◽  
Research Approach ◽  
Personal Factors ◽  
Narrative Texts ◽  
Reform Teaching ◽  
Language Literacy ◽  
Opening Up

The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.

scholarly journals Literacy and Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 139-165 ◽  
Author(s):  
Rebecca R. Kline
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Social Practice ◽  
Social Practices ◽  
Qualitative Approach ◽  
Language Literacy ◽  
Literacy As Social Practice

In the present article, I aim to (1) comment on the de facto agenda for study abroad research, (2) review briefly the literature on reading and study abroad, (3) argue for a “social practices” view of foreign language literacy, and (4) present findings from an illustrative project in which a qualitative approach framed exploration of study abroad literacy as social practice.

scholarly journals The Views of Students Towards Foreign Language Literacy Through Synchronous Distance Education

2021 ◽  
Vol 9 (3) ◽  
pp. 92
Author(s):  
Mustafa Dolmacı
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Time Management ◽  
Language Skills ◽  
Positive Finding ◽  
Technical Problems ◽  
Language Literacy ◽  
Synchronous Distance Education

The process of education has been affected mostly by the COVD-19 pandemic process, and distance education methods are getting popular. In line with this situation, the aims of this study are to examine the opinions of prep-class university students on foreign language literacy via synchronous distance education during the COVID-19 pandemic process, to analyse their experiences, and to make forward-looking suggestions. This research has been designed as a case study which consisted of 78 university students (43 male, 35 female) studying at the preparatory classes comprised of different faculties of a state university in Turkey during 2019- 2020 academic year. The data of the study were collected with a questionnaire form consisting of open-ended questions. The data obtained from the research were subjected to content analysis, and the findings were supported by direct quotations from students’ statements. The results showed that comfortable learning atmosphere at home and easy time management are appreciated whereas technical problems and distraction factors affect learning process negatively. Practical applications like online dictionaries increase motivation and transform learning process into a fun activity. On the other hand, decreased participation and lack of face-to-face language practice opportunities cause low motivation and affect the language learning process adversely. In terms of acquiring language skills, it has been found out that SDE slows down skill training, time allocated for speaking practice is not sufficient, and traditional teaching methods are preferred; however, reading is thought to be relatively more appropriate for SDE compared to other language skills. Last but not least another positive finding of the study is that lecturers’ time management skills, professional knowledge, and technological competence are appreciated by the students.

scholarly journals Developing Foreign Language Literacy Skills in Primary School

2021 ◽  
pp. 167-182
Author(s):  
Mateja Dagarin Fojkar ◽  
Mira Metljak ◽  
Tina Rozmanič
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Literacy Skills ◽  
Language Literacy

scholarly journals Teachers’ Conceptualisations and Needs in Developing Foreign Language Literacy Skills at Primary Level / Konceptualizacije i potrebe učitelja u razvoju osnovnih vještina pismenosti na stranom jeziku u primarnom obrazovanju

2021 ◽  
Vol 23 ◽  
Author(s):  
Mateja Dagarin Fojkar ◽  
Tina Rozmanič
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Literacy Skills ◽  
English Language Teaching ◽  
Effective Teacher ◽  
Open Questions ◽  
Starting Point ◽  
Wide Range ◽  
Language Literacy

As many European countries have introduced English language teaching at pre-primary and primary levels, the need for effective development of foreign language literacy skills has proved to be essential. Traditionally, literacy is defined as the ability to read and write. However, broader definitions include understanding of a wide range of texts and the ability to communicate in multilingual environments. Most teacher education programmes do not provide sufficient training for the development of initial and basic foreign language literacy skills of learners, and teachers feel they do not receive enough support in this area. As a result, Slovenian pupils of English are the least proficient in reading of all the language skills, with 12% of them failing to reach A1 level in reading and 29% remaining at this level at the end of primary school (European Commission, 2012).The aim of the present study was to investigate the perceptions of English teachers (N=112) regarding the development of foreign language literacy skills in Slovenian primary schools. For this purpose, a questionnaire was used to research how teachers conceptualise the development of FL literacy, how they assess pupils’ difficulties with reading and writing tasks and the literacy areas in which they think they would need more support in their teaching. A quantitative approach and a content analysis of the open questions were used. The differences between the teacher groups were measured with the Chi-square test. The study indicated teachers’ restricted views on the meaning of literacy in the open questions, while the closed questions implied a broader understanding of the concept. Most teachers expressed a desire to gain more professional knowledge in this area. The results of the study will provide a starting point for developing more effective teacher training programmes in foreign language literacy and for supporting in-service teachers in developing foreign language literacy at primary level.Key words: primary education; professional development; reading; teachers’ perceptions; writing---Budući da su mnoge europske države uključile poučavanja engleskoga jezika na predškolskoj i osnovnoškolskoj razini, potreba za učinkovitim razvojem jezičnih vještina na stranom jeziku pokazala se važnom. Tradicionalne definicije određuju pismenost kao sposobnost čitanja i pisanja, a šire definicije pismenosti uključuju razumijevanje širokoag raspona tekstova i sposobnost komunikacije u višejezičnom okruženju. Većina programa obrazovanja učitelja ne osposobljava ih dovoljno za razvoj inicijalnih i osnovnih vještina pismenosti učenika na stranom jeziku, a sami učitelji smatraju da ne dobivaju dovoljno podrške u ovom području. Zahvaljujući tome najmanje razvijena jezična vještina slovenskih učenika engleskoga jezika je čitanje: 12 % učenika ne uspijeva dosegnuti A1 razinu čitanja, a 29 % učenika ostaje na ovoj razini na kraju osnovne škole (Europska komisija, 2012).Cilj ovog istraživanja bio je ispitati percepcije razvoja vještina pismenosti na engleskom jeziku učitelja engleskog (N = 112) u slovenskim osnovnim školama. Pri tome je korišten upitnik kojim se nastojalo utvrditi konceptualizacije razvoja pismenosti na stranom jeziku učitelja, njihove procjene učeničkih teškoća u čitanju i pisanju te područja pismenosti u kojima smatraju da im treba više podrške u poučavanju. U istraživanju je upotrijebljen kvantitativni pristup i analiza sadržaja za odgovore na pitanja otvorenoga tipa. Razlike između skupina učitelja izmjerene su Hi-kvadrat testom. Rezultati istraživanja ukazuju na učiteljsko ograničeno viđenje značenja pismenosti u pitanjima otvorenoga tipa, dok pitanja zatvorenoga tipa ukazuju na šire razumijevanje koncepta. Većina učitelja izrazila je želju za stjecanjem dodatnoga profesionalnog znanja u ovom području. Rezultati istraživanja predstavljaju polaznu točku za razvoj učinkovitijih programa obrazovanja učitelja u području pismenosti na stranom jeziku i podršku zaposlenim učiteljima u razvoju pismenosti na stranom jeziku na razini osnovne škole.Ključne riječi: čitanje; percepcije učitelja; pisanje; primarno obrazovanje; profesionalni razvoj

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