Selective perception and foreign languages: a proposal for a different language learning

2021 ◽  
Author(s):  
Michael Fackler
Keyword(s):  
Language Learning ◽  
Foreign Languages ◽  
Selective Perception

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Recommended Reading: Nelson Brooks, Language and Language Learning, Theory and Practice. Harcourt, Brace & World, Inc., New York, 1960; French for Secondary Schools, Suggested Content and Organization for Four and Six Year Sequences. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960; Source Materials for Secondary School Teachers of Foreign Languages, Prepared by M. J. Johnston and E. M. Eaton; J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, Sound Language Teaching. University Publishers, N.Y., 1961; Robert L. Politzer, Teaching French – An Introduction to Applied Linguistics. Ginn & Co., N.Y.RECOMMENDED READING: Nelson Brooks, LANGUAGE AND LANGUAGE LEARNING, THEORY AND PRACTICE. Harcourt, Brace & World, Inc., New York, 1960.FRENCH FOR SECONDARY SCHOOLS, SUGGESTED CONTENT AND ORGANIZATION FOR FOUR AND SIX YEAR SEQUENCES. Pubi, by Bureau of Secondary Curriculum Development, New York State Education Department, Albany, N.Y., 1960.SOURCE MATERIALS FOR SECONDARY SCHOOL TEACHERS OF FOREIGN LANGUAGES, prepared by M. J. Johnston and E. M. Eaton. Published by U.S. Department of Health, Education and Welfare, Office of Education, Washington 25, D.C. Circular No. 509, Revised, January 1960.J. S. Holton, P. E. King, G. Mathieu and K. S. Pond, SOUND LANGUAGE TEACHING. University Publishers, N.Y., 1961. $5.00.Robert L. Politzer, TEACHING FRENCH - AN INTRODUCTION TO APPLIED LINGUISTICS. Ginn & Co., N.Y., 1960.

1962 ◽  
Vol 18 (2) ◽  
pp. 87a-88
Author(s):  
P. R. Ducretet
Keyword(s):  
New York ◽  
Language Learning ◽  
Secondary School Teachers ◽  
New York State ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Education Department ◽  
State Education ◽  
State Education Department ◽  
Source Materials

A multilingual refugee, a personal experience

2019 ◽  
Vol 9 (1) ◽  
pp. 173-178
Author(s):  
Ghaith Alhallak
Keyword(s):  
Language Learning ◽  
Racial Discrimination ◽  
Host Country ◽  
Personal Experience ◽  
Host Community ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Educational Methods ◽  
Cultural Organizations

Abstract The refugee is the person who has fled his or her country for reasons of war, racial discrimination, vengeance, sectarian massacres or other reasons. Many refugees have left everything behind them to reach a society that is completely different from their own, creating many challenges. Perhaps the most important of these challenges is to learn the language of the host country, which is the key that opens the door to integration in all its forms. Overcoming the challenges in language learning occurs not only through teaching institutions, but society also plays a major role. Thus, we can say that the process of teaching the language to newcomers is a combination of the efforts of the relevant educational institutions as well as those of social and cultural organizations and individuals. In this report, I review the process of teaching foreign languages to refugees and migrants, based on my personal experience as a refugee student and as a language teacher for foreigners, which I have been at the same time for more than three years. The article does not address educational methods as much as the steps that I believe should be taken into consideration in the process of trying to integrate refugees in their host community culturally and linguistically. These steps, which may often have more of an impact than the traditional teaching process, are not confined to the field of educational institutions, but go beyond them to reach social and cultural organizations.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

scholarly journals Current trends and orientations in learning foreign languages

Akademos ◽  
2021 ◽  
pp. 150-153
Author(s):  
Corina Zagaievschi ◽  
◽  
Beatrice-Ionela Enache ◽  
Keyword(s):  
Language Learning ◽  
Current Trend ◽  
Target Language ◽  
Foreign Languages ◽  
Cultural Contexts ◽  
Effective Learning ◽  
Current Trends ◽  
Actual Use ◽  
Simple Exposure ◽  
A Current

This article deals with the problem of effective learning of modern languages. We aim to point out the current, progressive guidelines on language learning followed by their actual use in various cultural contexts. Spontaneous, instinctive and natural learning, through simple exposure to the target language, is a current trend in learning modern languages, because a language is easier to learn in real, concrete contexts, hearing, speaking, participating.

scholarly journals Why We Need TI-Oriented Language Learning and Teaching (TILLT)

2021 ◽  
Vol 18 (1) ◽  
pp. 71-89
Author(s):  
Astrid Schmidhofer ◽  
Enrique Cerezo Herrero ◽  
Melita Koletnik
Keyword(s):  
Language Learning ◽  
Thematic Analysis ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Initial Development ◽  
Learning And Teaching ◽  
Language For Specific Purposes ◽  
Curricular Content

The teaching of foreign languages to students in Translation and Interpreting (TI) programmes should be framed within the field of Language for Specific Purposes (LSP). This would make it possible to pinpoint specific curricular content and methodological traits that contribute to the enhancement of the communicative competence and initial development of TI competences. This paper analyses the students’ perspectives on L2 teaching in a TI programme and how it should be undertaken to best comply with the linguistic demands imposed by translation and interpreting. A thematic analysis of 117 open questionnaires returned by students from Austria, Slovenia and Spain identified five areas to which the students attribute particular importance, and which should be considered when developing TI-oriented curricula.

scholarly journals ECLETIC METHOD FOR ARABIC LEARNING IN ISLAMIC SCHOOL OF INDONESIA

2018 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Muhammad Yusuf ◽  
Agung Muttaqien
Keyword(s):  
Language Learning ◽  
Arabic Language ◽  
Central Axis ◽  
Foreign Languages ◽  
Alternative Methods ◽  
Islamic School ◽  
The Past ◽  
Method Selection

Arabic learning was starting from an assumption that its method was more important than its materials. This assumption then saw that its success would be determined by methods selected by the teacher. This paper discusses the paradigm encouraged Arabic teachers to master several methods considered effective and efficient to achieve the goals of learning Arabic. Starting from this, eclectic method was born as central axis to provide various alternative methods combined to support each other in achieving the goals of learning Arabic. There were, in the past, facts showing that the causes of failures of learning foreign languages were, among others, teachers’ capability to select proper and attracting methods. This statement showed that the cause was the inappropriateness of method selection which led to students’ desperation. Finally, some recommendations will be presented to enhance Arabic language learning.

scholarly journals Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

2020 ◽  
pp. 263-268
Author(s):  
Béatrice Dupuy ◽  
Muriel Grosbois
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Foreign Languages ◽  
Work Requirements ◽  
Global Citizens ◽  
The Road ◽  
Curriculum Instruction ◽  
Research Findings

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals CHANGING OF CULTURAL IDEA OF TEACHING FOREIGN LANGUAGES IN THE 30S OF XX CENTURY

2021 ◽  
pp. 73-78
Author(s):  
Валерия Алексеевна Петрова
Keyword(s):  
Soviet Union ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Central Committee ◽  
Foreign Languages ◽  
Practical Significance ◽  
Priority Method ◽  
The Masses ◽  
City Schools

Рассматривается процесс изменения вектора государственной политики в сфере изучения иностранного языка в 30-е годы ХХ века. Показано, что после революции 1917 г. изучение иностранного языка было прекращено, потому что расценивалось как пережиток прошлого, антагонистического общества с ярко выраженным и непримиримым классовым неравенством. Однако в 1923 г. Н. К. Крупская в статье «О преподавании иностранных языков» доказательно опровергла необходимость изучения эсперанто и четко обосновала свою позицию по поводу изучения иностранных языков, описала практическую значимость, обозначила основную цель и показала приоритетный метод их преподавания, заложив тем самым основы изучения иностранных языков в нашей стране на многие десятилетия. Рассматривается ряд постановлений Центрального комитета Коммунистической партии Советского Союза от 1929 и 1932 гг., направленных на усиление изучения иностранного языка в городских школах второй ступени, техникумах и вузах, фабрично-заводских семилетках. Приводятся размышления общественных и политических деятелей, педагогов, публицистов, филологов о культурологическом потенциале иностранных языков. Показана цель их изучения в 30-е годы ХХ века. The article deals with the process of changing the vector of state policy in the field of foreign language learning in the 30s of the XX century After the October Revolution, they stopped the study of a foreign language because they regarded it as a relic of the past, an antagonistic society with a pronounced and irreconcilable class inequality. However, in 1923, Nadezhda Konstantinovna Krupskaya denied the need to study Esperanto on a national scale in her article “Teaching Foreign Languages” and described the practical significance, main goal and priority method of teaching a foreign language and more than that her own position about the role of foreign languages, thereby laying the foundation for its study for many decades. The 1927 became a further important step in the history of teaching a foreign language in the country of the Soviets. The People’s Commissariat for Education of the RSFSR adopted a special decree on the study of a foreign language in all city schools of the second level, starting a large campaign “Foreign languages to the masses”. It considers a number of resolutions of the Central Committee of the Communist Party of the Soviet Union from 1929 and 1932, aimed at strengthening the study of a foreign language in all city schools, technical schools and universities, and Factory Seven-Years. The article gives the reflections of public and political figures, teachers, publicists, philologists on the cultural potential of foreign languages. It shows the purpose of foreign language study in the 30s of the XX century.

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