Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques

1979 ◽  
Vol 63 (4) ◽  
pp. 228
Author(s):  
Carolyn T. Hartl ◽  
Gertrude Moskowitz
Keyword(s):  
Foreign Language ◽  
Class A ◽  
Language Class

scholarly journals An Analysis of Students’ Questioning Skill in English Foreign Language Class

2021 ◽  
Vol 5 (4) ◽  
pp. 567-581
Author(s):  
Mohammad Firmansyah ◽  
Mohammad Mohammad Rafi'i Sata
Keyword(s):  
Foreign Language ◽  
External Factor ◽  
External Factors ◽  
Data Display ◽  
Internal Factor ◽  
Class A ◽  
Language Class ◽  
Two Factors ◽  
Internal And External Factors ◽  
Level Medium

This Research aimed to know the level of questions used by students and to know the student’s factors to ask questions in classroom at sixth semesters at Madako University. This research employed descriptive qualitative research. The samples of the research were five students at class A which were selected purposively. The techniques for collecting data used observation checklist, interview, and documentation. The obtained data were percentage and analyzed based on interactive model of Miles & Huberman, some steps among data reduction, data display, and conclusion drawing. The result of the observation showed that C1 (remembering) (13.3%), C2 (understanding) (26.6%), (analyzing) (33.4%), and (evaluating) (26.7%), while analyzing was a level the most frequently used by the students. The result of interview there were two factors namely: internal and external in internal factor the researcher found that Interest and motives of student curiosity. In external factor that the researcher found lecturer’s factor (motivation of the lecturer) and environmental’s factor. Therefore, the researcher conclude that the student at sixth semester at Madako University have the skill of questions in level medium because most of them only used questions analysis, and they have two factors to ask question, they are internal and external factors.

Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques

Hispania ◽  
1979 ◽  
Vol 62 (4) ◽  
pp. 742
Author(s):  
Wm. Flint Smith ◽  
Gertrude Moskowitz
Keyword(s):  
Foreign Language ◽  
Class A ◽  
Language Class

Pedagogical Technologies for Developing Visual Literacy in Veterinary Students in the Profession-Related Foreign Language Class

2020 ◽  
Vol 18 (2) ◽  
pp. 103-110
Author(s):  
Irina Valentinovna Kulamikhina ◽  
◽  
Zhanbota Baurzhanovna Esmurzaeva ◽  
Maxim Leonidovich Marus ◽  
Polina Vladimirovna Zakotnova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Visual Literacy ◽  
Veterinary Students ◽  
Language Class

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>

scholarly journals Students’ willingness to participate in speaking activities through the use of scripted role-plays

2019 ◽  
Vol 28 (2-2019) ◽  
pp. 71-89
Author(s):  
Jonathan Antonio Lara Castro ◽  
Claudio Díaz Larenas
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Foreign Language ◽  
Role Play ◽  
Social Risk ◽  
Willingness To Participate ◽  
Seventh Grade ◽  
English Class ◽  
Language Class ◽  
Before And After

The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play. The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention.

scholarly journals Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

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