scholarly journals Self-Access Language Learning in Museums: A Materials Development Project

2010 ◽  
pp. 87-99
Author(s):  
Lucy Cooker ◽  
Richard Pemberton
Keyword(s):  
Language Learning ◽  
Learning Opportunities ◽  
Development Project ◽  
The Self ◽  
Art Galleries ◽  
Materials Development ◽  
Botanical Gardens ◽  
Public Facilities ◽  
Speakers Of Other Languages ◽  
The University

This paper reports on a project carried out at The University of Nottingham to create and evaluate English for Speakers of Other Languages (ESOL) materials with the aim of exploiting the self-access language learning possibilities that museums offer. A series of thematic resources were produced and trialed with ESOL learners in the Lincolnshire area. Feedback from the learners indicated that museums could have an important role to play in providing flexible language learning opportunities for ESOL students. The authors conclude by suggesting that other public facilities such as libraries, art galleries, botanical gardens and even football stadia could be exploited for this purpose.

scholarly journals An EAP Course for Chinese MBA Students

2000 ◽  
Vol 17 (2) ◽  
pp. 29 ◽  
Author(s):  
Patricia M. Raymond ◽  
Margaret Des Brisay
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English For Academic Purposes ◽  
Master Of Business Administration ◽  
Teaching Staff ◽  
Mba Students ◽  
Mba Program ◽  
The University

This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.

scholarly journals ‘Where Have All the Students Gone?’ Absenteeism in a Turkish State University English Language Preparatory Year

2016 ◽  
Vol 1 (1) ◽  
pp. 57 ◽  
Author(s):  
Wayne Trotman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Data Gathering ◽  
Learning Opportunities ◽  
State University ◽  
Turkish State ◽  
Preparatory Year ◽  
The University

<p>Research presented here adopted a mixed method approach to data gathering in order to provide a case study that investigated reasons for students in a higher education context in Turkey failing the year due to repeated absenteeism. A survey administered to 109 students and 43 teachers revealed varying reasons and perceptions of why students were absent from language lessons. Individual and follow-up interviews with ten students revealed how absence was due largely to logistical and personal problems, principally commitment and motivation, rather than those related to learning or teaching, which reflects Longhurst (1999). Based upon these points, it is clear that in order to maximise language learning opportunities in the university preparatory year, the issue of both potential and actual students failing due to absenteeism (SFDA) requires urgent address.</p>

scholarly journals Integrating Spanish Language Training Across a Doctor of Physical Therapy Curriculum: A Case Report of One Program’s Evolving Model

2014 ◽  
Vol 94 (12) ◽  
pp. 1807-1815 ◽  
Author(s):  
Celia Pechak ◽  
Deborah Diaz ◽  
Loretta Dillon
Keyword(s):  
Case Report ◽  
Language Learning ◽  
Limited English Proficiency ◽  
El Paso ◽  
Learning Opportunities ◽  
Spanish Language ◽  
Language Training ◽  
University Of Texas ◽  
Doctor Of Physical Therapy ◽  
The University

Background and Purpose As the Hispanic population continues to expand in the United States, health professionals increasingly may encounter people who speak Spanish and have limited English proficiency. Responding to these changes, various health profession educators have incorporated Spanish language training into their curricula. Of 12 doctor of physical therapy (DPT) programs identified as including elective or required Spanish courses, the program at The University of Texas at El Paso is the only one integrating required Spanish language training across the curriculum. The purpose of this case report is to describe the development, implementation, and preliminary outcomes of the evolving educational model at The University of Texas at El Paso. Case Description The University of Texas at El Paso is situated immediately across the border from Mexico. Responding to the large population with limited English proficiency in the community, faculty began to integrate required Spanish language training during a transition from a master-level to a DPT curriculum. The Spanish language curriculum pillar includes a Spanish medical terminology course, language learning opportunities threaded throughout the clinical courses, clinical education courses, and service-learning. Forty-five DPT students have completed the curriculum. Outcomes Assessment methods were limited for early cohorts. Clinically relevant Spanish verbal proficiency was assessed with a practical examination in the Spanish course, a clinical instructor–rated instrument, and student feedback. Preliminary data suggested that the model is improving Spanish language proficiency. Discussion The model still is evolving. Spanish language learning opportunities in the curriculum are being expanded. Also, problems with the clinical outcome measure have been recognized. Better definition of intended outcomes and validation of a revised tool are needed. This report should promote opportunities for collaboration with others who are interested in linguistic competence.

scholarly journals OUOcoursebook.com An organic, universal, online coursebook (OUO)

2007 ◽  
Vol 11 ◽  
pp. 2
Author(s):  
Freda Mishan
Keyword(s):  
Language Learning ◽  
Development Research ◽  
Teaching Materials ◽  
Learning Materials ◽  
Research Project ◽  
Materials Development ◽  
Print Materials ◽  
The University ◽  
Pdf Format

<p>http://www.ouocoursebook.com is a pilot website designed as part of a language learning materials development research project at the University of Limerick, Ireland.</p><p>OUO - which stands for 'Organic' 'Universal' 'Online' - is an online coursebook with a 'text-driven approach' (Brian Tomlinson e.g. 2003: 110) which has set out to compile and offer texts and learning materials from a range of EIL cultures; hence its universal tag. The online interactivity in this coursebook is in the compiling of the material rather than within the materials themselves. The OUO coursebook is authored collaboratively in that teachers/materials writers access the site online and upload teaching materials, growing the coursebook organically; and teachers can equally download and print materials for use in the classroom. In order to make the materials as versatile as possible, they are available in Word, so that they can be customised, as well as pdf format.</p>

scholarly journals Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area

2013 ◽  
pp. 367-371
Author(s):  
Carolin Schneider
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Full Range ◽  
The Self ◽  
Human Interaction ◽  
Wide Range ◽  
Language Courses ◽  
Library Catalogue ◽  
Online Library ◽  
The University

The Language Centre at the University of Leeds concentrates on the full range of language training and preparation courses, both for pre-sessional and for current university students. These courses relate both to the learning of English and of foreign languages. The Self-Access Area constitutes the Language Centre’s resource library for language learning materials and supports learners on Language Centre and other modern language courses, as well as independent language learners from across the university. Catering for approximately 11,000 users, the Self-Access Area opens, on average, for 46 hours per week, with evening and Saturday opening times during term time and exam weeks. Among the services that the Self-Access Area provides are a wide range of language learning resources in print and various audiovisual formats, induction tours, an up-to-date online library catalogue and a social media presence. As part of the Language Centre, the Self-Access Area team is connected with staff and students across the university. The service also offers a range of opportunities which encourage human interaction both amongst language learners and between learners and specialists. It also acts as a flexible social and study space.

scholarly journals Sharing Stories of Practice in Self-Access Facility Design and Management

2015 ◽  
pp. 216-218
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
The Self ◽  
International Studies ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Learning Space ◽  
Learning Modules ◽  
Directed Learning ◽  
The University ◽  
Access Services

Welcome to the new column in SiSAL Journal. So far, this regular column has followed two different institutions as they reconceptualised aspects of their self-access services, in the case of Kanda University of International Studies (Japan), the self-directed learning modules offered through their SALC, and, in the case of the University of Bradford (UK), the reinvention of the self-access facilities as a social learning space. The upcoming column is a much bigger project. It will run for seven volumes of SiSAL Journal. Each issue will address a different aspect of self-access management, through reflective case studies from professionals who work in language learning spaces.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Corpus Research Applications in Second Language Teaching: A Look into Corpus-informed Materials Development

2020 ◽  
Vol 4 (2) ◽  
pp. 15
Author(s):  
Norwati Roslim ◽  
Muhammad Hakimi Tew Abdullah ◽  
Anealka Aziz ◽  
Vahid Nimehchisalem ◽  
Azhani Almuddin
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Teaching Materials ◽  
Materials Development ◽  
Practical Applications ◽  
Reference Grammar ◽  
Corpus Studies ◽  
Reference Corpus ◽  
Clear Guideline

Numerous corpus studies have suggested that teaching materials design could greatly benefit from the empirical information about language use provided by corpus linguistics. In spite of the awareness that corpus-based research can offer valuable insights for materials development, still relatively small number of studies report on the practical applications of corpus data for teaching materials development. There is no clear guideline or framework on how corpora and corpus studies could assist in developing teaching materials. Hence, this study focusses on one grammatical item which poses problems to Malaysian learners, that is, prepositions. The objectives are (i) to identify prepositions in the British National Corpus as a reference corpus and the descriptions offered by linguists and grammarians as a reference grammar, and (ii) to provide a framework to use reference corpus, reference grammar and corpus-based research, as a resource for developing materials in the teaching of prepositions. In order to meet the objectives, content analysis was used as the methodology throughout this study. The findings showed that reference corpus, reference grammar and corpus-based research could be used systematically as guidance to develop corpus-informed materials. It is hoped that this contribution of knowledge could have an impact on second language learning-teaching.

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

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