scholarly journals La conceptualisation de la tâche en didactique des langues secondes : l’enseignement des langues basé sur la tâche et l’approche actionnelle

2021 ◽  
Vol 33 (1) ◽  
pp. 4-11
Author(s):  
Caroline Payant ◽  
Gabriel Michaud
Keyword(s):  
Present Article ◽  
Language Teaching

L’apprentissage d’une nouvelle langue par l’entremise des tâches suscite l’intérêt de plusieurs chercheurs et a été conceptualisé selon deux orientations, à savoir l’enseignement des langues basé sur les tâches (ELBT) (Task-based language teaching) et l’approche actionnelle. Le présent article vise à décrire dans un premier temps ces deux importantes approches pour voir en quoi elles se recoupent ou non et, dans un deuxième temps, à présenter des options didactiques quant à la façon d’élaborer des tâches pédagogiques qui peuvent répondre aux besoins des apprenants.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

ESP – English for Specific Purposes

1984 ◽  
Vol 17 (1) ◽  
pp. 2-16 ◽  
Author(s):  
Bernard Coffey
Keyword(s):  
Research And Development ◽  
Present Article ◽  
Language Teaching ◽  
English For Specific Purposes ◽  
Final Phase ◽  
Language Studies ◽  
New Directions ◽  
Definitive Statement ◽  
The University ◽  
And Linguistics

This article is an updating of the ESP survey written by Professor Peter Strevens for Language Teaching and Linguistics: Abstracts, Vol. 10, No. 3 of July 1977. The account given there of ESP's definitions, antecedents, theoretical bases and methodology has not been rendered obsolete by the passage of six years, and it remains a definitive statement. What is new in the present article refers to output and events since 1977, and also, with a greater or lesser degree of tentativeness, to the development of trends – especially those which may indicate that ESP is moving into a pre-final phase, or which hint at new directions for research and development. This article also owes a considerable debt to other overviews of ESP that have appeared since 1977, and particularly to the work of Pauline C. Robinson (1980), of the University of Reading's Centre for Applied Language Studies.

scholarly journals Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level

2015 ◽  
Vol 5 (3) ◽  
pp. 129-155
Author(s):  
Alenka Rot Vrhovec
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Present Article ◽  
Group Work ◽  
Communicative Competence ◽  
Language Teaching ◽  
School Level ◽  
Fifth Grade ◽  
Language Classes ◽  
Primary School Level

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently.

scholarly journals TEACHING PRONUNCIATION: USEFUL PRINCIPLES, STRATEGIES AND TOOLS

InterConf ◽  
2021 ◽  
pp. 110-117
Author(s):  
Larisa Usatîi ◽  
Eugenia Babîră
Keyword(s):  
Present Article ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching English ◽  
Significant Aspect ◽  
English Pronunciation ◽  
Teaching Pronunciation

The present article touches upon a significant aspect of the language – teaching English pronunciation, which is a measure of success and indicator of communicative competence of the speaker. The article describes useful principles, strategies and tools in acquiring correct and intelligible pronunciation. They ensure further successful mastering of the English language.

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals Phraseologisms Depicting Various Realies in French and English

2021 ◽  
Author(s):  
Tsiuri Akhvlediani ◽  
Giorgi Kuparadze ◽  
Ketevan Gabunia
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Authentic Texts ◽  
Surrounding World ◽  
Works Of Art ◽  
French And English ◽  
To Come

Phraseologisms are used in everyday speech, in works of art, in journalism. They give expression to utterances and are the means of creating images. Phraseologisms have their specificities in every language, they reflect and represent the national mentality, the consciousness of perception of the surrounding world and its expression lexically and grammatically; The peculiarities of the use of phraseological units are also very important. The purpose of the present article is to study and analyze phraseologisms in terms communicative perspectives of foreign language teaching. When mastering a foreign language, it is inevitable to come across the difficulties in understanding authentic texts containing phraseological units, including proverbs, sayings, and comparisons.

scholarly journals "LANGUAGE NEST" AS A WAY TO SOLVE THE PROBLEM OF PRESERVING THE EVENKI LANGUAGE IN THE AMUR REGION

2017 ◽  
pp. 17-25
Author(s):  
Daria A. Kop'iova ◽  
◽  
Svetlana V. Androsova ◽  
Keyword(s):  
Language Acquisition ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Amur Region ◽  
Future Generations ◽  
Endangered Languages ◽  
Endangered Language ◽  
Ethnic Language ◽  
Russian North

The present article focuses upon the problem of endangered languages of native minorities living in the Russian North, particularly in the Amur Region. One of the ways to solve the problem could be so called «Language Nest» as an approach to language teaching and learning that is based on the idea of language dive during education and up-bringing of the future generations. Applying the principles one teacher - one language, the use of only ethnic language and motivation instead of forcing provides a considerably more effective language acquisition as well as bilateral bilingualism forming that in its tern increases an endangered language vitality. The situation with the Evenki language is viewed as an example.

scholarly journals When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

2020 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Marco Cappellini ◽  
Yu-Yin Hsu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Present Article ◽  
Small Groups ◽  
Language Teaching ◽  
Language Education ◽  
Future Teachers ◽  
Experiential Approach ◽  
Training Teacher ◽  
Integration Of Technology

The integration of technology in language teaching has been one important topic in language education and teacher training. Teacher education has been one of the aims of telecollaboration since the beginning of the 2000’s. While the first pioneers worked with small groups of students (Develotte, Mangenot, & Zourou, 2005; MüllerHartmann, 2006), more recent projects are widening the application of telecollaboration for teacher education (Baroni et al., 2019). In the present article we present an adaptation of the model of Le Français en (Première) Ligne (hereafter F1L) proposed by Develotte et al. (2005) in two telecollaborative projects aiming at developing trainees’ techno-semiopedagogical competences.

scholarly journals COMPREENDENDO PRÁTICAS TRANSLÍNGUES COMO UMA FERRAMENTA PEDAGÓGICA PARA O ENSINO DE LÍNGUAS | UNDERSTANDING TRANSLINGUAL PRACTICES AS A PEDAGOGICAL TOOL FOR LANGUAGE TEACHING

2017 ◽  
pp. 38
Author(s):  
Marjorie Ninoska Gomez Talavera
Keyword(s):  
Present Article ◽  
Language Teaching ◽  
Integrated System ◽  
Pedagogical Tool ◽  
Wide Range

<p class="Standard">A alternância de línguas, em ambientes multilíngues, tem sido reconhecida desde, pelo menos, meados do século XX, como um aspecto importante da linguagem humana que deve ser estudado em conjunto com a mudança social e seu efeito sobre as práticas linguísticas. O presente artigo é uma revisão bibliográfica com intuito de discutir o fenômeno de práticas translíngues (<em>Translanguaging) </em>de modo a compreendê-lo como uma ferramenta pedagógica válida, principalmente na área de ensino de idiomas, como, por exemplo, o inglês. </p><p class="Standard"> </p><pre><strong>Abstract:</strong> <em>The present article is a bibliographical review aiming to discuss the phenomenon of translingual practices </em>(<em>translanguaging) in language teaching. Translanguaging refers to the alternative use of linguistic codes, treating all such codes as an integrated system for a wide range of communicative and written purposes. In this work, the goal is to understand it as a valid pedagogical tool, especially in the area of language teaching, such as English</em><em>.</em></pre><p> </p><p>Keywords: <em>Translanguaging</em>; <em>Codes; Linguistic repertoires</em><em>.</em></p>

scholarly journals ESL, EFL, EIL Revisited: Investigation, Evaluation and Justification of a Shift in the Current ELT Models in Iran

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Mohammad Reza Talebinezhad ◽  
Mohammad Aliakbari
Keyword(s):  
Comparative Study ◽  
Present Article ◽  
Paradigm Shift ◽  
Comparative Evaluation ◽  
English Language ◽  
Developmental Process ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Models ◽  
International Language

English language teaching in Iran has usually been considered an EFL model. This position, though common and widespread, seems to need revision in several grounds. Through comparing EFL, ESL and EIL (English as an international language) models based on Smiths (1978) comparative study, the present article reveals that the ELT in Iran no longer follows EFL model. The comparative evaluation makes it clear that in terms of most categories ELT in Iran shows the characteristics of EIL. Therefore, through characterizing it as a developmental process along a continuum towards EIL, the present study argues for instances of paradigm shift and thus claims that the ELT context in Iran is ripe for revision.

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