Foreign Language Teaching-learning Process Research Articles

A Review of Concept-based Language Instruction and Its Application in Foreign Language Teaching-learning Process

Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets the development process and theoretical connotation of C-BLI. It reviews the existing empirical research from two aspects: teaching form design and effectiveness testing. Through reflection and summary, this paper points out the directions that need to be explored and deepened in the international research and application of C-BLI. At the same time, this paper hopes to provide theoretical and practical guidance for developing C-BLI research in China and explore the feasibility and future development direction of C-BLI application in foreign language teaching in China.

THE USE OF QUIZLET TO ENHANCE L2 VOCABULARY ACQUISITION

This study aims to improve the teaching-learning process of foreign language through Quizlet – a popular digital tool for language learning. In particular, we explore the following aspects of Quizlet use among Spanish undergraduate students learning English: the effectiveness of vocabulary retention, its impact on students’ motivation and autonomous learning. The results and conclusions obtained through a questionnaire with 30 respondents point to the success of Quizlet which has contributed in a very positive way to the learning of the vocabulary seen in the course, has helped to make the course more enjoyable, fun, and attractive, thus, improving students’ motivation, and has helped students to have a more active and autonomous role in their learning. According to the survey, 90% of participants indicate a desire to use this educational tool in other courses of the degree, and 97% consider that technology-enhanced language learning is the direction that teaching should take.

Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement- apprentissage des langues vivantes (à l’exemple de manuels de FLE pour grands adolescents et adultes)

The aim of the article is to propose some reflections on digital literacy. The concept of digital literacy will be discussed in the context of foreign language teaching-learning process, especially in the context of teaching-learning French as a second/subsequent language at B1 level. The author will propose to analyse some coursebooks for teaching-learning French to adolescents and adults and she will focus her investigations on activities dedicated to develop the digital literacy of students.

O zjawisku lęku językowego z perspektywy uczących się drugiego/kolejnego języka obcego online

The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.

Essential Elements for the Formation of a Polyculturally Educated Individual: a Problem of Statement

Introduction . This article examines the role of the first language and translation in foreign language teaching-learning process as well as their relevance and importance in professional training of Linguistics students particularly with regard to the formation of intercultural competence of the students majoring in interpreting and translation. The exceptional role of improving and perfecting the first language, or native tongue proficiency, in this process is emphasized. The importance of a native language as a pedagogical instrument in university teaching-learning process needs to be reassessed. For overcoming present challenges of foreign language teaching an imbedded native language paradigm should be developed. Methodology and sources. The present study was based on the authors’ personal experience in teaching EFL to engineering students, as well as in teaching the English Language and Translation from English into Russian. The students had to do the tasks, which were evaluated and analyzed. In addition, the students were asked to complete questionnaires. Results and discussion. One of the major the outcomes of the study is the conclusion that a native language should be an integral part of an efficient foreign language teaching paradigm to form a polylingual and polyculturally educated individuals. Unambiguous correlation between the native tongue proficiency and the foreign language mastering levels was discovered. Conclusion. Taking into account the rapid development of modern society and IT, for successful solution of the above problems we need to design up-to-date modern textbooks, preferably, e-books that provide material for FL learning but also put special focus on forming intercultural competence. It also seems quite appropriate to include a course on Stylistics of the Native Language (in our case, of the Russian Language) specially designed for students specialising in translation and interpreting and a course on English/Russian standards speech for interpreters.

Teacher’s Beliefs and Practice of Learner-Generated Material in a Flipped-Speaking Class

The practice of learner-centered approach (LCA) in enhancing foreign language teaching-learning process has been broadly recognized. Little research, however, have disclosed how this approach works and promotes learners’ improved abilities. While learner-generated material (LGM) is a principle of and one of the activities in learner-centered approach, it is currently under studied, thus little researchers discuss how it applies in EFL context. This qualitative case study investigated the teacher’s belief and classroom practice of learner-generated material in a flipped speaking class. The participant of the study was a teacher in a vocational high school. The instruments were participant observation, semi-structured interview, and documentation. The analysis showed that the teacher’s belief was mostly consistent with her classroom practices, i.e. beliefs about learning objectives, teaching modeling, and procedure of learner-generated material, teaching resources, classroom management, teacher’s role, students’ role, and assessment. Nevertheless, there were little discrepancies, e.g. teachers’ beliefs about classroom procedure. The present study recommends that teachers, especially those new to LGM, follow the present findings in order to recognize the aspects within LGM in the umbrella of LCA and understand how these methods practices. The implication of the study is this research will give a contribution in Indonesian ELT context by providing a new perspective of learner-centered approach through technology.

PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA

The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.

The Code Switching in Teaching and Learning English Process for Health Information Management Students at Deli Husada Deli Tua Health Institute

Indonesia has a lot of culture and ethnic group, it is common occur when peoples are using two and more languages in their daily conversation. Deli Husada Deli Tua is a college that produces the best graduates in health field. In this institute, students always study English especially Health Information Management students. Most of the students come from different areas, cultures and tribes. According to them, English is one of the difficult subject especially speaking comprehension. This situation makes them to use code switching. It also occur in English language learning. The main topic of this research focuses on psycholinguistic in the classroom teaching-learning process of foreign language, in this case English. Psycholinguistic roles in this research are limited to the code-switching processes which performed by the English lecturer that was happened intentionally or unintentionally in process of teaching and learning English for Health Information Management students at Deli Husada Deli Tua Health Institute. The lecturer made a code switching when she introduced new information or instruction. The switching also might occur when she translated what she has just said and when she introduced the interaction particles at the beginning of their utterances. Research results showed that Bahasa Indonesia or national language was one address of having code-switching and it had important role in English language learning. Although the English class should be formally full of the use of the learned language, switching process to Bahasa Indonesia took place naturally and the use of Bahasa Indonesia had psychological roles in order to improve learning motivation and full understanding for students.

THE CODE SWITCHING IN TEACHING AND LEARNING ENGLISH PROCESS FOR HEALTH INFORMATION MANAGEMENT STUDENTS AT DELI HUSADA DELI TUA HEALTH INSTITUTE

Most of the students come from different areas, cultures and tribes. According to them, English is one of the difficult subject especially speaking comprehension. This situation makes them to use code switching. It also occur in English language learning. The main topic of this research focuses on psycholinguistic in the classroom teaching-learning process of foreign language, in this case English. Psycholinguistic roles in this research are limited to the code-switching processes which performed by the English lecturer that was happened intentionally or unintentionally in process of teaching and learning English for Health Information Management students at Deli Husada Deli Tua Health Institute. The lecturer made a code switching when she introduced new information or instruction. The switching also might occur when she translated what she has just said and when she introduced the interaction particles at the beginning of their utterances. Research results showed that Bahasa Indonesia or national language was one address of having code-switching and it had important role in English language learning. Although the English class should be formally full of the use of the learned language, switching process to Bahasa Indonesia took place naturally and the use of Bahasa Indonesia had psychological roles in order to improve learning motivation and full understanding for students.

Podcasts as an Educational Tool for EFL Educators

L’educacio, i especialment l’ensenyament de l’angles com a llengua estrangera, actualment tenen davant grans desafiaments, fonamentalment perque les societats viuen un moment de canvi pel desenvolupament tecnologic i l’impacte que els espais virtuals i multimedia han tingut en la vida dels estudiants. Per tant, cal que els educadors d’angles, les autoritats educatives i els estudiants explorin noves estrategies per ensenyar i aprendre aquest idioma. Aquest assaig presenta l’eina tecnologica Podcast no solament com un metode per fer accessible el contingut d’audio i video a traves d’Internet, sino tambe com una estrategia d’ensenyament influent que molts educadors no han explorat ampliament i que ofereix una serie d’avantatges i oportunitats per a la millora del proces d’ensenyament-aprenentatge de llengues estrangeres. L’assaig se centra a definir el concepte de Podcast, i en detalla les qualitats i caracteristiques. Tambe mostra les diferents formes d’implementar aquesta opcio tecnologica en el context de la classe de llengua estrangera per oferir una alternativa mal·leable, innovadora i motivadora als educadors d’angles.

From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

This article aims to discuss the relationship between language policy, language-in-education policy and the foreign language teaching-learning process. In so doing, a critical review of relevant literature is offered with the purpose to clarify how the areas of enquiry related to language and language-in-education policymaking and enactment are intertwined to the practicalities of foreign language curriculum development and syllabus design. Such connection is represented by the politically-, ideologically- and socioculturally-driven choices of policymakers and policy enactors, as well as their influence on everyday foreign language practice. Criticality and authorship are advocated throughout this article as strategies on which teachers and students should rely in order to challenge predetermined and/or decontextualised directives concerning the foreign language teaching-learning process.

Creencias y rendimiento académico en el aprendizaje de las lenguas extranjeras

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Todos tenemos creencias que determinan nuestras predisposiciones, de- cisiones, comportamientos y acciones en la vida. Esta investigación em- pírica pretende analizar las creencias del alumnado español de cuarto nivel de Educación Secundaria Obligatoria con respecto al proceso de enseñanza-aprendizaje de la lengua extranjera. El objetivo principal es establecer una correlación entre las creencias y el rendimiento académico </span><span>del alumnado de inglés como lengua extranjera. El estudio concluye afir</span><span>- mando que aquellos estudiantes que logran los mejores resultados creen que el inglés es fácil de aprender, es útil para sus estudios posteriores y les gusta aprenderlo. Esto está relacionado con una alta motivación intrínseca del alumnado, lo que favorece el aprendizaje autodirigido y les permite buscar nuevos desafíos en este proceso. </span></p></div></div></div>

Língua Materna (LM): um recurso mediacional importante na sala de aula de aprendizagem de Língua Estrangeira (LE)

The aim of this paper is to discuss the sociointeractional uses of the Mother Tongue (MT) by 9 adult learners and this researcher-teacher in Foreign Language (FL) classroom concrete situations. Based on data results it is proposed that MT is a valuable resource to be considered in FL teaching-learning process.