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Technology in the Foreign Language Classroom  [PDF]
Karen Wolz Verkler
Journal of Educational Media & Library Sciences , 2004,
Abstract: Although national standards such as the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999)and the National Educational Technology Standards (ISTE, 2000) advocate the need for enhanced curricular integration of technology, the reality is that colleges of education nationally are inconsistent in the technology requirements demanded of its preservice teachers. In addition, current foreign language pedagogy supports the use of technology to increase the opportunities for communicative practice in three contexts: interpersonal, interpretive, and presentational modes. To prepare its majors for the increasingly technologically complex demands of the field of education, the foreign language education program at a large, metropolitan Central Florida university developed and implemented a technology course that uniquely addressed concerns of foreign language educators. In this article, the author details the course objectives, content, activities, and assignments.
The Importance of Using Authentic Materials in Prospective Foreign Language Teacher Training
Aytunga Oguz,H. Ozge Bahar
Pakistan Journal of Social Sciences , 2012,
Abstract: Constructivist learning approach asserts that the individual constructs information actively and in a way peculiar to himself or herself interacting with his or her environment rather than just waiting for the information to be transmitted to him or her directly. In constructivist learning environments, students should interact with authentic activities and materials representing the real life. As the authentic learning environments include the problems and complexity present in real life, they provide the students with real life experiences. Moreover, students work cooperatively and communicatively with friends, parents or more advanced others, such as teachers, in school and non-school settings. Consequently, they continue learning both in and outside school. Authentic materials, if used properly in authentic learning environments, can have lots of uses in foreign language teaching though they are not specifically designed to teach a foreign language. For this reason, foreign language teachers should act as a guide for the students to interact with the authentic materials in constructivist learning environments. In addition, learning environments in which authentic materials are used should be organized when training prospective foreign language teachers to set an example for the teachers of the future to use authentic materials in their own classrooms. In that way, prospective teachers will have a chance to see and experience, themselves, the advantages of these materials and points to consider when using them. The aim of the present study is to focus on the importance and the uses of authentic materials in foreign language teacher training program and to come up with some suggestions concerning the matter. As a result of the literature review done, it was found out that using authentic materials in foreign language teacher training program has an important role in their making use of such materials in their future professional lives.
Authentic documents in the teaching and learning of a foreign language
CCA Oyugi
Journal of Language, Technology & Entrepreneurship in Africa , 2007,
Abstract: Today's fast-paced and globalised world has made the learning of a foreign language a pressing need. As a result, many people, already seemingly settled in their occupations are flocking back to college to either learn the basics or master at least one foreign language. However, these attempts do not seem to yield much fruit in terms of applying these ‘learned' languages. Many students who have completed foreign language courses are barely capable of sustaining a conversation beyond the standard basic greetings. Learning a foreign language means being able to communicate effectively in everyday situations. Journal of Language, Technology and Entrepreneurship in Africa Vol. 1 (1) 2007 pp. 25-33
(Re)placing Literary Texts in the Intercultural Foreign Language Classroom  [cached]
Ana Gon?alves Matos
International Education Studies , 2011, DOI: 10.5539/ies.v4n5p5
Abstract: In the history of language teaching, literary texts have gradually been reduced to a source for linguistic learning, as an informative representation of cultural traits or even dismissed from the foreign language classroom. This paper aims to add reasons that justify considering literary texts a vital presence in the foreign language classroom. One general aim is to promote the study of foreign literature as enjoyable and (inter)culturally significant.The classroom is inevitably a culturally heterogeneous setting since its elements are already socialized subjects. Instead of its limiting role of supplying knowledge, the classroom ought to foster reading critically through a pedagogy of questioning the text, searching for and building textual meaning. Teaching literature in a foreign language should underline how literature offers new perspectives and how these views are directly relevant to the world we live in and the lives we lead.
Using Authentic Aural Materials to Develop Listening Comprehension in the EFL Classroom  [cached]
Leila Ghaderpanahi
English Language Teaching , 2012, DOI: 10.5539/elt.v5n6p146
Abstract: The purpose of this study was to examine the influences of authentic aural materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. It basically focused on using authentic materials and real-life situations as part of the communicative approach. The results of the listening comprehension post test were compared to that of the pretest using a 2-tailed t-test (P< .05). Analysis of the interviews and the questionnaire revealed that the use of authentic materials in the EFL classroom enhanced EFL students' listening comprehension ability. Results showed a statistically significant improvement in listening ability of the EFL students. Recommendations were offered to ease students’ frustration that resulted from the speed of authentic speech. Pedagogical implications of the results were discussed along with the impact on EFL students’ listening comprehension development.
The Use of L1 in the Foreign Language Classroom
Pan,Yi-chun; Pan,Yi-ching;
Colombian Applied Linguistics Journal , 2010,
Abstract: l1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (tl) acquisition. while foreign language teachers should maximize their use of the tl, there is indeed a place for the teacher to use the students' l1 in their pedagogy. in this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of l1 in foreign language classrooms is presented. the argument addresses three key issues-rationales for l1 use, positive effects l1 has on both foreign language learning and instruction, and ways that l1 assists instructors on foreign languages.
Non-native Teacher Talk as Lexical Input in the Foreign Language Classroom
Eunice Tang
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.1.45-54
Abstract: Non-native or indigenous English teachers have provided the largest teaching and professional support in Asian countries where English is taught and learnt in school as an additional or international language. As the language environment outside classroom in these countries is generally poor, teachers become a major source of language input for learners. This article explores the Lexical Variation (LV) ratio of non-native teacher talk and the percentage of words teachers used at different vocabulary levels to determine the lexical richness in a foreign language classroom. The classroom data revealed that teachers’ oral input failed to provide a lexically rich environment as the teacher talk were limited in both variation and frequency range. Ways to enhance the lexical environment will be discussed.
Ways of Creating Prefixes and Suffixes and Foreign Language Teaching
?smail F?rat ALTAY
Journal of Language and Linguistic Studies , 2006,
Abstract: The aim of this paper is to emphasize the issue of prefixes and suffixes in thearea of foreign language learning and teaching. In this respect, how they are formed isfocused on initially. Later, their types are given place. After this, prefixes and suffixesare taken separately with examples. At this step, tables are used to make it easy forlearners in understanding the meaning, function and usage of prefixes and suffixes.Then, ways of presenting prefixes and suffixes to learners is discussed, and it isfollowed by problems faced by Turkish learners in learning them. Ways of eliminatingthese problems is presented, as well. In the conclusion part, some ideas of the writer onthe subject matter as final remarks are clarified briefly.
Collaborative action research: Building authentic literate practices into a foreign language program
Austin,Theresa; Blum,Mark;
Colombian Applied Linguistics Journal , 2009,
Abstract: two university professors collaborate to carry out an action research project on literacy in a world language program. this article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.
Cinema as a Didactic Support in Foreign Language Classroom  [PDF]
Francesco PEPE
Studii de Stiinta si Cultura , 2012,
Abstract: This article proposes a reflection on the pedagogical use of film in foreign languageclassroom, taking into account both the objectives of language learning and of film analysis. This isbased on the narrative specifics of cinema that have highly motivating characteristics for theforeign language learner. The analytical framework which is devoted to film the second part of thearticle can be viewed as an integrated learning path that develops activities focused on the elementsof the film, its historical and socio-cultural background and many tasks generating linguisticproductions.
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