Foreign language teaching and learning

Standing Room Only - Posture, Space and the Learning Process in ESL Classes

by Thorold (Thor) May

This article explores the role of posture in the language learning process, and concludes that it is sometimes... more This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

Grammar For Language Teachers

by Thorold (Thor) May

A seminar for language teachers.
Also on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars... more Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

Fractional Language Learning

by Thorold (Thor) May

first published in Asian EFL Journal Quarterly Vol. 9, No.4, December 2007

Abstract : Many users of a second language, especially English, have little productive mastery of the language.... more Abstract : Many users of a second language, especially English, have little productive mastery of the language. Rather, some requirement in their life forces them to use limited subroutines (maybe quite small and formulaic) which are effectively encapsulated as special elements within L1.

This paper proposes that fractional language learning is a valid objective for large numbers of users, and briefly examines some of the contexts in which it has a pragmatic application. It notes that much fractional language learning occurs outside of formal educational environments, and then goes on to consider how both the classroom teaching and evaluation can be adapted to give proper recognition to student achievements on a fractional scale. The paper suggests that this kind of graduated recognition is in fact likely to enhance outcomes across the full spectrum of language teaching, and can be consciously incorporated into curriculum design.

A paradigm shift to teacher acceptance (and community acceptance) of fractional language learning has strong implications for assessment practices. Most current measures of language assessment offer little or no recognition to the achievements of learners in the pre-production phase of acquisition. Attempts at language use in this phase are routinely punished by existing assessment tools. Partly as a result of this discouragement, large numbers of students never progress to independent language production. Fractional language objectives are one remedy for this deep flaw in language teaching outcomes.

Tips_for_Teachers

by Thorold (Thor) May

Also available on the blog, Thor's Language & Teaching Notes at http://thorslanguageandteachingnotes.byeways.net/?p=28

These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few... more These notes consist of three parts : 1. Some short backround notes on the profession of teaching languages; 2. A few useful links for teaching tips and content; 3. A collection of ten activities which the seminar presenter has invented or borrowed, and found to be popular with students.// This is an outline from one of a monthly series of seminars by Thor May on teaching skills. The seminars were given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China. This seminar was conducted on 10 June 2008

Learning styles, personality types, and reading comprehension performance

by Faiz Sathi Abdullah

Co-published with Nabi Sadeghi. Zalina Kasim and Tan Bee Hoon (2012).

This study aims at reviewing the relationship between learning styles, personality and reading comprehension... more This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. Over the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly, due to the scarcity of the research on showing the
relationship between personality, learning styles and chievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would seem imperative.

The importance of feedback and reinforcement in Computer Assisted Language Learning

by Kerwin A. Livingstone

Livingstone, K.A. (2012). The importance of feedback and reinforcement in Computer Assisted Language Learning. Eldoret: Baraton Interdisciplinary Research Journal (BIRJ) 2(1), University of Eastern Africa, Baraton.

A major focus of research in Intelligent Tutoring Systems (ITS) has been the identification and implementation of... more A major focus of research in Intelligent Tutoring Systems (ITS) has been the identification and implementation of Feedback Strategies that facilitate student learning. Much of this research has been carried out on procedural skills teaching systems in areas such as algebra, physics or computer programming. Nonetheless, very little emphasis has been placed on studies and research on these types of strategies for language learning (Intelligent Tutoring Systems for Foreign Language). This article is an attempt to clearly establish the importance and necessity of feedback and reinforcement in Computer Assisted Language Learning (CALL). A brief description will be given about CALL, and its significance for second and foreign language learning. The terms ‘feedback’ and ‘reinforcement’ will be explained, with a view to establishing their inevitability in language learning. Subsequently, a discussion of these very terms will be discussed in the light of CALL, touching on some experiments done in this regard and stressing their centrality in determining the effective use of the computer to promote language learning. The suitability of Artificial Intelligence in language processing and second and foreign language error correction will be established.

Key Words: computer, feedback, reinforcement, second language acquisition, intelligent tutoring system, language teaching and learning, artificial intelligence.

Language and Superdiversity (Blommaert & Rampton 2012)

by Jan Blommaert

Teaching and Learning English in Iran

by Mohammadmehdi Moradi

Lookalike language (column 'English Today', 2012)

by Jan Blommaert

Peripheral normativity: Literacy and the production of locality in a South African township school

by Jan Blommaert

WP67 Blommaert Backus 2011 Repertoires revisited

by Jan Blommaert

FLL Proficiency and it’s Link with Self-perceived Performance in the EFL Classroom

by Thomas Lockley

To be published in The Research Institute of Language Studies and Language Education Journal, 23.

This is the first paper in a wider study of self-perception in language learning. The next articles are planned to... more This is the first paper in a wider study of self-perception in language learning. The next articles are planned to address the limitations in this research. For details please contact the author.

This paper investigates self-perception increases in reading, writing, speaking and listening in 103 language learners and compares these by ability level. It furthermore correlates them with actual improvement in performance, as measured by a recognized test. The study finds that the highest tier (of four) remained and self-perceived themselves as the highest achievers, but the bottom two tiers improved to the same level as the second. However, despite this new-found equality in proficiency, self-perceptions remained in tier order. The findings coupled with the literature suggest that communicative teaching methods make a major contribution to increased self-perceptions and increased proficiency at all levels. These findings are discussed in a practical pedagogical context to suggest positive steps forward for EFL practitioners. Some suggestions are made for further research.

RESUMEN DE TESIS DE MAGÍSTER 2008

by Kerwin A. Livingstone

This is just a summary of my Master's thesis which was successfully defended on Nov 21, 2008 in Concepcion, Chile. This is just a summary of my Master's thesis which was successfully defended on Nov 21, 2008 in Concepcion, Chile.

PROYECTO DE TESIS DE MAGISTER (2008)

by Kerwin A. Livingstone

This is my Master's the proposal/project for my Master's Degree thesis. This project was defended on March 31, 2008. This paved for the way for the elaboration of the actual thesis.

En el área de la investigación sobre la adquisición de L2, un problema fundamental es que investigadores y profesores... more En el área de la investigación sobre la adquisición de L2, un problema fundamental es que investigadores y profesores de lenguas focalizados en la adquisición de L2 (Lee, 2000; Sheen, 1994; Willis, 1996; Skehan 1998) buscan obtener muestras auténticas del uso de la lengua de los aprendices. Necesitan que estos ejemplos sean representativos de la manera cómo actúan los aprendices de manera natural, para así investigar cómo se produce el aprendizaje de L2. Para los profesores de lenguas, estos modelos son de gran utilidad, pues son tanto un medio para ayudar a los estudiantes a aprender como una evidencia de un proceso de aprendizaje exitoso. Además, es importante señalar que estos patrones de habla que producen los alumnos varían según el grado de centralización que ellos tienen en el uso correcto de la lengua.


A la luz de lo mencionado, el objetivo principal de este proyecto es investigar la efectividad de un modelo metodológico mixto integrado en un curso de español como LE para mejorar la competencia comunicativa y lingüística de unos 18 estudiantes provenientes de Minnesota, EE.UU.

Los dos enfoques metodológicos que se abordarán en este proyecto son el Enfoque por Tareas y el Enfoque Cooperativo. Estos dos enfoques constituyen un movimiento de evolución dentro del enfoque comunicativo y no resulta tan difícil experimentar con ellos a través del diseño de unidades didácticas. Un segundo objetivo de este proyecto es diseñar una Unidad Didáctica, en la cual se incorporarán los enfoques mencionados y en la cual se practicarán bastante las cuatro habilidades lingüísticas, y luego implementarla.

Los datos se obtendrán de un estudio cuasi experimental – pre-test y post-test - en un grupo experimental de 18 estudiantes de Minnesota. El propósito de las dos pruebas será definir su nivel de competencia antes, y evaluar y diagnosticar cuánto sabían antes y cuánto aprendieron después de haber llevado a cabo la Unidad Didáctica. Los datos recogidos serán analizados empíricamente para luego llegar a conclusiones sobre la investigación realizada. Es decir, a través de esta investigación se pretende obtener información clara y precisa en lo concerniente a la competencia comunicativo-lingüística de los alumnos antes y después de hacer este curso, y poner de relieve la efectividad del Enfoque por Tareas y del Enfoque Cooperativo.

Understanding Player Activity in a Game-Based Virtual Learning Environment

by D. Matthew Boyer

Boyer, D. M. (2011). Understanding player activity in a game-based virtual learning environment. Doctor of Philosophy Dissertation, Michigan State University, East Lansing, Michigan. Proquest UMI database.

Research on the Zon project from the MSU Confucius Institute

This study examines player activity in a game-based virtual learning environment as a means toward evaluating... more This study examines player activity in a game-based virtual learning environment as a means toward evaluating instructional and game design. By determining the goals embedded in project development and the availability and structure of in-game activities, the first part of this research highlights opportunities for players to engage with learning content in the environment. In the following section, server data provides the requisite information for creating a portrait of player actions in the online space. From this assessment of intentional designs compared to player activity, the study provides findings that focus on player behaviors and structural realities. Players tended to avoid opportunities to interact with learning content. They showed few examples of sustained, immersed participation in the game-based environment. The structure of the activities was such that requisite information was inconsistently available for players to complete interactions and further their knowledge of new learning content. Understanding player activity is an essential piece of the formative evaluation of ongoing project development with implications for the creation of similar game-based virtual learning environments in particular and design research in general.

Deutsch in Inner London and the animation of an instructed foreign language

by Ben Rampton

Global Trends in Language Learning in the 21st Century

by Sarah Elaine Eaton

Archived by the National Library and Archives Canada's Electronic Collection (open access)

Today’s language classroom is vastly different from that of the mid- to late 20th century. The study is a... more Today’s language classroom is vastly different from that of the mid- to late 20th century. The study is a meta-analysis of recent research which provided the means to identify current and emerging trends in the field. Informed by this research, some identified trends that are shaping the 21st century language classroom are:

Outdated practices such as:
1. Vague, hollow promises that can't be proven.
2. Saying that learning languages is easy.
3. Authoritative teacher attitudes.
4. Complaining about cutbacks and lack of funding.
5. Language labs.

These are being replaced by newer approaches such as:
1. Clear, provable demonstrations of learning.
2. Frameworks, benchmarks and other asset-based approaches to assessment.
3. Individualized, customizable, learner-centred approaches.
4. Proving the value of language learning through stories and speech.
5. Using technology for language learning.
6. Linking language learning to leadership skills.
7. Showing funders the impact their investment has on students and communities.

In short, the focus in language education in the twenty-first century is no longer on grammar, memorization and learning from rote, but rather using language and cultural knowledge as a means to communicate and connect to others around the globe. Geographical and physical boundaries are being transcended by technology as students learn to reach out to the world around them, using their language and cultural skills to facilitate the connections they are eager to make.

دور اللغة في استيعاب الأفاهيم العلميّة

by Georges NAHAS

نحّاس، ج. ن. (2000). دور اللغة في استيعاب الأفاهيم العلميّة. في اللغة والتعليم. منشورات الهيئة اللبنانيّة للعلوم التربويّة. بيروت.

تهدف هذه الدراسة إلى التاكيد على دور اللغة في تنمية قدرات المتعلمين الاستيعابية خاصة في المجالات العلمية.
more تهدف هذه الدراسة إلى التاكيد على دور اللغة في تنمية قدرات المتعلمين الاستيعابية خاصة في المجالات العلمية.

ترتكز الدراسة أساسًا على اختبار ميداني طال 420 متعلمًا في ثلاث مدارس مختلفة من لبنان. اعتمد الاختبار منهجية تفحص "منطقة النماء القريب" (Zone de développement proximal) لاستطلاع الفرق في الأهلية الاستيعابية عند المتعلمين عندما تكون اللغة هي اللغة الأم أو اللغة الأجنبية. طالت الدراسة المتعلمين من صف الروضة الثانية إلى الخامس الابتدائي.

تبرهن الدراسة ان اللغة الأم تساعد المتعلم على الفهم وعلى التعبير وأن عملية ترجمة الاستيعاب الإجرائية مرتبطة ارتباطًا وثيقًا بعملية التعبير هذه.

لذلك تخلص الدراسة إلى التأكيد ان تفعيل التعلُّم، بالصفوف الابتدائية على الأقل، يكون باعتماد اللغة الأم كأساس للتعامل الصفي في العملية التأهيلية.

Langue d'enseignement et conceptualisation en mathématiques au Liban entre 5 et 12 ans

by Georges NAHAS

Thèse de Doctorat en Sciences de l’Education, soutenue en 1994 à l'Université René Descartes - Paris.

Metaphor, the dictionary, and the advanced learner

by Gill Philip

Philip, G.2006 ‘Metaphor, the dictionary, and the advanced learner’. In E. Corino, C. Marello & C. Onesti (eds) EURALEX Atti del XII congresso internazionale di lessicografia, 895-905. Alessandria:Edizioni dell’Orso. ISBN 978-8-876-94918-0