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Language Learning and Literacy最新文献

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The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World 语言教师信念在日益数字化的交际世界中的作用
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5140-9.CH007
Geoff Lawrence
{"title":"The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World","authors":"Geoff Lawrence","doi":"10.4018/978-1-5225-5140-9.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-5140-9.CH007","url":null,"abstract":"This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126801535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Using YouTube and WeChat to Promote Communicative and Intercultural Competence in Japanese and Mandarin 利用YouTube和微信提高日语和普通话的交际能力和跨文化能力
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-2724-4.CH009
Beverly-Anne Carter, Min He, Tsubura Kawasaki
{"title":"Using YouTube and WeChat to Promote Communicative and Intercultural Competence in Japanese and Mandarin","authors":"Beverly-Anne Carter, Min He, Tsubura Kawasaki","doi":"10.4018/978-1-5225-2724-4.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-2724-4.CH009","url":null,"abstract":"Web 2.0 technologies are omnipresent in the lives of the digital natives who are the majority of learners in the language centre's non-specialist programme. However, there is no automatic transfer from personal to pedagogical use especially when linguistic and intercultural competence is also at play. The Japanese and Chinese teachers, who are the chapter's co-authors see technology as an affordance and thus necessary for developing their students' proficiency. The chapter examines learners' perspectives on the technology used and whether it facilitates the degree of engagement intended.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123638609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Bridging the L1-L2 Divide 弥合L1-L2的鸿沟
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch016
B. M. Morgan
{"title":"Bridging the L1-L2 Divide","authors":"B. M. Morgan","doi":"10.4018/978-1-5225-9618-9.ch016","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch016","url":null,"abstract":"This chapter engages the reality of the university classroom that includes Heritage-Learners (HL) and second-language learners (L2) of Spanish. Rather than furthering the “what if” considerations of the idealized heritage learner in a quasi-homogenous group and specialized course track, the author focuses on the very pressing question of ways in which HL and L2 populations face similar learning challenges in an intermediate-level Spanish writing course. Drawing on research about learner-centered and HL and L2 language-learning pedagogies, the author discusses how implementation of progressive assignment design and targeted learning skills development supported L2 students and transitional bilinguals in the mixed classroom. Finally, the limits of this mixed classroom model for HL and L2 learners are discussed.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130806382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
World Language Learning 世界语言学习
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch012
Rachel Burns, D. Rubin, M. Tarrant
{"title":"World Language Learning","authors":"Rachel Burns, D. Rubin, M. Tarrant","doi":"10.4018/978-1-5225-9618-9.ch012","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch012","url":null,"abstract":"Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and ‘deep-learning' have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133601210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenges in Using Cloud Technology for Promoting Learner Autonomy in a Spanish Language Course 在西班牙语课程中使用云技术促进学习者自主性的挑战
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch043
Jaya Kannan, P. Munday
{"title":"Challenges in Using Cloud Technology for Promoting Learner Autonomy in a Spanish Language Course","authors":"Jaya Kannan, P. Munday","doi":"10.4018/978-1-5225-9618-9.ch043","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch043","url":null,"abstract":"In a digitally networked classroom, the learner connects with peers, instructors, and open resources, be they human experts or online resources in non-linear combinations. As a result, the learner must navigate a complex web of associations and pathways. Thus the teacher practitioner who uses the networked medium as the platform for facilitating language learning has the challenge of developing methodologies, task-based activities, and a selection of tools to frame a learning ground that will provide maximum opportunity for the student to strengthen learning. This chapter will present a case study of a teacher practitioner's pedagogical design process in an online undergraduate course, “Advanced Grammar and Culture through Social Media.” The main focus of this case study is to identify key challenges for pedagogical design and offer the rhizomatic approach as a model to promote learner autonomy.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115692167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Blogging Effect on English as a Foreign Language Writing Motivation 博客对英语写作动机的影响
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch013
E. Özdemir, Selami Aydın
{"title":"Blogging Effect on English as a Foreign Language Writing Motivation","authors":"E. Özdemir, Selami Aydın","doi":"10.4018/978-1-5225-9618-9.ch013","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch013","url":null,"abstract":"Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"95 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125974809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
iPad and iPod in the Language Classrooms iPad和iPod在语言课堂上的应用
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch034
Martine Pellerin
{"title":"iPad and iPod in the Language Classrooms","authors":"Martine Pellerin","doi":"10.4018/978-1-5225-9618-9.ch034","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch034","url":null,"abstract":"The chapter examines how the use of emergent mobile technologies such as iPad and iPod in the classroom with young language learners can promote innovative learning environments and authentic oral language learning experiences. The chapter is based on a collaborative action research (CAR) project involving young French language learners in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies support the creation of innovative learning environments and authentic oral language learning experiences through collaborative dialogue and peer-peer scaffolding among young language learners. The outcomes of the inquiry also demonstrate that the use of mobile devices such as iPad and iPod promotes the emergence of metacognitive reflection among learners, as well as a greater sense of agency and autonomy.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127415503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Second or Foreign Language Learning With Augmented Reality 第二或外语学习与增强现实
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5243-7.CH008
Aubrey L. C. Statti, K. Torres
{"title":"Second or Foreign Language Learning With Augmented Reality","authors":"Aubrey L. C. Statti, K. Torres","doi":"10.4018/978-1-5225-5243-7.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5243-7.CH008","url":null,"abstract":"The following chapter will discuss the impact of technology use and mobile learning, specifically augmented reality (AR), in the process of learning a second or foreign language, namely English and Spanish. The chapter will begin with an overview of AR and then include a discussion of the theoretical framework, language learning contexts, as well as AR tools and applications in the process of second or foreign language learning. An overview of the benefits of AR in language learning will also be included, as well as an introduction to AR applications and specific AR systems, platforms, and case studies in language learning. The research will also provide a discussion of the challenges of using AR in language learning contexts, including specific attention to challenges with AR and learning, AR and language learning, and mobile learning as a whole. The chapter will conclude with final thoughts from the authors in terms of potential areas of AR development that are in need of further attention.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126567289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia 突尼斯对外英语教学中的文化问题
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-2551-6.CH015
Aicha Rahal
{"title":"Cultural Problems in Teaching and Learning of English as a Foreign Language in Tunisia","authors":"Aicha Rahal","doi":"10.4018/978-1-5225-2551-6.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-2551-6.CH015","url":null,"abstract":"Culture now becomes a key element in most educational systems, particularly in Higher education, where cultural Studies are an essential part of most language instruction. The aim of this chapter is to explore the cultural challenges that hinder the process of learning English in Tunisia and to suggest solutions for overcoming these. A questionnaire was used as the primary data collection material. It was found that lack of authentic materials, lack of cultural knowledge of the target language, poor textbooks, limited exposure to authentic culture environment and native culture interference are considered to be the main problems. The results also showed that these challenges can be remedied by using more authentic materials, revising the content of textbooks, the integration of technology and cultural awareness.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"372 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115292956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Language Skills Training Through Mobile Apps 通过移动应用程序进行语言技能培训
Language Learning and Literacy Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9618-9.ch025
Revathi Viswanathan
{"title":"Language Skills Training Through Mobile Apps","authors":"Revathi Viswanathan","doi":"10.4018/978-1-5225-9618-9.ch025","DOIUrl":"https://doi.org/10.4018/978-1-5225-9618-9.ch025","url":null,"abstract":"With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131258977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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