{"title":"Integrating Culture in Language Preparatory Programs","authors":"E. Mede, Zeynep Mutlu Cansever","doi":"10.4018/978-1-5225-9279-2.ch020","DOIUrl":"https://doi.org/10.4018/978-1-5225-9279-2.ch020","url":null,"abstract":"This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"96 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":"133933482","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}
E. T. Bodah, Josh Meuth Alldredge, B. W. Bodah, A. Neckel, E. Goellner
{"title":"Challenges and Perspectives of Language Education Technology in Brazil","authors":"E. T. Bodah, Josh Meuth Alldredge, B. W. Bodah, A. Neckel, E. Goellner","doi":"10.4018/978-1-5225-7663-1.ch081","DOIUrl":"https://doi.org/10.4018/978-1-5225-7663-1.ch081","url":null,"abstract":"Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"117 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":"129221964","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}
{"title":"Understanding Idiomaticity in CALL","authors":"J. Liontas","doi":"10.4018/978-1-5225-2933-0.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-2933-0.CH003","url":null,"abstract":"The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"08 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":"126933246","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}
{"title":"Students' Perspectives on Using Online Sources and Apps for EFL Learning in the Mobile-Assisted Language Learning Context","authors":"Bin Zou, Xinxin Yan, H. Li","doi":"10.4018/978-1-5225-5140-9.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-5140-9.CH016","url":null,"abstract":"Mobile-assisted language learning (MALL) has been developed rapidly and integrated into language learning in various levels in recent years, particularly for the young generation. Many previous studies reveal that young learners have autonomous learning in using online sources or apps in the MALL context. However, not many studies in China have examined Chinese students' use of MALL. Therefore, this chapter investigates how Chinese college students perceived their use of mobile devices for English as a foreign language (EFL) learning. It was based on two small studies and focused on using online sources and mobile apps for EFL learning on learners' mobile devices. Participants were 166 students from 21 universities in China. Research tools consisted of questionnaires and interviews. The findings demonstrate a high motivation among the participants in using online sources and apps for EFL learning on their mobile devices. The results also showed the impact of different regions on students' attitudes toward MALL. Mobile apps that are related to EFL class context could enhance students' EFL learning.","PeriodicalId":420230,"journal":{"name":"Language Learning and Literacy","volume":"133 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":"124773400","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}
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