Language Learning in Higher Education最新文献_第3页

International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format 以多维教学形式整合工程师语言课程中的国际合作任务

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2021

Nathalie Kirchmeyer, Kristina Knauff

{"title":"International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format","authors":"Nathalie Kirchmeyer, Kristina Knauff","doi":"10.1515/cercles-2023-2021","DOIUrl":"https://doi.org/10.1515/cercles-2023-2021","url":null,"abstract":"Abstract The field of language learning has undergone considerable changes with the emergence of new technologies. This digitalization process has led us to reconsider the format of our language courses and has subsequently had an impact on course design, the teacher’s role as well as the student’s role. Language courses at the Royal Institute of Technology, Stockholm (KTH) aim to prepare students for their future professional lives and have a strong focus on language for specific purposes (LSP). Our experience has shown that a blended learning course design as well as student-owned learning are especially well suited for these language courses. In this report, we wish to present a multi-dimensional course-design which provides several pedagogical added values by combining three dimensions of teaching and learning; online/face-to-face, synchronous/asynchronous and teacher-led/student-owned. We will illustrate the combination of the three dimensions by presenting how we have integrated international collaborative activities in French and German courses for engineers. Collaborative online international learning projects (COIL) are well suited for our teaching model as they combine online meetings with asynchronous work and are typically a student-owned activity. As a virtual mobility experience, this activity assists students in creating a global engineer profile by emphasizing collaboration and developing intercultural and multilingual competence.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810493","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

From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes 从面对面教学到在线课程:为学术目的“重塑”英语课程

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2026

Anila R. Scott-Monkhouse

{"title":"From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes","authors":"Anila R. Scott-Monkhouse","doi":"10.1515/cercles-2023-2026","DOIUrl":"https://doi.org/10.1515/cercles-2023-2026","url":null,"abstract":"Abstract With the outbreak of the COVID-19 pandemic and the ensuing total lockdown in 2020, the EAP course for STEM doctoral students at Parma University (Italy) was suddenly forced to online delivery, like many courses in academic institutions worldwide. Confined at home and with no previous experience in remote teaching, the teacher had to redesign the course and rethink strategies and techniques in a matter of days and with little material at hand. The aim was to maintain the interactivity of the face-to-face course and consolidate the group dynamics of a course that had yet to start. As online teaching took centre stage, the teacher and students alike were confronted with didactic issues stemming from the restyling of a traditionally highly interactive course based on face-to-face tuition, and technical problems, which added to the emotional and psychological factors related to an unknown, unexpected situation. In addition to soft skills, students from different academic backgrounds needed to develop productive rather than receptive language skills, so activities focused mainly on collaborative tasks to develop writing and speaking modes but did not concentrate on academic language only. This paper shares insights into the experience of being ‘thrown in at the deep end’, and attempts to highlight the elements which contributed to its overall positive outcome, the strong social connotation it came to bear, the development of class dynamics, and the learning points that emerged. It also hopes to provide some practical suggestions which can add to the creative solutions found by (language) teachers globally.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810330","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

Using corpora in teaching vocabulary to advanced EFL learners in a higher education context 在高等教育背景下运用语料库进行英语高级学习者词汇教学

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2028

Hümeyra Can

{"title":"Using corpora in teaching vocabulary to advanced EFL learners in a higher education context","authors":"Hümeyra Can","doi":"10.1515/cercles-2023-2028","DOIUrl":"https://doi.org/10.1515/cercles-2023-2028","url":null,"abstract":"Abstract This study focuses on the development of lexical competence of tertiary level EFL learners who have reached C1 level according to CEFR during their course of study, but who still have difficulty in recognizing and producing academic words in terms of their correct and appropriate use in various contexts. Following a data-driven learning (DDL) approach within an action research paradigm, this study aims to discover whether corpus investigation makes a difference in students’ vocabulary knowledge and how they react to corpus data in learning vocabulary. To this end, the study was carried out in a listening/speaking course of two C1 level classes in an EFL classroom at an English preparatory school in Higher Education. In one of the classes, conventional lesson materials, and in the other, corpus-based lesson materials were used to teach the selected vocabulary items. The effect of corpus-based lesson materials on vocabulary learning was examined in relation to conventional materials. The data obtained from pre and post-tests showed that although there was a significant increase in students’ scores from pre-test to post-test, corpus use made statistically no significant difference in their scores as compared to the conventional method that had been adopted during the regular course of study based on the contextual guesswork involved in the coursebook. Students’ reactions throughout the implementation of corpus-based materials and the feedback sessions held with the students, shed light on the results and suggested some pedagogical guidelines for using corpora in teaching L2 vocabulary.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810484","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

Japanese tertiary students’ perceptions of group work with explicit scaffolding 日本大学生对显性脚手架小组工作的认知

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2030

Emily Morgan

{"title":"Japanese tertiary students’ perceptions of group work with explicit scaffolding","authors":"Emily Morgan","doi":"10.1515/cercles-2023-2030","DOIUrl":"https://doi.org/10.1515/cercles-2023-2030","url":null,"abstract":"Abstract Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards it. Student attitudes can affect how well a student performs and engages with group work, so that poor attitudes may prevent them from accessing the full range of benefits of this learning method. Group work is common in English-medium education contexts, including university settings and work settings. Therefore, it is important to ensure that L2 English language students wishing to study or work in English-medium contexts develop a positive attitude towards group work. This can be done through scaffolding. In the present project, scaffolded group work was used in an English writing program for L2 students at a Japanese university. Student perceptions of group work were collected throughout the program to assess the change of attitude over time. Results showed that students’ perceptions of group work changed positively, particularly regarding personal learning and collaborative processes. Implications for language learning are discussed.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135809415","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

A critical literacy class: beyond English learning and teaching in Higher Education 批判性读写课:超越高等教育中的英语学习与教学

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2024

Zeynep Mine Derince

{"title":"A critical literacy class: beyond English learning and teaching in Higher Education","authors":"Zeynep Mine Derince","doi":"10.1515/cercles-2023-2024","DOIUrl":"https://doi.org/10.1515/cercles-2023-2024","url":null,"abstract":"Abstract This article aims at analyzing the introduction of Critical Literacy as a transformative teaching approach in an English language teaching setting at tertiary level in Turkey. Applying a Freirian understanding of education, the method sought to tap the sociopolitical consciousness brought into the classroom by students and teachers and co-construct knowledge collectively while contributing to identity formation and social transformation. Both learners and teachers were encouraged to relate the curriculum to their own diverse experiences and to analyze broader social issues that are relevant to their lives and to wider contexts. Consequently, such issues as curriculum, language teaching and learning environment, materials and language policies were scrutinized from a critical perspective as part of the language learning and teaching process taking place in the classroom. The findings of this research provide significant insights for language learning and teaching praxis and show how Critical Literacy as a teaching method can contribute to the creation of more meaningful and supportive learning environments in classrooms and suggest empowering interactions among the actors involved.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810739","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

Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence 模拟联合国:日本英语学生跨文化交际能力思考的专题分析

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2031

Samuel Nfor

{"title":"Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence","authors":"Samuel Nfor","doi":"10.1515/cercles-2023-2031","DOIUrl":"https://doi.org/10.1515/cercles-2023-2031","url":null,"abstract":"Abstract This study investigated Model United Nations (Model UN), a simulation of the United Nations that is adapted for academic purposes and includes elements of discussion, negotiation, presentation, and engagement with global issues and international affairs. When students participate in Model UN, they are referred to as country delegates and represent different countries on different committees. As delegates, they join in discussions on global issues related to such topics as world conflict, international security, human rights, and education. In Model UN, student participants from diverse linguistic and cultural backgrounds, collaborate and interact in a common language (English) spoken differently among participants to deepen their understanding of current world issues. By so doing, they reflect on their intercultural communicative competence summarized as the ability to interact with people from another country and culture in a foreign language. Following a Model UN semester course at a Japanese university and a Model UN conference held in Japan, interview sessions with Model UN student participants were moderated and recorded to understand their learning attitudes and experiences of studying in the Model UN context. The interview data were used to generate themes for thematic analysis. The study concluded that Japanese Model UN student participants’ interactions with other learners of English from different cultural backgrounds allowed them to reflect on their intercultural communicative competence and, thus, be able to develop tolerance towards language-related misunderstandings.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810743","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

Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language 对西班牙语变体的态度。以西班牙语为外语的葡萄牙学生的研究

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2023

José María Santos Rovira

引用次数: 0

Introduction: the variety of realities of language learning and teaching in Higher Education throughout the world. A step forward to keep on sharing ideas 导论:世界各地高等教育中语言学习和教学的各种现实。向前迈进一步，继续分享想法

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2036

Carmen Argondizzo, Gillian Mansfield

引用次数: 0

« Being plurilingual is a gift we make to ourselves. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles “多语言是我们送给自己的礼物。鼓励学生重视和发展他们的多语言和多文化技能

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2022

Kateřina Sedláčková

{"title":"<i>« Being plurilingual is a gift we make to ourselves</i>. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles","authors":"Kateřina Sedláčková","doi":"10.1515/cercles-2023-2022","DOIUrl":"https://doi.org/10.1515/cercles-2023-2022","url":null,"abstract":"Résumé L’article présente le concept du cours « International communication and interaction: Play with languages! » réalisé dans le cadre du projet Erasmus + BIP ( Blended Intensive Programme ) orchestré par l’Université Masaryk auquel ont participé, virtuellement ainsi qu’en présentiel, des étudiants de quatre universités (OTH Regensburg, Université libre de Bruxelles, CY Cergy Université Paris et Université Masaryk). L’objectif du cours est d’amener les étudiants à se familiariser avec les stratégies plurilingues et à développer leur répertoire linguistique en communauté plurilingue et pluriculturelle. Le cours visant six langues (français, allemand, italien, espagnol, portugais, tchèque) dépasse les schémas classiques d’intercompréhension orientés à des langues apparentées. Les activités portent sur la complémentarité des langues dans l’apprentissage et encouragent le développement de la conscience métalinguistique. Ainsi, la notion de répertoire linguistique devient le pivot du cours. L’analyse des dispositifs pédagogiques et didactiques est réalisée à partir des productions langagières des participants et de leurs écrits autoréflexifs.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810744","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

Turning the tables on online exam cheating via language mediation tasks 通过语言调解任务扭转网络考试作弊的局面

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2033

Barbora Chovancová, Štěpánka Bilová, Alena Hradilová

{"title":"Turning the tables on online exam cheating via language mediation tasks","authors":"Barbora Chovancová, Štěpánka Bilová, Alena Hradilová","doi":"10.1515/cercles-2023-2033","DOIUrl":"https://doi.org/10.1515/cercles-2023-2033","url":null,"abstract":"Abstract This article addresses the issue of foreign language testing in the online mode and proposes a strategy to reduce the possibility of academic misconduct, specifically cheating, by designing tasks that assess the language skill of mediation in Legal English exams. Such tasks require test-takers to generate original answers, which can significantly reduce the risk of copying and pasting. Additionally, mastering the skill of mediation is a valuable asset for future lawyers. The authors introduce two original distinct intra-language mediation tasks that they developed for assessing English for Legal Purposes. One is aimed at first-year students with limited Legal English experience, while the other is intended for more advanced and experienced students. The article analyses student responses and evaluates their performance. The authors follow the action research approach, which involves a circle of observing, reflecting and acting, and raise questions concerning the originality of answers, production of a measurable sample of the target language, objectivity of assessment, and whether the practice in class impacts the success rate. The article also discusses challenges encountered during the process and how they were addressed. It can be concluded that mediation tasks are practical for online testing but could be used equally well for traditional classroom assessment.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810729","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