Language Learning in Higher Education最新文献_第4页

Digital storytelling as practice-based participatory pedagogy for English for specific purposes 数字讲故事作为一种基于实践的参与式英语教学法

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2014

M. Morgado, Tanja Vesala-Varttala

{"title":"Digital storytelling as practice-based participatory pedagogy for English for specific purposes","authors":"M. Morgado, Tanja Vesala-Varttala","doi":"10.1515/cercles-2023-2014","DOIUrl":"https://doi.org/10.1515/cercles-2023-2014","url":null,"abstract":"Abstract English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"175 - 200"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788412","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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Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre 在语言课堂上解决大象问题：在瑞士语言中心引入机器翻译知识

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2015

Sara Cotelli Kureth, Elana Summers

{"title":"Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre","authors":"Sara Cotelli Kureth, Elana Summers","doi":"10.1515/cercles-2023-2015","DOIUrl":"https://doi.org/10.1515/cercles-2023-2015","url":null,"abstract":"Abstract University students, especially language learners, have increasingly been using machine translation (MT) systems in the last decade and for all kinds of texts, including homework, assignments and exams. This ubiquity does not translate into visibility as few teachers address the subject in class. Several researchers have shown that MT systems, while technically very easy to access and use, are not always employed in a critical manner. They have therefore suggested that users should develop MT literacy skills. As part of a larger Swiss project on digital literacy in university contexts (DigLit), an action research project at the University of Neuchâtel Language Centre (UniNE LC) seeks to investigate whether delivering a 20-min presentation about machine translation in all L2 classes (French, German, English) at the beginning of the semester was sufficient to foster minimal MT literacy in language learners. All LC students were surveyed at the end of the semester. These survey results were compared with those from a survey of Swiss university students carried out in spring 2021 as part of the DigLit project. These results have allowed us to monitor and enhance the teaching of MT literacy skills in our LC.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"213 - 230"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45516390","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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Frontmatter 头版头条

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-frontmatter1

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Institutionalised autonomisation of language learning in a French language centre 法语语言中心语言学习的制度化自主

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2013

Anne Chateau, Nicolas Molle

{"title":"Institutionalised autonomisation of language learning in a French language centre","authors":"Anne Chateau, Nicolas Molle","doi":"10.1515/cercles-2023-2013","DOIUrl":"https://doi.org/10.1515/cercles-2023-2013","url":null,"abstract":"Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"231 - 245"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720561","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

Gamification and learning Spanish as a modern language: student perceptions in the university context 游戏化与西班牙语作为现代语言的学习:大学背景下的学生认知

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2016

Jaume Batlle Rodríguez, María Vicenta González Argüello

{"title":"Gamification and learning Spanish as a modern language: student perceptions in the university context","authors":"Jaume Batlle Rodríguez, María Vicenta González Argüello","doi":"10.1515/cercles-2023-2016","DOIUrl":"https://doi.org/10.1515/cercles-2023-2016","url":null,"abstract":"Abstract Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"89 - 103"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905405","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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Communication course for future engineers – effective data presentation and its interpretation during LSP courses 未来工程师的沟通课程-在LSP课程中有效的数据展示和解释

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2011

Katarzyna Matuszak, Liliana Szczuka-Dorna

{"title":"Communication course for future engineers – effective data presentation and its interpretation during LSP courses","authors":"Katarzyna Matuszak, Liliana Szczuka-Dorna","doi":"10.1515/cercles-2023-2011","DOIUrl":"https://doi.org/10.1515/cercles-2023-2011","url":null,"abstract":"Abstract This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"325 - 340"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197011","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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The fascinating world of language teaching and learning varieties 迷人的语言教学世界

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2019

C. Argondizzo, Gillian Mansfield

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Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier 乌兹和苏黎世语言中心的学说:立场文件

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2012

S. Schaffner

{"title":"Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier","authors":"S. Schaffner","doi":"10.1515/cercles-2023-2012","DOIUrl":"https://doi.org/10.1515/cercles-2023-2012","url":null,"abstract":"Abstract This activity report This Activity Report is a follow up of reflections and ideas based on a paper by Sabina Schaffner. 2022. Lehre am Sprachenzentrum der UZH und ETH Zurich: Positionspapier. In Anna Maria De Bartolo & Jean M. Jimenez (eds.), Approccio Umanistico e Creativo nella Didattica Universitaria: Riflessioni e Best Practice. Studi in onore di Carmen Argondizzo. Quaderni del Dipartimento di Linguistica Università della Calabria 30, 491-508. Armadillo Editore. is based on teachers’ experiences during the COVID-19 pandemic and the resulting reflection on teaching that the Language Center of University of Zurich (UZH) and ETH Zurich initiated. Framed in the context of Higher Education, the report takes into account both the discussion on the future of teaching at UZH, which was launched by the Vice President of Education and Student Affairs for Teaching and Learning, as well as the Language Center’s teaching strategy. In addition, course evaluations at the Language Center in the 2020 Spring and Autumn Semesters, research on digital (language) teaching, recommendations on university didactics, and results of additional international surveys on language teaching in Higher Education during the pandemic are examined. The aim of the report is to strategically define the future of language teaching at the Language Center of UZH and ETH Zurich and to identify the fields of action associated therewith. With this detailed report of the activities that we implemented at the UZH Language Center throughout the years, we would like to make a contribution to the (inter)national positioning of university language centers. At a panel organized at the Language Center’s Twentieth Anniversary Conference on 10 June 2022, stakeholders shared their thoughts on the services the Center currently provides and ideas for further developing these services. The stakeholders’ feedback features prominently in this activity report, thereby adding to the impact that the report can have on potential readers.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"309 - 323"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66802839","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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Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities 渴望多语还是满足于双语？大学生协商他们的多语言和职业身份

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2006

Hillamaria Pirhonen

{"title":"Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities","authors":"Hillamaria Pirhonen","doi":"10.1515/cercles-2023-2006","DOIUrl":"https://doi.org/10.1515/cercles-2023-2006","url":null,"abstract":"Abstract An increasingly multilingual working life expects university graduates to possess multilingual competences, but at the same time many European students study fewer languages than before. As they learn about field-specific linguistic practices and contemplate their future, university students negotiate their identities as language learners and future professionals. Supporting them in acquiring a multilingual identity would be beneficial as it is a strengthening factor in language learning. Since they study towards a profession, it is likely that students examine language learning from the viewpoint of a working life. From these premises, Finnish social science students were interviewed as a part of a course that supported their readiness to work in multilingual environments. The purpose was to investigate how they negotiated their multilingual and professional identities and how these negotiations intersect. The data was examined from a poststructural perspective, analysing identity negotiations by means of positioning theory. The results show that the students constructed their linguistic identities primarily in relation to English competences, often positioning themselves as “contentedly bilingual”. The data also revealed an “aspiring multilingual” identity negotiation which, however, echoed societal ideologies on language learning rather than describing the students’ internalised beliefs. Students’ certainty of their future profession was often connected to a confidence in speaking English and a critical stance towards the need for multilingual competences. Multilingual identity negotiation was hence connected to prevailing discourses and professional aspirations. The study provides new perspectives on university students’ multilingual and professional identities and suggests pedagogical solutions that can support their development in Higher Education language teaching.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"5 - 27"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43643284","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

Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award 翻译培训中的个人竞争与合作学习相兼容吗？MTIE翻译奖案例

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2017

Laura Tallone, Sandra Ribeiro, Alexandra Albuquerque

{"title":"Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award","authors":"Laura Tallone, Sandra Ribeiro, Alexandra Albuquerque","doi":"10.1515/cercles-2023-2017","DOIUrl":"https://doi.org/10.1515/cercles-2023-2017","url":null,"abstract":"Abstract In past years, translation education has shifted from a “transmissionist approach” to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a process. Throughout this process, mistakes are valued as learning opportunities, and no translated text is seen as an authoritative version to which all others are unfavourably compared. This approach is somewhat at odds with an increasingly competitive job market, in which translators must be capable of autonomous and individual work, and translation is mainly viewed and evaluated as a final product. Although translation workflows involve a growing amount of group effort, translators still need to work alone and take responsibility for their own versions and translation choices. In order to prepare students to become professional translators, the annual Technical and Scientific Translation Award aims not only to give winners visibility before potential employers but also to work as an opportunity for young translation students and graduates to put their skills to the test. This paper focuses on the translation competences activated by the contest, as defined by the Competence Framework produced by the European Masters in Translation Network. It also discusses the potential of this initiative as a motivational tool for translation students and graduates, concluding that individual contests counterbalance the predominance of collaborative activities in the classroom and are therefore a relevant complement to academic training.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"201 - 211"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401021","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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