Language Learning in Higher Education最新文献_第5页

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

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

Katarzyna Matuszak, Liliana Szczuka-Dorna

引用次数: 0

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

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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":null,"pages":null},"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}

引用次数: 0

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":null,"pages":null},"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

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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":null,"pages":null},"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}

引用次数: 0

Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende 德语教育课程中的伊莫克学习，德语教学的基本帮助

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2003

Renata Asali-van der Wal

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Using Google Docs for guided Academic Writing assessments: students’ perspectives 使用谷歌文档指导学术写作评估:学生的观点

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2007

Francesco Screti

{"title":"Using Google Docs for guided Academic Writing assessments: students’ perspectives","authors":"Francesco Screti","doi":"10.1515/cercles-2023-2007","DOIUrl":"https://doi.org/10.1515/cercles-2023-2007","url":null,"abstract":"Abstract This paper studies undergraduate students’ perceptions about using Google Docs® for guided writing of the final assessment in an Academic Writing course at a Higher Education level. Qualitative data have been collected through a Moodle survey and analysed employing Thematic Analysis. The aim is to see if students’ perceptions matched with their teacher’s aims, which were to reduce assessment anxiety toward a new and complex writing assignment such as a Literature Review; help working more effectively and reduce procrastination; and possibly enhance success rate. Results show that overall, students liked the technical features (autosaving, accessibility), the guidelines and examples contained in the template shared, and the role of the teacher as controller and provider of feedback and feedforward. Yet some few divergences between the teacher’s aim and students’ perceptions emerged: some students did not like working on-line, expressed preference for Microsoft Word®, found the procedure time-consuming or constraining, or even too easy. Most importantly, some students felt stressed about being watched. Therefore, if teachers want to adopt the same procedure, they should make sure they explain as clearly as possible the aims of the use of technology to maximize effectiveness and minimize students’ resistance.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42084578","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

The story of becoming an autonomous learner: a case study of a student’s learning management 成为自主学习者的故事：一个学生学习管理的案例研究

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2018

Martina Šindelářová Skupeňová

{"title":"The story of becoming an autonomous learner: a case study of a student’s learning management","authors":"Martina Šindelářová Skupeňová","doi":"10.1515/cercles-2023-2018","DOIUrl":"https://doi.org/10.1515/cercles-2023-2018","url":null,"abstract":"Abstract When asked about the impact of language advising sessions that our students attend, they report various positive effects. These sessions are a crucial part of the English Autonomously course at Masaryk University. As they were introduced to support students in their self-regulated learning, they should primarily foster course attendees’ abilities to manage their learning. This paper is based on research on how one-on-one meetings with an advisor function as a pedagogic tool and investigates whether advising sessions contribute to the development of students’ learning management skills by examining a case study of one student’s experiences. The investigation uses data collected from multiple sources – advising session recordings, a student’s self-assessment, and his reflective texts; a feedback form indicating how students perceive language advising is used for triangulation. Since the materials gained were coded and analysed using qualitative methods, their interpretation should enable a proper insight into his language learning, and thus, create a case study. This case study reveals various types of relationships between advising sessions and the student’s various metacognitive subskills, that is, planning, monitoring, and evaluating learning. The study attempts to portray the student’s ability to manage his learning as a dynamic, inter-rational and context-based phenomenon that is perceived and manifested in multiple ways.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47675506","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

Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning 增强可持续性和环境保护意识：中国非正式视频学习中的代理

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2005

Ting Huang

{"title":"Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning","authors":"Ting Huang","doi":"10.1515/cercles-2023-2005","DOIUrl":"https://doi.org/10.1515/cercles-2023-2005","url":null,"abstract":"Abstract Protecting the environment is an important topic. In this study, college Chinese as a Foreign Language (CFL) students engaged in an agentive process of informally learning the Chinese language and culture by watching The Mermaid, a movie produced in China in 2016, which focuses on sustainability. Informal learning is recognized as one of the most powerful factors in Foreign Language (FL) development (Furlong and Davies 2012). Limited research on informal CFL learning from watching online videos is available (Huang and Lammers 2018). By using key ideas of agency, mediation, and internalization in SocioCultural Theory (SCT), this qualitative case study found that informal video learning from watching The Mermaid was helpful for learning vocabulary, grammar, and cultural values in sustainability topics. By means of semi-structured interviews, observations, recalls, and documents as data, the findings suggest that using real-world movies such as The Mermaid as an environmental sustainability topic had a positive impact on FL education. Demonstrating their agencies, learners engaged in vocabulary, grammar, and cultural value learning. This study offers pedagogical implications for language learning in Higher Education. Language Centers can therefore play a role in engaging campuses in social topics such as environmental protection.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202768","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

Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety 学习者自主性与中国大学生英语成绩：歧义容忍与外语课堂焦虑的中介作用

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2001

Lilan Chen

{"title":"Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety","authors":"Lilan Chen","doi":"10.1515/cercles-2023-2001","DOIUrl":"https://doi.org/10.1515/cercles-2023-2001","url":null,"abstract":"Abstract For Chinese EFL students, learning English has always been a great challenge, and research has shown that cognitive and affective factors increasingly become important issues in the field of foreign language learning and teaching (Naderifar and Esfandiari 2016). This study is designed to investigate the relationship between learner autonomy, ambiguity tolerance, foreign language classroom anxiety (FLCA) and English achievement. It also explores the inner mechanism of the relationship between learner autonomy and English achievement in Chinese EFL undergraduates. A sample of 291 third and fourth grade undergraduates in China was assessed for their levels of learner autonomy, ambiguity tolerance and foreign language anxiety using the Learner Autonomy Questionnaire (LAQ), Second Language Tolerance of Ambiguity Scale (SLTAS) and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants’ scores of the College English Test Band Four (CET-4) were used to measure their achievement in English. The results revealed a link between learner autonomy, ambiguity tolerance, FLCA, and English achievement. Ambiguity tolerance and FLCA mediated the relationship between learner autonomy and English achievement, accounting for 36.58 % of the total effect. These findings suggest a process through which ambiguity tolerance can decrease FLCA and identify the mediating effects of ambiguity tolerance and FLCA in the relationship between learner autonomy and English achievement in Chinese EFL undergraduates. Pedagogical implications of the study are presented and discussed.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46874768","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

Dialogic co-creation in English language teaching and learning: a personal experience 英语教与学中的对话共创:个人经验

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2010

H. Finch

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