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Journal articles on the topic 'Language classes'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Weibert, Anne, Max Krüger, Konstantin Aal, Setareh Sadat Salehee, Renad Khatib, Dave Randall, and Volker Wulf. "Finding Language Classes." Proceedings of the ACM on Human-Computer Interaction 3, CSCW (November 7, 2019): 1–23. http://dx.doi.org/10.1145/3359218.

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2

Bilak, M. V. "Teaching lexical material during foreign language classes." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 2(10) (2019): 172–74. http://dx.doi.org/10.31339/2413-3329-2019-2(10)-172-174.

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Schwager, Waldemar, and Ulrike Zeshan. "Word classes in sign languages." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 509–45. http://dx.doi.org/10.1075/sl.32.3.03sch.

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The topic of word classes remains curiously under-represented in the sign language literature due to many theoretical and methodological problems in sign linguistics. This article focuses on language-specific classifications of signs into word classes in two different sign languages: German Sign Language and Kata Kolok, the sign language of a village community in Bali. The article discusses semantic and structural criteria for identifying word classes in the target sign languages. On the basis of a data set of signs, these criteria are systematically tested out as a first step towards an inductive classification of signs. Approaches and analyses relating to the problem of word classes in linguistic typology are used for shedding new light on the issue of word class distinctions in sign languages.

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Machu, Muniroh. "PERBANDINGAN KELAS KATA BAHASA INDONESIA DENGAN BAHASA MELAYU THAILAND SELATAN." EDU-KATA 7, no. 1 (February 28, 2021): 39–48. http://dx.doi.org/10.52166/kata.v6i1.1768.

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Comparison of Indonesian word classes with Southern Thai Malay language is a problem, namely how to compare Indonesian word classes with Southern Thai and Malay languages so that there will be no errors in the use of said classes. The purpose of this study is to describe the similarities, differences and comparisons of Indonesian word classes with Southern Thai Malay. The type of research used in this study is a qualitative descriptive study. The results of the study are a comparison of Indonesian word classes with Southern Thai Malay language can be expressed in the same class of words, namely three word classes: Indonesian verbs with verbs Southern Thai Malay, Indonesian adjectives with the adjectives of South Thai Malay language and Indonesian verbs with language Southern Thai Malay. The difference between Indonesian words and Southern Thai Malay can be distinguished as noun, Pronomina and Numeralia words, adverb words can be found in Indonesian only, while South Thai Malay words can be classed as names.

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Lehmann, Christian. "Roots, stems and word classes." Parts of Speech: Descriptive tools, theoretical constructs 32, no. 3 (September 3, 2008): 546–67. http://dx.doi.org/10.1075/sl.32.3.04leh.

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The assignment of a linguistic sign to a word class is an operation that must be seen as part of the overall transformation of extralinguistic substance into linguistic form. In this, it is comparable to such processes as the transitivization of a verbal base, which further specifies a relatively rough categorization. Languages differ both in the extent to which they structure the material by purely grammatical criteria and in the level at which they do this. The root and the stem are the lowest levels at which a linguistic sign can be categorized in terms of language-specific structure. Further categorization is then achieved at the level of the syntagm. An empirical investigation comparing the categorization of roots and stems in a sample of six languages (English, German, Latin, Spanish, Yucatec Maya, Mandarin Chinese) turns up far-reaching differences. These differences in the amount of categorization that languages apply to linguistic signs at the most basic levels throw into doubt any thesis claiming universal categoriality or acategoriality for roots. Such a static view must be replaced by a dynamic one which asks for the role of categorization in linguistic activity. At the same time, these differences raise the issue of the amount of structure — or of grammar — that is necessary for a human language.1

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Palenzuela Pérez, M. del M., and O. Murashkina. "Teaching strategies in language classes." Cuadernos Iberoamericanos, no. 2 (June 28, 2015): 55–62. http://dx.doi.org/10.46272/2409-3416-2015-2-55-62.

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Because of the diversity in the classroom, the teacher should develop a series of strategies that allow you to transmit knowledge effectively. Teaching is difficult, even more, in second language classroom, where in addition to the student´s individual differences, such as cognitive styles, motivation and self-esteem, are added others, such as nationality, age or mother tongue.This paper describes the role of the teacher in the classroom and the teaching strategies implemented in the classroom in a context of formal education. Strategies have been developed from the precepts postulated by the theory of multiple intelligences.

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Hassankiadeh, Mozhgan Alsadat Ghaffarzadeh. "Smart Boards in Language Classes." International Journal of Language and Linguistics 1, no. 4 (2013): 48. http://dx.doi.org/10.11648/j.ijll.s.20130101.18.

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Derakhshan, Kobra. "Revitalizing Language Classes through Humor." Procedia - Social and Behavioral Sciences 232 (October 2016): 18–23. http://dx.doi.org/10.1016/j.sbspro.2016.10.005.

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Domaratzki, Michael. "Bond-free DNA language classes." Natural Computing 6, no. 4 (October 26, 2006): 371–402. http://dx.doi.org/10.1007/s11047-006-9022-8.

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Polio, Charlene. "Keeping the language in second language writing classes." Journal of Second Language Writing 46 (December 2019): 100675. http://dx.doi.org/10.1016/j.jslw.2019.100675.

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Belousov, A. I., R. S. Ismagilov, and L. E. Filippova. "On Certain Classes of Irregular Languages." Herald of the Bauman Moscow State Technical University. Series Natural Sciences, no. 3 (90) (June 2020): 30–43. http://dx.doi.org/10.18698/1812-3368-2020-3-30-43.

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Objective of this paper is to prove certain regularity and irregularity conditions in languages determined by a set of integer vectors called distribution vectors of the number of letters in words over a finite alphabet. Each language over the finite alphabet uniquely determines its proprietary set of distribution vectors and vice versa, i.e., each set of vectors is associated with a language having this set of distribution vectors. A single necessary condition for the language regularity was considered associated with the concept of Z+-plane (sets of points with non-negative integer coordinates lying on a plane in the affine space). The condition is that a set of distribution vectors determined by any regular language could be represented as a finite union of the Z+-planes. Certain sufficient irregularity conditions associated with the distribution vector properties were proven. Based on this, classes of irregular languages could be identified. These classes are determined by a set of vectors (points) that could not be represented as a finite union of the Z+-planes; by a set of vectors containing vectors with arbitrarily high values of each coordinate and having certain restrictions on the difference between maximum and minimum values of the coordinates; by a set of vectors called the sparse sets. A method is proposed for building such sets using strictly convex and strictly increasing numerical sequences. These sufficient irregularity conditions are based on the Myhill --- Nerode theorem, which is known in the formal languages' theory. Examples of applying the proved theorems to the analysis of languages' regularity/irregularity are presented

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Baldwin, John T. "Diverse classes." Journal of Symbolic Logic 54, no. 3 (September 1989): 875–93. http://dx.doi.org/10.2307/2274749.

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AbstractLet I(μ, Κ) denote the number of nonisomorphic models of power μ and IE(μ, Κ) the number of nonmutually embeddable models. We define in this paper the notion of a diverse class and use it to prove a number of results. The major result is Theorem B: For any diverse class Κ and μ greater than the cardinality of the language of Κ,From it we deduce both an old result of Shelah, Theorem C: If T is countable and λ0 > ℵ0 then for every μ > ℵ0, IE(μ, T) ≥ min(2μ, ⊐2), and an extension of that result to uncountable languages, Theorem D: If ∣T∣ < 2ωλ0 > ∣T∣, and ∣D(T)∣ = ∣T∣ then for μ > ∣T∣,

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FROLOVA, Natalia A., and Irena V. ALESHCHANOVA. "DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES." PRIMO ASPECTU, no. 2(46) (June 10, 2021): 86–92. http://dx.doi.org/10.35211/2500-2635-2021-2-46-86-92.

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The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.

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Läufer, Konstantin. "Type classes with existential types." Journal of Functional Programming 6, no. 3 (May 1996): 485–518. http://dx.doi.org/10.1017/s0956796800001817.

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AbstractWe argue that the novel combination of type classes and existential types in a single language yields significant expressive power. We explore this combination in the context of higher-order functional languages with static typing, parametric polymorphism, algebraic data types and Hindley–Milner type inference. Adding existential types to an existing functional language that already features type classes requires only a minor syntactic extension. We first demonstrate how to provide existential quantification over type classes by extending the syntax of algebraic data type definitions, and give examples of possible uses. We then develop a type system and a type inference algorithm for the resulting language. Finally, we present a formal semantics by translation to an implicitly-typed second-order λ-calculus and show that the type system is semantically sound. Our extension has been implemented in the Chalmers Haskell B. system, and all examples from this paper have been developed using this system.

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Pishghadam, Reza, and Reza Zabihi. "Foreign Language Attributions and Achievement in Foreign Language Classes." International Journal of Linguistics 3, no. 1 (April 7, 2011): 2. http://dx.doi.org/10.5296/ijl.v3i1.530.

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Mussabekova, Saule. "RESEARCH INTEGRATED TEACHING IN LANGUAGE CLASSES." PEOPLE: International Journal of Social Sciences 3, no. 1 (January 1, 2017): 481–88. http://dx.doi.org/10.20319/pijss.2017.s31.481488.

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Permiakova, Kristina, Marina Khudaiberdina, and Irina Smirnova. "GAMIFICATION METHODS IN FOREIGN LANGUAGE CLASSES." Cherepovets State University Bulletin 4, no. 91 (2019): 196–204. http://dx.doi.org/10.23859/1994-0637-2019-4-91-19.

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Neupane, Nabaraj. "Extensive Reading in Foreign Language Classes." Journal of NELTA 21, no. 1-2 (December 1, 2016): 86–92. http://dx.doi.org/10.3126/nelta.v21i1-2.20204.

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Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92

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Lanehart, Sonja L. "Goals and Teaching English Language Classes." Journal of English Linguistics 30, no. 4 (December 2002): 328–38. http://dx.doi.org/10.1177/007542402237881.

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Mougharbel, Ghada M., and Rima Bahous. "Gender Bias in Lebanese Language Classes." Educational Forum 74, no. 3 (June 8, 2010): 198–212. http://dx.doi.org/10.1080/00131725.2010.483901.

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Smalley, Alan. "‘Question Mark’ for today's language classes." Language Learning Journal 14, no. 1 (September 1996): 70–74. http://dx.doi.org/10.1080/09571739685200421.

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22

Roh. "Teaching Poetry in Korean Language Classes." Korean Language in America 20, no. 1 (2016): 4. http://dx.doi.org/10.5325/korelangamer.20.1.0004.

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Senior, R. "Transforming language classes into bonded groups." ELT Journal 51, no. 1 (January 1, 1997): 3–11. http://dx.doi.org/10.1093/elt/51.1.3.

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Seferoğlu, Gölge. "Using feature films in language classes." Educational Studies 34, no. 1 (February 2008): 1–9. http://dx.doi.org/10.1080/03055690701785202.

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Okawa, Satoshi, and Sadaki Hirose. "Homomorphic characterizations of recursively enumerable languages with very small language classes." Theoretical Computer Science 250, no. 1-2 (January 2001): 55–69. http://dx.doi.org/10.1016/s0304-3975(99)00110-3.

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Surjowati, Ribut, and Heru Siswahjudioko. "FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?" PARADIGM 3, no. 1 (May 17, 2020): 61. http://dx.doi.org/10.18860/prdg.v3i1.8950.

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<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p><p align="justify"> </p>

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Netz, Hadar, Dafna Yitzhaki, and Adam Lefstein. "Language corrections and language ideologies in Israeli Hebrew-speaking classes." Language and Education 32, no. 4 (February 20, 2018): 350–70. http://dx.doi.org/10.1080/09500782.2018.1435688.

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Luis, Chiossa Luis. "Role of Short Stories in EFL Classes." Journal of English Language Teaching and Applied Linguistics 2, no. 5 (December 30, 2020): 12–26. http://dx.doi.org/10.32996/jeltal.2020.2.5.2.

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The research seeks to investigate why most teachers at Cristiano Paulo Secondary School are not using short stories in English Language Teaching despite the fact that they know the importance of short stories, and suggest techniques to increase the use of short stories in ELT (English Language Teaching). The study will take place in Niassa Province, specifically at Cristiano Paulo Taimo Secondary School – Lichinga. The sample of this study will be students and teachers of English of grade 12 of the school aforementioned and will be determined through simple random sampling, mixed approach will be the approach in use for this study and data for this study will be collected through questionnaires and observation. 2 teachers of English and 10 students of grade 12 participated in the survey study. The data will be analyzed through statistics and themes. Searching for practical ways to improve students’ English language skills is a real concern for all English teachers. There is a consensus among English Language Teaching practitioners regarding the significance of reading for learning new languages, since reading gives depth to language learning (Stern, 2001). Therefore, teachers are obligated to provide their students with interesting and suitable texts to read. Real stories are by far more interesting and involving than scientific and historical texts. Thus, the researcher expects that this study will help teachers to improve the teaching of English Language through short stories and students will be able to develop speaking skills.

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Hollmann, Willem B. "Word classes." Theory and data in cognitive linguistics 36, no. 3 (November 30, 2012): 671–98. http://dx.doi.org/10.1075/sl.36.3.08hol.

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Structuralists and generativists define word classes distributionally (Palmer 1971, Baker 2003, Aarts 2007), while cognitive linguists take a semantic (Langacker 1987a) or semantic-pragmatic approach (Croft 1991, 2001). Psycholinguistic research, by contrast, has shown that phonological properties also play a role (Kelly 1992, Monaghan et al. 2005). This study reports on a production experiment involving English nonce nouns and verbs. The data confirm the importance of phonology, whilst also suggesting that distributional facts are involved in lexical categorisation. Together with the existing psycholinguistic evidence, the results show that both the generative and cognitive models of word classes are too restricted. However, the usage-based model can accommodate the facts straightforwardly. This was already anticipated by Taylor (2002) but is worked out in more detail here by elaborating on his notion of phonological “sub-schemas” and by bringing together insights from Croft (1991, 2001) related to discourse propositional act constructions and recent suggestions by Langacker (2008b) concerning “summary scanning” and “sequential scanning”.

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BERNARDY, JEAN-PHILIPPE, PATRIK JANSSON, MARCIN ZALEWSKI, and SIBYLLE SCHUPP. "Generic programming with C++ concepts and Haskell type classes—a comparison." Journal of Functional Programming 20, no. 3-4 (July 2010): 271–302. http://dx.doi.org/10.1017/s095679681000016x.

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AbstractEarlier studies have introduced a list of high-level evaluation criteria to assess how well a language supports generic programming. Languages that meet all criteria include Haskell because of its type classes and C++ with the concept feature. We refine these criteria into a taxonomy that captures commonalities and differences between type classes in Haskell and concepts in C++ and discuss which differences are incidental and which ones are due to other language features. The taxonomy allows for an improved understanding of language support for generic programming, and the comparison is useful for the ongoing discussions among language designers and users of both languages.

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Mayer, Connor. "An algorithm for learning phonological classes from distributional similarity." Phonology 37, no. 1 (February 2020): 91–131. http://dx.doi.org/10.1017/s0952675720000056.

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An important question in phonology is to what degree the learner uses distributional information rather than substantive properties of speech sounds when learning phonological structure. This paper presents an algorithm that learns phonological classes from only distributional information: the contexts in which sounds occur. The input is a segmental corpus, and the output is a set of phonological classes. The algorithm is first tested on an artificial language, with both overlapping and nested classes reflected in the distribution, and retrieves the expected classes, performing well as distributional noise is added. It is then tested on four natural languages. It distinguishes between consonants and vowels in all cases, and finds more detailed, language-specific structure. These results improve on past approaches, and are encouraging, given the paucity of the input. More refined models may provide additional insight into which phonological classes are apparent from the distributions of sounds in natural languages.

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Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

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Rijkhoff, Jan. "Word Classes." Language and Linguistics Compass 1, no. 6 (October 18, 2007): 709–26. http://dx.doi.org/10.1111/j.1749-818x.2007.00030.x.

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Gąsienica Byrcyn, Anna. "Poetic Texts in Polish Heritage Language Classes." East/West: Journal of Ukrainian Studies 4, no. 1 (March 4, 2017): 101. http://dx.doi.org/10.21226/t2v01g.

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The use of poetic texts in heritage Polish composition classes offers a resourceful, motivating, and original way of learning the language and culture, primarily by mastering writing skills and understanding Poland’s rich and complex culture. Moreover, poetic texts give an aesthetical beauty and moral values, and the students discover universal truths during their readings and discussions. A chosen poem, such as Adam Mickiewicz’s “Lelije” (Lilies), Teofil Lenartowicz’s “Złoty kubek” (A Golden Cup), or Bolesław Leśmian’s “Urszula Kochanowska” (Ursula Kochanowska), is presented in class for listening exercises, reading, recitation, discussion, and especially creative writing. The students are introduced to the captivating genre of poetry and learn about the cultural and historical content of this work. Then, they write their poem or a composition on the introduced theme. The assessment consists of the student’s originality, the content of the paper, the organization of the paper, and the employment of correct grammatical sentence structure and vocabulary.Consequently, poetic texts immersed in Polish intertextual space are open and may be read in many ways, beyond their initial context, presenting many fascinating interpretations and offering many intellectual attractions. A poem is an excellent learning source for the creativity stage in the art of writing, transmuting elements of the past Polish culture and literature in modern language classes. Students write their own intriguing stories, focusing on their knowledge of the language, and using resourcefulness and creativity.

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Mihăilă-Lică, Gabriela. "Improving Leadership Qualities during Foreign Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 309–13. http://dx.doi.org/10.2478/kbo-2020-0096.

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AbstractNumerous specialists agree with the fact that learning at least one other foreign language brings a multitude of advantages both to the individual who makes the effort to learn it, but also to the society he or she is part of. At the “Nicolae Bălcescu” Land Forces Academy, cadets learn about leadership not only from the specialized courses like Fundamentals of Leadership or Military Leaderships, but they can find opportunities to improve their leading skills and qualities during the foreign language classes. The article focuses on some of the most important qualities of a leader and offers suggestions on how these could be developed during the English, French or German classes. We believe that the foreign language courses will help students develop much needed leadership traits like adaptability, flexibility, open mindedness, the capacities of being good team players, good listeners and good communicators. These are qualities without which they will have a very hard time functioning not only in an international environment but also in a national one. As teachers we have to understand that it is more than vocabulary and grammar that we help our students learn, we also help them to learn about life, about being leaders of others.

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Küçükler, Halil, and Abdullah Kodal. "Foreign Language Teaching in Over-Crowded Classes." English Language Teaching 12, no. 1 (December 20, 2018): 169. http://dx.doi.org/10.5539/elt.v12n1p169.

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The importance of English in Foreign Language learning has been widely accepted in recent years and the English language is now well established as an international language. There is a growing significance of foreign language in education. As English has been widely used internationally, many people are interested in English and prefer learning English. When it is considered in public schools, English teaching has become more intense in school curricula. There are many barriers in language teaching in from primary education to higher education. One of the most important barriers in foreign language teaching is crowded especially over crowded classes. In crowded classes, classroom management, getting results from language approaches becomes difficult. In addition to this, a small number of class hours per week is another barrier in language teaching. The purpose of this study is to examine this issue and to examine the question of how language teaching is handled in these crowded classes and what different activities are useful to apply. If the educators are unable to change the classroom order, what are the appropriate language activities and how to apply them.

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Okan, Zuhal. "Computing laboratory classes as language learning environments." Learning Environments Research 11, no. 1 (December 28, 2007): 31–48. http://dx.doi.org/10.1007/s10984-007-9035-y.

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Teacher Control In The Second Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 618–23. http://dx.doi.org/10.1515/kbo-2015-0105.

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Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.

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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Differentiated Learning in the Foreign Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 463–68. http://dx.doi.org/10.1515/kbo-2016-0079.

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Abstract One of the tendencies manifested in the modernization of education is related to the flexibility of instruction aiming to ensure the development of the capacities and aptitudes of each student in accordance with his/her own possibilities and interests. The means of acquiring knowledge and of constantly and creatively applying it into practice should be made available to the students through the teaching-learning-evaluating process. Differentiated instruction can be identified neither with the strategies used, nor with a certain pattern of teaching. It goes beyond that, being a view of teaching and learning that starts from taking into consideration the students’ interests, needs and styles of learning. Teachers have to adapt the whole educational process to the diversity of individuals, avoiding social marginalization or exclusion. The pedagogy and psychology of education is confronted with the complex issue of differentiating and individualizing instruction, which is the indispensable assumption in ensuring each student’s success in achieving the highest possible intellectual performance. The teacher’s important role is that of designing tasks that correspond to the level of proficiency of the group of students he/she is working with.

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Borchert, Bernd, and Riccardo Silvestri. "A characterization of the leaf language classes." Information Processing Letters 63, no. 3 (August 1997): 153–58. http://dx.doi.org/10.1016/s0020-0190(97)00111-7.

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Stein, Jason. "The language of quality improvement: Therapy classes." Journal of Hospital Medicine 1, no. 6 (2006): 327–30. http://dx.doi.org/10.1002/jhm.139.

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He, Agnes Weiyun. "Identity construction in Chinese heritage language classes." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 14, no. 2-3 (June 1, 2004): 199–216. http://dx.doi.org/10.1075/prag.14.2-3.06he.

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From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift and mutate. It positions identity as emerging through co-participants’ responses and reactions and thus as an intersubjective and reciprocal entity. It further suggests that identity construction is intricately linked with heritage language learning.

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Tomlinson, B. "Using poetry with mixed ability language classes." ELT Journal 40, no. 1 (January 1, 1986): 33–41. http://dx.doi.org/10.1093/elt/40.1.33.

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Godler, Urška. "USING AN IPAD IN GERMAN LANGUAGE CLASSES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 2 (August 25, 2014): 32–41. http://dx.doi.org/10.48127/gu-nse/14.11.32a.

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The pupils at the Hruševec Šentjur primary school learned the German language by using iPads, applications and online interactive exercises. They learned about rooms in the house, furniture, equipment and prepositions. The goals were: to learn German words together with their articles, use prepositions and describe a house or apartment and a room, which was the final and most desired goal. All the pupils were actively engaged and motivated and managed to achieve all the set goals. Key words: rooms, furniture, equipment, prepositions "Wechselpräpositionen", iPad, 24/7 Tutor, Tellagami, interactive exercises, Hot Potatoes programme.

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Suprun, Olena, Nataliia Zaitseva, and Svitlana Symonenko. "Implementing webquest technologies in foreign language classes." Human Studies. Series of Pedagogy, no. 44 (2021): 183–91. http://dx.doi.org/10.24919/2413-2039.12/44.29.

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Romanova, O. O., and O. V. Mudryk. "Using video materials in foreign language classes." Pedagogical sciences reality and perspectives, no. 77 (2020): 176–79. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.39.

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McCarthy, B. "Managing large foreign language classes at university." Journal of University Teaching and Learning Practice 1, no. 1 (January 1, 2004): 41–55. http://dx.doi.org/10.53761/1.1.1.5.

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The rationalisation of class sizes and subject offerings in majors, and the implementation of workloads models establishing parity in teaching hours and in student load per staff member across Faculty have created considerable challenges for tertiary foreign-language teaching over the past decade. This paper presents one way of responding to the imperatives of the new order, involving the adaptation and management of traditional class activities so that they remain valid in a group of 60 or more students, and the development and delivery of computer-based activities to allow students to receive as much (or as little) individualised instruction as they need outside of class. It reflects on principles and practices which, although not new, have assumed particular importance in the new environment, and analyses the impact of the changes on the dynamic of the class.

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Nagy, Imola Katalin. "Translation in ESL Classes." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 87–107. http://dx.doi.org/10.1515/ausp-2015-0057.

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Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

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Blevins, Juliette. "Yurok Verb Classes." International Journal of American Linguistics 71, no. 3 (July 2005): 327–49. http://dx.doi.org/10.1086/497875.

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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.

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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

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