Journal articles on the topic 'Language teaching and learning theories'
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1
Purba, Norita. "The Role of Psycholinguistics in Language Learning and Teaching." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 2018): 47. http://dx.doi.org/10.30651/tell.v6i1.2077.
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Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some experts use them as the basic theories in developing language teaching methods. It is known as psycholinguistics approach. Psycholinguistic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension. As an approach, there are some methods which were developed based on psycholinguistics theories such as natural method, total physical response method, and suggestopedia method. These methods apply psycholinguistic principles that how a person acquires his/her mother tongue or first language (First Language Acquisition), learns his/her second or third language (Second Language Learning), perceives a language (Language Perception), and produces language (Language Production). Language perception refers to listening and reading, while the language production refers to speaking and writing. Listening, reading, speaking and writing are called as the four of language skills. Specifically, psycholinguistics helps to understand the difficulties of these four skills both intrinsic difficulties and extrinsic difficulties. Psycholinguistics also helps to explain the errors students do in the language learning. Moreover psycholinguistics also defines some kinds of brain disorders that affect language learning performance such as agraphia and aphasia which must be treated properly. Psycholinguistics mainly helps teachers to consider the use of appropriate method to teach that four language skill.
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Danesi, Marcel. "Neurological Bimodality and Theories of Language Teaching." Studies in Second Language Acquisition 10, no. 1 (February 1988): 13–31. http://dx.doi.org/10.1017/s0272263100006938.
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The failure of the method notion in second language teaching has been attributed to a series of valid pedagogical and socioeducational factors. The concept of neurological bimodality, which posits that effective language learning in a classroom environment requires the utilization of the perceptual modalities associated with each cerebral hemisphere, offers a more fundamental, neurologically related diagnosis of this failure. This paper looks at the historiography of language teaching theories from the perspective of bimodality, and then concludes with specific suggestions vis-à-vis the kinds of research directions that might empirically substantiate the usefulness of this concept for second language acquisition in a classroom environment.
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Yassin, Amr Abdullatif, Norizan Abdul Razak, and Tg Nor Rizan Tg Mohamad Maasum. "Integrated Model for Teaching Language Skills." International Journal of English Linguistics 9, no. 5 (August 26, 2019): 89. http://dx.doi.org/10.5539/ijel.v9n5p89.
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This paper suggests a new model to teach language skills. The aim of this model is to integrate the three most influential theories in the process of language teaching and learning which are behaviorism, cognitivism and constructivism. This model explains how these three theories are integrated with each other in the process of language teaching and learning to complete each other taking into consideration the strengths and weaknesses of each theory. This model is mainly used for teaching language skills which are reading, writing, speaking and listening. Reviewing previous literature, it is clear that there is no integrated model that has tried to link these theories although there are suggestions from scholars to integrate them in a single model because there is no theory that can describe the whole process of learning without the interference of the other theories. This model suggests that teaching any skill can be divided into two phases. The first one is introducing the skill theoretically and the second one is practice. The first phase requires constructivism in order to build the students’ knowledge concerning the skill, and the second one is practice which depends on behaviorism through providing different drills to students. Cognitivism is the link between constructivism and behaviorism. Thus, creating knowledge is the core of constructivism but it is mentally driven as it requires cognitive processes. Also, behaviorism focuses on practice and it did not account for the cognitive processes which are essential especially because practice is associated with the mental activation of all the linguistic knowledge. Therefore, the paper discusses the three theories and the rational for the new model as well as the process of teaching following the suggested model.
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Meznarič, Marša. "Which Second Language Learning Theories Underlie Language Courses Offered by Slovene Private Language Schools." Journal for Foreign Languages 3, no. 1-2 (December 31, 2011): 179–95. http://dx.doi.org/10.4312/vestnik.3.179-195.
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The article deals with language courses offered by private language schools in Slovenia. It examines who the people in charge of the language schools are, what criteria new teachers have to meet to become an employee of a school, whether the methodology applied (if any) has been carefully chosen, what the teaching techniques are and who chooses them.Second language method discoveries have been subjected to perennial criticism and scepticism over the last half of century. Teachers around the globe have been confused by the constant shifts in the popularity of different methods. The article examines the con sequences of the abovementioned circumstances.The 15 interviews conducted with private language schools’ managers have generated valuable information on the level of professionalism in this area of business.The results have shown that most of the randomly chosen schools are managed by language professionals or by economists who employ a linguist for controlling the teaching and learning processes and that the majority of schools does adopt a particular approach or method of teaching. Teacher trainees receive a lot of support and guidance prior to teaching in a school. In most cases, teachers are free to choose techniques of teaching according to their preferences, providing the techniques are not in conflict with the general schools’ principles. The criteria for employment vary considerably. Nearly all managers would employ a professional language teacher with experience only, but others demand that the teacher be a native speaker regardless of his/her education. Several stress the importance of personal characteristics and would consider employing only lighthearted and energetic teachers. Teachers’ work and students’ progress are often evaluated.
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AHMED, Khalid Ahmed Hassan. "THEORY AND PRACTICE IN ENGLISH LANGUAGE TESTING." International Journal Of Education And Language Studies 2, no. 2 (June 1, 2021): 13–22. http://dx.doi.org/10.47832/2791-9323.2-2.2.
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Success in language teaching and learning is a multidisciplinary process in which language testing is an important pillar of success beside the other surrounding factors which range from the teaching learning context to the learners and teachers’ personal and educational factors. The aim of the present study is to identify to what extent there is a harmony between the teaching learning context on one hand and the theories and techniques of language testing on the other, and whether there is a matching between these theories of language testing and the practicality of these theories. We believe that there is a great mismatch between theories and practice of language testing as a result of the practices and the necessary expertise and knowledge needed in testing. This situation affects, to a great extent, the experience of language teaching learning process. This paper is a qualitative historical survey on language teaching learning context and theories of testing and language testing in particular. To process the study some related studies and literature will be explored, and some instances of language testing will be used to support this theoretical framework and to confirm our hypothesis that there is a gap between what is taught and what is examined. The study will include its importance, the methodological procedures that will be followed to attain the findings, recommendations and suggestions for future studies to let discussion in this area furthered in the future.
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Norton, Bonny, and Kelleen Toohey. "Identity, language learning, and social change." Language Teaching 44, no. 4 (August 26, 2011): 412–46. http://dx.doi.org/10.1017/s0261444811000309.
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In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs ofinvestmentandimagined communities/imagined identities(Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.
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Dey, Manna, and Murad Hassan Sawalmeh. "Psychological Processes in Language Learning and Teaching: Methods and Approaches of Psycholinguistics." British Journal of Applied Linguistics 1, no. 1 (November 25, 2021): 01–07. http://dx.doi.org/10.32996/bjal.2021.1.1.1.
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The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps comprehend the difficulty of intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.
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Byram, Michael, and Anwei Feng. "Culture and language learning: teaching, research and scholarship." Language Teaching 37, no. 3 (July 2004): 149–68. http://dx.doi.org/10.1017/s0261444804002289.
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This review of work on the cultural dimension of language teaching updates one from 1986 and shows that there has been a considerable growth in interest since then. The focus has been largely on the elaboration of conceptual models and theories and the development of teaching and training approaches; much less effort has been devoted to empirical research investigating the impact of such developments and building up a body of knowledge.
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Dey, Manna. "Psychological processes in language learning and teaching: Scoping review and future research directions." Journal of Psychological Perspective 3, no. 2 (December 20, 2021): 105–10. http://dx.doi.org/10.47679/jopp.321532021.
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The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps to comprehend the difficulty of both intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.
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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.
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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Budiman, Asep. "Behaviorism and Foreign Language Teaching Methodology." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (December 6, 2017): 101. http://dx.doi.org/10.29240/ef.v1i2.171.
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ABSTRACT
This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning environment. This inquiry concentrates on the view point of B.F. Skinner, one of the most outspoken behaviorism psychologist and his experimentations about animals. The notion of antimentalism of behaviorism also discussed in the process.
Keywords: Behaviorism Theory, Foreign Language, Teaching Methodology
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Nimehchisalem, Vahid. "Exploring Research Methods in Language Learning-teaching Studies." Advances in Language and Literary Studies 9, no. 6 (December 28, 2018): 27. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.27.
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Research methods offer authentic ways to elicit useful data based on which informed decisions can be made. With respect to their design and data collection or analysis, research methods are traditionally divided into qualitative and quantitative types, each with its strengths and weaknesses. In response to new theories and technological developments, new methods have evolved as extensions of qualitative or quantitative methods or as combinations of the two with promising features. This article presents an overview of the common methods used in language learning-teaching research.
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Mushyrovska, Nataliia, Inna Kholod, Oksana Neher, Iryna Zozulia, and Iryna Pavliuk. "Fundamental cognitive-semantic theories in linguistics." Eduweb 16, no. 3 (September 28, 2022): 261–73. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.19.
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The article studies fundamental cognitive-semantic theories (Langacker, Lakoff, Fillmore, Croft) used in linguistics. The paper shows the use of ideas that can change the educational system with the aim of improving the teaching of linguistic disciplines in higher education. The relevance of the study is to improve the education quality for linguistics specialists and the possibility of implementing the study results to improve the teaching methodology. Particular focus is on the theories, tools, and methods of teaching foreign languages, which are essential components of quality learning and the formation of knowledge and skills among students of linguistic specialties. The study aims to systematize the theoretical foundations and directions of the cognitive-semantic theory in linguistics to determine the relevance of teaching this theory to the educational process. In the course of the study, general scientific methods of knowledge are applied, in particular analysis and synthesis of theoretical and practical information, as well as methods of questioning and statistical methods of analysis. The hypothesis of the study: the system of basic theoretical innovations used in the complex of cognitive-semantic theories is effective in the field of humanities research. It is an effective tool in the learning process in process of learning foreign languages. The result of the study is to determine the need to study theories of linguistics, which represent effective directions in the postmodern mainstream. The article shows the place of cognitive-semantic theories in the modern practice of teaching foreign languages. The study’s practical significance lies in the possibility of applying the results in constructing foreign language learning methodologies in higher education institutions.
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Szeluga, Adam. "Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte." Forum Filologiczne Ateneum, no. 1(7)2019 (December 31, 2019): 213–26. http://dx.doi.org/10.36575/2353-2912/1(7)2019.213.
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The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.
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Hao, Yurong. "EFL Teaching Methods." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 742. http://dx.doi.org/10.17507/jltr.0804.13.
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Language is a system of communication and it plays a vital role in human society. How can we teach language effectively and serve the purpose for human communication? Many linguists and scholars have dwelt on the question, leading to different approaches and methods in language teaching. Those approaches and methods through history have not only reflected changes in theories of the nature of language and of language learning, but also reflected changes in learners’ needs.
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Pasquale, Michael. "Folk beliefs about second language learning and teaching." AILA Review 24 (December 21, 2011): 88–99. http://dx.doi.org/10.1075/aila.24.07pas.
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What do students and teachers believe about the second language learning process? What if these beliefs are in conflict with each other or with prevailing applied linguistic theories? These are the types of questions that are investigated within folk linguistic research. Some researchers have taken a quantitative approach that relied on questionnaires (e.g., Horwitz 1985), while others have delved into the cognitive foundations of beliefs (e.g., Woods 2003). Lastly, some have used discoursal approaches which use discourse analytic (e.g., Pasquale & Preston, forthcoming) and culturally contextualized approaches (e.g., Barcelos 1995) suggesting that folk belief is a dynamic process. Therefore, a discoursal approach may provide insights into respondents’ reasoning rather than what might be considered more static domains of belief.
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MacDonald, Malcolm, Richard Badger, and Goodith White. "Changing values: what use are theories of language learning and teaching?" Teaching and Teacher Education 17, no. 8 (November 2001): 949–63. http://dx.doi.org/10.1016/s0742-051x(01)00042-7.
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Wirag, Andreas, Yunong Li, and Bin Zhang. "Applying cognitive linguistics to foreign language teaching and learning." Cognitive Linguistic Studies 9, no. 2 (December 15, 2022): 185–201. http://dx.doi.org/10.1075/cogls.21010.wir.
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Abstract The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier & Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the Applied CL framework and to promote its further consolidation.
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Alqahtani, Asma. "Review and Analysis of Theories Underlying Grammar Teaching Methodologies." Arab World English Journal 13, no. 4 (December 15, 2022): 80–91. http://dx.doi.org/10.24093/awej/vol13no4.6.
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Grammar is significant in learning other language skills, such as speaking and writing. Theories of teaching grammar in a foreign language are vital as they allow EFL teachers to build a frame for language learners. Grammar instruction is a bridge that links learners with other skills and if their grammar competence is vulnerable, the whole language production will be weak too. This study seeks to understand and review language theories that underlie daily grammar teaching. Many of EFL/ESL teachers teach grammar without a solid understanding of the language theories that inform their actual teaching practices and methodologies. This paper sheds light on the linguistics theories underlying grammar teaching methodologies in most English as foreign language classes and textbooks. It is significant for English teachers to have a basic knowledge of language acquisition theories as it directly influences their ability to provide appropriate content-area instructions.
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Nifaoui, Asma. "The Theories of learning and methods of teaching foreign languages Literature review." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 227–52. http://dx.doi.org/10.37870/joqie.v10i16.235.
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The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.
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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.
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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
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Christie, Frances. "Developing an educational linguistics for English language teaching." Functions of Language 1, no. 1 (January 1, 1994): 95–127. http://dx.doi.org/10.1075/fol.1.1.06chr.
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The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing an educational linguistics, the better to inform curriculum planning and pedagogical practices in schools. In particular the paper argues the importance of the contributions of systemic functional linguistic perspectives to the development of a model of language and literacy of a kind which can usefully underpin curriculum planning and learning theory. Such a model, while drawing extensively upon other related contemporary social theories, will nonetheless place a functional grammar firmly at the heart of its concerns.
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Da Lio, Elisa. "Digital and Multimodal Literacies in Foreign Language Learning: theories and application." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 65–79. http://dx.doi.org/10.26493/2350-5443.8(2)65-79.
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This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by suggesting new directions for further research. Keywords: Literacy, Multimodality, Digital Literacy, EFL, Teaching
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Villarreal Ballesteros, Ana Cecilia, Irlanda Olave Moreno, and Lizette Drusila Flores Delgado. "Teaching is Not Always Easy: Mexican Pre-service English Teachers’ Beliefs on Teaching and Learning." Journal of Language and Education 6, no. 3 (September 30, 2020): 36–51. http://dx.doi.org/10.17323/jle.2020.10116.
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One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction. However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to foster integration of current ideas about teaching and learning in their students and to recognize their role in improving language education.
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Hung, Bui Phu. "Meaningful Learning and Its Implications for Language Education in Vietnam." Journal of Language and Education 5, no. 1 (March 31, 2019): 98–102. http://dx.doi.org/10.17323/2411-7390-2019-5-1-98-102.
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This paper attempts to make an argument for meaningful learning as an essential factor in the teaching of English as a foreign language. Meaningful learning rests its theories against cognitive processing. While contemporary literature shows knowledge of language in general is essential for second language use, this research is mainly concerned with ways of improving students’ language use. It has proved that meaningful learning facilitates the retention of knowledge as it makes learners organize their knowledge logically. In the classroom, the teacher should offer activities that relate the new input to learners’ existing knowledge, for which cognitive engagement is required. In English language teaching, it is important for teachers to know that learner-centeredness should be applied because they are the ones who process knowledge. This paper begins with an overview of different approaches of foreign language teaching, then presents theories in which meaningful learning is grounded and rooted. The discussion of how one’s knowledge of a first language is essential for foreign language learning is given prior to giving implications of meaningful learning in the Vietnamese context.
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Roche, Jörg, and Ferran Suñer. "Metaphors and grammar teaching." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (November 1, 2016): 89–112. http://dx.doi.org/10.1515/gcla-2016-0008.
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Abstract Despite the need for transparency and efficiency in explaining grammatical features to learners of a foreign language only very few systematic attempts have been undertaken to demonstrate the pedagogical added value of concept-based approaches to grammar instruction. The purpose of the paper is (1) to discuss the theoretical underpinnings of such an approach, to (2) present relevant theories of multimedia learning and (3) to summarize some empirical evidence on the efficiency of such an approach to language teaching and learning. The concept-based animated grammar, developed for German, uses a broad range of cognitive linguistic principles for foreign language learning in such areas as, for example, modal verbs or the passive voice.
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Li, Haojie. "On College English Teaching in China from the Perspective of MP in Generative Grammar Theory." Journal of Language Teaching and Research 7, no. 4 (July 1, 2016): 724. http://dx.doi.org/10.17507/jltr.0704.12.
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This paper discusses how the theory of MP in generative grammar can be used in College English teaching in China. The author holds that a brand-new teaching paradigm- autonomous English learning-will be built if certain theories and principles of Minimalist Program (MP) are used in China’s college classroom teaching. College teachers of English apply theories of lexicon, derivation by phase under the framework of MP in generative grammar and organization strategies into their English teaching and learning appropriately and college students will renew their English learning ideas, their learning interest will be stimulated and their enthusiasm and initiative in active English learning will be enhanced.
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Karapetyan, Mariana. "Creating Contexts for Adult Motivation for Foreign Language Learning and Acquisition." Armenian Folia Anglistika 2, no. 1-2 (2) (October 16, 2006): 101–5. http://dx.doi.org/10.46991/afa/2006.2.1-2.101.
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While developing foreign language teaching methods for adult students aged 17-20, it is necessary to take into account not only teaching and learning related issues, but also a number of principles which are connected with adult teaching. The article discusses a set of issues connected with foreign language teaching methodology with view of not only the specific features of the foreign language teaching methods for adults but also the theories that attach importance to the factor of emotions in the teaching process. The article attempts to combine a foreign language teaching and learning with the theory of game. The aim of the research is to reveal how games contribute to the improvement of foreign language teaching and learning.
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Yasseen Shukr, Hammam, and Thaer Adnan Jameel. "Digital Technology in English Language Teaching and Learning." NTU journal for Administrative and Human Sciences (JAHS) 2, no. 2 (June 2, 2022): 164–77. http://dx.doi.org/10.56286/ntujahs.v2i2.240.
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Today, using technology is an urgent requirement in the process of both teaching and learning English language. As a result, both teachers and learners need more devices and tools in order to accomplish their goals and develop their skills. This study gives an overview of the recently developed applications of digital technology used in teaching and learning English language. The researchers try to focus on the online classrooms and the applications widely used at recent years after the sudden attack of corona virus that disables the educational systems in most countries over the world. The paper also tries to link the pedagogical system based on technology with the theories and methods of education, and finding out to which school such system is related to. The study ends with a brief account on the outcomes of using technology in both language teaching and learning on the language skills i.e. listening, reading, writing and speaking.
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SENOUBER, Boukhmis, and Chahrazed Bin YOUNES. "GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 200–214. http://dx.doi.org/10.47832/2717-8293.5-3.20.
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The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?
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Savonitti, Gabriel, and Joao Mattar. "Entertainment Games for Teaching English as a Second Language." International Journal for Innovation Education and Research 6, no. 2 (February 28, 2018): 188–207. http://dx.doi.org/10.31686/ijier.vol6.iss2.970.
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This article explores the use of entertainment games for teaching English as a second language. It is a narrative literature review of theories of motivation and learning. To facilitate the choice of didactic resources to be used in the English classroom by teachers, this study brings to light the characteristics relevant to teaching that can be found in games, associated with different genres. In this sense, 14 researches involving digital games of entertainment were analyzed, using as basis Gardner’s theories of motivation in the teaching, games and the active learner of Gee, zone of proximal development of Vygotsky, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the relevant characteristics to teaching and learning in games and the identification of the genres associated to these characteristics. The discussion used the following characteristics found in the analyzed texts: motivation, classroom interaction, social interaction in the game, tangential learning, grades, complementary material, vocabulary, repetitive written content, big written content, need for text interpretation, audio and text.
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Adami, Guilherme. "Researching Teaching/Learning of Languages - Any Room for Art in There? The Case of Brazilian Applied Linguistics Today and Its Sources of Knowledge: Borders, Boundaries, Barriers, Barricades." Revista Brasileira de Linguística Aplicada 20, no. 1 (March 2020): 39–59. http://dx.doi.org/10.1590/1984-6398201914500.
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ABSTRACT Based on a panoramic view of current debates regarding the ways of doing Applied Linguistics in Brazil, this article discusses the pertinence of the use of non-logocentric and/or non-scientific theories as reference for the description and formulation of research problems, as well as for the construction of research procedures in the field of (foreign) language teaching/learning. Relying on analyses of the epistemological bases of literacy theories consolidated in the pedagogical framework of the High School Curriculum Guidelines (BRASIL, 2006), seen here as a critical matrix for understanding languages in the country’s school system, the field of Art is suggested as being equipped with possible supporting theories that might aid in the constitution of a conceptual apparatus capable of highlighting the creative aspect inherent in the processes of research into the teaching/learning of a language.
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Delbio, A., and M. Ilankumaran. "Theories, Techniques, Methods and Approaches of Second Language Acquisition: a Psychological Perspective." International Journal of Engineering & Technology 7, no. 3.6 (July 4, 2018): 192. http://dx.doi.org/10.14419/ijet.v7i3.6.14968.
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Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.
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Hien, Le Thi Ngoc. "Communicative Language Teaching in Teaching ESL for University Students." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 49–57. http://dx.doi.org/10.32996/jeltal.2021.3.6.7.
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Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.
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Sabaliauskienė, Rima, Gintarė Gelūnaitė-Malinauskienė, and Jūratė Andriuškevičienė. "Advertising As A Reflection of Culture in Foreign Language Teaching." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 160–95. http://dx.doi.org/10.2478/sm-2019-0008.
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Summary The ability to communicate in several foreign languages, recognize and understand cultural differences and effectively interact in a multicultural environment has become vital in the modern world that faces intense globalization processes. Linguistic and intercultural competences are essential not only for establishing personal relationships with foreigners but also for developing successful business relationships. At the Institute of Foreign Languages at Vytautas Magnus University (hereafter - VMU IFL), Spanish and German languages remain in the top five of the most popular languages among 30 languages available to students. These languages are chosen not only by Lithuanian students but also by foreign students who come to study in Lithuania. Most exchange students who come to study at VMU choose to study the Lithuanian language as well. In addition to the development of language skills in a learning process, the new concept of language teaching / learning, market trends and the great interest of students and the public in languages lead to the development of topics related to culture and intercultural communication and efforts to reveal peculiarities of the new culture in the common European and native country context. Based on the theories of different authors on the connection between culture and language and intercultural differences, the article discusses the possibilities of using commercials (video recordings of advertisements) to get acquainted with the culture in foreign language lectures. A comparative analysis of examples selected from commercials available online and revealing certain cultural aspects of the three countries (Spain, Lithuania and Germany) that allow to understand the target culture better is presented in this article. The aim is to reveal how a teacher, knowing the theories of cultural differences, can use commercials for the development of students’ linguistic and also cultural and intercultural competences.
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Overfield, Denise M. "LANGUAGE TEACHING AND SKILL LEARNING.Keith Johnson. Cambridge, MA: Blackwell, 1996. Pp. vi + 198. $21.86 paper." Studies in Second Language Acquisition 20, no. 3 (September 1998): 430–31. http://dx.doi.org/10.1017/s0272263198263066.
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The purpose of this book is to establish that language learning and teaching are the same as skill learning and teaching. In other words, a parallel exists between the learning and teaching of linguistic behavior and nonlinguistic behavior. To this end, Johnson presents a variety of linguistic theories and learning models, including Universal Grammar and information processing. He states that the processes of proceduralization and declarativization of language are the main ones in language learning and that these issues must be addressed in order to establish an effective framework for teaching. In the final chapter, he examines how communicative language teaching and information-processing theory support each other.
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Fan, Ji-Hua. "On Computer and Foreign Language Teaching and Learning in Big Data Era." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (April 30, 2018): 236. http://dx.doi.org/10.3991/ijet.v13i05.7717.
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The purpose of this paper is to explore the application of computer to foreign language learning in Big Data era. Combining the properties of language learning and teaching theories, we analyze the potential uses of computer in foreign language learning. We find that the main potential of computer-based foreign language learning lies in making authentic language resources accessible to learners, providing Big Data analysis for foreign language teaching and triggering the new online learning and teaching models. As for foreign language learning in Big Data era, we propose that the application of computer should be based on the learners’ need and teachers’ instruction.
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Rao, Xiaoqing. "Practical Exploration of Cultivating Autonomous Learning Ability with the Upsurge of Foreign Language MOOCs." Scientific and Social Research 3, no. 2 (July 13, 2021): 158–62. http://dx.doi.org/10.36922/ssr.v3i2.1122.
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At present, MOOCs are rapidly emerging throughout the country which bring great challenges as well as opportunities to foreign language teaching. Foreign language learners can learn language better through MOOCs. However, the teaching effect of MOOCs is directly determined by learners’ autonomous learning ability. Therefore, this article discusses the relevant theories of autonomous learning, analyzes foreign language learners’ autonomous learning on the MOOCs platform, and proposes methods to promote the autonomous learning ability of foreign language learners.
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Nifaoui, Asma. "Learning Theories and Foreign Language Teaching Methods: A Review of the Literature." Journal of English Language Teaching and Applied Linguistics 2, no. 3 (August 30, 2020): 28–37. http://dx.doi.org/10.32996/jeltal.2020.2.3.3.
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L’objectif de cet article est de donner un aperçu historique sur les courants d’apprentissage qui ont marqué plusieurs domaines ces deux derniers siècles, et dont les méthodes d’enseignement des langues étrangères se sont largement inspirées. Enseigner et apprendre une langue étrangère a toujours été la préoccupation majeure des responsables exerçant dans le secteur éducatif. Trouver une méthode unique, parfaite et convenable à l’ensemble des apprenants était le centre d’intérêt de la plupart des chercheurs tous profils confondus, linguistes, pédagogues ou formateurs. Trois grandes théories d’apprentissage ont réellement bouleversé le domaine de l’éducation et spécifiquement le champ de l’acquisition des langues étrangères. Ces trois courants sont respectivement le behaviorisme, le cognitivisme et le constructivisme. Chaque courant avait ses partisans et ses détracteurs selon le progrès réalisé au terme de leurs travaux de recherche. Les méthodes qui ont découlé de ces trois théories d’apprentissage ont également connu des hauts et des bas selon le degré de l’atteinte des objectifs escomptés. Au cours de la présente étude, nous projetons de contourner, dans un ordre chronologique, les différentes méthodes et approches, provenant des trois courants, et pratiquées dans l’enseignement des langues étrangères. Notre attention sera focalisée sur l’étude de la méthode audio-orale, la méthode audio-visuelle, l’approche communicative et l’approche par compétences. Nous proposons aussi, dans cet article, une discussion dont l’intérêt et d’élucider les circonstances qui ont mené à la réussite ou à l’échec de telle ou telle méthode. Nous nous arrêterons également sur les réussites et les limites de chacune de ces méthodes. La conclusion fera l’objet d’une réflexion sur l’ensemble des points abordés dans l’article tout en proposant une ouverture sur d’autres solutions pouvant améliorer l’enseignement/apprentissage des langues étrangères.
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Gilbert, John K. "Teaching and Learning About Science: Language, Theories, Methods, History, Traditions and Values." International Journal of Science Education 32, no. 18 (November 19, 2010): 2533–34. http://dx.doi.org/10.1080/09500693.2010.508255.
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Solikhah, Imroatus. "PARADIGMA BARU PEMBELAJARAN BAHASA DAN RESISTENSI MASYARAKAT TERHADAP PERUBAHAN." CENDEKIA: Journal of Education and Teaching 8, no. 2 (October 3, 2014): 151. http://dx.doi.org/10.30957/cendekia.v8i2.60.
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The advent of innovation in teaching English as a foreign language has taken a long practice of ideas and concepts of classroom teaching practices. An interplay of psychology of learning, classroom management, teaching procedures responding current issues in language uses and needs has promoted itinerary of teaching models. The first role of applied linguistics is prominent to place how teaching issues and its practices are perceived contextually on the track. The psychological perspectives have put learning models are viewed from various angles from which learning theories and language contents are interrelated. First major ideas deal with development of teaching methods considered traditional, e.g. grammar translation that focuses on rules, silent way that stresses problem solving learning, and communicative language teaching that emphasizes on the uses of language for real communication. The second major ideas promote innovative language teaching involving among others quantum teaching and learning, collaborative learning, effective teaching, multiple intelligences, from which language teaching methods are exposed for practices. This way, along with the development of teaching process, teaching methods are adaptive to recent trend. The resistance of language teaching method, thus, indicates flexibility of the method to absorb new needs in context.
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Rees, David. "From EFL learning theories to EFL teaching practice: Activating action research." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXI N° 2 (December 15, 2001): 53–61. http://dx.doi.org/10.4000/apliut.4648.
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Hajimia, Hafizah, Manvender Kaur Sarjit Singh, and Saralah Devi Mariamdaran Chethiyar. "SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH." PEOPLE: International Journal of Social Sciences 6, no. 3 (December 9, 2020): 87–99. http://dx.doi.org/10.20319/pijss.2020.63.8799.
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The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.
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Team, Editorial. "|Vol. 6| No. 1|Year 2019." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (June 27, 2019): 188–92. http://dx.doi.org/10.19109/ejpp.v6i1.3388.
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Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
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Team, Editorial. "|Vol. 6| No. 2|Year 2019." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 2 (December 11, 2019): 270–74. http://dx.doi.org/10.19109/ejpp.v6i2.4648.
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Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods,program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
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Adebileje, Adebola, and Aderonke Akinola. "Teaching and Learning English as a Second Language in Nigeria: Examining Evolving Approaches and Methods." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1015. http://dx.doi.org/10.17507/tpls.1009.02.
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This paper examines language teaching and learning theories in a bid to consider evolving and appropriate approaches and methods for efficient teaching and learning English as a second language in Nigeria. While traditional approaches do provide a solid foundation for effective language teaching, they do not always address students' situational and current needs. Hence, the study reveals that strategies and methods are evolving especially, in this hi-tech age, to meet such additional needs. Since no one theory or method is the best, the study recommends a principled eclectic approach for the effective and functional teaching and learning of English in Nigeria. It also suggests processes that could enhance teaching and motivate learning in the ESL classroom.
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Mohammed, Tawffeek A. S., Mustapha Saidi, Blanche Nyingone Assam, and Elsanosi M. Eldokali. "Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context." Education Research International 2021 (September 30, 2021): 1–12. http://dx.doi.org/10.1155/2021/1455705.
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Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.
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Idogho, Joseph Agofure. "Teaching English As Second Language through Drama for Effective Communication Skills: A Pragmatic Perspective." Journal of English Language Teaching and Linguistics 3, no. 3 (November 13, 2018): 259. http://dx.doi.org/10.21462/jeltl.v3i3.156.
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<p>Literatures have reveal that teaching English Language in a conventional classroom with all the available methodology hardly gives the students opportunity to use the language effectively or gain the competence and confidence of using the language in and outside the classroom and probably develop fluency in it: especially when English is a second language other than the learner’s language like the Nigeria situation. This paper thus opines that with the use of drama as a tool or technique in teaching English Language as second language; learners would be equipped with the essential skills of communication and gain fluency in the language. This paper therefore explores the array of models through which language exploration through drama is related to Language Acquisition theories. The paper examines the theories of Language acquisition to establish the relevance of drama-in-education to the domain of teaching and learning and probably language teaching. It further x-rays the mimesis concept of drama as a basis and model for language learning by explaining the three imitative models of language learning among humans as they relates to communicative activities: to prove the relevance of drama as a potent tool for fostering effective communication skills in English as Second Language Learners.</p>
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Henning, Elizabeth. "South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 21. http://dx.doi.org/10.4102/sajce.v3i2.41.
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The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
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Bajrami, Lumturie, and Vjosa Vela. "Technology enhanced learning in EFL classrooms." Global Journal of Information Technology: Emerging Technologies 7, no. 2 (August 13, 2017): 65–70. http://dx.doi.org/10.18844/gjit.v7i2.2230.
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Abstract
As a result of the many changes and innovations in technology, new changes and methods are used in educations and especially in language teaching. In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness, autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, power point presentations are widely used in EFL classrooms. This paper first attempts to explore the goals of using video material in EFL classrooms and the advantages of using video materials in EFL teaching, on the basis of which proposes a framework of teaching principles, strategies and specific tips which facilitate EFL teaching. Then will bring theories and practice related to the use of audio- visual tools in language learning especially in ESP classes at South East European University and why can videos be considered as valuable pedagogical tools, to facilitate the teaching process. The purpose of this study is to investigate the benefits that the language teachers and learners get in using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video material the teachers can improve and ensure student- centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence.
Keywords: Language teaching, video material, EFL classroom, teaching strategies, audio-visual tools.