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Artykuły w czasopismach na temat „Language teaching”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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Axatovna, Safina Farida. "LANGUAGE LEARNING AND LANGUAGE TEACHING APPROACHES". American Journal of Philological Sciences 4, nr 3 (1.03.2024): 43–45. http://dx.doi.org/10.37547/ajps/volume04issue03-08.

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The evolution of modern language teaching and learning can be traced back to the 20th century, a time when travel by land, sea, and air became more accessible to a larger portion of the population. Initially limited to Europe and North America, travel eventually expanded globally,allowing people from all continents to explore foreign lands. This accessibility marked a departure from the exclusive domain of pilgrims, explorers, and the wealthy, making foreign travel achievable for the majority in developed nations. Additionally, advancements such as the discovery of electricity and wireless communication facilitated global contact, irrespective of geographical location or occupation. In this article, will look at early language learning and language teaching approaches.

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Kanda, Kazuyuki. "Sign Language Teaching as a Language Teaching". Japanese Journal of Sign Language Studies 14, nr 2 (1998): 41–49. http://dx.doi.org/10.7877/jasl.14.41.

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Malikovna, Karimova Yulduz, Uzokov Bahodir Hamidullayevich, Khojamova Naima Abdurashitovna i Zoirova Tabarruk Abdugafforovna. "Foreign Language Teaching Methods". American Journal of Social Science and Education Innovations 03, nr 04 (30.04.2021): 695–700. http://dx.doi.org/10.37547/tajssei/volume03issue04-112.

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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS". International Journal of Humanities and Educational Research 03, nr 05 (1.10.2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.

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The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

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"language teaching". Language Teaching 40, nr 4 (7.09.2007): i. http://dx.doi.org/10.1017/s0261444807004570.

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In her review of Language Awareness (LA), Agneta Svalberg shows how its multidisciplinary nature and wide scope make it particularly suited to dealing with the complexities of language. After a brief discussion of definitions, she reviews the place of LA in teaching languages. The author considers also other aspects of LA including critical language awareness, intercultural language awareness and multilingualism.The new series of plenary and keynote speeches from international applied linguistics and second language acquisition conferences continues in this issue with an adapted version of the speech given at the Applied Linguistics Association of New Zealand symposium in 2006 by Cynthia White and with Patricia Duff's speech given at the Pacific Second Language Research Forum and Australian Association of Applied Linguistics joint conference in the same year.The present issue of Language Teaching is the last one in which we include the Abstracts section. In future volumes, starting with volume 41 in January 2008, the state-of-the-art articles will continue to present research on specific topics. A new strand of articles will survey recent second language acquisition and teaching research conducted in individual countries and another new strand will survey research on the teaching of languages other than English. The plenary and keynote speeches series, and the section with annual reports from research groups around the world will continue to feature in the new-look journal. A further section will be allocated to empirical research papers which follow a replication approach in their methodology.

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"language teaching". Language Teaching 40, nr 3 (20.06.2007): i. http://dx.doi.org/10.1017/s0261444807004314.

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In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

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"Language teaching". Language Teaching 39, nr 2 (kwiecień 2006): 102–8. http://dx.doi.org/10.1017/s0261444806213703.

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06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

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"language teaching". Language Teaching 26, nr 1 (styczeń 1993): i—ii. http://dx.doi.org/10.1017/s0261444800000033.

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"language teaching". Language Teaching 27, nr 4 (październik 1994): i—ii. http://dx.doi.org/10.1017/s0261444800000173.

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"language teaching". Language Teaching 28, nr 1 (styczeń 1995): i—ii. http://dx.doi.org/10.1017/s026144480000029x.

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"language teaching". Language Teaching 28, nr 4 (październik 1995): i—ii. http://dx.doi.org/10.1017/s0261444800000434.

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"language teaching". Language Teaching 29, nr 3 (lipiec 1996): i—ii. http://dx.doi.org/10.1017/s0261444800000550.

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"language teaching". Language Teaching 30, nr 3 (lipiec 1997): i—ii. http://dx.doi.org/10.1017/s0261444800000690.

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"language teaching". Language Teaching 31, nr 1 (styczeń 1998): i—ii. http://dx.doi.org/10.1017/s0261444800000859.

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"Language teaching". Language Teaching 31, nr 1 (styczeń 1998): 13–22. http://dx.doi.org/10.1017/s0261444800000872.

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"language teaching". Language Teaching 20, nr 1 (styczeń 1987): 1–2. http://dx.doi.org/10.1017/s0261444800004213.

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"language teaching". Language Teaching 20, nr 3 (lipiec 1987): i—ii. http://dx.doi.org/10.1017/s0261444800004493.

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"language teaching". Language Teaching 20, nr 4 (październik 1987): i—ii. http://dx.doi.org/10.1017/s0261444800004638.

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"language teaching". Language Teaching 21, nr 1 (styczeń 1988): i. http://dx.doi.org/10.1017/s0261444800004778.

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"language teaching". Language Teaching 21, nr 2 (kwiecień 1988): i—ii. http://dx.doi.org/10.1017/s0261444800004924.

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"language teaching". Language Teaching 21, nr 3 (lipiec 1988): i—ii. http://dx.doi.org/10.1017/s026144480000505x.

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"language teaching". Language Teaching 21, nr 4 (październik 1988): i—ii. http://dx.doi.org/10.1017/s0261444800005206.

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"language teaching". Language Teaching 22, nr 1 (styczeń 1989): i—ii. http://dx.doi.org/10.1017/s0261444800005334.

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"language teaching". Language Teaching 23, nr 1 (styczeń 1990): i—ii. http://dx.doi.org/10.1017/s0261444800005486.

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"language teaching". Language Teaching 23, nr 2 (kwiecień 1990): i—ii. http://dx.doi.org/10.1017/s0261444800005620.

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"language teaching". Language Teaching 23, nr 3 (lipiec 1990): i—ii. http://dx.doi.org/10.1017/s0261444800005759.

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"language teaching". Language Teaching 23, nr 4 (październik 1990): i—ii. http://dx.doi.org/10.1017/s0261444800005899.

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"language teaching". Language Teaching 24, nr 1 (styczeń 1991): i—ii. http://dx.doi.org/10.1017/s0261444800006029.

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"language teaching". Language Teaching 24, nr 2 (kwiecień 1991): i—ii. http://dx.doi.org/10.1017/s0261444800006169.

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"language teaching". Language Teaching 24, nr 3 (lipiec 1991): i—ii. http://dx.doi.org/10.1017/s0261444800006297.

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"language teaching". Language Teaching 24, nr 4 (październik 1991): i—ii. http://dx.doi.org/10.1017/s0261444800006443.

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"language teaching". Language Teaching 25, nr 1 (styczeń 1992): i—ii. http://dx.doi.org/10.1017/s0261444800006571.

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"language teaching". Language Teaching 25, nr 2 (kwiecień 1992): i—ii. http://dx.doi.org/10.1017/s0261444800006728.

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"language teaching". Language Teaching 25, nr 3 (lipiec 1992): i—ii. http://dx.doi.org/10.1017/s0261444800006844.

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"language teaching". Language Teaching 25, nr 4 (październik 1992): i—ii. http://dx.doi.org/10.1017/s0261444800006996.

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"language teaching". Language Teaching 26, nr 2 (kwiecień 1993): i—ii. http://dx.doi.org/10.1017/s0261444800007126.

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"language teaching". Language Teaching 26, nr 3 (lipiec 1993): i—ii. http://dx.doi.org/10.1017/s0261444800007254.

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"language teaching". Language Teaching 26, nr 4 (październik 1993): i—ii. http://dx.doi.org/10.1017/s0261444800007370.

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"language teaching". Language Teaching 27, nr 1 (styczeń 1994): i—ii. http://dx.doi.org/10.1017/s0261444800007515.

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"language teaching". Language Teaching 27, nr 2 (kwiecień 1994): i—ii. http://dx.doi.org/10.1017/s0261444800007667.

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"language teaching". Language Teaching 27, nr 3 (lipiec 1994): i—ii. http://dx.doi.org/10.1017/s0261444800007783.

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"language teaching". Language Teaching 28, nr 2 (kwiecień 1995): i—ii. http://dx.doi.org/10.1017/s0261444800007928.

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"language teaching". Language Teaching 28, nr 3 (lipiec 1995): i—ii. http://dx.doi.org/10.1017/s0261444800008065.

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"language teaching". Language Teaching 29, nr 1 (styczeń 1996): i—ii. http://dx.doi.org/10.1017/s026144480000820x.

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"language teaching". Language Teaching 29, nr 2 (kwiecień 1996): i—ii. http://dx.doi.org/10.1017/s026144480000834x.

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"language teaching". Language Teaching 29, nr 4 (październik 1996): i—ii. http://dx.doi.org/10.1017/s0261444800008508.

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"Language teaching". Language Teaching 30, nr 1 (styczeń 1997): i—ii. http://dx.doi.org/10.1017/s0261444800012647.

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"language teaching". Language Teaching 30, nr 2 (kwiecień 1997): i—ii. http://dx.doi.org/10.1017/s0261444800012787.

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"language teaching". Language Teaching 31, nr 2 (kwiecień 1998): i. http://dx.doi.org/10.1017/s0261444800012969.

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"Language teaching". Language Teaching 31, nr 2 (kwiecień 1998): 72–88. http://dx.doi.org/10.1017/s0261444800012982.

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