Search results for "Language teaching"
showing 10 items of 129 documents
Intercultural communicative competence in the context of the European higher education area
2009
Abstract In this paper, we analyse the close relationship between the European higher education area (EHEA), the common European framework of reference for languages and intercultural communicative competence (ICC) and show how the implementation of ICC in foreign language teaching can become an essential tool to acquire the full achievement of the EHEA. En este articulo analizamos la estrecha relacion entre el Espacio Europeo de Educacion Superior, el Marco Europeo de las Lenguas y la competencia comunicativa intercultural y mostrar como la implementacion de la CCI en la ensenanza de una lengua extranjera puede convertirse en una herramienta esencial para conseguir los objetivos del EEES.
The Cultural Component in the First Language (L1) Teaching: Cultural Heritage, Identity and Motivation in Language Learning
2015
Abstract After almost three decades since the insertion of Catalan (Valencian) within the Valencian education system, its use hasn’t spread through all of the geographical domains and social scopes. In a context of language minorisation, an actual usage of a language is not guaranteed by just acquiring a sounder language competence. For a start we take into consideration a hipothesis defending that even though a comprehension of the goal culture in L2 is not just necessary for a significant use of the language within its society, we also have to realise the importance of the cultural import when using L1. We’ve framed our working field within some research projects which focus on the value …
Discovering the Factors Influencing Students' Perception of the Educational Environment in the Context of Foreign Language Training in a Technical Hi…
2010
Contextual resources in meaning negotiations of a student pair in a web-based history project
2007
Abstract This study examines how one student pair working face-to-face at a computer and engaged in a web-based discussion environment negotiated meanings for their activity and what contextual resources they used in this negotiation process. The aim was also to study how the students themselves interpreted the learning activity. The subjects were two secondary school students (aged 15) participating in a web-based history project. Data was collected by various means in order to validate the findings. Linell's [(1998). Approaching dialogue. Talk, interaction and contexts in dialogical perspectives . Amsterdam: John Benjamins Publishing Co.] notion of contextual resources was used as an anal…
Teachers negotiating multilingualism in the EFL classroom
2021
Tässä artikkelissa tutkimme suomalaisten englanninopettajien käsityksiä maahanmuuttajaoppilaista, joilla on monikielinen tausta, vieraan kielen luokkahuoneessa. Aiemmat tutkimukset monikielisistä oppijoista ovat keskittyneet toisen kielen oppimiseen tai oppijan äidinkieleen. Tässä tutkimuksessa keskitymme englantiin vieraana kielenä, sillä maailma on aiempaa monikielisempi ja liikkuvuus yleisempää kuin ennen. Aineistona on englannin opettajien haastattelut (n=7), joissa he pohtivat kokemuksiaan maahanmuuttajaoppilaista vieraan kielen oppitunnilla. Analyysimenetelmänä oli laadullinen sisällönanalyysi. Tulokset osoittavat, että osallistujat eivät olleet pohtineet monikielisyyttä englannin opp…
Situated Language Learning Methods: a cross-sectional study on General Teaching and Language teaching
2018
Language teaching bases its theoretical and methodological framework on an axiom: object and teaching tool coincide in the target language. There follows that active learning is the key to efficacious linguistic knowledge as well as to transferable learning from a specific disciplinary context to a general one. This perspective is in tune with the educational claims and the learning aims fixed by the EAS teaching model, according to which learning is mediated by action and by the learner’s ability to simulate real life situations within classroom The present study means to start up an epistemological reflection moving from the comparison between language teaching and general teaching with r…
Drama as a method of teaching EFL vocabulary : a material package for lower secondary school teachers
2017
Perusopetuksen opetussuunnitelman perusteiden (2014) mukaan vieraan kielen opetuksessa ”leikin, laulun, pelillisyyden ja draaman avulla oppilaat saavat mahdollisuuden kokeilla kasvavaa kielitaitoaan ja käsitellä myös asenteita”. Monille vieraiden kielten opettajille draama on kuitenkin kohtuullisen vieras työkalu eikä sen sovellusmahdollisuuksia tunneta. Tämä materiaalipaketti onkin suunnattu yläkoulun englannin opettajille resurssipankiksi englannin sanaston opettamiseen draamakasvatuksen keinoja hyödyntäen. Kohderyhmäksi valikoituivat yläkouluikäiset nuoret, koska heillä on käytännön kielitaitoa jo sen verran, että he pystyvät toimimaan draamassa ja kommunikoimaan spontaanisti. Teoriaosio…
English pronunciation teaching in Finland
2013
Global ELT coursebooks: A comparative study to examine if there has been any shift in proportion of cultural content in a 1st and 4th edition of Engl…
2020
In the context of English as a global language, more and more people are learning it for the purposes of L2 to L2 communication. Criticism of global coursebooks is that they still operate within an ESL, native-speaker model. This article explores the arguments that these textbooks are culturally biased in favour of the target culture. The literature and studies show that publishers have not reacted to the changes that have happened to the international nature of English, nor have they made any amendments to the content of global coursebooks in reaction to criticism. A comparative content analysis was conducted on a first edition of English file (Latham-Koenig and Oxenden 1996) and a fourth …
Teaching the pronunciation of English as an international language : suggestions for constructing a syllabus for Finnish learners
2012
Kieltä ei voi puhua ääntämättä sitä, minkä vuoksi ääntäminen luonnollisesti kuuluu osaksi vieraan kielen oppimista ja opettamista. Ääntämisen kuten minkä tahansa kielen osa-alueen opettaminen perustuu valittuun malliin ja standardiin. Suomalaisessa englannin kielen opetuksessa ihanteellisena mallina ja tavoitteena on tähän saakka useimmiten käytetty britti ja/tai amerikanenglannin niin sanottua standardisoitua muotoa, joka on kodifioitu lukuisissa oppaissa, sanakirjoissa ja oppimateriaaleissa. Tästä mallista poikkeamista on pidetty virheenä ja esimerkiksi vahvan aksentin ilmenemistä epätoivottavana tai jopa nolona. Tiedetään, että natiivin kaltaisen aksentin omaksuminen vieraassa kielessä o…