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International perspectives on ELT classroom interaction
\"The last few decades have seen an increase in interest in classroom interaction, and this has coincided with the global spread of ELT. This book gathers together 11 empirical-based studies of classroom interaction carried out in different countries, including the USA, England, Kenya, Sweden, and China. Implementing methodologies including conversation analysis, corpus-based analysis and discourse analysis, and covering investigatory issues such as CLIL, multilingualism and computer-assisted language learning, each chapter provides cutting-edge accounts of classroom issues and challenges. Along with a state-of-the-art literature review, the chapters provide key insights and engagement priorities that will prove relevant to a variety of learning and teaching contexts. \"-- Provided by publisher.
Book
Foreign language education of seniors
This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.
Journal Article
Media in Foreign Language Teaching and Learning
While educators and educational psychologists debate the influence of media on learning, there can be little doubt that media is now an integral constituent of any educational context. In particular, computer and internet media, with their immense processing power and multimedia capabilities, can have significant bearing on learning processes and outcomes in today's learning environment. Such media, which are increasingly designed to be highly interactive and adaptable, can enable reflective, productive and communicative activities and have much potential for foreign language learning.
The book contains 16 papers which look at different forms of media and explore how these affect or can be used effectively in foreign language education. The first of three parts focuses on important theoretical and pedagogical issues in selecting and using media. In the second part, insightful empirical research findings are presented on the contributions of different forms of media in language teaching and learning, including their effect on learners' learning motivation. The third and concluding part of the book provides in-depth accounts of how media can be harnessed to drive innovative curricular practice as well as students' evaluations of these curricular projects.
eBook
Developing International EFL/ESL Scholarly Writers
This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.
eBook
100 ideas for supporting learners with EAL
\"100 inspirational, tried-and-tested ideas that can be used straight away by a range of practitioners supporting learners with English as an additional language (EAL)\"-- Provided by publisher.
Book
Perspectives on Individual Characteristics and Foreign Language Education
Learner characteristics have been at the center of second language acquisition and foreign language education research in response to the puzzling questions: Why are there often large differences in second language (L2) learning achievement and why do many learners, though proficient first language speakers, not succeed in learning a L2? The papers in this book explore and challenge the three key factors in individual difference research: language aptitude, language learning strategies and motivation.
eBook
One-on-one language teaching and learning : theory and practice
\"From the perspective of the tutor, teaching a language one-to-one is not just one more way of doing what classroom teachers do. With only one learner, it is possible to give serious attention to principles of second language acquisition such as motivation, error treatment, and learner autonomy, which are more difficult to address in classroom learning. One-on-One Language Teaching and Learning brings together a strong theoretical framework with practical suggestions and actual experiences of language learners and tutors from around the world. It applies research in the field of language acquisition and teaching to issues like building a strong tutor-student relationship, working with multilingual learners, and learning various skills and strategies. The book will be valuable for tutors of many languages, not only English, as well as learners who wants to take a more active role in one-on-one learning\"-- Provided by publisher.
Book
Neural machine translation in foreign language teaching and learning: a systematic review
Nowadays, hardly anyone working in the field of foreign language teaching and learning can imagine life without machine translation (MT) tools. Thanks to the rapid development of artificial intelligence, MT now most widely assumes a new form, the so-called Neural Machine Translation (NMT), which offers the potential for a wide application in foreign language learning (FLL). Therefore, the purpose of this review study is to explore different approaches to the efficient implementation of NMT into FLL and provide specific pedagogical implications for best practices. The PRISMA methodology for systematic reviews and meta-analyses was strictly followed. The search was conducted in two well-established databases, specifically Scopus and Web of Science, to generate sufficient data from research articles for further analysis. The findings of this systematic review indicate that NMT is an efficient tool for developing both productive (speaking and writing) and receptive (reading and listening) language skills, including mediation skills, which are relevant for translation. Moreover, the results show that NMT tools are especially suitable for advanced learners of L2, whose higher proficiency level enables them to critically reflect on the output of NMT texts more than beginners or lower-intermediate learners. Thus, the findings of this review study reveal that NMT has valuable implications for L2 pedagogy since it can serve as a very powerful online reference tool for FLL provided that teachers introduce students to its benefits but also limitations by implementing various teaching approaches.
Journal Article