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ŞİRİN, Rıdvan, et Mehmet TEKDAL. « Students’ Views on English Language Courses Through Distance Education ». Gaziantep University Journal of Social Sciences 14, no 24224 (1 juin 2015) : 323–35. http://dx.doi.org/10.21547/jss.256783.
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Snow Andrade, Maureen. « Higher Education Access and Success through Distance English Language Learning ». ATHENS JOURNAL OF EDUCATION 1, no 3 (31 juillet 2014) : 211–22. http://dx.doi.org/10.30958/aje.1-3-2.
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Soldatov, Boris, et Natalya Soldatova. « Distance education didactic principles application in teaching ». E3S Web of Conferences 273 (2021) : 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.
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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
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ÜNAL, R. Meltem, et Necla EKİNCİ. « ENGLISH TEACHING THROUGH DISTANCE EDUCATION : OPPORTUNITY OR THREAT ? » IEDSR Association 6, no 15 (20 septembre 2021) : 388–419. http://dx.doi.org/10.46872/pj.383.
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The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.
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Liu, Zi-Yu, Natalya Spitsyna, Svetlana Zubanova et Aygun Vekilova. « Using Internet Resources for Remote Language Learning ». International Journal of Emerging Technologies in Learning (iJET) 15, no 13 (10 juillet 2020) : 22. http://dx.doi.org/10.3991/ijet.v15i13.14653.
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Distance learning plays an important role in modern education, including the study of foreign languages. In this regard, the objectives of this study have been formed. Namely, to conduct a survey among university students on the topic of remote learning of the English language. Based on the obtained results, the con-clusions are drawn, possible problems are formulated and recommendations are given that can help eliminate shortcomings in the remote English language learn-ing. A total of 650 students from Chinese and Russian universities in their fourth year participated in the survey. The survey consisted of nine questions. As the re-sults of the study show, students have a positive attitude towards distance Eng-lish learning, but consider it insufficiently represented in their educational institu-tions. To solve this problem, several options are proposed: popularizing distance learning of foreign languages, explaining the importance of informal methods of distance language learning, and creating online language forums based on educa-tional institutions.
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Huffines, Marion Lois. « Acquisition Strategies in Language Death ». Studies in Second Language Acquisition 13, no 1 (mars 1991) : 43–55. http://dx.doi.org/10.1017/s0272263100009712.
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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity identified as operative across languages operates within the learner language as internal analogy. Learners also seek to maximize the distance between English and Pennsylvania German and emphasize the distinctiveness of each.
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Kapitan, Tetiana. « USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS ». Academic Notes Series Pedagogical Science 1, no 194 (juin 2021) : 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Luz, Emeli Borges Pereira. « Pre-service language teacher training for distance education ». Texto Livre : Linguagem e Tecnologia 11, no 3 (26 décembre 2018) : 26–39. http://dx.doi.org/10.17851/1983-3652.11.3.26-39.
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ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.
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Deregözü, Aysel. « The Use of Listening Comprehension Strategies in Distance Language Education ». English Language Teaching 14, no 10 (23 septembre 2021) : 62. http://dx.doi.org/10.5539/elt.v14n10p62.
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This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.
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Altunay, Dilek. « EFL Students’ Views on Distance English Language Learning in a Public University in Turkey ». Studies in English Language Teaching 7, no 1 (9 mars 2019) : 121. http://dx.doi.org/10.22158/selt.v7n1p121.
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<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>
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Polubichenko, Lidiia Valerianovna, et Inna Vladimirovna Kharlamenko. « Trends in the development of foreign language education in a non - linguistic university ». Moscow University Pedagogical Education Bulletin, no 1 (30 mars 2021) : 16–31. http://dx.doi.org/10.51314/2073-2635-2021-1-16-31.
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The article observes modern trends in the development of foreign language education in a nonlinguistic university, using as an example the English Department for Science Students, Faculty of Foreign Languages and Area Studies of Lomonosov Moscow State University. Nonlinguistic university graduates need a fairly high level of foreign language communicative competence to be competitive in the modern labor market, which determines an everincreasing attention to teaching LSP (Language for Specifc Purposes). In 2001, the English Department for Science Students participated in the Russian-British project RESPONSE (Russian Education Support Project on Specialist English) aiming at a largescale study of the current state of teaching English for specifc purposes in Russian universities. Its fndings provide the baseline that serves a useful starting point for evaluation and monitoring the changes that have occurred in this area over the past twenty years. The main trend is the change of teaching methods and approaches: from the grammar-translation method inherited from the Soviet higher school to computer assisted language learning (CALL), communicative and competence approaches today. Active integration of information and communication technologies in the educational process makes it possible to form and develop the university's electronic information and educational environment. The MSU educational platform “University without borders” is based on Moodle LMS and used for distance teaching and learning. It ofers online educational materials, electronic textbooks and courses, for both degree programmes and supplementary education. The main digital tools that lecturers use to teach and supervise students' self-study are listed. The paper considers such areas of the work of the English Department for Science Students as development and application of interactive teaching methods and technologies; implementation of alternative forms of control, e. g. performing the fnal bachelor ESP assessment in the format of B2 CEFR exams or conducting an interfaculty scientifc student conference in English at the master's level; designing a professional development course in academic English for earth and life scientists; establishing an electronic library; compiling specialized corpora of medical and biological scientifc texts; promotion of multilingualism and multiculturalism.
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Koşar, Gülten. « Distance Teaching Practicum : Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching ». IAFOR Journal of Education 9, no 2 (2 avril 2021) : 111–25. http://dx.doi.org/10.22492/ije.9.2.07.
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Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers’ conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.
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Costa Ribas, Fernanda, et Cristiane Manzan Perine. « What does it mean to be an English teacher in Brazil ? Student teachers’ beliefs through narratives in a distance education programme ». Applied Linguistics Review 9, no 2-3 (25 mai 2018) : 273–305. http://dx.doi.org/10.1515/applirev-2017-0002.
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AbstractThis paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.
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Danzak, Robin L. « Bilingual Gifted and Talented Students’ Expository Writing : Exploring Academic Language Features in English and Spanish ». Journal for the Education of the Gifted 43, no 4 (18 septembre 2020) : 405–31. http://dx.doi.org/10.1177/0162353220956729.
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Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4–8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals’ versus monolinguals’ English writing, and bilinguals’ English versus Spanish writing. In addition, two students’ texts were explored qualitatively. In English, bilinguals and monolinguals did not significantly differ on any measure. Bilinguals scored higher in English than Spanish on most traditional word- and sentence-level measures, were equal in lexical diversity, and varied at the phrase level. English and Spanish writing was similar in content and structure, suggesting transfer of text-level skills. The qualitative assessment highlighted diverse attempts at information condensing and author distance with varying success, again with similar outcomes at the text level.
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Zamorshchikova, Lena, Olga Egorova et Marina Popova. « Internet technology-based projects in learning and teaching English as a Foreign Language at Yakutsk State University ». International Review of Research in Open and Distributed Learning 12, no 4 (13 mai 2011) : 72. http://dx.doi.org/10.19173/irrodl.v12i4.845.
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This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors’ experiences integrating distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromsø, Norway.
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Charkova, Krassimira Dimitrova. « Early foreign language education and metalinguistic development ». Annual Review of Language Acquisition 3 (31 décembre 2003) : 51–88. http://dx.doi.org/10.1075/arla.3.04cha.
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Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigated. The study found that early foreign language education has a positive effect on the quality of children’s definitions in their L1. The bilingual and trilingual children performed significantly better than the monolingual children. The results specific to the bilingual and trilingual groups showed that second/third language proficiency was a significant and powerful predictor of the performance of the bilingual and trilingual subjects on the word-definition tasks in their second/third language. L1 word-definition ability was a weaker predictor of the subjects’ performance on the word-definition task in their second or third language. However, in the case of genetically closely related languages (Bulgarian and Russian) the transfer was easier as compared to genetically more distanced languages (Bulgarian and English).
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García-Sánchez, Soraya. « Ubiquitous interaction for ESP distance and blended learners ». Journal of Applied Research in Higher Education 8, no 4 (10 octobre 2016) : 489–503. http://dx.doi.org/10.1108/jarhe-04-2014-0052.
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Purpose The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes. Design/methodology/approach There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks. Findings Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours. Originality/value The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.
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Golubeva, Tatyana Ilinichna, Elena Vladimirovna Skudnyakova, Natalia Nikolaevna Kasatkina, Svetlana Vladimirovna Dandanova et Oxana Innokentyevna Dagbaeva. « The impact of visualization tools in distance english language learning : the experience of the russian university teachers ». Revista Tempos e Espaços em Educação 14, no 33 (26 juillet 2021) : e16111. http://dx.doi.org/10.20952/revtee.v14i33.16111.
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The article is aimed at a detailed examination of the prerequisites for the introduction of visual content into the educational process in the foreign language course during distance learning and at defining a list of prerequisites for its successful processing by students. The article proves that the search for new trends and approaches to education leads to new goals and new types of knowledge. All innovations in higher education contribute to the formation of a new image of future professionals. The relevance of the problems of higher education technologization is associated with the countless number of innovations, among which the authors single out the visualization of educational information in distance learning. The article shows the importance of visualization in distance education. The given technology includes both visual presentations of information and the development of visual thinking during the educational process. Educational material and an effective visual teaching method allow making the educational process interesting and non-standard and increasing students’ motivation to learn English. Thus, the visualization of educational information is a tool for distance learning technology. The article identifies the preferable visualization tools based on the survey of students based on the results of the use of visualization in distance English language learning. According to the summary of the results of distance English language learning, it is proposed to divide the visualization process into several stages.
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Andrade, Maureen Snow. « Online English Language Learning : Theory-Based Course Design and Pedagogy ». Journal of Education and Training Studies 5, no 3 (16 janvier 2017) : 1. http://dx.doi.org/10.11114/jets.v5i3.2058.
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The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.
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Vasilizhenko, M. V. « DISTANCE EDUCATION TECHNOLOGY OF TEACHING ENGLISH AT HIGHER SCHOOL : WORK EXPERIENCES ». Современная высшая школа инновационный аспект, no 1 (2021) : 93–104. http://dx.doi.org/10.7442/2071-9620-2021-13-1-93-104.
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Experience of implementing distance education technology at the International Institute of Design and Service during the corona virus infection is discussed. Distance education is a basis of the contemporary educational process that poses new tasks for the institution of higher education linked to the realization of open education, using pedagogical technologies to widen the access to any types of information, promote the dissemination of knowledge and automate control and management of the teaching/learning process. The potential of Internet, electronic and information platforms in foreign language teaching is vast, yet their possibilities have not been fully used till now. It is noted that the specifics of «English» teaching distantly requires renovation of the education process principles, selection of optimal teaching methods and development of qualitatively new methodological materials. Questionnaire results reflecting the main difficulties and problems of teachers doing this technology are presented.
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Bozavlı, Ebubekir. « Is Foreign Language Teaching Possible Without School ? Distance Learning Experiences of Foreign Language Students at Ataturk University During the Covid-19 Pandemic ». Arab World English Journal 12, no 1 (15 mars 2021) : 3–18. http://dx.doi.org/10.24093/awej/vol12no1.1.
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Covid-19 pandemic forced Turkey, like other countries, to give up face to face teaching in all educational institutions and to move toward distance education. This research aims to determine the learning experiences of foreign language students participating in distance education during the pandemic and their beliefs about whether it is possible to learn a foreign language without school. There were two problems that attempted to be answered; first, is it possible to learn a foreign language during and after the pandemic without being physically at school and second, what kinds of experiences do students gain in distance learning of foreign languages. The sample of the study consists of the students of department of foreign languages at Atatürk University, in Turkey. The study was carried out with a sample population composed of two hundred forty-two male and female students from German, French, and English Language Education Departments. A questionnaire consisting of thirteen close-ended questions created with a 5-Likert type developed by the researcher was applied. Participants answered the questionnaire online via Atatürk University Course Information System. The data were analyzed through the SPSS program to determine their frequency and descriptive analysis, and interpreted with content analysis and descriptive analysis. The results demonstrated that students believe that they can’t learn a foreign language without going to school. Additionally, the findings indicated that their digital literacy skills are insufficient in distance teaching, and students show low motivation in learning.
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Chang, Bok-Myung. « The effect of international distance learning on university-level English language education in Korea ». Journal of the Korea English Education Society 11, no 2 (août 2012) : 1–24. http://dx.doi.org/10.18649/jkees.2012.11.2.1.
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Alla, Shtepura. « SOFTWARE DISTANCE ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION INSTITUTIONS OF THE REPUBLIC OF POLAND ». Modern Information Technologies and Innovation Methodologies of Education in Professional Training : Methodology, Theory, Experience, Problems 465, no 52 (2018) : 446–50. http://dx.doi.org/10.31652/2412-1142-2018-52-446-450.
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Crossley, Scott A., Stephen Skalicky, Kristopher Kyle et Katia Monteiro. « ABSOLUTE FREQUENCY EFFECTS IN SECOND LANGUAGE LEXICAL ACQUISITION ». Studies in Second Language Acquisition 41, no 04 (31 janvier 2019) : 721–44. http://dx.doi.org/10.1017/s0272263118000268.
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AbstractA number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time).
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Holiver, Nadiya, Tetiana Kurbatova et Iryna Bondar. « Blended learning for sustainable education : Moodle-based English for Specific Purposes teaching at Kryvyi Rih National University ». E3S Web of Conferences 166 (2020) : 10006. http://dx.doi.org/10.1051/e3sconf/202016610006.
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The article deals with the experience of implementing Information Communication Technologies (ICT) into ESP (English for Specific Purposes) teaching and learning. Informatization and application of innovations in education has resulted in emergence of e-learning. While Moodle is one of the most popular Learning Management Systems (LMS) and it enables and facilitates the shift to the student-centered education, the article highlights its implementation and adjustment to the specific nature of teaching and learning languages for specific purposes at Kryvyi Rih National University. The article touches upon reasons for applying Moodle to language teaching/learning and its advantages as a complement to the traditional face-to-face, or classroom, mode, thus combining them into what is referred to as blended learning, or b-learning. Both the teachers and learners interviewed demonstrated positive attitudes to using the platform in their practices. Besides, the article touches upon Moodle-based opportunities of managing the content and monitoring students’ activities both in general and by individual courses. As Moodle is a web-based distance education platform not initially developed for language learning, the article invites discussion on advantages and disadvantages of its application to teaching/learning foreign languages and finding out which factors may allow language teachers and learners to boost its use and reach the set goals.
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Guzacheva, N. « Zoom Technology as an Effective Tool for Distance Learning in Teaching English to Medical Students ». Bulletin of Science and Practice 6, no 5 (15 mai 2020) : 457–60. http://dx.doi.org/10.33619/2414-2948/54/61.
Texte intégralRésumé :
The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author’s use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.
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SCHEPENS, JOB, TON DIJKSTRA et FRANC GROOTJEN. « Distributions of cognates in Europe as based on Levenshtein distance ». Bilingualism : Language and Cognition 15, no 1 (11 août 2011) : 157–66. http://dx.doi.org/10.1017/s1366728910000623.
Texte intégralRésumé :
Researchers on bilingual processing can benefit from computational tools developed in artificial intelligence. We show that a normalized Levenshtein distance function can efficiently and reliably simulate bilingual orthographic similarity ratings. Orthographic similarity distributions of cognates and non-cognates were identified across pairs of six European languages: English, German, French, Spanish, Italian, and Dutch. Semantic equivalence was determined using the conceptual structure of a translation database. By using a similarity threshold, large numbers of cognates could be selected that nearly completely included the stimulus materials of experimental studies. The identified numbers of form-similar and identical cognates correlated highly with branch lengths of phylogenetic language family trees, supporting the usefulness of the new measure for cross-language comparison. The normalized Levenshtein distance function can be considered as a new formal model of cross-language orthographic similarity.
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Zhang, Zuochen, et Richard Kenny. « Learning in an online distance education course : Experiences of three international students ». International Review of Research in Open and Distributed Learning 11, no 1 (5 mars 2010) : 17. http://dx.doi.org/10.19173/irrodl.v11i1.775.
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This case study explores the learning experiences of three international students who were enrolled in an online master’s program offered by a large university in Canada. The aim of the study was to understand the international students’ experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.
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Bruscato, Amanda Maraschin, et Jorge Baptista. « Synchronous and asynchronous distance learning of anaphora in foreign languages ». Texto Livre : Linguagem e Tecnologia 14, no 1 (20 avril 2021) : e29177. http://dx.doi.org/10.35699/1983-3652.2021.29177.
Texte intégralRésumé :
This paper analyses the influence of the distance learning modality (synchronous/asynchronous) in the learning of anaphora in English and Spanish as foreign languages, based on the results of a course offered to Modern Language students at a Brazilian university in the first semester of 2020. Factors as the level of proficiency, type of task, and degree of motivation were also considered. Two experimental groups and one control group were compared in four written tests. English learners demonstrated a higher prior knowledge of anaphora than Spanish learners and showed the best test results. A positive and moderate correlation was found between the knowledge of anaphora, level of proficiency, and degree of motivation to study the language. Although the experimental groups made progress in the reading tests, the same did not happen in the writing tests. Finally, the difference was not significant between the two experimental groups.
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Morgan, Brian, et Vaidehi Ramanathan. « CRITICAL LITERACIES AND LANGUAGE EDUCATION : GLOBAL AND LOCAL PERSPECTIVES ». Annual Review of Applied Linguistics 25 (mars 2005) : 151–69. http://dx.doi.org/10.1017/s0267190505000085.
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Increasingly aware of the “critical” turn in our disciplines, we offer a partial survey of scholarship in two key realms—English for academic purposes (EAP) and globalization—where the term “critical literacy” has particular relevance. We begin by addressing some key concepts and ideological tensions latent beneath the term “critical.” We then address the pedagogical priorities that arise from this conceptualization, in particular, the use of texts to distance individual and group identities from powerful discourses. Next, we review studies that demonstrate how different teachers and researchers have engaged in unraveling and cross-questioning the rhetorical influences of various texts types, including multimodal ones. In the final section, we discuss the intertwined processes of homogenization and diversification arising from the economic, cultural, and political strains of globalization with particular emphasis on their implications for critical literacies and language education.
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Anosova, Yu P., O. V. Naumkinа et O. P. Silishchenko. « COGNITIVE-COMMUNICATIVE APPROACH DURING ENGLISH LEARNING IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION ». Scientific Notes of Junior Academy of Sciences of Ukraine, no 1(17) (2020) : 22–28. http://dx.doi.org/10.51707/2618-0529-2020-17-03.
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The article considers the essence and basic interpretations of the “cognitive-communicative approach” (CCA) concept, defines its characteristics and qualities, identifies the features of its application in institutions of professional prehigher education (PPHE) of Ukraine. The intercultural competence development problem as an indicator of the person’s ability to effectively participate in foreign language communication at the intercultural level formation is outlined. It is noted that a thorough knowledge of a foreign language is necessary for students of polytechnic institutions of PPHE for mobility, further career growth, competitiveness, communication with foreigners on a professional and personal level, expanding worldview, etc. The authors of the article identified the CCA as an approach to teaching English during both full-time and distance learning. The basic principles of this approach aimed at developing the competence of expressing the communicative intention of the student are characterized and systematized. The concepts of categorical features and terminological tools of the CCA have been clarified. The terms “blog technology”, “wiki technology”, “podcast” and “linguistic corpus” are defined. Possibilities of the educational and cognitive skills and abilities development which are provided by each of the mentioned technologies are considered. The authors described the methodological and pedagogical problem of educational material organization and processing in the polytechnic institutions students communicative and cognitive competence formation process. The article proposes the principles of processing educational material, which contribute to the development of language competencies of PPHE students of Ukraine. The socially conditioned need to use distance learning as a means of mastering the skills of students independent work in learning a foreign language is substantiated.
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Hazaymeh, Wafa’ A. « EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic ». International Journal of Instruction 14, no 3 (1 juillet 2021) : 501–18. http://dx.doi.org/10.29333/iji.2021.14329a.
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Febriyanti, Made Erwinda, I. Nyoman Adi Jaya Putra et Made Hery Santosa. « (Mobile Assisted Language Learning) MALL Implementation During Distance Learning ». Indonesian Journal Of Educational Research and Review 4, no 1 (20 juillet 2021) : 156. http://dx.doi.org/10.23887/ijerr.v4i1.37302.
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The rules for studying from home have been implemented since the outbreak of the Corona Virus. This impacts the education sector in Indonesia, which makes the government make regulations to learn from home—in addition, making the teaching and learning process held in the context of distance learning. This study aims to analyze the learning process that applies MALL during the distance learning process and the challenges during education. The instruments used to obtain the data were self-rated questionnaires, observation checklists, and interview guidelines. This instrument was developed from the Prospective Teacher Ability Assessment Tool (APKCG) and the RASE learning design framework. The technique used to analyze the data is descriptive qualitative analysis. This study indicates that English teachers have implemented MALL during the distance learning process by using several online platforms as classrooms in their activities. Several challenges arise from teachers and students in this learning process, including the lack of teacher ability in utilizing technology, unsupported student devices, and unstable student connections.
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Kan, Qian, et Jinlan Tang. « Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China ». International Journal of Computer-Assisted Language Learning and Teaching 8, no 3 (juillet 2018) : 1–28. http://dx.doi.org/10.4018/ijcallt.2018070101.
Texte intégralRésumé :
Guided by the conceptual framework for next generation designs for mobile-assisted language learning (MALL) in informal setting, our study investigates how mobile devices impact the learning practices and habits amongst adult distant learners of English at a higher education institution in China. Data sources include quantitative data of 148 completed responses to an online survey and qualitative data from follow-up email interviews. The study demonstrates that students' main motivation for engaging in mobile assisted English learning is to fill in the gaps in their daily schedule in order to maximize available time, and the majority use mobile devices to support formal course learning. The skills and knowledge areas practiced with mobile devices are listening, followed by speaking and pronunciation, vocabulary, reading, and translation. Our study also reveals that teachers play a very limited role as perceived by students, while students expect more support from teachers for their out-of-class hour mobile assisted language learning. The research findings bear significant pedagogical implications in terms of integrating MALL into language learning curriculum, learner support and the need for continuous teacher training.
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Bennett, Susan. « Interpretation of English reflexives by adolescent speakers of Serbo-Croatian ». Second Language Research 10, no 2 (juin 1994) : 125–56. http://dx.doi.org/10.1177/026765839401000202.
Texte intégralRésumé :
This article addresses the question of L1 transfer in L2 acquisition of reflexive binding. It incorporates recent research on Binding Theory which focuses on the relationship between morphological complexity of anaphors and the occurrence of long-distance binding of reflexives (cf. Yang, 1983; Pica, 1987; Hellan, 1988; Battistella, 1989; Huang and Tang, 1989; Cole et al., 1990; Progovac, 1992). Reflexives typically fall into two categories: simple (X0) reflexives that may take long-distance antecedents and complex (XP) refle xives that may not. Acquisition of the English binding pattern by native speakers of Serbo-Croatian requires recognition of the morphological com plexity of English reflexives. Prior to reanalysis, learners are predicted to transfer the L1 X0anaphor type and incorrectly assign long-distance antece dents to English XP reflexives.The interpretation of English reflexives by native speakers of Serbo- Croatian was investigated using two types of written sentence comprehension tasks. A picture identification task and a multiple-choice questionnaire were administered to intermediate ( n = 20) and advanced (n = 20) L2 learners and a group of English native speaker controls (n = 20). Results consistent across task type support the transfer hypothesis and suggest learners have access to Universal Grammar in second language acquisition.
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Juffs, Alan. « The influence of first language on the processing of wh-movement in English as a second language ». Second Language Research 21, no 2 (avril 2005) : 121–51. http://dx.doi.org/10.1191/0267658305sr255oa.
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Adult learners of English as a second language who speak Chinese ( n = 30), Japanese ( n = 28) or Spanish ( n = 46) as a first language (L1), and a comparison group of native speakers ( n = 22) read sentences that contain: (a) ungrammatical wh-extractions that violate island constraints; and (b) grammatical long-distance Subject and Object extractions from finite and nonfinite clauses. Word-by-word reading times for each sentence were collected using the self-paced reading technique. Results suggest that the presence or absence of wh-movement in the L1 and the headedness of the verb phrase in the L1 are unable to explain all of the variation between the nonnative speaker groups. Severe garden path effects were observed in Subject extractions from finite clauses, but not in extractions from nonfinite clauses, suggesting that two finite verbs next to one another may be an important factor in causing parsing break-down. Individual variation in reading time was not predictable from measures of reading span or word span in either the first or second language.
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Rusnak, Ivan, et Marina Vasylyk. « Modern Technological Approaches in English Teaching of Future Teachers-Philologists at Ukrainian Universities ». Studia Gdańskie. Wizje i rzeczywistość XVII (1 mai 2021) : 253–65. http://dx.doi.org/10.5604/01.3001.0014.9109.
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The article substantiates the advisability of using pedagogical innova-tive technologies in teaching English to masters of philology in higher education institutions of Ukraine regarding state legislation and regula-tory acts and provisions of the Pan-European recommendations on lan-guage education. It is noted that the training of future teachers of English language and literature is carried out at two levels of higher education – bachelor’s (first) and master’s (second) in terms of modernization of education, changing its structure and content, improving existing programs, preparing new courses and special courses, formation of modern mechanisms for determining the quality of education in the context of integration in the European educational space. It is established that the most effective pedagogical technologies in teaching English include the use of information and telecommunication technologies, work with computer training programs, distance courses of learning foreign languages, creating presentations in the software environment Open Office Impress, Microsoft Power Point, use of World Wide Web resources. The algorithm of using a communicatively oriented complex of mul-timedia technologies in teaching speaking skills is highlighted. Which includes three stages: pre-viewing and aimed at forming the communicative competence of future teachers of philology. The main types of work that contribute to the teaching of the English language and the development of speech include: discussion, role play, reproduction of insufficient information, completion of the story, report, story according to the picture (pictures). The proposed types of work and practical advice in their organization will make students more active, and the learning process will be more interesting and effective, will improve the quality of education of masters of philology.
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Hamilton, Robert. « Against underdetermined reflexive binding ». Second Language Research 12, no 4 (octobre 1996) : 420–46. http://dx.doi.org/10.1177/026765839601200405.
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Reflexive binding has for a decade now been a fruitful area of inquiry for researchers seeking to establish that adult second language (L2) learners have access to Universal Grammar (UG), in this case access to the binding conditions. For example, it has been claimed that some L2 learners of English allow English reflexives to be bound by long-distance (LD) antecedents even when such LD binding is underdetermined for these learners with respect to their first language grammar(s) and the L2 input. I present four major reasons why the data underlying this claim do not support UG access. First, there are theoretical and empirical difficulties with the Agr(eement)-based account of reflexive binding assumed by these researchers that undercut the argument for UG access from these studies. Secondly, underdetermination fails to obtain in principle due to the possibility of semantically-based logophoric binding in the relevant languages. Thirdly, there are theoretical and empirical reasons to call into question the assumption (necessary to a UG-access account) that L2 learners mistook polymorphemic English reflexives for monomorphemic reflexives. Finally, there are several methodological factors which likely inflated the rate of LD binding in many of the relevant studies, again undercutting the argument for UG access from putative underdetermination.
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Yuan, Boping. « Interpretation of binding and orientation of the Chinese reflexive ziji by English and Japanese speakers ». Second Language Research 14, no 4 (octobre 1998) : 324–40. http://dx.doi.org/10.1191/026765898670904111.
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This article reports on an empirical study of the interpretation of the Chinese reflexive ziji by English and Japanese speakers. In English, reflexives can only take a local (LOC) antecedent, whereas the Chinese reflexive ziji and the Japanese reflexive zibun can have a long-distance (LD) antecedent as well as a local one. Another property of the long-distance reflexives is subject orientation. However, reflexives in English allow both subject NPs and object NPs as their antecedents. The results of the study suggest that L1 transfer occurs in second language acquisition (SLA) of the Chinese reflexive ziji. However, not everything can be explained by L1 interference. It is found that: it is much easier for Japanese speakers than for English speakers to acquire the LD binding of ziji; binding of ziji is asymmetric in finite and nonfinite clauses in English speakers' L2 grammars of Chinese; acquiring subject orientation of ziji is problematic to both English and Japanese speakers, and no implicational relationship is found between LD binding of ziji and subject orientation of ziji; LD binding of ziji entails LOC binding of ziji, and it also generally entails no LD object binding. Implications of these findings are discussed.
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İlin. « Sustainability in Lifelong Learning : Learners’ Perceptions from a Turkish Distance Language Education Context ». Sustainability 11, no 19 (25 septembre 2019) : 5284. http://dx.doi.org/10.3390/su11195284.
Texte intégralRésumé :
This descriptive study, which adopts a mixed-methods approach, investigates whether the language learning component of the distance education program at a vocational school of higher education contributes to the students’ lifelong learning propensities, 21st-century skills and sustainability of their language education. A questionnaire eliciting answers from four standpoints were administered to students receiving English language instruction in the program. As for the qualitative side of the study, group interviews were held with volunteers. The quantitative data were analyzed by a statistical program while the interview data were subjected to content analysis. The findings reveal that although the students have a positive attitude toward language learning in a distance education program, they frequently refer to the need for the presence of a teacher for a variety of reasons. On the other hand, it appears that the requirements of the language component of the program contributed to the students’ plans for sustainability of their education after graduation. The results further indicate a need for more interaction and collaboration to be incorporated in the activities and that the philosophy underpinning the program, curriculum and materials need to be reconsidered to equip the students to compete with the dynamics of the educational world.
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VENZHYNOVYCH, Nataliia, Mykhaylo POLUZHYN, Veronika BANYOI et Olesya KHARKIVSKA. « Means of Foreign Language Teaching during Covid-19 Pandemic in Ukraine ». Arab World English Journal, no 1 (15 avril 2021) : 95–106. http://dx.doi.org/10.24093/awej/covid.7.
Texte intégralRésumé :
The article deals with the description and analysis of the most important methods of foreign language teaching. The authors describe teaching English in Ukraine during the global pandemic caused by the spread of coronavirus disease Covid-19 in early spring 2020. The study aims at reviewing the most important works of Ukrainian and foreign scholars. They describe the most modern methods of teaching English in higher educational institutions of Ukraine. The scholars pay particular attention to the description of the latest English teaching methods, which they use at Uzhhorod National University. The observation process allowed us to summarize information about the features of distance learning at Uzhhorod National University. Analysis and synthesis, induction and deduction, abstraction generalization, and the descriptive method are applied. The study found out the educational process has been reformed in Ukrainian universities by European quality requirements for education: informatization-globalization of academic space, integration of functions in modern education, establishing Ukrainian universities cooperation with European and Eastern educational institutions in the field of education and research as well as changes in the educational process associated with the rapid spread of Covid-19, which forced the entire civilized world to seek new types of learning, new methods, and tools. During the pandemic, it is vital to provide personality-oriented education. This knowledge provides optimal conditions for the harmonious development of each student. Further research into the latest computer technologies for foreign language teaching may be a prospect.
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Slavkov, Nikolay. « Long-distance wh-movement and long-distance wh-movement avoidance in L2 English : Evidence from French and Bulgarian speakers ». Second Language Research 31, no 2 (13 novembre 2014) : 179–210. http://dx.doi.org/10.1177/0267658314554939.
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This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.
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Thomas, Margaret. « The Interpretation of English Reflexive Pronouns by Non-Native Speakers ». Studies in Second Language Acquisition 11, no 3 (septembre 1989) : 281–303. http://dx.doi.org/10.1017/s0272263100008147.
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Ninety-six second language learners of English responded to a 30-item multiple-choice questionnaire requiring them to identify the antecedent of a reflexive pronoun. Their judgments differ from those of a native-speaker control group in that they do not require that a reflexive take a clause mate antecedent, but both groups share a preference for subject over non-subject antecedents. The second language learners do not seem to transfer first language (L1) grammar into the second language (L2), nor do they recapitulate the course of L1 acquisition. An extension of Wexler and Manzini's (1987) parameter-setting model of L1 acquisition to L2 data may account for some of these results, but the high incidence of long-distance binding of reflexives remains problematic: these second language learners have set the governing category parameter too widely without positive evidence.
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Orhan, Ali, et Sule Ceviker Ay. « Assessment scale of english language course curriculum conducted by distance education : a validity and reliability study ». Journal of Higher Education and Science 7, no 3 (2017) : 534. http://dx.doi.org/10.5961/jhes.2017.230.
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Kirmizi, Ozkan. « Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students ». Anthropologist 18, no 2 (septembre 2014) : 447–60. http://dx.doi.org/10.1080/09720073.2014.11891563.
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Al-Anezi, Yousif H., et Salem M. Alajmi. « Factors That Influence English Teachers’ Acceptance and Use of E-Learning Technologies ». International Education Studies 14, no 9 (22 août 2021) : 15. http://dx.doi.org/10.5539/ies.v14n9p15.
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The world has witnessed a major pandemic that has threatened the status of education across the globe. Such a crisis highlights the importance of education technology, which has not been an influential part of Kuwait’s education until the onset of COVID-19. Delays and interruptions of the academic year disrupted the lives of many students around the world, including Kuwait. Since e-learning technologies are not traditionally used in Kuwaiti higher education, this study aims to investigate the acceptance of technology and whether that has changed with the pandemic. It seeks to find useful strategies that could assist teachers in effectively using electronic distance-learning digital resources. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been developed to investigate the degrees of usage and acceptance of technology. This paper adopts an improved model that also includes the educational experience of teachers, in an attempt to understand the context of Kuwaiti higher education. Therefore, this quantitative study examines the use and acceptance of educational technologies of English language instructors in higher education.
The study uses an online survey among 33 English language instructors at the Public Authority for Applied Education and Training (PAAET) to also account for the perceptions and experiences of the teachers. The results revealed an overall high acceptance level of educational technology, with varying degrees of implementation.
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����������� et Nina Vassilchenko. « Approbation of Professionally Focused Course of English Language Distance Teaching in Secondary Vocational Education (SVE) System : First Results� Analysis ». Standards and Monitoring in Education 2, no 1 (17 février 2014) : 50–54. http://dx.doi.org/10.12737/2649.
Texte intégralRésumé :
Results related to analysis of some domestic printing manuals on English teaching for students of economic specialties in secondary vocation education system are provided in this paper. During the analysis contradictions between these manuals� contents, methods, forms and training resources and requirements to results of acquisition FSES SVE�s educational programs, scientific achievements in area of foreign languages teaching�s didactics and technique, and also to information society realities had been revealed. As one of possible ways for named results achievement a professionally focused course of English language distance teaching for students of SVE of economic profile is offered. Thanks to its thematic and professionally significant content which is selected, developed and structured in a combination with a special set of information and pedagogical technologies, active methods of teaching, such course will become effective, economically expedient and socially significant tool for development of social and professional qualities of SVE system trainees. In the second part of paper the author tries to comprehend results of diagnostic and predictive stages related to a pilot study, and proves methodical tasks� statement as well as pedagogical experiment�s practical stage choice.
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Andrade, Maureen Snow. « Global Learning by Distance ». International Journal of Online Pedagogy and Course Design 3, no 1 (janvier 2013) : 66–81. http://dx.doi.org/10.4018/ijopcd.2013010105.
Texte intégralRésumé :
The knowledge economy demands a highly skilled and well-rounded work force. However, because traditional institutions cannot meet the demand for post-secondary education, technological innovations, particularly distance learning, are becoming the solution for increased access. As distance programs are developed for global delivery, cultural and linguistic issues must be considered. Pedagogical methods, modes of learning, communication styles, English proficiency, and delivery logistics potentially interfere with the success of such endeavors. This article addresses the opportunities and obstacles of creating distance courses for international learners. It reviews the need for international educational access, provides an overview of the issues, and shares a learner-centered framework to demonstrate principles and practicalities for mitigating potential obstacles to distance learning as a global venture. The framework is illustrated with examples from distance English language learning courses.
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Mellati, Morteza, et Marzieh Khademi. « The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning ». International Journal of Web-Based Learning and Teaching Technologies 10, no 3 (juillet 2015) : 19–35. http://dx.doi.org/10.4018/ijwltt.2015070102.
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The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.
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JEONG, HYEONJEONG, MOTOAKI SUGIURA, YUKO SASSA, SATORU YOKOYAMA, KAORU HORIE, SHIGERU SATO, MASATO TAIRA et RYUTA KAWASHIMA. « Cross-linguistic influence on brain activation during second language processing : An fMRI study ». Bilingualism : Language and Cognition 10, no 2 (juillet 2007) : 175–87. http://dx.doi.org/10.1017/s1366728907002921.
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The goal of this study was to examine the effect of the linguistic distance between a first language (L1) and a second language (L2) on neural activity during second language relative to first language processing. We compared different L1–L2 pairs in which different linguistic features characterize linguistic distance. Chinese and Korean native speakers were instructed to perform sentence comprehension tasks in two L2s (English and Japanese) and their respective L1s. Activation while understanding English sentences relative to understanding sentences in L1 was greater for the Korean group than the Chinese group in the left inferior frontal gyrus, bilateral posterior superior temporal gyri, and right cerebellum. Activation while understanding Japanese sentences relative to understanding sentences in L1 was greater for the Chinese group than the Korean group in the anterior portion of the left superior temporal gyrus. The results demonstrated that the location of the L2–L1 processing-induced cortical activation varies between different L1–L2 pairs.