Příspěvek informuje o čtrnáctidenním semináři „Vysokoškolské studium doprovázející výuka němčiny“ v Mnichově z každoročně inovovaného programu dalšího vzdělávání Goethe-Institutu pro vyučující ...němčiny v Německu a demonstruje jednu z aktivizujících výukových metod na konkrétním příkladu tezí k odborné jazykové přípravě na VŠ a univerzitách, vypracovaných účastníky kurzu v kombinované skupinové práci a práci v plénu.
In the present study, two sets of scripts from primary school students were collected, one written in English and the other in their native Chinese on the same topic. The Chinese scripts were ...translated into English by Google Translate (GT) and compared with the scripts written in English. Sentences in the two sets of passages that were clearly parallel in meaning were then extracted and compared for accuracy, vocabulary, substance, and length. Findings revealed that in some cases the GT versions (i.e., those originally written in the native tongue) displayed language that was significantly better that what the students produced when writing in English. Patterns of improvement are analyzed and discussed.
This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ ...perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.
The term hybrid learning, also known as blended learning, has been now commonly used, particularly in corporate and higher education settings. The term itself is quite difficult to define since it is ...used in diverse ways by different people. Therefore, the article aims to explore the current perception of the concept of hybrid learning with respect to the research conducted in this area and to describe its methodology such as a thoughtful integration of face-to-face and fully online instructional components; innovative use of technology; reconceptualization of the learning paradigm; or sustained assessment and evaluation of blended learning. In addition, the authors of this article focus, both theoretically and practically, on its role in the teaching of foreign languages and its added value in this process.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The article first introduces the special issue on the topic of Linguistic Dimensions of Inclusion in Educational and Multilingual Contexts. Key aspects of inclusive education are outlined and applied ...to the realm of language, communication and language learning. The concept “linguistic barrier,” a collective term for linguistic practices and communicative aspects that may pose obstacles to language learning, communicative success or a successful integration of individuals in multilingual contexts, is discussed. Focal points of the individual contributions to the special issue are briefly outlined.
In the second part, the article hones in on non‐nativeness as a dimension of inclusion in foreign language teaching. Processes of exclusion and inclusion are illustrated through a multimodal critical discourse analysis of representational practices in units from the German EFL textbook series Navi Englisch. The main focus of analysis lies on verbal and visual cultural indexes that allow for conclusions on the representation of native and non‐native social actors as well as ENL, ESL and EFL cultures. Based on the finding that the material shows a strong predominance of native language user representation, it is argued that a mainstreaming of second language identities and English as an international lingua franca in ELT can foster higher levels of inclusion that are likely to have positive, empowering effects for learners of English and non‐native English language teachers alike.
Dieser Aufsatz dient zunächst als Einleitung für das Sonderheft zum Thema Sprachliche Dimensionen von Inklusion in schulischen und multilingualen Kontexten. Zentrale Aspekte inklusiver Pädagogik werden erläutert und auf den Bereich Sprache, Kommunikation und Sprachenlernen übertragen. Das Konzept der „sprachbezogenen Barriere“, ein Sammelbegriff für sprachliche Phänomene und kommunikative Aspekte, die Hindernisse für das Erlernen von Sprachen, Kommunikation oder eine erfolgreiche Integration von Menschen in mehrsprachigen Kontexten darstellen können, wird dargelegt. Zentrale Gesichtspunkte der einzelnen Beiträge des Sonderhefts werden umrissen.
Im zweiten Teil beschäftigt sich der Aufsatz spezifischer mit Nichtmuttersprachlichkeit als Dimension von Inklusion im Fremdsprachenunterricht. Exklusions‐ und Inklusionsprozesse werden durch eine multimodale kritische Diskursanalyse der Repräsentationspraktiken in Lektionen der deutschen Schulbuchreihe Navi Englisch illustriert. Das Hauptaugenmerk liegt dabei auf sprachlichen und visuellen kulturellen Indices, die Rückschlüsse auf die Repräsentation muttersprachlicher und nicht‐muttersprachlicher Personen bzw. von Kulturen, in denen Englisch als Nationalsprache, offizielle Zweitsprache oder Fremdsprache verwendet wird, zulassen. Basierend auf dem Untersuchungsergebnis, dass das Unterrichtsmaterial eine starke Dominanz muttersprachlicher Repräsentationen aufweist, wird argumentiert, dass eine systematischere Berücksichtigung zweitsprachlicher Identitäten und des Englischen als internationaler Lingua Franca im Englischunterricht einen höheren Inklusionsgrad bewirken kann, der eine positive, stärkende Wirkung sowohl für Englischlernende als auch für nichtmuttersprachliche Englischlehrende haben kann.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
Abstract
The present study examined the compliment response behaviour of Egyptian Arabic-English bilinguals in both spoken Egyptian Arabic and English. A total of 433 undergraduates completed the ...Arabic and English versions of a Discourse Completion Task comprising 12 imaginary situations that varied in topic and in the relation between the interlocutors. The results revealed the participants’ preference for agreement and additional response types in both Arabic and English to varying extents while non-agreement responses were rarely used. Significant differences were noted for language type, gender, social distance, social dominance and topic while exposure to the foreign language resulted in minimal differences. Results are interpreted within a pragmatic and sociolinguistic framework and implications are proposed.
The study explores the implementation of corpora in teaching of the four courses of Croatian as a foreign language. Croatian, as a less-resourced and less commonly taught language, shares the same ...issues as other less resourced languages: studies about using corpus -- are still missing. Student satisfaction and class engagement as well as teachers' course delivery methods (indirect and data-driven approach) were analysed in four groups of participants: two groups of beginner level of the foreign language learning (A1) and two groups of intermediate level (B1, B2). The experiment was conceived in three phases. In phase one, four teachers of Croatian as a Foreign Language (CFL) held an experimental lesson in their course groups. In phase two, the students were asked to complete a survey to examine degree of satisfaction with corpus-based approach in teaching CFL. In phase three, in-depth interviews were conducted with all teachers to examine their perceptions about the role of corpora in teaching, as well as their expectations regarding corpus-assisted language teaching. Based on the analysis, it was concluded that degree of students' satisfaction with experimental classes prepared using corpus was mostly positive. Experiment revealed that approach to language teaching depends largely on perception of teachers about integration and use of corpora in teaching. Corpora can be used directly in class of absolute beginners.
Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized 'top down' curricular policies can ...become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This study analysed official curriculum documents published in 14 different countries to identify how the sociocultural component to Teaching English as a Foreign Language is reflected in the document. To date, there is scarce research on the place of culture in English as a Foreign Language curricula; hence, the present study aims at filling in a gap in this area. The study points to the following findings: curricula state the importance of culture in language learning and promote an integrative view of teaching language and culture; cultural objectives focus on appreciating cultural diversity, raising cultural awareness and reinforcing students' positive cultural identity; teachers are portrayed as facilitators (rather than transmitters) of cultural knowledge yet, learners are described as acquiring (rather than discovering) cultural knowledge; curriculum documents focus on cultural knowledge and attitudes towards foreign cultures, rather than on the skills needed for successful interaction. These findings are elaborated and discussed, with potential implications for practice.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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