Language learning and teching

A good command of idiomatic or formulaic language is one of the hallmarks of L2 proficiency (e.g., Boers et al. 2006; Bestgen 2017), which is in fact not surprising given the well-documented prevalence of idiomaticity in natural discourse (Erman and Warren 2000). And yet, it is a dimension of L2 development that has remained marginalized in major L2 curricular documents such as CEFR (2001), its Companion Volume (2020), PCIC (2006) and ACTFL (2012), despite increasing recognition of its importance since the early 1990s (Nattinger and DeCarrico 1992; Lewis 1993). Consequently, discussion surrounding its inclusion at all levels of language learning is warranted, including questioning why idiomatic language constitutes a stumbling block for many L2 learners (e.g., Wray 2002, ix). In this chapter, we discuss the challenges that idiomaticity poses to L2 learners of Spanish and we review some of the research on ways in which teaching and learning have been adapted to support learners to meet those challenges. Although most studies focus on EFL or TESOL, it is reasonable to assume that such interventions are transferable to other target languages, including Spanish. Simultaneously, we point to aspects of idiomatic language use that have attracted little attention in the pedagogically-oriented research, such as register and regional variation (Muñoz Basols 2016). While idiomaticity is an umbrella term for a wide variety of formulaic expressions, we focus in the second half of the chapter on a special class known to be particularly challenging for L2 learners, notably figurative expressions. We describe a research-informed approach to teaching figurative language in which learners engage with the literal underpinnings of such expressions. We illustrate this approach with samples of exercises on figurative phrases in Spanish. However, what is striking from our literature review is the virtual absence of classroom activities where idiomatic expressions are integrated naturally into discourse-level communication. Our conclusion offers some suggestions as a means of filling this gap.

Uruguay is quickly emerging as one of the most innovative countries in the field of English Language Teaching (ELT) by delivering thousands of lessons weekly in public schools via interactive videoconference in a project called Ceibal en Inglés. This article provides a comprehensive look at the history of ELT practices in Uruguay that both necessitated this bold approach and provided the infrastructure to implement it nationally. Special focus is paid to the public school system with historical changes in ELT and teacher preparation. This overview article discusses the many challenges faced in 'democratizing' English language instruction in Uruguay and the new practices, policies, and proposals that support this new national objective.

The current report is a summary of a presentation on “Teaching Grammar in the Post-Method Era”. It deals with how grammar is taught in the post-method era. Thus, the history of teaching grammar is traced from the Grammar Translation Method to the Communicative and Post-communicative Approaches. In the post-method era, teaching grammar has acquired different meanings and is governed by three post-method parameters, namely particularity, practicality and possibility. Instead of approaches, methods or techniques, post-method pedagogy has some frameworks and dimensions in which the different ways of teaching language in general and grammar in particular are summarized. Moreover, the recent activities of teaching grammar are described by some post-method applied linguists, such as Larsen-Freeman (2003). However, as in any method, teaching grammar in the post-method pedagogy is not without its shortfalls as postmethodism is no more than a combination of the different principles and practices of teaching grammar as suggested by the previous approaches with the addition of contextual variables.
Keywords: Grammar, post-methodism, post-method condition, post-method parameters, post-method frameworks.

Pronunciation is a highly abandoned foreign language aspect, which might be put down to teachers’ anxiety and lack of knowledge. The purpose of this BA paper was to present the use of pronunciation learning strategies in the case of Polish advanced learners of English. The paper contains basic information on pronunciation components, including both segmentals and suprasegmentals. Then, the brief historical overview of pronunciation instruction is described in selected teaching methods. The importance of teaching pronunciation is also discussed in detail as it helps in learners’ language confidence enhancement and language comprehension improvement. A range of internal and external determinants of successful pronunciation attainment is described in the paper. The subsequent subchapters focus on classifications of language learning strategies proposed by Rubin, O’Malley and Oxford which triggered further research on pronunciation learning. Based on Oxford’s taxonomy of language learning strategies, pronunciation learning strategies were established. These strategies are divided into two major types: direct (memory, cognitive and compensation) and indirect (metacognitive, affective and social) strategies. In order to find out the selection of pronunciation learning strategies applied by Polish advanced learners of English, the questionnaire was conducted by the Researcher. The data gathered reveal that direct strategies, especially cognitive strategies, are most frequently used by the respondents. It means that practicing, analyzing the language, translating, repeating and using patterns are their leading strategies and, thereby, inherent elements of successful pronunciation learning.

key words: L2 pronunciation learning strategies, L2 language learning strategies, L2 pronunciation learning and teaching

عشر سنوات مضت - أو تزيد - منذ بزغ نجم الهواتف الذكية (الجوالات)، فأحدث تلك النقلةَ النوعية في حياة الناس. ولم يكن التعليم اللغوي بمعزل من ذلك التأثير فقد استثمر المتخصصون مفهوم التعليم المتنقل (الجوال) لتصميم تطبيقات تعليم اللغات الأجنبية في امتداد سُمّي فيما بعد "تعليم اللغة بمساعدة الجوال". وكانت اللغة العربية إحدى تلك اللغات التي كان الطلب العالمي لتعلمها كبيراً وما يزال في ازدياد. ومن هنا فقد هدفت هذه الدراسة إلى الكشف عن أشهر تطبيقات تعليم العربية لغة ثانية المتوافرة في متاجر التطبيقات وقت إجراء الدراسة، واستعراض أبرز خصائصها من أجل تقييمها وإبراز مميزاتها أو عيوبها. وليس يخفى ما للتقييم من أهمية في معرفة الأصلح والأفضل لاعتماده والتوجيه بالاستفادة منه أو الكشف عن الأقل صلاحية لاطراحه واستبعاده بناء على أساس علمي.
اشتملت الدراسة على خمس محدِّدات لاختيار العينة نتج عنها اثنا عشر تطبيقا، وبنى الباحث نموذج التقييم المشتمل على ست فئات تتضمن ثلاثين معيارا بطريقة الاختيار المقصود من ثلاثة نماذج محكمة، ثم كوّن فريقاً من متخصصَين لتجربة النموذج عدة مرات قبل اعتماده لتقييم التطبيقات. وقد أظهرت النتائج ضعفاً واضحا في مستوى تطبيقات تعليم العربية لغة ثانية، حيث لم تستطع بمجموعها أن تحقق إلا متوسطاً قدره 54% فقط. غير أن النتائج تفصيلياً كشفت عن تقسيم التطبيقات حسب تقييمها إلى ثلاثة أقسام هي: 1) تطبيقات متميزة يوصى بها لحصولها على 80% فأعلى، وهما تطبيقان فقط، 2) وتطبيقات جيدة يمكن الاستفادة منها بحسب الحاجة للتعليم اللغوي حصلت على درجة بين 60% و 80% وعددها ثلاثة تطبيقات، 3) وتطبيقات تحتاج للكثير أو القليل من التحسين والعمل إذ حصلت على أقل من 60% وتدخل في هذا القسم التطبيقات السبعة الباقية.

In this article we explore the role of linguistic landscapes, which refers to language on display in public spaces, in the teaching of languages and enhancing language awareness. Signage can be useful for language learners as a pedagogical tool for language acquisition and to explore issues of multilingualism.

We focus in particular on the multilingual education context in the Basque Country in Spain, where the three languages of instruction are Basque, Spanish and English. Our analysis is based on data collected in public spaces, from students in primary schools and masters-level students at university. Our data include signage in a local covered market, and on the walls of schools as well as that collected among students who carried out learning tasks investigating the signage that surrounds them. We conclude that the languages on display in public spaces are an important resource for language learning and teaching, and they can also be used for raising language awareness.

English language learning and teaching, as any educational process, is penetrated by several
dynamic concepts which are in a state of constant flux, dialogue, tension, and
complementarity. One of such concepts is that of authenticity, the main theme of the 42nd
FAAPI Conference and the contributions included here.
It is not within the scope of this introduction to provide a definition of authenticity
because, even though definitions are necessary, it would be reductive to do so. Instead, we
attempt here to indicate some roads which the concept invites us to explore in relation to our
professional practices inscribed in larger situated contexts.

Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la primera publicación concebida para desarrollar y perfeccionar la expresión escrita en español a partir de una metodología basada en géneros textuales. Cada capítulo se ocupa de un género y está diseñado para guiar al escritor en la planificación, el desarrollo y la revisión de textos. Las novedades de esta segunda edición incluyen: un cuestionario sobre la escritura, listados con objetivos y prácticas escritas, nuevos materiales y actividades, repertorios de vocabulario temático, ejercicios de corrección gramatical y estilo, ampliación de las respuestas modelo y diferentes rutas para la escritura.

The Task-Based Approach has obtained popularity in the part of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue.  Teaching the English language is based on a task-based language teaching is an effective way to improve linguistic knowledge and learners' comprehension. Reading and comprehension is one of the essential things to get meaning from the text. The emphasis on reading comprehension skills of foreign languages is one of the most important issues in language teaching.  This research has investigated the impact of Task-Based Language Teaching (TBLT) on reading comprehension ability and performances of Iranian students.  For this purpose, 60 high school students in the third district of Tehran were selected as the participants.  The two groups took a pretest to test reading ability. In the next step, they were divided to experimental and control group. The results showed that by t-test analysis, the experimental group with three reading task types in comparison to the control group with traditional method, showed better performance.  Finally, the scores were compared by ANOVA test and the students in creative tasks performed better.

Spanish Vocabulary Learning in Meaning-Oriented Instruction is the first comprehensive overview of current research and instructional practices into Spanish vocabulary acquisition through the lens of Meaning-Oriented Instruction (MOI).

Key features:

• a breadth of topics including language variation, input, tasks and processing specificity, incidental learning, idiomatic language, lexicographic perspectives, lexicosemantic representation, vocabulary testing, and receptive and productive vocabulary;

• a combination of theory and practical guidance highlighting pedagogical best practices in the teaching of vocabulary;

• guidance on the difficulties teachers face when teaching vocabulary in the classroom;

• clear explanations with plenty of examples and useful references;

• tasks and activities that help teachers move from a traditional curricular approach to a more innovative and engaging one focused on communicating, completing tasks, and learning content.

Written by an international cohort of scholars in a succinct and accessible manner, Spanish Vocabulary Learning in Meaning-Oriented Instruction is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate students interested in Spanish vocabulary acquisition.

This paper reports on the experience of teaching Russian to Arab high school students to provide students with opportunities to integrate more efficiently in their first year of university in Russia. The paper suggests recommendations for implementation in a foreign language curriculum. The curriculum modifications aim to develop intercultural awareness which is required for the achievement of communicative learning goals in an Arab cultural context. The experience of teaching Russian to Arabs displays the gap between discursive practices required for successful implementation of communicative curriculum and Arab communication patterns that could impede its implementation. A didactic analysis of classroom experience and a culturological analysis of the Arab style of communication attempts to adapt Russian communicative curriculum to an Arab cultural context. A comparative analysis of Arab students' discursive practices and the components of communicative competence revealed deficient components of communicative competence that cannot be used appropriately by Arab students in classroom interactions. To explain the didactic problems revealed in the Russian classes for Arab students, the study analyses particular aspects of communication specific to Arab culture. The analysis of Arab communication patterns was carried out on the basis of cultural dimensions delineated in cross-cultural communication research. Findings highlight the peculiarities that are inherent to and unavoidable in the Arab style of communication. In learning situations, Arab communication patterns affect the structure of a classroom dialogical interaction. They imply a violation of the communicative distance between the teacher and students. Their excessively emphatic exchange, a significant desire for encouragement and a lack of learning autonomy affect the effectiveness of the curriculum. In conclusion, the paper describes modifications of the Russian curriculum that concerned the use of teaching materials, learning resources and teaching methods. The modifications were suggested in the sociocultural, sociolinguistic and pragmatic content so the Arab students could become efficient in Russian communication. The curriculum modifications are relevant not only for teaching Russian in an Arab cultural context; they are relevant for any foreign language curriculum as well, as they allow for successful implementation of communicative curriculum in an Arab cultural context.

Since the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners' motivation to learn a language, and the role in motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners' intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English by one single study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).

In a language teaching operation, once the political and economic decision have been made those concerned with whether to teach languages, which languages to teach them there remain two general questions. What to teach and how to teach it. One of the best known expression of the point of view that of Chomsky: " I am Frankly, rather skeptical about the significance, for the teaching of languages of such insights and understanding as have gain attained linguistics and psychology.... It is difficult to believe that either linguistics or psychology has achieved a level of theoretical understanding that might enable it to support a " technology of language teaching. " (Chomsky, N. 1986). If we read this statement with care we shall see that Chomsky is not saying that linguistics can " t be relevant, only that he doesn " t see the relevance of what linguistics so far has been able to discover. He continues: " Teachers, in particular, have a responsibility to make sure (the linguistics) ideas and proposals are evaluated on their merits and it passively accepted on grounds of authority, real or presumed. The field of language teaching is no exception. It is possible even-likely that principles of psychology and linguistics, and research in three disciplines, may supply useful insights to be language teacher. But this must be demonstrated and can " t be presumed. It is the language teacher himself who must validate or repute any specific proposal " (ibid) The relevance of theoretical linguistics to language teaching is indirect and not the task of theoretical linguistics to say what relevance it may have. This is the field of applied linguistics. Describing language, or part of language, is, however, part of the process of developing linguistic theory itself. The linguist must test validate his predictions about the nature of language by applying it to a wide range of data drawn from different sources. There is, thus, feed back to theory in the activity of making linguistic description. Thus, linguistic theory must be applied to the data of that language as well. Describing language or parts of language, is, however, part of the process of developing linguistic theory itself. The linguist must test or validate his predictions about the nature of language by applying it to a wide range of data drawn from different sources. There is, thus, feed back to theory in the activity of making linguistic descriptions. There are however, linguists who would wish to make a distinction between the making of descriptions for purposes other than for thinking our knowledge of language. Haliday explains: " The use of linguistic theory to describe language is not itself counted as an application of linguistics. If a language, or a text, is described

Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

Διδάσκοντας λογοτεχνία στην τριτοβάθμια εκπαίδευση: Ο σερβικός ρεαλισμός Εισαγωγικές παρατηρήσεις Η σερβική λογοτεχνία προσφέρεται ως μάθημα υποχρεωτικό κατ' επιλογήν στους φοιτητές του Ζ΄ και Η΄ εξαμήνου του τμήματος Βαλκανικών σπουδών του Πανεπιστημίου Δυτικής Μακεδονίας. Οι φοιτητές που επιλέγουν το συγκεκριμένο μάθημα έχουν ήδη διδαχθεί στα προηγούμενα έξι εξάμηνα τη σερβική γλώσσα. Προκειμένου να ολοκληρώσουν τον κύκλο σπουδών τους διδάσκονται στα δυο τελευταία εξάμηνα το μάθημα της σερβικής λογοτεχνίας του 19 ου και του 20 ου αιώνα, αντίστοιχα. 1 Η διδασκαλία της ξένης λογοτεχνίας στην τριτοβάθμια εκπαίδευση ενέχει σειρά προβλημάτων. Η πρώτη δυσκολία που έχει να αντιμετωπίσει ο διδάσκων κατά τη διδασκαλία και του συγκεκριμένου μαθήματος είναι η γενικευμένη αδιαφορία των παιδιών απέναντι στο αντικείμενο. Αυτό οφείλεται κατά ένα μεγάλο βαθμό στο γεγονός ότι το τμήμα δεν είναι αμιγώς φιλολογικό και το ενδιαφέρον των φοιτητών διασπάται σε πολλαπλά γνωστικά αντικείμενα. 2 Το δεύτερο ζήτημα είναι η ελλιπής γνώση της σερβικής γλώσσας. Μολονότι οι φοιτητές έχουν ήδη διδαχθεί για έξι συνολικά εξάμηνα τη σερβική, εντούτοις το επίπεδο της γνώσης της γλώσσας δεν ανταποκρίνεται στη δυσκολία των κειμένων που καλούνται να χειριστούν. Επίσης, ο διαφορετικός βαθμός εκμάθησης της γλώσσας από τους φοιτητές δημιουργεί επιπρόσθετες δυσκολίες. 3 Η επόμενη δυσκολία σχετίζεται με τις περιορισμένες 1 Γιώργος Μακρής, «Έρευνα για την αξιολόγηση των προοπτικών ένταξης στην αγορά εργασίας πτυχιούχων του τμήματος Βαλκανικών Σπουδών», στο: http://www.uowm.gr/balkan/ereuna-agoras.htm, προσπελάστηκε στις 27 Νοεμβρίου 2009. 2

Tra i temi trattati in questo numero segnaliamo:
- il contributo della linguistica acquisizionale alla didattica dell’italiano L2;
- la didattica dell’italiano a stranieri immigrati;
- l’insegnamento della lingua e della cultura italiana in corsi blended e online;
- la dimensione professionale dell’apprendimento linguistico;
- alfabetizzazione funzionale e insegnamento linguistico;
- aspetti diamesici dell’italiano scritto e parlato;
- la didattica della traduzione;
- il Quadro comune europeo di riferimento per le lingue e la formazione degli insegnanti di lingua.

In questo numero viene pubblicata, nella sezione Documenti, la nuova edizione, ampiamente riveduta e aggiornata, della Guida per lo sviluppo e l’attuazione di curricoli per una educazione plurilingue e interculturale del Consiglio d’Europa.

Per accedere alla rivista: www.italianolinguadue.unimi.it

This paper investigates the morphosyntactic features of some indigenous weed names identified among the Asante people of Ghana. Asante is a dialect of Akan and belongs to the Kwa (Congo-Niger) language family spoken mainly in Southern Ghana. This paper discusses some forty-four (44) weed names in Asante. All the data used were collected from primary sources. The data were collected from twenty (20) native speakers of Asante through unstructured interviews. The study has revealed various morphological processes in the language that include affixation, reduplication, and compounding in terms of morphological structure. The weed names were morphologically structured as single words, di-morphemic, phrases and clauses reduced to weed names. Syntactically, these sentential names can be simple, compound, and complex sentences which can function as declarative and imperative sentences.

As a personality trait, second language (L2) grit-a combination of perseverance and passion for L2 learning-has recently been proposed as a meaningful predictor of learners' motivational behavior and L2 achievement. The results of a growing body of empirical studies carried out in various L2 contexts have substantiated the power of L2 grit in predicting L2 success. In this paper, we contend that grit and its potential effects on L2 outcomes should be conceptualized and measured in a domain-specific fashion. We argue that a domain-specific measure of grit enhances its predictive and construct validity and better captures its differential effects in various domains and across languages. We then briefly review the findings of existing grit research in L2 contexts with respect to their domain-general versus domain-specific conceptualization of grit. Finally, we conclude the paper by discussing several issues raised against domain-general grit and discuss their potential relevance to domain-specific grit research in the context of L2 learning.

Student engagement in academic and campus life and the integration of home and international students are strategic priorities for the University of Leeds (University of Leeds, 2017). Our self-access centre, the Language Zone (LZ) is a key part of this strategy and actively contributes to the engagement practice for our students, who are learning English and other languages as part of their university studies or independently. It “aims to be a hub of language and intercultural learning for staff and students across the University by providing high quality resources, a social space and fostering and encouraging enthusiasm for language learning” (University of Leeds, 2020). The Covid-19 pandemic has both heightened the need for and challenged our ability to do this. In this narrative we reflect on the creation of online spaces to support extra-curricular language practice and the extent to which this has enabled us to contribute positively towards student resilience.

Independent lexical development initiatives empower and equip language learners with skills to boost their lexical repertoires. Language instructors can train learners to be autonomous word learners. A sample activity, namely word of the day, is presented in this article. The activity is an independent lexical learning task, which aims to develop the lexical range of language learners through self-regulated endeavors. This activity builds on the lexical approach, which lays emphasis on expanding learners’ lexical base in the belief that grammar is embedded in lexis. Thus, the role of “word grammar” overshadows the sentence grammar instruction. The word-of-the-day task acquaints learners with unpacking the lexical information in a word or phrase and sharing their lexical discoveries with the class. The activity could be systematically integrated into the course syllabus. Learners will value lexis as a rich resource of syntactical knowledge and will realize that lexical development is directly proportional to linguistic fluency.

El innegable impacto de las nuevas tecnologías de la información y la comunicación (TICs) que han traído al ámbito académico  nuevas formas de leer, nuevas formas de escribir, nuevas formas de pensar y la aparición o modificación de géneros nos obliga constantemente a repensar nuestra práctica docente  y a estar alertas acerca de las innovaciones que nos llegan desde ese sector. La Web 2, al privilegiar la función de “usuario contribuyente”, la interacción y la colaboración,  ofrece  al docente una serie de herramientas (blogs, wikis, mapas conceptuales en red, publicación de imágenes fijas y de  diapositivas) que si bien no fueron concebidas exclusivamente para fines pedagógicos parecen útiles a la hora de encarar proyectos de enseñanza de lenguas extranjeras en el nivel superior. Pero también es cierto que tanto en la enseñanza presencial como en la impartida en entornos virtuales, esas herramientas plantean  desafíos pues imponen la necesidad de repensarlas  en términos pedagógicos para poder hacer un uso racional de las mismas.

Mexican institutions promoted e-learning to conclude the school year 2019-
2020. In the higher education institution
where this study was conducted, teachers
were not familiar with online teaching.
In Spring 2020, teachers prepared themselves or with students’ assistance to teach
online. In Summer 2020, the institution
offered workshops to update teachers on
Blackboard LMS, Microsoft Teams, and
Moodle to work in Autumn 2020. After
that training, teachers started videoconferences in online synchronous sessions
(OSSs). However, they observed that students did not participate actively in OSSs.
Given this contextual background, this
qualitative exploratory study addressed
a threefold objective: 1. To identify students’ perceptions of active participation
in OSSs. 2. To explore the degree of participation in the student-teacher interaction in OSSs at a higher institution, and 3.
To identify factors affecting student active
participation while teachers are lecturing.
Sixteen participants with ages ranging
from 19 to 25 years old were interviewed.
The results showed that most participants
consider active participation essential in
online synchronous sessions; the level of
participation was high, moderate, and low.
In addition, affective, cognitive, moral
and technical factors affected students’ active participation. The results of this study
are useful in shaping our understanding of
the whole panorama that is taking place
behind synchronous sessions.

Dengan pesatnya perkembangan teknologi informasi dan komunikasi, penggunaan instrumen pembelajaran saat ini tidak hanya terbatas pada penggunaan komputer saja, tapi juga sudah menjangkau piranti yang lebih kecil, seperti handphone dan tablet. Instrumen-instrumen tersebut tidak hanya digunakan dalam membantu proses pembelajaran dan komunikasi, tapi juga dapat digunakan untuk melakukan evaluasi dan tes. Saat ini telah mulai banyak dikembangakn model evaluasi online yang sangat efisien baik dari segi biaya maupun dari segi waktu.
Evaluasi online berbasis web ini memungkinkan aplikasi evaluasi dapat diakses oleh barbagai perangkat, mulai dari komputer, tablet, hingga handphone. Dengan demikian biaya yang dibutuhkan untuk evaluasi tidak lagi tinggi karena dapat diakses oleh piranti komunikasi yang dimiliki oleh siswa. Selain itu, model evaluasi online ini juga memungkinkan proses penilaian yang sangat cepat dan efektif. Sesaat setelah siswa menyelesaikan tes, hasil tes langsung dapat diketahui oleh siswa. Pada sisi guru/dosen, model evaluasi online berbasis web ini juga sangat membantu dalam proses penilaian dan analisis hasil belajar.
Buku ini menyajikan panduan teoritis dan teknis mengenai pemanfaatan Moodle sebagai aplikasi evaluasi online, khususnya dengan memanfaatkan fitur kuis online (online quiz). Anda akan dipandu secara bertahap untuk dapat merancang berbagai jenis kuis yang tersedia di Moodle. Buku ini merupakan lanjutan dari buku kami sebelumnya Blended Learning: Teori dan Penerapannya”. Untuk dapat mengikuti setiap tahapan buku ini, kami menyarankan Anda untuk terlebih dahulu membaca buku pada seri sebelumnya.

Digital learning environments are increasingly becoming popular in recent years. Particularly, the rising usage of mobile phones has invited researchers to design and develop learning applications and games for mobile phones. Specifically, game-based language learning in cultural context is being promoted by researchers in many parts of the world which are quite effective for public sector school students. Requirements for a language learning game have been elicited from the preliminary survey as well as from the literature and a theoretical model for language learning in a cultural context has also been constructed and validated through inter-rater reliability. A low-fidelity prototype has been developed for Language Learning Serious Game (LLSG) on the basis of a theoretical model and researcher proposed heuristics to validate it. This research aims to appraise the usability of LLSG through proposed heuristics and think-aloud approaches while involving all important stakeholders including language experts (teachers) and game developers. The heuristic evaluation is based on well-defined criteria laid down by Nielson, whereas, the think-aloud evaluation is compiled from the rigorous discussion session held by involving these stakeholders. The results obtained from heuristic evaluation are very positive, indicates that the low-fidelity prototype has most of the required language learning, educational, and cultural context elements and thus the prototype had good usability. On the other hand, a variety of interesting suggestions and reviews are gathered from the discussion between experts. This will further improve the version of the low-fidelity prototype and also help to develop high-fidelity prototypes.

Од 2016 година започнува објавувањето на списанието „Палимпсест“, меѓународно списание за лингвистички, книжевни и културолошки истражувања во издание на Филолошкиот факултет при Универзитетот „Гоце Делчев“ во Штип. Меѓународното списание „Палимпсест“ ќе се објавува во печатена и во електронска форма со два броја годишно и тоа еден број во мај и еден број во ноември.
Поради тоа, ве покануваме да земете учество со ваш труд во нашето списание. Во прилог ви доставуваме и упатство за подготовката на трудовите за списанието „Палимпсест“.

In this article we explore the role of linguistic landscapes, which refers to language on display in public spaces, in the teaching of languages and enhancing language awareness. Signage can be useful for language learners as a pedagogical tool for language acquisition and to explore issues of multilingualism. We focus in particular on the multilingual education context in the Basque Country in Spain, where the three languages of instruction are Basque, Spanish and English. Our analysis is based on data collected in public spaces, from students in primary schools and masters-level students at university. Our data include signage in a local covered market, and on the walls of schools as well as that collected among students who carried out learning tasks investigating the signage that surrounds them. We conclude that the languages on display in public spaces are an important resource for language learning and teaching, and they can also be used for raising language awareness.

Traditional approaches to language teaching are giving way to an approach that seeks to involve learners in the decision-making process associated with their learning. One key means of engaging learners in decision-making and of promoting learner autonomy involves showing learners how to actively engage in assessing their learning. However, published accounts of language teachers encouraging self-assessment are rare. In this short article I argue that language teachers have a responsibility to “set in motion the self-regulatory process” Tseng, Dörnyei and Schmitt (2006, p. 95) whereby learners begin to manage their own learning. While there are many ways in which this can be done, here I present three examples from a course which encouraged learners to develop ways of managing all aspects of their language learning. In presenting these examples, I wish to emphasise not so much the individual measures designed by the learners, but rather their willingness and ability to participate in the process. As my title suggests, despite having no prior experience of assessing their learning, the learners took to self-assessment “like ducks to water”.

Research in L2 acquisition has demonstrated the importance of input and output to improve oral communication skills. For a less commonly taught and distant language as Portuguese for Thai students, telecollaboration offers new opportunities for practicing the target language and for increasing intercultural skills. Furthermore, using mobile devices allows participants to communicate 'anytime, anywhere' in an informal context. A group of six Thai university students from the Chulalogkorn University (Thailand) and six high-school students from the Portuguese School in Díli (East Timor) participated in a telecollaboration project practicing oral interaction, making use of their own devices. The study explores the Thai student's perceptions of using telecollaboration in Portuguese L2 learning to improve oral competences of interaction with speakers of the target language and also to develop their intercultural competence. The study also compares the students' perceptions of using different devices (PC and mobile devices) to undertake the same tasks.

Nigeria, a West African nation with over 150 million people, over 250 ethnic groups and over 500 languages, is obviously linguistically and culturally heterogeneous. Many ethnic groups co-exist with the strong language and culture diversities. Predicated on this fact and the Sapir-Wofian theory of linguistic and cultural relativity, this paper sees language diversity as the key source of ethnicity and by extension, ethnic politics in Nigeria. While using English as an official language, as posited by some scholars, has not helped solve this problem, other scholars have submitted that the use of Nigerian Pidgin English can bridge the gap. However, this paper agrees with the latter position only if Nigerian Pidgin English has become a native language to most Nigerians across the six geo-political zones. This is because one’s thought about one’s culture and others’ as well as one’s worldview is tied to one’s own native language, as deduced from the Sapir-Wofian theory. By recommendations, this paper proposes the teaching of one or two major Nigerian languages as cores in geo-political zones where they are not native. Also, the three major Nigerian languages should also be adopted as the language of discussion in the National Assembly, though with proper interpretation. These only could make individuals respect the worldview of others in the context of other people’s language and culture and stop assessing the “goodness” or “badness” of someone’s worldview, using other people’s language and culture as yardstick.

Being an English teacher of 21st century, you need to introduce different activities in class and make it more active as compared to how it was supposed to be in past. Here's a very interesting activity that you can apply.
In this activity, you will give different words to learners like I have written in my uploaded file with a an empty table. They are supposed to cut these words and paste them in their relevant column or even they can just write the words in the correct columns.

Make sure the learners uses the word in a sentence. This would not only teach him parts of speech rather by making sentences, he would come to know that how are these words used in sentences and they will be able to identify their function in a sentence as well.

Thank you!

En la presente comunicación aspiramos a compartir algunos aspectos de nuestra experiencia en la enseñanza de español como lengua extranjera en el Centro de Idiomas del Instituto Federal de Educación, Ciencia y Tecnología de Pernambuco, en el marco de la primera beca IFPE-UNLP para estudiantes de grado de los Profesorados de Inglés, Francés y Letras. Dicha beca fue asignada con el objetivo de llevar a cabo una estancia laboral de entre dos y cuatro meses del segundo semestre de 2013 en ciudades del estado de Pernambuco, en el nordeste de Brasil; durante la estancia se ejercieron tareas de práctica docente en nuestra lengua de especialización, el inglés, y nuestra lengua materna, el español, y se cursaron estudios relacionados con tales tareas. Esta experiencia resultó de particular relevancia para nuestra formación docente dado que permitió plantear la instancia de enseñanza y aprendizaje como un auténtico encuentro entre culturas en el cual las lenguas funcionaban como verdaderos nexos de conocimiento mutuo entre participantes del encuentro didáctico que se constituyeron, por ambas partes, en docentes y alumnos simultáneamente; todo ello permitió la puesta en práctica de estrategias de comunicación plurilingüe y multicultural que excedían el ámbito áulico. Se procurará en este trabajo describir las tareas realizadas como parte de la preparación al dictado de los cursos de español como lengua extranjera: la decisión de los enfoques metodológicos de enseñanza y aprendizaje, el establecimiento de objetivos generales, la definición de los contenidos, la elección de materiales didácticos. Asimismo, será de interés presentar brevemente las tareas realizadas durante el dictado de los cursos: la planificación de contenidos, su secuenciación y sus tareas, y las estrategias de evaluación utilizadas; así como aventurar algunas conclusiones resultantes de la reflexión sobre esta experiencia intercultural.