Also, culture can have a significant impact on individual's ability to enjoy and fully engage in the self-directed learning experience, if it was not a part of the student's previous educational context.
Still, collaborative learning in language classrooms is largely deemed essential, given that language itself is a collaborative art: "In both education and language learning, emergent theory and practice emphasize the social aspect of learning. The learner is expected to negotiate meaning with others while helping to direct and reflect upon his or her own learning experiences" (Hughes & Source 1997:529). Team learning in the classroom, creating a challenging yet nonjudgmental environment is ideal, so students can deploy new language concepts in a realistic setting, and understand words and idioms in context, while still scaffolding new learning upon previous concepts. Ideally, the classroom should motivate students to seek out situations to stretch and test their knowledge in the real world, using their newly acquired language.
Self-motivation is often seen as a particularly critical aspect of secondary language learning. One educator observed: "We should also communicate more clearly to the second language learner that he [sic] is responsible for his own learning. This is obviously more easily said than brought about. Students generally expect too much from school and college. Often they perceive these institutions of knowledge as mental filling stations where teachers and professors equipped with 'Niirnberg funnels' are replenishing empty heads. This impression has also been fostered by the proponents of psychological associationism who claim that learning is a process of habit formation. From this point-of-view the learner is seen as a more or less willing but essentially passive stimulus-response organism. This school of thought would tend to believe in programmed instruction, utilizing the language laboratory and even computer programs to expose students to carefully structured learning experiences. While this model of instruction may be useful for remedial work and some individualized programs, it does not tap the inquisitive and creative impulses or the insights of a self-directed and self-motivated language learner" (Jahn 1979: 275). The cognitive and practical advantage of self-directed activities in secondary (and primary) language acquisition is its promotion of self-mastery, inquisitiveness, and responsibility.
In an increasingly technologically complex society, self-directed...
Teaching and Learning Arabic as a Foreign Language1- What is your understanding of the situation of Arabic language teaching in the United States in terms of demand & growth?In the United States, there is a strong case that Arabic teaching is gaining traction and maturing as a vocation. Arabic classes in colleges and universities showed a staggering 92.5 percent increase in enrollment from 5,505 in 1998 to 10,584 in 2002
As an analytic method it varies from the syntactic syllabus in simliar way as the practical and procedure syllabi, particularly in the supposition that the learner learns best when using language to converse about something. TBLT also is different from the two other logical curricula in a lot of ways. It differs from the procedural syllabus in that it stresses the importance of carrying out a needs analysis prior to
first language (L1) in the second language EFL classroom (L2). The study provides a brief historical background of the use of native or target language for a classroom teaching. The literatures are also reviewed to enhance to a greater understanding on the Contrastive Analysis Hypothesis. Theoretical arguments are provided to support or against the use of monolingual or bilingual approach in a teaching environment. While some scholars believe that
Simply put, as test taking strategies grow more sophisticated the validity of language tests becomes increasingly threatened, and new test designs are responded to by new strategizing. A lack of cohesion in the approaches used to study test taking strategies and to practically apply knowledge obtained through academic research is also cited as problematic (Cohen, 2006). Without an appropriate way to measure and assess test taking strategies and their impact
While I understand why non-literal meanings are particularly difficult for speakers to comprehend, it seems to me that interlanguage would be easier for people learning second languages, because they can draw from examples of interlanguage from their native language. After all, even elementary school children have difficulty understanding the existence of idioms, homonyms, and other examples of words and phrases that have alternate definitions. I appreciated the description of the
Modern Language Associations of America, commonly related as the Modern Language Association is dauntlessly regarded as the sole functional professional association in the United States of America that is serving the purpose of facilitating the academic scholars of the languages and literature. Development of language and linguistics has been the most important tool for the empowerment of academic and scholarly research. Therefore the modern Language Associations of America serves as
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