РАЗВИТИЕ УЧЕБНОЙ АВТОНОМИИ В ПРОЦЕССЕ ЯЗЫКОВОЙ ПОДГОТОВКИ: ОСОБЕННОСТИ РАЗРАБОТКИ МОДЕЛИ ОБУЧЕНИЯ

Learning and teaching languages in technology-mediated environments : why modes and meaning making matter

In the Companion Volume with new descriptors, mediation is conceptualized as social agency. As such, it is argued in this contribution, mediation can be seen as a general attitude in teaching. In highly diverse (foreign language) classrooms, mediation can even be employed as an overall teaching principle. Within inclusive settings characterized by plurilingual learners with various needs and profound competence differences, opportunities for authentic mediation emerge and can be harnessed for linguistic, social and intercultural learning as well as for the development of reflexive learner autonomy. The article focuses on a school development project at the end of which an inclusive concept for Turkish as a foreign language emerged. The concept is based on a team-teaching and peer-learning approach and complemented by an open, dynamic curriculum in which mediation plays a key role. As part of the proposal to upgrade Turkish as a fully-fledged subject at the school, the concept and curriculum were finally approved by the KMK in 2018. Thus, reflections on mediation will be twofold, taking into account the teaching level as well as that of the language policy level.

Social changes and development of technology force EFL teachers’ struggle to utilize potentially useful technology and promote learner autonomy. Edmodo as a highly versatile micro blogging platform is needed to develop learner autonomy in virtual learning environments. Keeping this need in mind, this paper reports on the attempt to develop learner autonomy online of 65 EFL learners in the fifth semester of English Department in STAIN Ponorogo through Edmodo. Data were collected through observations and the analyses of the observations light on the overall experience of learning with Edmodo especially through the lens of learner autonomy. The results showed that Edmodo afforded students the opportunity to take responsibility for their own learning and involve them in taking ownership (partial or total) of many learning processes. However, lack of access to internet and the ambiguous task instruction also contributed to a limited level of social interaction in virtual learning environments. Finally, it can be concluded that well-designed tasks and accessibility to internet are essential to maximize the potentials of Edmodo for learner autonomy.

The scholarly interest in the field of foreign language teaching and learning has recently widened its scope within the competence-paradigm from learners’ competences to competences of teachers. Foreign language teacher education has thus been subject of many international and national publications and studies. Focussing on the situation of foreign language teacher education in Germany, results of international research can only partly be applied. This is primarily due to different standards in certain phases of teacher education. From a national perspective, one of the challenges in foreign language teacher education is rooted in the federal system: The 16 federal states of Germany have different regularities concerning the second phase of teacher education (in-service training). Looking at national research on foreign language teacher education, emphasis on investigating knowledge of foreign language teachers based on concepts of pedagogical content knowledge (Shulman) has to be noted. Throughout this article, we would like to critically evaluate underlying competence models, and establish lesson planning as a key category of identifying competence development of foreign language teachers. Lesson planning is conceptualised as an activity that requires language teachers to draw upon all areas of their knowledge. Presenting results of an empirical research study conducted with teacher trainees, the article concludes with relevant research foci that should be addressed in the field of foreign language teacher education.

The present study aimed to extend our knowledge by exploring predictive role of self-efficacy and autonomy in Medical learners' (EMP) language performances. Gender was another variable of interest in the study. Set out to explore, self-efficacy and autonomy scales besides English achievement test were administrated and analyzed. Results of statistic alanalysis of Pearson correlation denote that there is a strong relationship between students' self-efficacy beliefs and their language performances (r = .893). In fact, it demonstrates the contributing effect of efficacy beliefs in taking responsibility in learning which lead to learners' significant attainments in learning tasks. Statistical analysis of the data also revealed that there is a significant correlation between learners' autonomous beliefs and their general English performance (r = .845).It is implied that faith in capabilities and directing and controlling learning are necessities to enhance EMP learners' achievements. Furthermore, the results show no significant differences between learners' autonomy with regard to their gender (t = .43). The study has some pedagogical implications which will be discussed in the paper.

This paper presents the experiences and results from the LLP-project PELLIC. The aim of the project was to make full use of the learning potential of practice enterprise methodology for communicative language learning by organizing and supporting virtual international business interaction within a blended learning scenario. “Practice enterprise” is a practical-oriented teaching method with a strong focus on authenticity, which is conceptually related to task-based learning approaches (e.g. Willis and Willis, 2008). Results are based on the project’s piloting phase during which learners in four European countries became “virtual entrepreneurs”. The target language of the course was English, the lingua franca of international business. Learners’ interactions were supported by a customized virtual learning environment (VLE), based on the open source course management system Moodle, enhanced and adapted to suit the pedagogic needs of the scenario by integrating additional collaboration tools (Google Applications, Skype, etc). Along with a range of openly accessible e-learning contents, focus activities and resources, e-learning tasks were developed as “blueprints” to guide educators in adapting, re-purposing and extending materials and methodology for their own teaching. The article highlights the role of computer-mediated communication (CMC) in creating opportunities for learner output, the teacher’s role as a facilitator of the learners' project work, and the function of re-usable e-learning contents and activity formats for authentic autonomous and collaborative language learning.

Content and Language Integrated Learning (CLIL) is an educational approach in which the target language is used as the medium to learn and teach both content and language. The widespread interest in CLIL can be seen in the increasing popularity of adopting it as a viable approach to promoting both content and language learning in Europe (Garcia, 2017; Ioannou Georgiou, 2012) and many English-as-a-foreign-language (EFL) countries, for instance- Malaysia, Indonesia, Japan, Thailand, and Vietnam (Lee & Chang, 2008).In this paper, we show how informational picture books are quality CLIL materials. The engaging narrative writing and meaningful illustrations in such books convey accessible factual and content knowledge, an important feature in line with CLIL-related goals. The powerful text-illustration synergy in picture books provides a supportive platform upon which to develop learners' language skills as well as to expand subject knowledge. Next, informed by CLIL theories and practices, a CLIL pedagogical framework is proposed to provide a simplified representation of the complexity and scope of the CLIL instructional sequences and content. The framework strives to achieve a balance between the content and language components in CLIL lessons. Based on the framework, a sample CLIL lesson is provided with instructional examples of how teachers could incorporate an informational picture book into their lessons to scaffold students' development of language, content knowledge, and learning skills. It is hoped that the framework and activities presented will encourage primary subject and language teachers in Taiwan and serve as a springboard for them to incorporate informational picture books in their CLIL lessons.

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming language. Utilizing a conceptual framework for grounded embodied pedagogy called Instructional Embodiment, learners physically enacted (Direct Embodiment) and mentally simulated (Imagined Embodiment) the actions and events as presented within pre-defined Scripts. Instructional Embodiment utilizes action, perception, and environment to create a dynamic, interactive teaching & learning scenario that builds upon previous research in embodied teaching and learning. The two studies described herein examined the effects of Instructional Embodiment, Imaginary World Construction, and Context on the development of specific Computational Thinking Concepts and Skills. In particular, certain CT Concepts, such as Conditionals, Variables, Thread Synchronization, Collision Detection, & Events, and CT Skills, such as abstraction and pattern recognition, were identified and measured within the learners' individual digital artifacts. Presence and/or frequency of these Concepts and Skills were used to determine the extent of Computational Thinking development. In Study 1, fifty-six sixth- and seventh-grade students participated in a fifteen-session curricular program during the academic school day. This study examined the type of instruction and continuity of Imaginary World Construction on the development of certain CT Skills and Concepts used in a visual novel created in Scratch. Main effects were found for learners who physically embodied the pre-defined instructional materials: embodying the pre-defined Scripts led to the learners using significantly more ‘speech’ Blocks in their projects and more Absolute Positioning Blocks for ‘motion’ than those who did not physically embody the same Scripts. Significant main effects were also found for continuity of Imaginary World Construction: learners who were instructed to continue the premise of the first digital artifact (Instructional Artifact) implemented significantly more computational structures in their second digital artifact (Unique Artifact) than those who were instructed to create a Unique Artifact with a premise of their own design. In Study 2, seventy-eight sixth- and seventh-grade students participated in a seventeen-session curricular program during the academic school day. This study examined the type of instruction and context of instructional materials on the development of CT Skills and Concepts during the construction of a video game using Scratch. Similar to Study 1, findings suggest that physically embodying the actions presented within the pre-defined instructional materials leads to greater implementation of many of these same structures during individual artifact construction. The study also showed that as the pre-defined Scripts become more complex (e.g. single-threaded to multi-threaded), the effect of physical embodiment on the development of CT Skills and complex CT Concept structures becomes less pronounced. Findings from this study also suggest that Context has a significant effect on identifying & implementing the CT Skill pattern recognition: learning CT Concepts from an Unfamiliar Context had a significant positive effect on the implementation of both Broadcast/Receive couplings and Conditional Logic & Operator patterns. In sum, the findings suggest that the type of instruction, the continuity of the Imaginary World being constructed, and the context of the instructional materials all play a significant role in the learners' ability to develop certain Computational Thinking Skills and Concept knowledge. The findings also suggest that a physically embodied approach to teaching abstract concepts that is grounded in an unfamiliar context is the most effective way to integrate a grounded embodied approach to pedagogy within a formal instructional setting.

Self-regulated learning (SRL), comprising elements of strategy use, metacognition and motivation, has been identified as a key factor of successful learning in many previous studies. SRL has also been widely advocated by the Hong Kong Education Bureau since its curriculum reform. Besides natural maturation, research findings have highlighted the important role of the classroom environment in developing students' SRL. Based on a series of studies conducted in Hong Kong Chinese language classes, this paper discussed the possibilities and challenges of implementing SRL-based instruction in Hong Kong. Participants in this series of studies were 31 teachers and 1,121 Secondary 4 students in Hong Kong. Both quantitative and qualitative data were collected to provide a comprehensive understanding of teaching and learning in Chinese language classes from the perspective of SRL. On the one hand, the results indicated that Chinese language teachers generally held a positive attitude towards implementing SRL-based instruction and most of the features of SRL-based instruction showed positive relations with Hong Kong students' strategy use, motivation and reading performance. These findings support the advantages of applying the principles of SRL-based instruction in Hong Kong classrooms to facilitate students' learning. On the other hand, many teachers had reservations about increasing the degree of autonomy in their classrooms. A high degree of student autonomy was also found to be associated with negative learning outcomes. The effects of contextual and cultural factors on teaching and learning in Chinese classrooms and suggestions for developing Chinese students into self-directed learners are discussed.

Focusing on two types of corrective feedback strategies in second language classrooms, namely recasts and prompts, the current paper claims that the comparative effectiveness of recasts and prompts is an area of great research value, for the following reasons: (1) theoretically, studies in this area can inform the issues such as the roles of input and output in second language learning and the cognitive roles of recasts and prompts in language learning; (2) pedagogically, research findings in this area may provide second language teachers with useful advice concerning their classroom error correction. Based on a critical review of existing research findings, two distinct research gaps are discussed: (1) the effect of recasts and prompts in promoting the learning of new linguistic features has rarely been explored and awaits future research attention; (2) the effect of recasts and prompts has rarely been examined from learners’ own perspectives and more studies in this direction are needed.

The reform of the special education is directed towards creating preconditions for a more massive inclusion of children with developmental difficulties in the mainstream educational system (inclusive process), but also towards improvement and change of the concept of work of the special schools, especially the change in the internal organization of the educational work through introducing contemporary models and methods of learning. The modernization of the educational process asks for a modernization of the curriculum, but also of the modus which they are realized with, so therefore the goal of this research was to confirm the educational effects of the innovative models and methods of working in the educational process with the hearing impaired children. In this article we showed the experimental check up of the efficiency from the application of the project curriculum in relation to the traditional teaching, regarding the level of the gained knowledge of the hearing impaired pupil. The sample is consisted of 49 hearing impaired pupils, from the fifth to eighth grade from primary schools for children with impaired hearing. The results that we got show statistically significant difference between the accomplishments confirmed in the subjects with an applied traditional model of work and the application of the project curriculum. Key words: project teaching, traditional teaching, hearing impaired children, cooperative learning, frontal work (ProQuest: ... denotes non-US-ASCII text omitted.) Introduction The new way of thinking and acting of the people in the society, the social and life conditions influences the learning process in the organized school teaching, both in the regular and the special education. Therefore, we are searching for new, more efficient learning paths that will be based on the needs, interests and the goals of the new generations of pupils of all ages. The modern approaches in education present a system of new methods and behaviors (that have been formed for the past two decades of the 20-th century), but also didactical systems that change the technology of the educational process in direction of removing the contradictions between the education goal on one side and the organization of the contents and the teaching process on the other side. (1) Pointing out the active forms of teaching is introducing the pupil in a position of an active subject, which together with the teacher gains and develops knowledge, habits and skills, prognoses and summarizes the results from the work and the learning. This approach in the work represents the best way in the fight against formalism and routines, but also a way of humanization of education. In the new pedagogical and methodological literature different models of educational work are being explained in which the active participation of the pupil in the knowledge gaining process is accented. (2). But, the theoretical processing, as well as the application of innovative models are mainly connected to the regular schools. Lately, as a part of the reforms in the whole educational system directed towards creating preconditions for a more massive inclusion of children with developmental difficulties in the system of the regular education (inclusion), but also for enhancing and change of the concept of working in the special schools, especially the change of the internal organization of the educational work through introducing innovative strategies and models of learning and teaching, the researches of this kind receive a significant place also in the area of education of the hearing impaired children (3, 4, 5, 6, 7, 8, 2). Working on a project or a project work that is commonly defined in the pedagogical literature, actually presents one of the educational models that interacts with the concept of contemporary education. The project work presents a common try out of the teacher and the pupil to connect life, learning and work, so the problem that is significant for the society and connected to the interests of the participants is processed together (=process) and to have a result (=product) that will have a significant value for all the participants (9). …

Acquiring a foreign language requires a student to master the two elements of language, vocabulary and grammar, and the four language skills, listening, speaking, reading, and writing. Within each skill, these two language elements play a considerably essential role since they are seen as the very core aspects of language learning and that they are regarded inherent in each of these skills. Thus, vocabulary and grammatical aspects cannot be separated from the four language skills in language acquisition as without any one of which each skill is never acquired. Since the implementation of communicative approach in 1984 to the application of the competency-based language teaching in Indonesia, English programs at high schools have been meaning or message based rather than language usage or form oriented. As a result, grammar learning has been significantly kept aside if not totally ignored in class interactions, and that communication success becomes the main target in instructional objectives. This study attempts to map grammatical errors the students make in their speech productions. It employs an interview technique for data collection by recording the conversations of twenty respondents - - junior and senior students - - on a selected issue of a particular topic and transcribing them in the form of written transcripts which are then to be analyzed from a grammatical perspective with the reference of grammar books. Those violating the grammatical norms will be considered as grammatical errors. It has been found out that learners’ grammatical errors are derived from two major causes - - translating concepts of L1 into L2 and their approximative system. This study concludes that the communicative classrooms which utilize the competency-based language teaching bring about a positive impact upon grammar learning. This research is significant as it gives a great contribution to structure and speaking class teachers, students, as well as to the department for policy making.

Lateral thinking is a unique form of thinking proposed by Edward De Bono. He believes that innovation is the ability to see the changes as an opportunity not as a threat. It results in the generation of new ideas and breaking out of the concept prisons of old ideas. This type of thinking decides the outcome of one's speaking and the job of lateral thinking is to enable the brain to find multiple possibilities or perceptions. The attitude of the present set of tertiary learners, lack of confidence and positive approach, their habits hinder their brain to intake, create and present the information in the demanding context. The major reasons for their inability are the cultural and psychological background of the learners. Developing lateral thinking skills of the tertiary level learners may pave the way to keep a constructive mind to acquire new language competencies. 'Think out of the box' is the crucial motto of the language teachers these days. De Bono's concept of Lateral thinking would enable the language teachers to break a new ground in inculcating speaking skills for the learners of English as a second language. The present study proposes Design , one of the lateral thinking techniques of Bono and its effectiveness as a tool that can be adapted by the language teachers to enrich the communicative competence of the tertiary level learners of English as a second language. The criteria for speaking activity are assessed based on stage III of Canadian Language Benchmark for assessing speaking skills.

In Japan, many university students have low self-efficacy in English learning. Their attitude toward English learning seems to be an emotional reaction toward a long-term learning experience, going beyond the level of simple likeability but rather related to an overall evaluation of one's worth or self-esteem. Therefore, this research focuses on the relationship between language-learning attitudes and global self-esteem. The research was conducted through questionnaires, which asked students about their language learning attitudes and their sense of self-esteem. The examinees are university students who learn English as part of their general education. The research results show that two types of relationships exist between the main factors. One is a negative attitude toward the target language along with low self-esteem, and the other is a communication attitude, which plays an important role in language learning and general social interaction. By understanding the relationship between language learning and self-esteem, language teachers' lessons can be structured in terms of remaining sensitive to learners' self-esteem.

Due to the changes in the approaches and methods in English language teaching throughout history, the use of mother tongue (L1) has been one of the most important topics discussed in the foreign language teaching field. Although most of the approaches used nowadays do not support the use of mother tongue, there is a change in the perception towards teachers’ code-switching in foreign language (L2) learning classrooms. There are various recent studies suggesting that using mother tongue facilitates foreign language learning. In this respect, the purpose of this study was to examine the teachers’ and students’ perceptions towards L1 use in L2 classrooms and under which circumstances they preferred using mother tongue. In addition, learners’ preferences of teachers’ code switching were also analyzed. Both teachers’ and students’ perceptions and beliefs on code switching were investigated using the questionnaires, classroom observations and interviews as data collection tools. There were 2 hour-observation periods (90 minutes) in the classrooms of 2 nd grade, 4 th grade and 7 th grade in which the circumstances of L1 use were analyzed to determine if there were any common characteristics of the L1 use. Findings of the revealed that there were some common circumstances where teachers code-switched to facilitate learning in the classroom and that students had some clear preferences for their teachers to switch to L1.