The Application of Computer Technology in Foreign Language Instruction

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.

Foreign language (FL) is playing a predominant role in daily life, however, there are numerous problems in university FL teaching. Through comparing project management and FL teaching, the paper finds out the similarities between the two and imports project management ideologies and methods into FL teaching to realize optimization and improve its practical character and efficiency.

This article is about language development of a foreign language (FL) teacher and is centred around the concept of teacher professional competence. Although the definition seems clear and indisputable, no publication has been traced that would clarify what a FL teacher language competence is. It immediately leads to diverse and sometimes contradictory views of content and language skills a FL teacher is supposed to demonstrate. I use this fact as a starting point and make an attempt to provide my view of a FL teacher language competence and essential elements that comprise it. My contention is that besides ‘general language’ and language awareness, a FL teacher should demonstrate skills in classroom and out-of-classroom communication. I support my view by coming out with a tentative and, at the moment, rather schematic description of FL teacher language competence. I consider this as the first step toward the definition of language teacher language competence to be followed by substantial empirical research which, hopefully, will contribute to a valid and more detailed description of the concept in question.

This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.

With the continuous improvement of China’s comprehensive national strength and the improvement of the level of social and economic development, people’s demand for science and technology is more urgent. In recent years, with the rapid development of information technology, computer technology has been gradually applied to art design. With the continuous popularization of technology, the role of this technology in the field of art has been gradually enhanced. This paper mainly analyzes and studies the positioning of computer technology in art design, the influence of computer technology on art design, and the application of this technology in art design. Therefore, it is recognized that the application of computer technology has brought new development vitality to the art design industry. Computer technology not only improves the limitation of traditional art design and production, but also helps the development of innovative art design industry. Through the research on the application of computer technology in art design, it is hoped that the relevant professional designers can further develop the application of computer technology in the field of art design and realize the qualitative leap of art design level.

This chapter addresses how critical reflexivity and the pedagogical practices of foreign language (FL) teachers work simultaneously to construct and reflect their language teacher identity in online classrooms. It also discusses how Korean as a foreign language (KFL) teachers utilized their sub-identities to overcome challenges that online language teachers face in their classes.

Computers have been used to teach language for 40 years. Recently, the computer technology has made a great progress, especially in transmitting information. Over the past few years, the Internet and the World Wide Web have emerged as a prominent new technology. The influence of this powerful technological tool has spread through all aspects of the world, including education as well as language learning and teaching. As English teachers, we must realize that a new information age has come. We have to be aware of the potential of the Internet for language learning and teaching. This paper will discuss the reasons why we could teach English by using the Internet. Therefore, this paper will focus on the following parts: (1) A brief review of computer-assisted language learning (CALL), (2) What is the Internet? (3) Why do we use the Internet to teach? and (4) The disadvantages of employing the Internet in EFL/ESL classroom.

In the field of construction engineering, computer technology has been applied to engineering design, construction, material test detection, economic accounting, project management, etc., which can effectively coordinate the development of various work. Through computer related science, construction engineering can better collect construction unit information, process engineering data, control construction materials, which will improve the management level and save costs. Therefore, the progress of computer information technology has brought new development direction to China’s construction industry, especially intelligent building. The application of computer technology in intelligent building meets the requirements of social progress, which can not only effectively save the construction cost, but also accelerate the process of intelligent building. By improving the quality of the overall intelligent building, we can enhance the economic benefits of intelligent construction enterprises. Through computer information technology, we can realize the intelligent, automatic and other multi-functional system installation of buildings, which is the main embodiment of intelligent buildings. The application of computer science and technology in intelligent building is in line with the development of economy and times of modern engineering construction. First of all, this paper analyzes the necessity of computer technology. Then, this paper puts forward the application of computer in intelligent building.

In the last decade renewed interest has been focused on modern foreign language programs in American schools.' Statistics show a phenomenal growth in the teaching of foreign languages at the elementary level. In 1952 only eighty-nine communities had some foreign language teaching in the public elementary schools as compared with 2,443 in 1959-1960.2 Texas has strong ties with the Spanishspeaking world, both culturally and geographically. In many areas of the state large segments of the population are Spanish-speaking. Breunig's survey in 19591960 showed that Spanish is the only language taught to any appreciable extent in the public elementary schools of Texas.: Yet this same survey lists Spanish programs in only 136 schools, kindergarten through grade six.4 In view of the continuing emphasis being placed on the teaching of foreign languages at the elementary level, there seems to be a need for reevaluation of the foreign language programs in Texas elementary schools. The purpose of this study was to determine the status of the teaching of modern foreign languages in selected public elementary schools of Texas during the school year, 1962-1963. The sampling consisted of the 282 public school systems whose high school or high schools are members of the Southern Association of Colleges and Secondary Schools. It was on the assumption that the systems accredited by the Southern Association of Colleges and Secondary Schools represent quality of program at all levels, that these systems were chosen to comprise the sampling of this study. Post cards with attached reply cards were sent to the superintendents of these systems to determine if a modern foreign language is taught in their elementary and secondary schools. A return of 254, or 90.1 per cent, was received. Questionnaires were sent to the sixtythree systems which reported FLES programs. The questionnaire was composed of thirty-two closed-end and three open-end items and dealt with the following topics: (1) the scope of the FLES program; (2) the qualifications of persons presenting instruction; (3) methods, techniques, aids, testing procedures, and special features of the program; and (4) evaluation of the program by the reporter. Useable replies were received from fifty-four, or 85.7 per cent, of the systems. The data were analyzed primarily according to the total number of responses. Where size of school system was found to be a significant factor, the data were cate-

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

This paper presents a way to use Moodle platform as an additional method in the university course «Games and intercultural competencies in the kindergarten». The results presented are from a test done online by students from the specialties «Preschool Education and Foreign Language Teaching» and «Preschool and Primary School Education», Faculty of Preschool and Primary School Education, St. Kliment Ohridski University of So a. The test requires the de nition of the terms «culture», «interculturality» and «multiculturality» and the derived results serve as a starting point for the organisation of the educational process of these lecture topics. The electronic course on Moodle has been developed and approbated within project BG051PO001-3.3.06 – 0045 «Capacity development of specialists, postdoctoral and young scientists for teaching university disciplines in and on foreign languages using contemporary methodology and ICT». This article is one of the results of the project. The paper is also included in the nal report of the project.

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.

The implementation of the Department of Education’s Special Program in Foreign Language (SPFL) marked the beginnings of the nationwide institutionalization of a range of foreign languages (FL) in the Philippines, stimulating new sites of inquiry for the field of critical language studies. Many of the languages offered under the SPFL do not share the historical and social grounding of the country’s official languages. However, they find common ground with English in the extant colonial framings of language teaching and learning, which have often impeded local agency in structuring or reimagining encounters with the “foreign.” As such, this paper aims to explore decolonial approaches to issues that have emerged alongside the promotion and teaching of foreign language classes across all levels of education in the Philippines by drawing inspiration from the decoloniality movement in Latin America and related efforts to de-center knowledge and digress from extant canons. First, it problematizes the implicit reinforcement of the one-nation one-language habitus, paying particular attention to assumptions that guide foreign language policies, materials, and teaching methods that reinforce global linguistic hierarchies and assumptions in favor of “competitiveness.” Second, considerations for alternative foreign language teaching approaches and materials are put forward, factoring in the Philippines’ sociolinguistic and historical features that have guided its framing of the “foreign,” as well as extant challenges in promoting intercultural reflection in an increasingly neoliberal educational setting. Challenges in integrating a decolonial perspective in institutional conceptualizations and policies on foreign language teaching in the Philippines conclude this paper to stimulate reflection on how language teaching may offer opportunities to rethink our relationship to language and interlingual/intercultural encounters.

The aim of this article is to bring the experience of Albanian schools in renewing the teaching of foreign language grammar. Grammar occupies a significant place in the process of foreign language teaching and learning at all teaching levels in the Albanian schools. It has been long since it constitutes the focus of seminars organized by the department of education of the region and the institutions of both high and higher education. Grammar has been considered as the main linguistic component in foreign language classes. Grammar exercises practiced in there are multifarious. Teaching grammar is based on the grammar material informed by grammar French language textbooks and teachers’ ability to integrate grammar as a significant component of foreign language teaching with other components as the lexis, phonetics and so on, in order that it could better serve communication in a foreign language. Through examples and questionnaires, this article brings out the experience of Albanian teachers concerning the teaching of French grammar. Keywords: activities, grammar teaching, method, questionnaire, renovation.

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