Pub Date : 2020-09-01DOI: 10.36534/erlj.2020.01.07
Božena Horváthová, Katarína Krištofovičová
The aim of the article is to find out how the Internet-based resources (podcasts) affect listening comprehension of learners at a lower secondary school level. First, the concept of listening comprehension, listening strategies, approaches, and possible listening problems in English language learning are tackled. Further on, podcasts, their advantages, disadvantages as well as their appropriate use in English classroom is discussed. Based on relevant theories, application of chosen podcasts in the classroom at a lower secondary level through action research was carried out. The application of the action research showed that podcasts integrated in the classes at all listening stages help develop listening comprehension of learners. By designing suitable lesson plans and introducing challenging activities intensive listening in the classroom can be taught in a meaningful and motivating way. One of the most valuable metaanalyses conducted by and provides a review of twenty research articles to determine the effects of on TEFL students’ language skills and attitude levels of the participants. According to the authors, it was found that podcasts greatly support learning not just in speaking and listening, but also in other language skills and areas such as grammar, pronunciation and vocabulary. Overall findings of the analyzed studies suggest that learners generally enjoyed using podcasts, and liked to listen to the podcasts at home as well as outside the classroom using desktop computers or mobile devices.
{"title":"Using podcasts to support learners` positive attitude to listening comprehension in TEFL","authors":"Božena Horváthová, Katarína Krištofovičová","doi":"10.36534/erlj.2020.01.07","DOIUrl":"https://doi.org/10.36534/erlj.2020.01.07","url":null,"abstract":"The aim of the article is to find out how the Internet-based resources (podcasts) affect listening comprehension of learners at a lower secondary school level. First, the concept of listening comprehension, listening strategies, approaches, and possible listening problems in English language learning are tackled. Further on, podcasts, their advantages, disadvantages as well as their appropriate use in English classroom is discussed. Based on relevant theories, application of chosen podcasts in the classroom at a lower secondary level through action research was carried out. The application of the action research showed that podcasts integrated in the classes at all listening stages help develop listening comprehension of learners. By designing suitable lesson plans and introducing challenging activities intensive listening in the classroom can be taught in a meaningful and motivating way. One of the most valuable metaanalyses conducted by and provides a review of twenty research articles to determine the effects of on TEFL students’ language skills and attitude levels of the participants. According to the authors, it was found that podcasts greatly support learning not just in speaking and listening, but also in other language skills and areas such as grammar, pronunciation and vocabulary. Overall findings of the analyzed studies suggest that learners generally enjoyed using podcasts, and liked to listen to the podcasts at home as well as outside the classroom using desktop computers or mobile devices.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130080310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-19DOI: 10.36534/erlj.2019.02.00
Michał Daszkiewicz
{"title":"The wider context of ERL Journal","authors":"Michał Daszkiewicz","doi":"10.36534/erlj.2019.02.00","DOIUrl":"https://doi.org/10.36534/erlj.2019.02.00","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133384175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.08
K. Pavlikova
Oral communication is one of the most important aspects of information exchange between individuals. Considering teaching of foreign languages, it is evident that the development of speaking covers quite an extensive part of the foreign language learning process. The study presents the importance of speaking within mastering a foreign language on a theoretical basis and provides an insight into real teaching-learning environment. The practical part of the study introduces the implementation of three activities into the teaching process monologues, games and problem solving activities. With the aim of finding possibilities for improving the quality of the teaching process in the terms of the development of speaking, action research is used as the tool for data collection and evaluation. The findings and the results of the study demonstrate how the three activities develop speaking and what benefits their use brings to the foreign language classes.
{"title":"Use of monologues, games and problem solving activities for development of speaking skills","authors":"K. Pavlikova","doi":"10.36534/erlj.2019.01.08","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.08","url":null,"abstract":"Oral communication is one of the most important aspects of information exchange between individuals. Considering teaching of foreign languages, it is evident that the development of speaking covers quite an extensive part of the foreign language learning process. The study presents the importance of speaking within mastering a foreign language on a theoretical basis and provides an insight into real teaching-learning environment. The practical part of the study introduces the implementation of three activities into the teaching process monologues, games and problem solving activities. With the aim of finding possibilities for improving the quality of the teaching process in the terms of the development of speaking, action research is used as the tool for data collection and evaluation. The findings and the results of the study demonstrate how the three activities develop speaking and what benefits their use brings to the foreign language classes.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114996307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.15
E. Kovacikova
{"title":"Educational role of language – past, present and future visions?","authors":"E. Kovacikova","doi":"10.36534/erlj.2019.01.15","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.15","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122220909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.14
Dragana Božić Lenard
{"title":"Convergence of ESP with other disciplines – a book review","authors":"Dragana Božić Lenard","doi":"10.36534/erlj.2019.01.14","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.14","url":null,"abstract":"","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114563455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.01
Elisa Bitterlich
In the last decades, the role of language in mathematics and mathematics education has increasingly caught attention of many researchers in the field of education, teaching and linguistics. Within this context, a frequent use of the term ‘Academic Language’ (AL) is noticed. However, there is no universal definition of the exact meaning of AL. The presented research investigates the learners’ discourse competences within different situations and asks the following: How does the use of language and discourse change during different situations in the mathematics classroom? For this purpose, mathematics lessons of several classes have been video-recorded and selected passages have been analyzed by means of interactional analysis. Within the frame of this paper, some initial results of a grade one classroom will illuminate that the situation and visual aids play an important role in the use of (academic) language.
{"title":"The situational factors on the learners’ language – the existence of different language styles in different mathematics classroom situations","authors":"Elisa Bitterlich","doi":"10.36534/erlj.2019.01.01","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.01","url":null,"abstract":"In the last decades, the role of language in mathematics and mathematics education has increasingly caught attention of many researchers in the field of education, teaching and linguistics. Within this context, a frequent use of the term ‘Academic Language’ (AL) is noticed. However, there is no universal definition of the exact meaning of AL. The presented research investigates the learners’ discourse competences within different situations and asks the following: How does the use of language and discourse change during different situations in the mathematics classroom? For this purpose, mathematics lessons of several classes have been video-recorded and selected passages have been analyzed by means of interactional analysis. Within the frame of this paper, some initial results of a grade one classroom will illuminate that the situation and visual aids play an important role in the use of (academic) language.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121203413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.04
Teresa Maginess
This paper seeks to explore the question of why and how, as teachers, we might need to develop a more dialogical pedagogy with students in relation to language. I begin by situating this question within the conceptual framework of Constructivism and Critical Pedagogy. I then move on to propose that there have always existed in the classroom – two languages; official and unofficial, before arguing that the language of social media – cyberlect, as I have termed, it, is the most widely used form of unofficial language among young people. The next section addresses some of the dangers of cyberlect, especially in terms of the weaponisation of language. I will then narrow the focus to an examination of attitudes to social media in the classroom. The concluding section of the paper suggests some ideas for how a Constructivist and Critical pedagogy using social media could help both students and teachers to form a Resistance to hegemonic rebranding of language driven by a neo-liberal agenda which seeks to weaponise language.
{"title":"Cyberlect in the classroom: dialogical approaches to languages","authors":"Teresa Maginess","doi":"10.36534/erlj.2019.01.04","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.04","url":null,"abstract":"This paper seeks to explore the question of why and how, as teachers, we might need to develop a more dialogical pedagogy with students in relation to language. I begin by situating this question within the conceptual framework of Constructivism and Critical Pedagogy. I then move on to propose that there have always existed in the classroom – two languages; official and unofficial, before arguing that the language of social media – cyberlect, as I have termed, it, is the most widely used form of unofficial language among young people. The next section addresses some of the dangers of cyberlect, especially in terms of the weaponisation of language. I will then narrow the focus to an examination of attitudes to social media in the classroom. The concluding section of the paper suggests some ideas for how a Constructivist and Critical pedagogy using social media could help both students and teachers to form a Resistance to hegemonic rebranding of language driven by a neo-liberal agenda which seeks to weaponise language.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114331022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.02
Z. Anspoka, I. Eglite
The topicality of the research relates to the problem that in the last ten or more years approximately 300 thousand Latvian people live outside Latvia. Together with parents are living children in more than 15 countries. One of the tasks with national importance is to help to children and their family to save or to develop Latvian language and culture traditions, to give possibility to return to Latvia and to continue education process in Latvia. Latvian Language State Agency provides an opportunity to learn Latvian as a State language and to get acquainted with Latvian culture traditions, to understand social events, relationships in the society. One of possibility for this is to plan and to realize integrated content and language learning and teaching process for children outside Latvia in a digital class. That means to use Classflow site and another digital tools (Skype, a mobile phone and toys with special computer software, interactive blackboard programs etc.). Aim of the study is to analyze the experience of children living outside Latvia to learn integrated content and language with digital tools. Research is based on analyses of theories about content and language integrated learning, communicative approach for language acquirement and teacher’s professional competence. Empirical research is based on pedagogical observation and teacher’s survey results. As respondents are 120 children (6-14 year old) in 22 groups/digital classes and 16 teachers.
{"title":"Content and language integrated learning and teaching in digital class: Latvia experience","authors":"Z. Anspoka, I. Eglite","doi":"10.36534/erlj.2019.01.02","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.02","url":null,"abstract":"The topicality of the research relates to the problem that in the last ten or more years approximately 300 thousand Latvian people live outside Latvia. Together with parents are living children in more than 15 countries. One of the tasks with national importance is to help to children and their family to save or to develop Latvian language and culture traditions, to give possibility to return to Latvia and to continue education process in Latvia. Latvian Language State Agency provides an opportunity to learn Latvian as a State language and to get acquainted with Latvian culture traditions, to understand social events, relationships in the society. One of possibility for this is to plan and to realize integrated content and language learning and teaching process for children outside Latvia in a digital class. That means to use Classflow site and another digital tools (Skype, a mobile phone and toys with special computer software, interactive blackboard programs etc.). Aim of the study is to analyze the experience of children living outside Latvia to learn integrated content and language with digital tools. Research is based on analyses of theories about content and language integrated learning, communicative approach for language acquirement and teacher’s professional competence. Empirical research is based on pedagogical observation and teacher’s survey results. As respondents are 120 children (6-14 year old) in 22 groups/digital classes and 16 teachers.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129526190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.13
Chrysoula Tsirmpa, Nektarios Stellakis
In recent years, the importance of parents' beliefs in their children’s literacy has increasingly been recognized. The main purpose of this article is to investigate: a) the internal consistency of the 7 subscales of the PRBI, b) the factor structure and c) the concurrent validity in a sample of Greek parents. In this survey 168 parents of preschool children attending the 13 public kindergartens in the city of Pyrgos, during the school year 2017-2018 participated. Six of the seven subscales of PRBI demonstrated adequate internal consistency. Principal component and parallel analyses revealed a four-factor structure and preliminary evidence of concurrent validity was also revealed. On the basis of the results, PRBI is considered an appropriate tool for investigating the beliefs of parents in Greece as well. The evidence shows the continuation of the research to a wider sample for the definition of the factor structure tool on Greek specimen.
{"title":"Parent Reading Belief Inventory: adaption and psychometric properties with a sample of Greek parents","authors":"Chrysoula Tsirmpa, Nektarios Stellakis","doi":"10.36534/erlj.2019.01.13","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.13","url":null,"abstract":"In recent years, the importance of parents' beliefs in their children’s literacy has increasingly been recognized. The main purpose of this article is to investigate: a) the internal consistency of the 7 subscales of the PRBI, b) the factor structure and c) the concurrent validity in a sample of Greek parents. In this survey 168 parents of preschool children attending the 13 public kindergartens in the city of Pyrgos, during the school year 2017-2018 participated. Six of the seven subscales of PRBI demonstrated adequate internal consistency. Principal component and parallel analyses revealed a four-factor structure and preliminary evidence of concurrent validity was also revealed. On the basis of the results, PRBI is considered an appropriate tool for investigating the beliefs of parents in Greece as well. The evidence shows the continuation of the research to a wider sample for the definition of the factor structure tool on Greek specimen.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131256048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.36534/erlj.2019.01.09
Anna Lyngfelt
In the study presented digital text production in a multilingual classroom is discussed. This involves students aged 7-8, manifesting their literacy by making use of both their writing and reading competence. To be able to discuss the text production, Bakhtin’s theories about heteroglossia are crucial, allowing for both social and historical contexts of utterances (Bakhtin 1994). These theories are here intertwined with Bruner’s notion of human beings as constituted by ‘narratives’ (Bruner 2002). By the use of linguistic ethnography (Creese 2008) and text analysis based on sociosemiotics (Kress, van Leeuwen 2006), the following questions are discussed: How do multilingual students make use of digital tools for meaning making in their digital text productions, and in what sense could they by creating these texts be said to contribute to their own literacy development? Text productions from four students are analysed to illustrate how multivocal spaces are created, and how these ‘spaces’ can explain the students’ literacy development.
本研究探讨了在多语言课堂中数字文本的生成。这涉及7-8岁的学生，通过使用他们的写作和阅读能力来展示他们的读写能力。为了能够讨论文本生产，巴赫金关于异语的理论是至关重要的，它考虑了话语的社会和历史背景(巴赫金1994)。这些理论在这里与布鲁纳关于人类是由“叙事”构成的概念交织在一起(布鲁纳2002)。通过使用语言民族志(Creese 2008)和基于社会符号学的文本分析(Kress, van Leeuwen 2006)，讨论了以下问题:多语言学生如何在他们的数字文本生产中利用数字工具进行意义制造，以及在什么意义上他们可以通过创建这些文本来促进他们自己的读写能力发展?本文分析了四名学生的文本作品，以说明如何创建多声音空间，以及这些“空间”如何解释学生的读写能力发展。
{"title":"Digital text production as narrative: an analysis of text production in a multilingual classroom at primary school","authors":"Anna Lyngfelt","doi":"10.36534/erlj.2019.01.09","DOIUrl":"https://doi.org/10.36534/erlj.2019.01.09","url":null,"abstract":"In the study presented digital text production in a multilingual classroom is discussed. This involves students aged 7-8, manifesting their literacy by making use of both their writing and reading competence. To be able to discuss the text production, Bakhtin’s theories about heteroglossia are crucial, allowing for both social and historical contexts of utterances (Bakhtin 1994). These theories are here intertwined with Bruner’s notion of human beings as constituted by ‘narratives’ (Bruner 2002). By the use of linguistic ethnography (Creese 2008) and text analysis based on sociosemiotics (Kress, van Leeuwen 2006), the following questions are discussed: How do multilingual students make use of digital tools for meaning making in their digital text productions, and in what sense could they by creating these texts be said to contribute to their own literacy development? Text productions from four students are analysed to illustrate how multivocal spaces are created, and how these ‘spaces’ can explain the students’ literacy development.","PeriodicalId":270557,"journal":{"name":"Educational Role of Language Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133639803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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