Pub Date : 1999-06-01DOI: 10.1080/09571739985200131
C. Kyriacou, N. Benmansour
This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, the four reasons which received the highest ratings for importance were: ‘I enjoy the subject I will teach’, ‘I want to help children succeed’, ‘The language (English or French) is important to me’ and ‘I like the activity of classroom teaching’. In addition, however, a number of interesting differences also emerged between the two groups, which may reflect differences in the culture, values and circumstances that surround the work of teachers of a foreign language in these two countries.
{"title":"Motivation to become a teacher of a foreign language","authors":"C. Kyriacou, N. Benmansour","doi":"10.1080/09571739985200131","DOIUrl":"https://doi.org/10.1080/09571739985200131","url":null,"abstract":"This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, the four reasons which received the highest ratings for importance were: ‘I enjoy the subject I will teach’, ‘I want to help children succeed’, ‘The language (English or French) is important to me’ and ‘I like the activity of classroom teaching’. In addition, however, a number of interesting differences also emerged between the two groups, which may reflect differences in the culture, values and circumstances that surround the work of teachers of a foreign language in these two countries.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"69-72"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549908","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 : 1999-06-01DOI: 10.1080/09571739985200151
M. Freeman
This article presents the results of a survey of the time spent on language learning activities of EFL and French at two British universities. It attempts to answer the questions: 1.How do students spend their time when language learning? 2.What do they spend most time on? 3.To what extent do these study habits vary with proficiency level and target language? 4.What are the study implications of these study patterns for language teaching? A group of 118 students of French and EFL at the universities of X and Y completed a questionaire during the period March to May 1995. This questionaire collected data on the periods of time students spent on language learning and on student proficiency levels, using self-report instruments. This data was triangulated with similar data collected from 23 interviewees and six case study students. Students of French spent most time on classwork and homework, whereas the EFL students spent most time chatting to nonnative speakers and listening to the radio. All students spen...
{"title":"The language learning activities of students of EFL and French at two universities","authors":"M. Freeman","doi":"10.1080/09571739985200151","DOIUrl":"https://doi.org/10.1080/09571739985200151","url":null,"abstract":"This article presents the results of a survey of the time spent on language learning activities of EFL and French at two British universities. It attempts to answer the questions: 1.How do students spend their time when language learning? 2.What do they spend most time on? 3.To what extent do these study habits vary with proficiency level and target language? 4.What are the study implications of these study patterns for language teaching? A group of 118 students of French and EFL at the universities of X and Y completed a questionaire during the period March to May 1995. This questionaire collected data on the periods of time students spent on language learning and on student proficiency levels, using self-report instruments. This data was triangulated with similar data collected from 23 interviewees and six case study students. Students of French spent most time on classwork and homework, whereas the EFL students spent most time chatting to nonnative speakers and listening to the radio. All students spen...","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"85 1","pages":"80-88"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59550045","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 : 1999-06-01DOI: 10.1080/09571739985200081
Carole Gray
This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.
{"title":"In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate","authors":"Carole Gray","doi":"10.1080/09571739985200081","DOIUrl":"https://doi.org/10.1080/09571739985200081","url":null,"abstract":"This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"40-45"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549217","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 : 1999-06-01DOI: 10.1080/09571739985200031
M. Buckby
This project aimed to check whether GCSE exams using target language maintain the standards of previous exams. 151 Year 11 students took an experimental exam based on items from past GCSE exams. Results suggested (a) that the demands of target language exams are in line with past demands, and (b) a hierarchy of question types to enable candidates to demonstrate their competencies.
{"title":"The use of the target language at GCSE","authors":"M. Buckby","doi":"10.1080/09571739985200031","DOIUrl":"https://doi.org/10.1080/09571739985200031","url":null,"abstract":"This project aimed to check whether GCSE exams using target language maintain the standards of previous exams. 151 Year 11 students took an experimental exam based on items from past GCSE exams. Results suggested (a) that the demands of target language exams are in line with past demands, and (b) a hierarchy of question types to enable candidates to demonstrate their competencies.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"4-11"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549371","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 : 1999-06-01DOI: 10.1080/09571739985200051
A. Barnes, Marilyn J. Hunt, Bob Powell
This article considers the introduction of bilingual dictionaries into examinations in modern foreign languages in England and Wales for the General Certificate of Secondary Education and the implications for both teachers and learners. It discusses the context and describes in detail teachers' perceptions of this development through the analysis of data obtained through two small scale questionnaire surveys.
{"title":"Dictionary use in the teaching and examining of MFLs at GCSE","authors":"A. Barnes, Marilyn J. Hunt, Bob Powell","doi":"10.1080/09571739985200051","DOIUrl":"https://doi.org/10.1080/09571739985200051","url":null,"abstract":"This article considers the introduction of bilingual dictionaries into examinations in modern foreign languages in England and Wales for the General Certificate of Secondary Education and the implications for both teachers and learners. It discusses the context and describes in detail teachers' perceptions of this development through the analysis of data obtained through two small scale questionnaire surveys.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"19-27"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549437","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 : 1999-06-01DOI: 10.1080/09571739985200041
P. Neil, John Salters, A. Mcewen
This article examines the target language used by ten teachers of German and compares the grammatical features of their language with the appearance of forms in the textbook. It is argued that whilst teachers have increased the amount of target language used, there appears to be a lack of progression in linguistic complexity.
{"title":"Teachers' use of target language in the German classroom","authors":"P. Neil, John Salters, A. Mcewen","doi":"10.1080/09571739985200041","DOIUrl":"https://doi.org/10.1080/09571739985200041","url":null,"abstract":"This article examines the target language used by ten teachers of German and compares the grammatical features of their language with the appearance of forms in the textbook. It is argued that whilst teachers have increased the amount of target language used, there appears to be a lack of progression in linguistic complexity.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"12-18"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549389","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 : 1999-06-01DOI: 10.1080/09571739985200071
M. Wright
Research points to a decline in students' spoken and written accuracy. Yet syllabuses and marking criteria for examinations in modern languages continue to imply the need for accuracy and the importance of grammatical knowledge. In the context of renewed grammatical emphasis, the paper reviews research into the various aspects of the grammar debate and suggests that the weight of evidence points to the need for a balanced approach which combines opportunities both for acquisition and for focus on linguistic form.
{"title":"Grammar in the languages classroom: findings from research","authors":"M. Wright","doi":"10.1080/09571739985200071","DOIUrl":"https://doi.org/10.1080/09571739985200071","url":null,"abstract":"Research points to a decline in students' spoken and written accuracy. Yet syllabuses and marking criteria for examinations in modern languages continue to imply the need for accuracy and the importance of grammatical knowledge. In the context of renewed grammatical emphasis, the paper reviews research into the various aspects of the grammar debate and suggests that the weight of evidence points to the need for a balanced approach which combines opportunities both for acquisition and for focus on linguistic form.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"33-39"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549493","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 : 1999-06-01DOI: 10.1080/09571739985200111
M. Calvert
In essence, tandem language learning involves native speakers of different languages studying the others' language and culture to mutual advantage. Its growing popularity is easy to explain. It is economical, flexible and open to a wide range of applications including e-mail. The article gives an up-to-date introduction to tandem learning and concentrates mainly on two important areas: face-to-face tandem work for students and pupils.
{"title":"Tandem: a vehicle for language and intercultural learning","authors":"M. Calvert","doi":"10.1080/09571739985200111","DOIUrl":"https://doi.org/10.1080/09571739985200111","url":null,"abstract":"In essence, tandem language learning involves native speakers of different languages studying the others' language and culture to mutual advantage. Its growing popularity is easy to explain. It is economical, flexible and open to a wide range of applications including e-mail. The article gives an up-to-date introduction to tandem learning and concentrates mainly on two important areas: face-to-face tandem work for students and pupils.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"56-60"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549856","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 : 1999-06-01DOI: 10.1080/09571739985200121
M. Met, M. Byram
Standards for Foreign Language Learning were released to the U.S. public in November, 1995. The product of a collaborative effort among four major language professional associations, the standards represent a milestone in the history of education in the U.S. National standards in a number of disciplines mark the first time in the history of U.S. education that the federal government has taken a leadership role in promoting guidelines that delineate what students should know and be able to do at various points in their precollegiate schooling. In this article, we provide information on the Standards document as well as perspectives from the U.S. and from Britain. First we explain the genesis and context of the new national standards for foreign language learning and describe the standards document. Then, more specifically, we discuss the role of culture learning within the new standards and analyse this role from a European perspective on the teaching of culture. Lastly, we provide some observations on the...
{"title":"Standards for foreign language learning and the teaching of culture","authors":"M. Met, M. Byram","doi":"10.1080/09571739985200121","DOIUrl":"https://doi.org/10.1080/09571739985200121","url":null,"abstract":"Standards for Foreign Language Learning were released to the U.S. public in November, 1995. The product of a collaborative effort among four major language professional associations, the standards represent a milestone in the history of education in the U.S. National standards in a number of disciplines mark the first time in the history of U.S. education that the federal government has taken a leadership role in promoting guidelines that delineate what students should know and be able to do at various points in their precollegiate schooling. In this article, we provide information on the Standards document as well as perspectives from the U.S. and from Britain. First we explain the genesis and context of the new national standards for foreign language learning and describe the standards document. Then, more specifically, we discuss the role of culture learning within the new standards and analyse this role from a European perspective on the teaching of culture. Lastly, we provide some observations on the...","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"33 1","pages":"61-68"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200121","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549894","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 : 1999-06-01DOI: 10.1080/09571739985200091
Mike Butler, S. Fawkes
{"title":"Videoconferencing for language learners","authors":"Mike Butler, S. Fawkes","doi":"10.1080/09571739985200091","DOIUrl":"https://doi.org/10.1080/09571739985200091","url":null,"abstract":"","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"46-49"},"PeriodicalIF":2.0,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59549770","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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