Pub Date : 2018-06-04DOI: 10.14705/rpnet.2018.22.779
Marta Vacas Matos
Most of the more serious mistakes we make in our second or third languages are not linked to grammar, but to pragmatics (FélixBrasdefer, 2008; Kasper & Rose, 1999; Olshtain & Blum-Kulka, 1985; Rose & Kasper, 2001). While language textbooks are often focused on grammar content distributed throughout a communicative syllabus (Lázaro Ruiz, 2014; Lörscher & Rainer Schulze, 1988), students are still missing the pragmatic rules that are behind the behaviors of native speakers and their use of language. This chapter talks about the creation and use of a multimodal corpus that allows for the analyzation and comparison of three conflictive speech acts (compliments, refusals, and apologies). Through the recordings and transcriptions of native and non-native speakers, the Multimodal Corpus of Spanish Speech Acts (COR.E.M.A.H.) shows the differences in their strategies when faced with each speech act. In this chapter, we will also see how to use this advanced resource in different ways to teach pragmatics in a class of Spanish as a foreign language.
{"title":"Multimodal Corpus of Spanish Speech Acts: main features and potential pedagogical uses","authors":"Marta Vacas Matos","doi":"10.14705/rpnet.2018.22.779","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.779","url":null,"abstract":"Most of the more serious mistakes we make in our second or third languages are not linked to grammar, but to pragmatics (FélixBrasdefer, 2008; Kasper & Rose, 1999; Olshtain & Blum-Kulka, 1985; Rose & Kasper, 2001). While language textbooks are often focused on grammar content distributed throughout a communicative syllabus (Lázaro Ruiz, 2014; Lörscher & Rainer Schulze, 1988), students are still missing the pragmatic rules that are behind the behaviors of native speakers and their use of language. This chapter talks about the creation and use of a multimodal corpus that allows for the analyzation and comparison of three conflictive speech acts (compliments, refusals, and apologies). Through the recordings and transcriptions of native and non-native speakers, the Multimodal Corpus of Spanish Speech Acts (COR.E.M.A.H.) shows the differences in their strategies when faced with each speech act. In this chapter, we will also see how to use this advanced resource in different ways to teach pragmatics in a class of Spanish as a foreign language.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76354558","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.776
Kirsten Mericka
This chapter presents a technology-enhanced language learning project that was undertaken with advanced first-year university students of German. The students created a LipDub video, which is a music video that combines lip-synching and audio dubbing and can be filmed on any recording device with a camera. To participate in this group project, the students had to use technology and work collaboratively outside of the classroom. The project also involved language learning since the students had to work on their pronunciation and listening comprehension. The videos were, thereafter, incorporated into a formal language lesson in the university’s multi-media centre, where the students completed various language tasks with the videos. The videos differed from standard LipDub videos, but the students’ overall feedback, based on written reports, the module evaluation questionnaire, and oral responses, was overwhelmingly positive for both the project and the lesson.
{"title":"LipDub: a technology-enhanced language learning project with music","authors":"Kirsten Mericka","doi":"10.14705/rpnet.2018.22.776","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.776","url":null,"abstract":"This chapter presents a technology-enhanced language learning project that was undertaken with advanced first-year university students of German. The students created a LipDub video, which is a music video that combines lip-synching and audio dubbing and can be filmed on any recording device with a camera. To participate in this group project, the students had to use technology and work collaboratively outside of the classroom. The project also involved language learning since the students had to work on their pronunciation and listening comprehension. The videos were, thereafter, incorporated into a formal language lesson in the university’s multi-media centre, where the students completed various language tasks with the videos. The videos differed from standard LipDub videos, but the students’ overall feedback, based on written reports, the module evaluation questionnaire, and oral responses, was overwhelmingly positive for both the project and the lesson.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90479942","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.780
Fernando Rosell-Aguilar
Twitter can be used as a language learning tool and this potential has been identified by a number of scholars. This chapter presents an overview of the identified potential of Twitter as a language learning tool and presents an overview of different studies carried out to provide evidence of language learning using Twitter in different contexts. It concludes that, although there is evidence of language acquisition in formal contexts, more research is needed to inform how Twitter is used in informal settings.
{"title":"Twitter as a formal and informal language learning tool: from potential to evidence","authors":"Fernando Rosell-Aguilar","doi":"10.14705/rpnet.2018.22.780","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.780","url":null,"abstract":"Twitter can be used as a language learning tool and this potential has been identified by a number of scholars. This chapter presents an overview of the identified potential of Twitter as a language learning tool and presents an overview of different studies carried out to provide evidence of language learning using Twitter in different contexts. It concludes that, although there is evidence of language acquisition in formal contexts, more research is needed to inform how Twitter is used in informal settings.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82383316","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 : 2018-06-04DOI: 10.14705/RPNET.2018.22.775
Tiziana Cervi-Wilson, Billy Brick
Recent developments in mobile technologies have increased the ways in which languages can be learnt, both within and beyond the classroom. Whereas the use of mobile technologies seems to challenge traditional knowledge and skills acquisition, research shows that foreign language study can be enriched through easy access to resources selected to suit individual interests or needs (KukulskaHulme, 2013). This chapter reports on an Italian language learning game, ImparApp, developed with the Massachusetts Institute of Technology’s (MIT) TaleBlazer location-based game-authoring tool. Players interact with virtual characters, objects, and data as they move around their real physical location whilst attempting to solve a time travel mystery. This chapter presents data collected through a case study of how learning a language can take place beyond the traditional classroom in new and challenging ways. The chapter summarises the way learning activities were integrated into the app and discusses how the learning challenges were designed across the scenes, episodes and settings. It also presents data collected from the ‘play-test’ sessions and discusses initial findings of the pilot project.
{"title":"ImparApp: Italian language learning with MIT’s TaleBlazer mobile app","authors":"Tiziana Cervi-Wilson, Billy Brick","doi":"10.14705/RPNET.2018.22.775","DOIUrl":"https://doi.org/10.14705/RPNET.2018.22.775","url":null,"abstract":"Recent developments in mobile technologies have increased the ways in which languages can be learnt, both within and beyond the classroom. Whereas the use of mobile technologies seems to challenge traditional knowledge and skills acquisition, research shows that foreign language study can be enriched through easy access to resources selected to suit individual interests or needs (KukulskaHulme, 2013). This chapter reports on an Italian language learning game, ImparApp, developed with the Massachusetts Institute of Technology’s (MIT) TaleBlazer location-based game-authoring tool. Players interact with virtual characters, objects, and data as they move around their real physical location whilst attempting to solve a time travel mystery. This chapter presents data collected through a case study of how learning a language can take place beyond the traditional classroom in new and challenging ways. The chapter summarises the way learning activities were integrated into the app and discusses how the learning challenges were designed across the scenes, episodes and settings. It also presents data collected from the ‘play-test’ sessions and discusses initial findings of the pilot project.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81584734","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.773
M. Saona-Vallejos
Busuu (https://www.busuu.com) is one of several existing Social Networking Sites for Language Learning (SNSLLs). According to Álvarez (2016), it has all the features an SNSLL should have. However, once Busuu migrated to a mobile compatible platform in 2016, it lost some of the social aspects of a Social Networking Site (SNS) determined by Boyd and Ellison (2008) and Duffy (2011). As the most used language learning platform worldwide (Busuu, n.d), the user experience of its learners is of interest to the field of ComputerAssisted Language Learning (CALL). A pilot study to see how users rate it was conducted at an English university for four weeks. This chapter shows the results of that research.
{"title":"Busuu: how do users rate this app for language learning?","authors":"M. Saona-Vallejos","doi":"10.14705/rpnet.2018.22.773","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.773","url":null,"abstract":"Busuu (https://www.busuu.com) is one of several existing Social Networking Sites for Language Learning (SNSLLs). According to Álvarez (2016), it has all the features an SNSLL should have. However, once Busuu migrated to a mobile compatible platform in 2016, it lost some of the social aspects of a Social Networking Site (SNS) determined by Boyd and Ellison (2008) and Duffy (2011). As the most used language learning platform worldwide (Busuu, n.d), the user experience of its learners is of interest to the field of ComputerAssisted Language Learning (CALL). A pilot study to see how users rate it was conducted at an English university for four weeks. This chapter shows the results of that research.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80057285","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.781
Tita Beaven, Richard Simcott
The closing plenary session at the InnoConf17 conference was an informal interview that Tita Beaven conducted with Richard Simcott, which we reproduce here in an edited version.
{"title":"The polyglot community: an interview with Richard Simcott, by Tita Beaven","authors":"Tita Beaven, Richard Simcott","doi":"10.14705/rpnet.2018.22.781","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.781","url":null,"abstract":"The closing plenary session at the InnoConf17 conference was an informal interview that Tita Beaven conducted with Richard Simcott, which we reproduce here in an edited version.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77715113","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.771
Zsuzsanna Bárkányi
The present chapter examines learners’ beliefs and attitudes with regard to speaking in a learning environment that is neither formal nor informal. The main research question is whether learners perceive Massive Open Online Language Courses (LMOOCs) as a completely informal context that is free of anxiety or rather as a virtual classroom where Foreign Language Classroom Anxiety (FLA) (Horowitz et al., 1986) is present. Data was obtained from over 200 beginner learners on self-reflective questionnaires and forum discussions. Results indicate that learners have a positive attitude towards language learning on LMOOCs, but FLA is present in this asynchronous speaking environment too and needs to be addressed by the course instructors.
{"title":"Can you teach me to speak? Oral practice and anxiety in a language MOOC","authors":"Zsuzsanna Bárkányi","doi":"10.14705/rpnet.2018.22.771","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.771","url":null,"abstract":"The present chapter examines learners’ beliefs and attitudes with regard to speaking in a learning environment that is neither formal nor informal. The main research question is whether learners perceive Massive Open Online Language Courses (LMOOCs) as a completely informal context that is free of anxiety or rather as a virtual classroom where Foreign Language Classroom Anxiety (FLA) (Horowitz et al., 1986) is present. Data was obtained from over 200 beginner learners on self-reflective questionnaires and forum discussions. Results indicate that learners have a positive attitude towards language learning on LMOOCs, but FLA is present in this asynchronous speaking environment too and needs to be addressed by the course instructors.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91545194","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.770
Fernando Rosell-Aguilar, Tita Beaven, Mara Fuertes Gutiérrez
This volume collects selected papers from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was Integrating informal learning into formal language education. The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in our ever-growing landscape of formal and informal learning. Given the unprecedented amount of online resources and communities available to language learners, the conference focussed on exploring how language teachers are integrating these opportunities into their settings.
{"title":"Integrating informal learning into formal language education: an introduction","authors":"Fernando Rosell-Aguilar, Tita Beaven, Mara Fuertes Gutiérrez","doi":"10.14705/rpnet.2018.22.770","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.770","url":null,"abstract":"This volume collects selected papers from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was Integrating informal learning into formal language education. The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in our ever-growing landscape of formal and informal learning. Given the unprecedented amount of online resources and communities available to language learners, the conference focussed on exploring how language teachers are integrating these opportunities into their settings.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87834668","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 : 2018-06-04DOI: 10.14705/RPNET.2018.22.778
Sandra Salin
This chapter presents the Better French Living Project (BFLP), which was started in 2014 in the French section of the Newcastle University School of Modern Languages (SML) with a view to respond to second-year students’ feedback, promote independent learning amongst them, and assist in their year-abroad preparation by developing their practical and intercultural knowledge and listening skills outside the classroom. After introducing the context in which the project was developed, this chapter presents the topics selected, together with samples of the activities that were designed and made available to students via their Virtual Learning Environment (VLE). This is followed by an analysis of the feedback students provided via end-of-year questionnaires in the three academic years from 2014 to 2017, including an assessment of the activities offered and the students’ engagement with them. Finally, this chapter suggests how this project could be further developed.
{"title":"The Better French Living Project: how to encourage linguistic, practical, and cultural year-abroad preparation outside the classroom","authors":"Sandra Salin","doi":"10.14705/RPNET.2018.22.778","DOIUrl":"https://doi.org/10.14705/RPNET.2018.22.778","url":null,"abstract":"This chapter presents the Better French Living Project (BFLP), which was started in 2014 in the French section of the Newcastle University School of Modern Languages (SML) with a view to respond to second-year students’ feedback, promote independent learning amongst them, and assist in their year-abroad preparation by developing their practical and intercultural knowledge and listening skills outside the classroom. After introducing the context in which the project was developed, this chapter presents the topics selected, together with samples of the activities that were designed and made available to students via their Virtual Learning Environment (VLE). This is followed by an analysis of the feedback students provided via end-of-year questionnaires in the three academic years from 2014 to 2017, including an assessment of the activities offered and the students’ engagement with them. Finally, this chapter suggests how this project could be further developed.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87241102","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 : 2018-06-04DOI: 10.14705/rpnet.2018.22.772
R. Martínez-Carrasco
This paper presents a classroom experience regarding the use of wikis in L2 collaborative writing settings. Framed in the current post-positivist educational climate in higher education, the adoption of wikis as a Technology-Enhanced Language Learning (TELL) platform complements and enriches the classroom-based interaction of L2 learners. While developing solid L2 writing and self-expression skills, wikis may be said to foster other related core abilities – reading and comprehension, critical thinking, exegetic skills, integration of culture-specific elements in foreign language learning, and use of new technologies, etc. In the process of drafting culture-bound texts, the co-creating students become aware of the weight of cultural elements in their texts in an asynchronous, cross-cultural communication process, and they are able to bridge the cultural divide not only through non-formal, peer-to-peer learning, but also through empowered cross-cultural understanding in a truly emancipating English as a Foreign Language (EFL) setting.
{"title":"Social media in L2 education: exploring on-line collaborative writing in EFL settings","authors":"R. Martínez-Carrasco","doi":"10.14705/rpnet.2018.22.772","DOIUrl":"https://doi.org/10.14705/rpnet.2018.22.772","url":null,"abstract":"This paper presents a classroom experience regarding the use of wikis in L2 collaborative writing settings. Framed in the current post-positivist educational climate in higher education, the adoption of wikis as a Technology-Enhanced Language Learning (TELL) platform complements and enriches the classroom-based interaction of L2 learners. While developing solid L2 writing and self-expression skills, wikis may be said to foster other related core abilities – reading and comprehension, critical thinking, exegetic skills, integration of culture-specific elements in foreign language learning, and use of new technologies, etc. In the process of drafting culture-bound texts, the co-creating students become aware of the weight of cultural elements in their texts in an asynchronous, cross-cultural communication process, and they are able to bridge the cultural divide not only through non-formal, peer-to-peer learning, but also through empowered cross-cultural understanding in a truly emancipating English as a Foreign Language (EFL) setting.","PeriodicalId":60225,"journal":{"name":"语文学刊(外语教育教学)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82179786","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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