Papers and articles with this keyword

Motivational Processes and Practices in Accelerated Ab-initio Language Learning

This report focuses on motivation in ab initio language learning.

The Language Café

The Subject Centre for Languages, Linguistics and Area Studies is coordinating a two-year European Socrates Lingua 1 funded project exploring informal and socially situated language learning for adults. The Language Café project draws on the existing and growing café culture around Europe and aims to create an expanding network of Language Cafés which take place in real cafes and other publicly accessible social spaces. This paper outlines the background to the Language Café project, reports on progress to date, and discusses the major successes and challenges encountered in setting up and sustaining a Language Café.

Enquiry-based learning: an approach to enhanced independent learning in the humanities

This paper will examine the pedagogical thinking behind EBL and provide an example of an EBL module of work within the discipline of French Studies, including a brief history behind the first pilot project for this module, and will finally explore some ideas for taking the EBL approach forward.

Facilitating reflective learning: an example of practice in TESOL teacher education

Reflective learners are said to demonstrate self-awareness and motivation, awareness of the process of learning and independence. However, some learners can find the process of reflection problematic. In this case study I describe the impact of a specific reflective 'tool', the Statement of Relevance, on a language teacher education programme for which I am responsible. I outline the potential of this tool to help learners work autonomously, to qualitatively enhance learners' reflection, to enable reluctant reflectors to develop the tendency to habitually look for learning from a variety of knowledge sources, and to enable learners to predict future needs more successfully.

Learner difference in independent language learning contexts

This contribution briefly discusses learner difference with respect to those learning outside the classroom, for all or part of their learning, whether through open or distance modes or as an integral part of a taught programme (referred to throughout as independent learners). It addresses aspects of interrelationships between variables, and investigates the implications for course writers and teachers.

Academic and professional skills for language learning

This section of the web guide provides an overview of what Academic and Professional Skills (APS) are and why they should be integrated in degree courses involving languages. It illustrates the rationale behind the introduction of APS, the logic behind making them compulsory, the way in which their integration impacts on curriculum and assessment. It also highlights the issues to address to make the embedding of APS into the languages curriculum effective. It finally provides suggestions on how to integrate APS, using the European Language Portfolio and networked-based learning.

Implementing videoconferencing and e-learning environments for widening participation in education: the languages for e-Business (Le-B) and ATLAS programmes

The Language and Culture for Business (LCB) Programme at the University of Luton (UoL), partially funded by the European Social Fund (ESF), has designed innovative business language programmes targeted at Small and Medium sized Enterprises (SMEs) and focused on widening access to learning for learners from rural areas and time challenged business students. In this paper we will report on the success of the LCB programmes in relation to academic achievement and qualifications, and discuss issues on 'Best Practice' related to two programmes: LCB’s Videoconferencing delivery which is the teaching and learning of business language skills via an inter-active two-way video link between tutor and learners, replicating a classroom situation. LCB’s ATLAS which is an on-line distance learning programme providing opportunities for independent learning in a networked environment.

Good practice in teaching and learning vocabulary

The vocabulary of any language is huge and its acquisition takes time, even for a native speaker. Research has concentrated more on how words are learnt than on what should be taught, though everyone agrees that a threshold of around 2000-3000 words is a requirement for further progress. The research suggests that extensive reading leads to good vocabulary gains, though this knowledge needs to be activated, e.g. in productive exercises. The teacher can also help the learner to become autonomous by teaching strategies and ensuring the availability of appropriate, motivating materials.

Supporting independent language learning: development for learners and teachers

This handbook emphasises the importance of learner training and staff development in the area of independent language learning. It contains materials, suggestions and case studies, which should be of use to teachers. It also provides a description of the role of the learning advisor in managing language learning.

Learner autonomy and second/foreign language learning

This article defines the autonomous learner; summarises arguments in favour of helping language learners to become autonomous; briefly considers the process of 'autonomisation' in language classrooms and self-access learning schemes; identifies some principal lines of research; and concludes by suggesting that the Council of Europe's European Language Portfolio may bring 'autonomisation' to much larger numbers of learners than hitherto and in doing so may provide an important focus for research.

Assessment and independent language learning

This handbook looks at assessment methods for independent language learning, particularly the use of the independent language learning portfolio. Items that may be included in the portfolio are listed and some problem areas in portfolio assessment are outlined. Included in the handbook are some case studies of current activity in this field.

Resources for independent language learning: design and use

This handbook discusses individual learning styles and how best to support them; the selection and design of self access independent language learning materials; the types of resources available along with their location and organisation; and also tandem learning; the role of the language assistant and language exchanges.

Managing independent language learning: management and policy considerations

This handbook discusses the management of independent language learning. It focusses on key issues in planning a self access centre; how best to manage change; and strategies to implement policy. Several relevant case studies are contained within the appendices.

Integrating independent learning with the curriculum

This handbook is one of six CIEL handbooks dealing with good practice in the area of independent language learning. It introduces key concepts in learner autonomy and learner independence and a discussion of the benefits and challenges associated with independent learning. The handbook gives an overview of six elements crucial to the success of independent learning, these are then covered in more detail in the other handbooks. The final section of this handbook presents a paper relevant to independent learning by Gill Sturtridge, an international figure in the area of learner autonomy and in the design and use of self-access centres.

Learner training: From strategy awareness to actual language improvement

The aims of this paper are to: present a strategy-training module taught at Newcastle University; evaluate it in the areas of writing and speaking skills; discuss the relationship between strategy awareness and language performance. It also aims to demonstrate how an observational approach to strategy research could be developed on the basis of student performance data. The data presented here was compiled at the end of the academic year (i.e. only a few weeks before this paper was given). Therefore it should be regarded as a preliminary communication rather than hard evidence of specific findings. Nevertheless, it was thought that an early glimpse into the nature of the information that can be obtained by this method could be of use to other researchers in the field, and might generate fruitful discussion at this initial stage.

Taking account of affective learner differences in the planning and delivery of language courses for open, distance and independent learning

The affective side of language learning has been attracting more and more attention in recent years. Results from studies carried out with undergraduate language learners in the late 1990s into affect in language learning have indicated 'substantial links among affective measures and achievement' (Gardner, Tremblay and Masgoret, 1997: 344) and have highlighted the 'interdependent role that linguistics, cognition and affect play in FL and SL learning' (Yang, 1999: 246). However, most research on affective learner variables concentrates on classroom-based learners, and there is very little on those learning in other contexts. This paper therefore: reviews the literature on affective variables and its relevance for independent language learning contexts; examines some of the interrelationships between affective variables, and their links with cognitive styles and strategies; explores briefly the issues raised with regard to pedagogic intervention in independent learning contexts and the development of learner autonomy.

It ain't what you do it's the way that you do it: Managing diversity of learning strategies in the language classroom

This paper aims to examine the management of a diversity of learning strategies in the language classroom and looks at how past learning experiences influence current teaching practice.

Developing intercultural competence for the knowledge society: The Open University A buen puerto website

This paper aims to provide evidence of how ICT can contribute to the development of inter-cultural competence and develop the sense of belonging to a learning community in the context of distance education.

Language advising

There is a well developed educational argument (examined elsewhere in the Good Practice Guide) which considers independent learning a desirable goal of Higher Education.The shift in language learning from a teacher-led to a more learner-centred approach and the increased use of a variety of media and technologies has required a repositioning of the teacher and a reappraisal of the teachers skills. Within this context a new professional role, distinct from the teacher, has emerged. Terms such as facilitator, mentor, counsellor, adviser, helper, learner support officer and consultant have been used to characterise such role and identify differences in skills and functions with the teaching profession.This article focuses on the skills and practices of language advising.

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