- 24 May 2010
India-Chloe Woof, a 3rd year French and Linguistics student at the University of Sheffield, was a runner up in the Subject Centre's undergraduate student award competition 2010.
- 24 May 2010
Rosie Shimmin, a 4th year German and Politics student at Cardiff University, was a runner up in the Subject Centre's undergraduate student award competition 2010.
- 21 May 2010
Sarah Louise Badrock, a 1st year Middle Eastern and Modern European Language student at the University of Manchester, was a runner up in the Subject Centre's undergraduate student award competition 2010.
Ulrike Bavendiek - 1 June 2009
With the transition from school to Higher Education students are expected to adapt to a new learning environment and to new demands and expectations. As a consequence, during their first year in a Modern Languages Department some learners may have problems learning the language efficiently. They may either be unaware of the new demands, or have difficulties learning in the new situation. Based on the changes in the learning situation caused by the transition from school to university, I shall use a single case study in order to describe some possible negative effects of a mismatch between institutional and students' expectations on the motivational disposition of the students.
- 1 February 2005
The presentation discusses the results of an experimental study carried out at UCL, Italian Department, aiming at finding an acquisitional model in order to abolish the barrier between content courses and language courses through a task-based approach to teaching/learning, and at creating a bridge between language and content courses.
The presentation shows how an input, relevant to the learner (i.e. related to content courses) to be processed through tasks, raises motivation and allows a rapid interlanguage change and development.
Results of a two year experiment will be presented, acquisitional models will be discussed and operational solutions will be proposed.
- 1 February 2005
The author examines student needs in preparing for the year abroad, looking at the relationship between metacognitive learning strategies and linguistic development during the year abroad, and how students' subjectivities relate to their linguistic development. The author summarises her findings by producing a list of steps that would ideally be included in a year abroad preparation course.
Teresa Tinsley - 19 January 2005
With the removal of languages from the compulsory curriculum for 14-16 year olds, the post 16 decline in language learning is starting to affect numbers taking GCSE as well. Public debate centres on the importance of pupil choice, and the alleged unpopularity of the subject among teenagers. The 'Languages Work' project has produced materials designed to improve careers guidance in languages, and so increase take up. This paper outlines findings from our development work which sheds light on teenagers' attitudes towards languages and how to address their misconceptions.
Dawn Leggott and Jane Stapleford - 18 January 2005
This study, which was inspired by the Dearing Report, aimed to explore the nature of student perception of their skills development. Taking place over five years and involving 35 undergraduate students, the study found that students had a low awareness of the skills that they were intended to develop and many of them were unaware of the skills requirements of employers. As a result of these findings, Personal Development Plans were used to bridge this gap and it is hoped that the experience gained form this study can be transferred to other contexts.
- 12 January 2005
This paper reports on the introduction of accredited portfolios into an ab initio French language course at the University of Stirling. These were introduced to help students progress from a teacher-led learning environment into one in which a more autonomous approach was required. Student feedback was mainly positive, whilst a slight improvement in grades was also reported. However, some areas of difficulty would benefit from further development.
Rosamond Mitchell and Florence Myles and Brenda Johnstone and Peter Ford - 12 January 2005
The year abroad component has faced challenges in recently, although it represents a life-changing experience for most students. This paper illustrates the importance of the year abroad to the undergraduate language degree, drawing on research evidence arising from an ESRC funded project of the development of criticality in undergraduates.
Our suggestion, supported by our empirical evidence, is that the Year Abroad has a powerful role in allowing language students to develop in the domains of the self and the world which in turn helps progression in the domain of reason, and feeds into their ability to engage critically with academic work.
- 12 January 2005
This article reports on the impact of a curriculum innovation in the area of academic and professional skills for undergraduate linguists at Coventry University, the aims of which were to raise students' awareness of language learning processes and reflect upon their own learning. The authors that all involved found this curriculum development very beneficial.
Jill Llewellyn Williams - 12 January 2005
Undergraduate language programmes that lead to qualified teacher status may be an interesting, alternative route into teaching, especially for students who do not match the typical profile. Such students, who tend to be older and to have interesting work and life experiences, are a valuable addition to our languages classrooms
Françoise Close and Mike Fay - 14 February 2003
This study describes an attempt to encourage some advanced learners of French as a foreign language (A-level plus two years) at Anglia Polytechnic University (APU) to develop some strategies and skills applicable both to language learning and to other knowledge domains. We examine what happened during a three-week learning and teaching sequence; we re-examine the principles and assumptions on which the teaching was based; and we draw conclusions pertinent to attempts to achieve similar ends, at APU and perhaps elsewhere. Our title is a wry reference to the stereotype, common within British Higher Education, of foreign language proficiency as a mere skill requiring only low-level cognitive activity.
