LLAS Centre for Languages, Linguistics and Area Studies

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.

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.

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.

Supporting language learning outside the classroom
Event date: 2 November, 2011
Location: Room 156 (entrance no. 1, first floor) Elvet Riverside Building (no. 25), Durham University, DH1 3JT

Supporting students’ learning outside the classroom: promoting independence and autonomy in LLAS disciplines
Event date: 27 May, 2010
Location: Leeds Metropolitan University, Rose Bowl

LARA Workshops
Event date: 6 March, 2002
Location: CILT, London

Languages Portfolio Event
Event date: 18 April, 2002
Location: CILT, London

Intute Virtual Training Suite
A set of online tutorials, authored by university subject specialists, are designed to help students develop Internet research skills for their university or college work, and can be used by lecturers and librarians to support their courses.

Arabic: Learning to read Arabic - a beginners' guide

This instructional booklet is for students who wish to learn to write Arabic. It is designed for independent study using a step-by-step approach. Each manageable unit has plenty of references to other materials. Dr Randal Holme, University of Durham Language Centre, directed the project.

Czech Online
A collection of materials for Czech learners inlcuding grammar exercises, reading, games, dictionary, essays. Most of the material is freely available for use, but the source must be acknowledged.

Linguistics: Quizzes
These quizzes are designed for students at the early stages of their Linguistics progamme or for non-specialist Linguistics students. They have been designed using Hot Potatoes authorware (http://web.uvic.ca/hrd/halfbaked/) which can be used to create cloze, mix, match, multiple-choice exercises as well as crosswords and quizzes. The materials were authored by (and are copyright to) the School of Languages and Linguistics at the University of the West of England, Bristol.

REAL Reading and Listening for Adult learners of Dutch, Greek, and Swedish
A suite of reading and listening materials developed as part of an EU Lingua Project and in association with the TELL Consortium. Reading: Integrated suites of reading exercises, each containing a number of independent units based on an authentic text in the target language. Available in Dutch, Greek, and Swedish. Listening: Integrated suites of listening exercises similar to Reading Units and in the same languages, except that each exercise is based on an authentic audio passage in the target language

Independent Learning: Manchester University Language Centre's Independent Learning Guide
An online set of resources aimed at supporting independent language learning. The site includes a needs analysis, a reflective questionnaire, tips for language learning, worksheets and guides to using particular resources, e.g. CAll software. Very useful as a complement to a self-access language centre.

French: Reading French 2000
A web-based independent learning course for French for students at the University of Calgary but freely accessible to anyone who wishes to study the course autonomously and online.

Spanish: Los Peruanos
A sample of a programme developed on the theme of Los Peruanos which includes linguistic and cultural work on web documents, simplified texts and videoclips. The materials are for intermediate level and can be used in combination with the work done in the classroom or as part of an independent learning programme.

Portfolio: for Language Learning
This portfolio was developed at the University of Central England and is based on the FDTL Translang (transferable skills in language learning) project materials. The TransLang approach was chosen as it aims to facilitate transferable skills in the learning and teaching of languages much more explicitly. Students are actively involved in planning their learning, monitoring their own progress and evaluating learning outcomes. The aims of the portfolio of independent work can be described as follows: - To provide a framework for independent work, especially in the light of reduced class contact time and a greater spread of ability levels because of the need to combine classes because of lower numbers. - To empower students and enable them to take more control over their learning. - To showcase language learning as a means of developing transferable and employability skills in undergraduate students.

Self access: Guides for students
These materials have been developed at the University of Southampton to support students using the self-access centre. They provide advice and guidance on self-managed language learning. The following study guides are included: 10 Steps towards making your language learning more effective, Dictionaries, Studying a language on your own: a guide to resources, How to be a good language learner, The Internet, Online resources for language learners, Television and video, Reading skills, Writing skills, Writing a report, Giving a talk, and Telephone English.

Linguistics: Linguistic description: Above the sentence - weekly task sheets
At the University of Portsmouth, first year modern languages students have a course in Linguistic Description. The materials here are a complementary set to those we use in phonetics/phonology/prosody, morphology, semantics and syntax, and cover above the sentence phenomena, such as text, discourse and conversation analysis, as well as stylistics and pragmatics. The lectures are built on the analysis of English and in the tutorials students carry out comparative analyses of other languages. The assessment for the unit consists of a portfolio of weekly tasks. Students are required to find out about a language of their choice from a native speaker informant. Students have traditionally investigated their chosen language of study (French, Spanish, Italian, German, Russian), but some students have done their projects on more exotic languages such as Thai, Arabic, Cantonese, Japanese, Finnish, Swedish, Malay, Korean or Greek. We have found that the project encourages initiative, a strong sense of involvement, an attitude of enquiry, and a scholarly approach to linguistic analysis in the students. It prepares them for independent and systematic study of languages in the knowledge of the principles of organisation and use underlying them.

French: for beginners and general French grammar
Interactive exercises for French created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University. The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.

Spanish: for beginners and general Spanish grammar
Interactive exercises for Spanish created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University (also available for downloading from www.llas.ac.uk). The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.

German: for beginners and general German grammar
Interactive exercises for German created using 'Interactive Language Learning Authorware' designed by Steve Cushion, Guildhall University. The materials come in two files (A and B) which are compressed files that can be self-extracted by clicking on them. The programs run using a web browser and can be started by clicking on the 'home' icon.

German: Angelika's German webpages
Reading comprehension exercises for beginners, threshold and intermediate levels. They can be used to supplement the Themen neu course books, and are intended for independent study.The exercises are part of my website which, in part, is a portal to Internet resources.

Self access: Worksheets for self access language centre
Advice on: "Watching Films on Video"; "Taking Notes"; "Writing"; "Learning Vocabulary"; "Conversation Exchange" Template for student's "Activity Record" for language learning folder

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.

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.

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.

Autonomous language learning in tandem
Announcing the book "Autonomous Language Learning in Tandem". This book explores the strategies needed by a teacher to support independent language learning - a major preoccupation in today's educational climate - and should appeal to all those who are interested in promoting opportunities for lifelong learning.