34 resultados para autonomous foreign language learning
Resumo:
There are different views regarding which language should be used in the second language classroom. Therefore, the aim of this literature review is to find out if the teachers’ choice of language use in the classroom can affect the students’ motivation to speak English and if there are other factors that can affect the teachers’ choice of language use. This study is based on six different sources who all have investigated the use of the first language and/or the target language in schools in different parts of the world. The results of this study show that both the use of the first language and the target language can affect the students’ motivation to speak English. The results also show that there are many different factors that can affect the teachers’ choice of language in the classroom, apart from motivation. These factors include the use of the first or the target language to ensure comprehension, encourage communication, create and maintain relationships between teachers and students, keep up a good classroom climate, and to uphold discipline. There are arguments both for using the first language and the second language in the second language classroom and it is difficult to determine which language is the best to use. However, what can be determined is that it is the teachers’ responsibility to decide and to have a reason for choosing one language or the other.
Resumo:
El vocabulario es una parte esencial en el aprendizaje de una lengua extranjera. Aunque el estudio de vocabulario es un proceso complejo, existen estrategias de aprendizaje que pueden facilitar este proceso. El propósito de este estudio es hacer una revisión literaria de diferentes investigaciones sobre las estrategias de aprendizaje que utilizan los alumnos para aprender palabras en la asignatura de lengua extranjera. Los resultados obtenidos mediante una comparación de dos estudios empíricos, uno realizado en Suecia y otro en España, mostraron que tanto los alumnos suecos como los españoles solían usar la mayor parte del tiempo estrategias clásicas de aprendizaje que conllevan la repetición de las palabras, tanto de forma escrita como leída, junto con su traducción. La conclusión a la que llegan los autores es que los profesores deben promover que los alumnos utilicen estrategias de aprendizaje variadas.
Resumo:
It can be hard to inspire teens for poetry and Lyric. Especially when it is to be performed in a foreign language. I am thinking of myself at that age. German was absolutely not my favorite subject. It was far too theoretic and I often did not get through the grammar. I have often thought about how I would have managed the subject of German, if the lessons had been designed in a different way. At the age of 16, I decided to end my German studies, since they impaired the rest of my grades. What did excite me at the age of 13-18 years? Love was of paramount importance. And what touched the most about Love? For me it was the music, and I think that is the same for many other teenagers. Would it be possible to achieve a different result by the processing of German lyrics in the classroom, than my teacher did? If so, how can we design the teaching, so that it serves its purpose, and follows the curriculum?
Resumo:
Mon travail s’inspire de l’idée de la Direction nationale de l’enseignement scolaire suédoise (Skolverket, 2011) qui suggère que « les élèves doivent avoir la possibilité de développer une capacité de communication et de compréhension de la langue ». Mon mémoire commence par une introduction générale, continue avec une analyse des manuels utilisés dans l’apprentissage du FLE et des activités favorisant l’interaction - échange réciproque verbale ou non verbale, pour terminer par une conclusion générale. Comme il n’existe pas d’enseignement sans méthodes appropriées, il existe des manuels qu’on peut utiliser afin de faciliter l’apprentissage par l’interaction de la langue cible. Les activités de communication orale et écrite d’ordre pédagogique sont indispensables. Tout comme l’écrit Revue française de pédagogie (1994 :133) « La classe est un système social complexe dont les parties sont en interaction dynamique, acteurs (enseignant et élève[s]), situation, matière selon des statuts sociaux. ». Pour effectuer mes recherches, j’ai porté mon attention sur l’analyse des manuels scolaires qu’il m’a été permis de consulter. Il s’agit des manuels d’entraide comme : Mais oui 3 et Escalade littéraire. Concernant l’analyse du matériel didactique favorisant l’interaction, ces deux manuels proposent des exercices de réflexion selon le niveau de l’apprenant. Dans mon travail, je m’intéresse à l’aspect didactique et linguistique de ces deux manuels scolaires.