Prospective EFL (English as a Foreign Language) Teachers’ Perceptions of Learner Autonomy

This study investigated prospective EFL (English as a Foreign Language) teachers’ perceptions of learner autonomy. Main aim was to see whether the education they receive on how to teach English make any difference in prospective EFL teachers’ perceptions regarding learner autonomy. A researcher-developed questionnaire was administered to 179 students studying in the program of ‘Teaching English as a Foreign Language’ at Anadolu University in Turkey. Results of the study indicated that generally there is not much difference between the first and fourth year participants of the study in terms of their perceptions of learner autonomy.

Methodology for developing a Speech into Sign Language Translation System in a New Semantic Domain

This paper proposes a methodology for developing a speech into sign language translation system considering a user-centered strategy. This method-ology consists of four main steps: analysis of technical and user requirements, data collection, technology adaptation to the new domain, and finally, evalua-tion of the system. The two most demanding tasks are the sign generation and the translation rules generation. Many other aspects can be updated automatical-ly from a parallel corpus that includes sentences (in Spanish and LSE: Lengua de Signos Española) related to the application domain. In this paper, we explain how to apply this methodology in order to develop two translation systems in two specific domains: bus transport information and hotel reception.

A bibliography of methods and materials of teaching Hebrew in the light of modern language methodology.

Mode of access: Internet.

Learner initiative in the language classroom

This article looks at learner initiative in teacher-fronted activities and how this can influence classroom interaction. Extracts from lesson transcripts of adult evening classes in Italy are used to give a precise definition of what is meant by learner initiative and to illustrate how it can change interaction patterns. It is suggested that learner initiative could have an important role to play in promoting comprehensible input and output and therefore language learning. It will be seen how, by giving learners more space and time, initiative can be actively encouraged. However, there are direct implications for teacher training as it is necessary to change traditional interaction patterns and make learner initiative more effective.

Learner factors leading to success on intensive language courses

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Methodology for Language Analysis and Generation in Closed Domains: Pharmaceutical Leaflet

The best results in the application of computer science systems to automatic translation are obtained in word processing when texts pertain to specific thematic areas, with structures well defined and a concise and limited lexicon. In this article we present a plan of systematic work for the analysis and generation of language applied to the field of pharmaceutical leaflet, a type of document characterized by format rigidity and precision in the use of lexicon. We propose a solution based in the use of one interlingua as language pivot between source and target languages; we are considering Spanish and Arab languages in this case of application.

Review of The young language learner: Research-based insights into teaching and learning

Introduction For a long time, language learning research focusing on young learners was a neglected field of research. Most empirical studies within the broad area of second/foreign language acquisition were instead carried out among adults in tertiary education and it was not until in the 1990s that the scope of research broadened to include also young learners, then loosely defined as children in primary and/or secondary education (see, for example, Hasselgreen & Drew, 2012; McKay, 2006; Nikolov, 2009a). In fact, some agreement upon how to define ‘young learners’ was not properly discussed until in 2013, when Gail Ellis (2013) provided some useful clarifications as regards how to label learners within the broad age-span that encompasses both primary and secondary school. In short, based on a literature overview, she concludes that the term young learners is most often used for children between the ages of five and eleven/twelve, which in most countries would be equivalent to learners in primary school.   Thus, since young learners did not catch much scholarly attention until fairly recently, research volumes on the topic have been scarce. However, with a rapidly growing interest in examining how small children learn foreign languages, there has been a sudden increase in terms of the number of books available targeting young language learners. A first, major contribution was Nikolov’s (2009b) Early learning of modern foreign languages, in which 16 studies of young language learners from different countries are accounted for. Another important contribution is the edited book that will be reviewed here, which specifically targets studies about various aspects of second/foreign language learning among young (mainly Norwegian) learners. Bearing in mind that Norway and Sweden are very similar countries in terms of schooling, language background, and demographics – only to give three examples of similarities between these two nations – it is particularly relevant for Swedish scholars within the fields of education and second language acquisition to become familiar with research findings from the neighboring country.   In this review, the editors and the outline of the book are first described, then brief summaries of each chapter are provided, before the text closes with an evaluation of the volume. 

To Succeed Is to Believe: Comparison of Self-Efficacy Beliefs in Language Learning between Learner Groups of English and Swedish in Finland

In this thesis, I studied self-efficacy in the learning of English and Swedish in Finland. The theory of self-efficacy, which was created by Albert Bandura, suggests that the beliefs a person has of his or her capabilities in a certain task affect the person’s performance in the task. My aim was to study whether there are differences in self-efficacy beliefs between the learners of English and Swedish, and whether these beliefs correlate with the performance in the language in question. My hypotheses were that the learners of English have higher self-efficacy beliefs than the learners of Swedish and that self-efficacy beliefs correlate with language performance. The study was quantitative, and it consisted of a self-efficacy questionnaire and a language test which were distributed to students of English and Swedish in an upper secondary school in Rovaniemi. The study was answered by 137 students, of whom 93 were learners of English and 44 were learners of Swedish. The results indicated that the learners of English had a higher sense of efficacy than the learners of Swedish. The analysis proved that there was a significant correlation between English students’ self-efficacy and their performance in the language measured by the test and the grades. In addition, a significant correlation existed between Swedish students’ self-efficacy and their grades. However, there was no correlation between the Swedish students’ self-efficacy and their test results. The difference in the self-efficacy beliefs of the two language groups indicates that people in Finland are more confident in using English than Swedish, which also implies that English is more valued in Finnish society than Swedish. It is important to acknowledge the lower self-efficacy beliefs in Swedish because various studies have proven that self-efficacy affects academic achievement. As a suggestion for further research, the self-efficacy beliefs of different language groups could be compared in a qualitative study in order to understand the development of self-efficacy more profoundly.

Jogos dos povos indigenas : trajetórias e interlocuções = Indigenous peoples games : trajectory and interlocutions

Universidade Estadual de Campinas . Faculdade de Educação Física

Listeria monocytogenes and Salmonella spp. in raw milk produced in Brazil: Occurrence and interference of indigenous microbiota in their isolation and development

This study aimed to verify the occurrence of Listeria monocytogenes and Salmonella spp. in raw milk produced in Brazil. On account of the poor microbiological quality of this product, possible interference from the indigenous microbiota in these pathogens was also evaluated. Two-hundred and ten raw milk samples were collected in four important milk-producing areas in Brazil, tested for L. monocytogenes and Salmonella spp. presence, and for enumeration of indicator microorganisms: mesophilic aerobes, total coliforms and Escherichia coli. The interference of the indigenous microbiota in the isolation procedures was also tested, as well the frequency of naturally occurring raw milk strains with antagonistic activity against both pathogens. The pathogens were not isolated in any raw milk sample, but poor microbiological quality was confirmed by the high levels of indicator microorganisms. When present at high levels, the indigenous microbiota generated an evident interference in the methodologies of L. monocytogenes and Salmonella spp. isolation, mainly when the pathogens appeared at low levels. Three-hundred and sixty raw milk strains were tested for antagonistic activity against both pathogens, and 91 (25.3%) showed inhibitory activity against L. monocytogenes and 33 (9.2%) against Salmonella spp. The majority of the antagonistic strains were identified as Lactic Acid Bacteria species, mainly Lactococcus lactis subsp. lactis and Enterococcus faecium, known by antimicrobial substance production.

Perceptions of mental health service delivery among staff and Indigenous consumers: it's still about communication

Objective: A needs analysis was undertaken to determine the quality and effectiveness of mental health services to Indigenous consumers within a health district of Southern Queensland. The study focussed on identifying gaps in the service provision for Indigenous consumers. Tools and methodologies were developed to achieve this. Method: Data were collected through the distribution of questionnaires to the target populations: district health service staff and Indigenous consumers. Questionnaires were developed through consultation with the community and the Steering Committee in order to achieve culturally appropriate wording. Of prime importance was the adaptation of questionnaire language so it would be fully understood by Indigenous consumers. Both questionnaires were designed to provide a balanced perspective of current mental health service needs for Indigenous people within the mental health service. Results: Results suggest that existing mental health services do not adequately meet the needs of Indigenous people. Conclusions: Recommendations arising from this study indicate a need for better communication and genuine partnerships between the mental health service and Indigenous people that reflect respect of cultural heritage and recognises the importance of including Indigenous people in the design and management of mental health services. Attention to the recommendations from this study will help ensure a culturally appropriate and effective mental health service for Indigenous consumers.

Hegemonic gender in Japanese as a foreign language education: Australian perspectives

This chapter contests the current practice of Japanese language teaching which perpetuates and reproduces gender stereotyping and gendered language norms. It is the first of its kind which examines this question from both learner's and teacher's perspectives.