Methodology of foreign language learning in the past 70 years tends to favor the acquisition of skills and know-how tips for the successful application in various social situations. In order to be a well-versed user of a foreign language, it is necessary to learn both grammar and syntax and on the other side, vocabulary. Today's technology enables the usage of different applications in order to achieve the objectives of teaching foreign languages. Thus students have the opportunity to use different applications either (or both) in the classroom in the presence of a teacher, or alone at home as a supplement to the classroom work. As a part of a larger project, supported by European Social Fund, we researched Croatian students' attitudes towards technology usage in learning Asian languages. The research of attitudes is one of several goals important for our project that also includes the development of materials for e-learning, implementation of the e-tools in the classroom, and testing student's improvement in knowledge every three months. This paper deals with the first phase: a field research of students' attitudes. Our goal was to present the state-of-art of the students' self-described knowledge, issues in learning and willingness to use technology in learning. We plan to compare these results to empirical results in later phases of the project. Croatian students (N=203) studding in Zagreb, Rijeka, Varaždin and Split participated in the survey, answering a number of questions on the use of modern technology in Japanese (N = 104), Korean (N = 46), Hindi (N = 32) and Sanskrit (N = 21). They expressed their views on questions related to specific difficulties in learning vocabulary, grammar or writing system of a particular language. They also answered questions about their attitude towards teaching materials such as course books and general attitudes about technology in learning. We used students' feedback into account during the process of developing ematerials for each of the mentioned Asian languages. I.
This paper describes the backing theories, methodology, and results of a two-semester long case study of the application of technology in teaching four Asian languages (Japanese, Korean, Hindi, and Sanskrit) to Croatian students. We have developed e-learning materials to follow the curriculum in Croatia and deployed them in Asian language classrooms. Students who agreed to participate in the study were tested before using the materials and after each semester, and their progress was surveyed. In the case of Japanese students (N=53), we have thoroughly monitored their usage and compared the progress of students who have diligently studied vocabulary and grammar using our materials on Memrise, and those who have neglected their studies. This was measured through their scores on the Memrise, which shows the user's activity. Also, their progress was measured using standardized tests that were designed in such a manner to resemble Japanese Language Proficiency Test. We have found that frequent users progressed averagely 20,3% after each semester, while non-frequent users have progressed only 11,6%, proving this method to be related to stable and constant use of e-materials.Keywords: e-learning; second language teaching; Japanese; Korean; Hindi; Sanskrit; Memrise; Anki; Quizlet PovzetekČlanek obravnava dva semestra trajajočo študijo primera o uporabi tehnologije pri poučevanju štirih azijskih jezikov hrvaškim študentom; japonščine, korejščine, hindijščine in sanskirta. Razvili smo elektronsko učno gradivo in ga dali v uporabo študijskim programom z omenjenimi štirimi azijskimi jeziki. Študentje, ki so bili pripravljeni sodelovati, so izvedli preizkus znanja jezika pred uporabo elektronskega učnega materiala ter po vsakem končanem semestru. Analiziran je bil njhov napredek. V primeru študentov japonščine -teh je bilo 53 -, smo se osredotočili na njihovo uporabo elektronskega učnega gradiva in primerjali študente, ki so pri učenju besedišča in slovnice redno uporabljali e-gradivo na spletni strani Memrise, s tistimi, ki niso uporabljali e-gradiva. Uporabili smo število dostopov na spletno stran, kar nakazuje na aktivnost učenja študentov. Njihov napredek smo 80 Sara LIBRENJAK, Kristina KOCIJAN, Marijana JANJIĆ merili s testi, ki so bili oblikovani na osnovi standardnih testov japonščine JLPT. Ugotovili smo, da so se študentje, ki so redno uporabljali e-gradivo, na testih izkazali bolje, saj so v primerjavi z rezultati na prejšnjih testih napredovali za 20,3%, medtem ko so tisti študentje, ki niso uporabljali e-gradiva, napredovali le za 11,6%. S tem smo dokazali koristnost redne in dolgoročne uporabe elektronskih učnih materialov.
With the advent of technology, electronic dictionaries have become an important variety of available tools for learning languages. Our research team developed an online learner’s dictionary, named eRjecnik, with basic entries for learning Hindi and Sanskrit, next to those for Japanese, Korean, and Chinese. This e-tool was developed with reference to two key elements: (1) an analysis of existing e-dictionaries and their structure, and (2) an analysis of the dictionary usage habits among students enrolled in a language class of one of the above-mentioned languages, as well as among learners who had finished their studies. The goal of this study was to analyze data and develop an e-dictionary that can help students study their respective languages. As a result, a free learner’s e-dictionary that can incorporate student input has been designed, allowing cross-language searches as well as comparative searches between several languages. The article presents an overview of a student survey that was conducted as a preliminary step to the building of eRjecnik.
In this paper, authors present an e-dictionary of Asian languages designed for students whose primary language is Croatian. The project started with six Asian languages (Hindi, Japanese, Chinese, Korean, Persian and Sanskrit) all of which are using Croatian as a metalanguage. Entries in Asian languages include several attributes (translation, Latin letters, grammatical notations, sentence with examples) that mainly depend on the language chosen for translation. Croatian entries are linked to the Croatian language portal where the meaning, word forms and categories are provided. The growth of the dictionary is largely dependent on students' participation.
Indija je vrlo kompleksan sociolingvistički eko-sustav u kojemu društvo podupire određene javne jezike za javnu komunikaciju dok druge priznaje kao materinje koji se rabe u privatnoj komunikaciji. U ovom eko-sustavu engleski se jezik pojavio kao jezik trgovaca putnika, bio prisutan duže od stoljeća kao jezik kolonizatorske sile, a danas u indijskome suvremenome društvu ima važnu ulogu u javnoj komunikaciji u radu administrativnih službi, obrazovanja, medija i znanosti. U radu se predstavlja hijerarhijski model javnih jezika u indijskome sociolingvističkom eko-sustavu, te pobliže opisuju uloge engleskoga jezika kako bi se stekao uvid u sociolingvističku komunikacijsku matricu u Indiji i uvjeti za razumijevanje pojave hingliškoga jezika. Rad analizira koji se ostvaraji smatraju hingliškim i pokušava objasniti iz sociolingvističke perspektive razloge pojave hingliškoga na indijskom potkontinentu.
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