The chapter presents the results of an online survey conducted among the university students of tourism regarding their attitudes towards the methods of teaching and learning of language for special purposes (LSP) during the COVID-19 pandemic. Three research hypotheses were put forward: Attitudes of tourism students regarding the teaching methods of their online LSP course differ statistically based on their age (RH1), and their gender (RH2), and RH3: There are statistically significant differences in attitudes towards foreign language learning of tourism students regarding their affiliation. Based on results of linear regression and t-test some statistically signifnicant differences were reported among female and male respondents with regard to teaching methods for students with special needs and with regard to the way teachers used online tools to manage the lerning process. Further, statistically significant differences were found among attitudes of two slovenian tourism faculties with regard to six items related to LSP.
Content and Language Integrated Learning (CLIL) as an educational approach has a dual focus in which an additional language is used for the learning and teaching of both content and language (Coyle, Hood and Marsh, 2010, p. 1; Criado and Sánches, 2012). The research focuses on early foreign language learning (EFLL) through CLIL. A small scale research has been carried out in year three in an elementary school analysing parents’ perceptions and attitudes regarding EFLL, the implementation of the CLIL approach, and wellbeing in class. The results were obtained by administering an anonymous questionnaire to parents of children in the aforementioned class and showed a high appreciation of the CLIL approach, further, the parents deem EFLL as a very important factor for the future work and study of their off-spring. In addition, the research showed the appreciation of parents for the wellbeing of their offspring in a foreign language class. The latter is of great importance, since it significantly lowers anxiety levels and boosts the learning impact. Key words: CLIL, EFLL, young learners, parents’ attitudes and perceptions, wellbeing.
This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.
The paper presents the results of a study on the attitudes of young Slovenian foreign language learners. The survey was conducted in five public elementary schools from different regions of the Republic of Slovenia. Four hundred six pupils aged 7 to 12 years (grades 2 to 4) declared their willingness to participate. One hundred thirty-eight of them or 34% (4th grade) were asked whether they used ICT during English lessons, homework, and vocabulary study. A quantitative research paradigm using crosstabs was conducted. In the case of gender, the results of the Chi-square test show a statistically significant difference in attitudes towards the use of mobile phones during English lessons and homework, while no statistically significant differences were found for the variable age. Such results should motivate language teachers and policymakers to adapt their teaching methods and allow for a careful use of ICT in language teaching.
This paper presents the results of an analysis of the attitudes of students of the Faculty of Criminal Justice and Security at the University of Maribor (FVV UM) towards the use of distance learning tools in their language for specific purposes (LSP) course. Our aim was to investigate the students' experience with LSP distance learning tools by focusing on the impact of different language teaching methods on the respondents' attitudes towards LSP distance learning tools, on the students' and professors' perceptions regarding the use of digital tools for online learning and the professors' ability to adapt their teaching methods to online learning. The results were as follows: there were no major differences in attitudes regarding the students' gender, the students have proven to have sufficient knowledge of the use of digital tools, the professors have proven to have sufficient knowledge of the use of digital tools and are able to adapt them accordingly, although the perceptions of students regarding the adaptations made by the professors differed significantly from those of the professors. Consequently, a more informed choice of teaching methods and approaches should be made that would ensure better learning outcomes also in the case of online teaching.
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