Language learning and study abroad

Isabelli-García, Christina L.; Bown, Jennifer; Plews, John L.; Dewey, D.

doi:10.1017/s026144481800023x

Cited by 112 publications

(85 citation statements)

References 234 publications

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“…Thus, short-term study abroad programs need to be encouraged as a central way to sustain and heighten learners' motivation to study Chinese as an additional language. Moreover, study abroad should be considered not only as a contextual factor influencing SL/FL learners' motivation to learn and use the target language, but also as an important component that can trigger learners' self-image construction and transformation [44]. The latter process had a complex association with the participants' motivational change in the present research, and longitudinal research is needed to examine the influence of study abroad experiences on Chinese language learners' motivational sustainability after returning to their home language context.…”

Section: Discussionmentioning

confidence: 99%

Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

Gong

Hsiang

et al. 2020

Sustainability

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This paper reports on an inquiry that examined groups of New Zealand students’ motivational shifts related to learning Chinese before and after relocation to China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted two rounds of interviews before and after their study abroad trip to China. The analysis revealed that most participants had their motivation enhanced by the trip, and expected to sustain their heightened motivation for learning Chinese in the future. The findings suggest that the participants’ motivational shifts happened during their period of study abroad in China, and were prompted by their new pedagogical environment and individual learning experiences. In other words, the motivational enhancement emerged from ongoing interactions between the participants’ L2 self-concepts (e.g., ideal L2 selves) and learning and sociocultural contexts in China. These findings offer fresh insights into the dynamic nature of Chinese language learning motivation and the role of formal and informal settings in the participants’ learning of Chinese. They imply that educational stakeholders need to provide authentic communication opportunities and resources to enhance international students’ motivation for the sustainable learning of Chinese.

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Section: Discussionmentioning

confidence: 99%

Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

Gong

Hsiang

et al. 2020

Sustainability

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“…On a particular day, we do flashily more listening than speaking. If in the workplace, educational or home contexts, and auricular perception far exceeds verbal output in measurable terms of period, several appellations, means, and concern (Isabelli-García, Bown, Plews, & Dewey, 2018) Listening has hardly got the attention of educators in teaching and learning of English as a second or foreign language. That would be at least one reason why listening has not been paid much attention.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Listening Skills Using Games

Syafi’i

Kusnawan

Syukroni

2020

IJonSE

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This study aims at finding out the most appropriate games for enhancing listening skills to students of the Faculty of the Economics Muhammadiyah University of Ponorogo. The process and the result of enhancing students’ listening skills of English were the main focuses of this study. Echeverría et al.’s model of classroom action research method was used to do this study. The technique consists of four stages, namely: (1) planning, (2) implementing, (3) observing, and (4) reflecting. The data was collected through the instruments were the listening tests, observation checklist, and questionnaires. The gained data were analyzed descriptively to know the process and the result of improvement caused by the application of each game. Based on the application of the games, the criteria of success were effectively reached in Cycle 2. 74% of the quantity of the students could obtain the scores more than 60, and 90% have assertive responses on the application of games. This means that using games is significantly useful to be used for enhancing the students’ listening skills.

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“…A contrastive approach is used primarily for teaching a second foreign language (Biber, 2003) and involves training by comparing foreign languages and their learning strategies: finding analogies that facilitate learning or, vice versa, identifying differences to avoid linguistic and cross-cultural A sociocultural approach implies teaching a language based on a person's value attitude to the world and teaching communication in terms of universal values and national cultural traditions (Keywords in Writing Studies, 2015). A special look at the problem is associated with the role of the sociocultural component of communicative competence for students studying abroad (Isabelli-García, Bown, Plews, & Dewey, 2018).…”

Section: Problem Statementmentioning

confidence: 99%

Developing Foreign Medical Students’ Communicative Competence: Rhetorical Aspect

Bulavina¹

2019

The European Proceedings of Social and Behavioural Sciences

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In our study, we proceed from the fact that classical and new rhetoric can be both a subject of special study and a means of developing communicative competence of foreign medical students who study Russian in such disciplines as "Russian as a foreign language", "Russian speech culture", "Medical rhetoric", "Russian as a foreign language for special purposes", which are compulsory in the curriculum as well as in some selective courses. This study is of a theoretical and applied nature, since, on the one hand, it formulates the theoretical foundations of the conducted pedagogical experiment, on the other hand, it proposes to discuss and apply a rhetorical model for developing foreign medical students' communicative competence. The study is based on a wide range of scientific literature on the history, theory and practice of developing foreign students' communicative competence, on the theory and criticism of rhetoric as well as on pedagogical theories and practical applications of a rhetorical approach to teaching foreign and Russian students. The primary focus is on the rhetorical canons as tools to prepare students for delivering public speeches, in particular, and as reference points for the rhetorical model of teaching Russian as a foreign language in general. A pilot experiment was conducted to prove the effectiveness of the integrated rhetorical model in the "Russian as a foreign language", "Medical rhetoric" courses, in a special course for medical residents -"Russian as a foreign language for special purposes"with a view to form and develop professional-communicative competence of foreign medical students. 54interference. This approach is manifested at the linguistic and sociocultural levels and supported by the acquired learning skills at the L1 stage.A genre approach was accepted in linguistic methodology in the early 1980s and has been in use ever since, but it has different interpretations (i.e. review, analysis and criticism: Devitt, 2004; Keywords in Writing Studies, 2015): genres are related to types of discursive forms, forms of communicative actions, generating a certain textual structure, as well as types of statements combined thematically, stylistically and compositionally. This approach is associated with M. Bakhtin's ideas, the provisions of functional system linguistics of the Sydney school as well as the principles of the New Rhetoric school allowing the genre to be used as a tool for mastering various forms of verbal communication in practice (Basturkmen, 2014;Paltridge, 2014).

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Language learning and study abroad

Cited by 112 publications

References 234 publications

Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

Enhancing Listening Skills Using Games

Developing Foreign Medical Students’ Communicative Competence: Rhetorical Aspect

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