Learning Language, Learning Culture: Teaching Language to the Whole Student

Kim, Deoksoon

doi:10.1177/2096531120936693

Cited by 101 publications

(91 citation statements)

References 34 publications

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“…For instance, due to the benefits that computer software contributes to language learning, classroom management, self-assessment etc. and makes the process of education effective and efficient [7].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Examining the Context of E-Dictionary Use in Language Studies

Vakaliuk¹,

Chernysh²,

Figen³

et al. 2021

Advances in Social Science, Education and Humanities Research

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E-learning industry is constantly expanding, offering an increasing array of E-learning tools to meet learners' needs and bridge the education gap. Convenience and accessibility make E-learning a significant global educating force. It is widely accepted that E-learning greatly contributes to life-long learning, providing access to the world-class educational resources, thus becoming a leafing type of education in the 21 st century. Drawing on E-learning industry, this article emphasizes the significance of electronic academic and educational resources use in the era of digitalization of the system of education. The survey used in the article reviews classification features of computer programs for educational purposes in which particular attention is attributed to Edictionaries. Since E-dictionaries have gained popularity as a user-friendly comprehensive source of meaningful data and proved to increase learners' productivity and boost their knowledge, in the article we investigate the distinctive features of E-dictionaries and highlight the importance of E-dictionaries in mastering professional skills and fostering international scientific cooperation. Furthermore, the investigation analyzes different approaches to the notion "E-dictionary". It proposes a critical review of characteristics of E-dictionaries. Our findings stress the importance of such parameters as the range and scope of dictionary material, information type of lexical units, peculiar patterns of dictionary arrangement, dictionary purposes as well as the arrangement of polysemous word meanings. Moreover, the findings highlight the key challenges in the compilation of Edictionaries. We believe the study contributes to the field by providing a comprehensive account of the most significant distinctive features & productivity of E-dictionaries, which are among the widely-used educational resources in the era of digitalization.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Examining the Context of E-Dictionary Use in Language Studies

Vakaliuk¹,

Chernysh²,

Figen³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…While this foundation is vital for building knowledge and starting to communicate, it is not the only aspect of studying a language. In order to take skills acquired into the real world, it is also necessary to learn about culture (Kim, 2020).…”

Section: Intercultural Communicationmentioning

confidence: 99%

‘Learning This Way Is Like Piecing a Puzzle Together’: Bringing My Autoethnography as a Self-Directed Learner of French to a Conclusion

Werner¹

2021

SISAL

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This is the fourth and final part of an autoethnography about how I tried to enrich my vocabulary and improve my listening skills through French language songs. I made a learning plan and followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English course at a university in Japan, over a period of six weeks. Throughout the project and in the course of writing it up, I made comparisons and identified connections between my learning and that of my students. In this installment, I first compare the difficulty levels of the vocabulary in the three songs I studied by finding the lexical frequency profile of each. Next, in revisiting my trouble with understanding spoken French while in France, I discuss how cultural awareness, in addition to linguistic knowledge, is necessary for intercultural communication. After that, I briefly explore empathy as a factor in advising students, and particularly how learning in the same way as them (as in this project) can assist a teacher/advisor in better understanding and helping their students/advisees. Finally, I discuss the writing process as a method of inquiry. I feel that writing this autoethnography has transformed me into a better learner, teacher/advisor, writer, and researcher, and in this way, I hope to help others benefit from this method too.

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“…The IC of L2 teachers In L2 teaching, the theory of IC has been used for more than 20 years (Malau-Aduli, Ross, & Adu, 2019). Due to the close connection between language and culture, L2 teachers need to be familiar with the cultural aspects of their own languages and those of their learners' languages (Deoksoon, 2020). The theory of IC has also centred on the need for L2 teachers to have IC (Deoksoon, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Maltese as a foreign language educators’ acquisition of intercultural capabilities

Żammit

2021

Asian. J. Second. Foreign. Lang. Educ.

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This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural capabilities by exploring the importance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data. Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers develop intercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries. The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result, intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.

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Learning Language, Learning Culture: Teaching Language to the Whole Student

Cited by 101 publications

References 34 publications

Examining the Context of E-Dictionary Use in Language Studies

Examining the Context of E-Dictionary Use in Language Studies

‘Learning This Way Is Like Piecing a Puzzle Together’: Bringing My Autoethnography as a Self-Directed Learner of French to a Conclusion

Maltese as a foreign language educators’ acquisition of intercultural capabilities

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