Teaching Words in Context: Code-Switching Method for English and Japanese Vocabulary Acquisition Systems

Mazur, Michał; Rzepka, Rafał; Araki, Kenji

doi:10.1007/978-3-319-93782-3_24

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…The results of our experiments answer our first and second research questions and clearly show that the code-switching phenomenon applied to an e-learning system can expand students' vocabulary and enable them to understand many words without given definitions. These findings are consistent with previous research by Mazur et al (Mazur, Rzepka, Araki, 2010), in which most of the participants successfully remembered and recreated a series of test sentences in a mixed language, thus proving code-switching based method to be an effective way of acquiring new vocabulary.…”

Section: Discussionsupporting

confidence: 92%

A System for English Vocabulary Acquisition based on Code-Switching

Rzepka

Araki

Mazur

et al. 2016

International Journal of Distance Education Technologies

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Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in context using a code-switching based approach for Japanese learners. First they introduce the CO-MIX system, an English vocabulary teaching system that uses code-switching for vocabulary acquisition. Next, they show how they utilize incidental learning techniques with graded readers to increase language proficiency. The authors present the system architecture, underlying technologies, and evaluate the system's performance through user interaction with both a baseline and the proposed system by using a semantic differential scale. They also perform separate factor analysis of participants' attitudes for both systems, an analysis of users' mistakes and compare users' language tests scores. Finally, the authors discuss the evaluation results and further development of this technology.

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Section: Discussionsupporting

confidence: 92%

A System for English Vocabulary Acquisition based on Code-Switching

Rzepka

Araki

Mazur

et al. 2016

International Journal of Distance Education Technologies

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“…The given scientific research involves the analysis of theoretical material concerning the methods of teaching foreign languages for special purposes and their effectiveness. The results of scientific literature analysis have shown that the most widely used methods in teaching foreign language in modern educational practice can be identified as: the method of project [11,12], case studies [13,14], ICT [15][16][17][18][19], brainstorming [20,21], the role-playing method [22,23], tandem [24,25], extensive reading [26], the method of podcasts [27,28], the associative method [29,30] training in collaboration or cooperative learning, collaborative learning [31,32], sliding [33], the method of contrastive linguistics [34], discussions [35], dilemma [36], jigsaw reading [37], the method of theatre production [38], SCRUM [39], round table [40], peer review [41,42] mnemonics [43,44], the grammar-translation method [45], the direct method [45], the method of reading [45], the audio-lingual method [46], Dr. West's flipped learning or lipped classroom [47,48]; content and language integrated learning (CLIL) …”

Section: Methodsmentioning

confidence: 99%

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

et al. 2019

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One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

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“…The authors analyzed the scientific works of Russian and foreign teachers, in which various methods of teaching foreign languages were identified and analyzed. As a result of the analysis of scientific literature, the following methods were identified that are widely used in teaching a foreign language in modern pedagogical practice: project (Nargis, Armelif, 2018), case study (Fesenko, Fedyaeva, Bestsennaya, 2017), ICT (Fedotova,2015, Bilyalova, 2017, Mazur, Rzepka, Araki, 2018, game (Nechayuk, 2017, Kalyuzhnaya, Skorobogatova, Vlasova, 2015, Prikoszovits, 2017, tandem (Pomino, Salom, 2016), extensive reading (Renandya, Jacobs, 2016) podcasts (Masudul, Tan, 2013), associative (Vasyuhnevich, 2016), cooperative learning, collaborative learning (Mikhina,Potrikeyeva, 2018), sliding (Antselevich, Smagrinskaya, Malakhov, 2015), contrastive linguistics (Durst, 2017), discussions (Yelon, Cooper, 1984), dilemma (Kholod, 2019), Jigsaw Reading (Yahananiky, 2018), theatrical performance (Raquel, 2011), SCRUM (Jurado-Navas, Munoz-Luna, 2017 ), round table (Rodomanchenko, 2017), Peer review (Sysoev, Merzlyakov, 2016), mnemonics (Ostrikova, Zheltukhina, Zyubina, Sidorova, 2018), brainstorming (Gogus, 2012), video blogging method, grammar and translation (Thamarana, 2015), interview, briefing, audio-lingual method (Bidenkob, Shcherbak 2017), flipped learning / flipped classroom (Jun Wang, Clare Wright, 2018), CLIL-subject-language integrated learning (Xabier San Isidro, 2018) cooperative teaching method (Wysocki, 2010). All identified methods of teaching a foreign language at a non-linguistic university can be grouped as follows (Table 1):…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format

Samorodova¹,

Belyaeva²,

Bakaeva³

2021

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The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.

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Teaching Words in Context: Code-Switching Method for English and Japanese Vocabulary Acquisition Systems

Cited by 4 publications

References 14 publications

A System for English Vocabulary Acquisition based on Code-Switching

A System for English Vocabulary Acquisition based on Code-Switching

Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format

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