CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of c...CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture展开更多
The presented paper puts in discussion the dilemma of the linear supports of formal teaching and learning processes of regular school, coexisting with an inter and transdisciplinarity of the process mentioned above. I...The presented paper puts in discussion the dilemma of the linear supports of formal teaching and learning processes of regular school, coexisting with an inter and transdisciplinarity of the process mentioned above. In this perspective, the author wonders about the subjectivity of the students＇ apprenticeship and about the way they can change, according to the methodological variants, as well as the context. So, he intents to explore the C.P.M.P.S （Creative and Participative Method of Problem Solution） in the development of Portuguese written language competence, through the art subject. In this paper, we can see the increase of different variables from the perspective of students and teachers which validates in some manner of the teaching methodology.展开更多
Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Langu...Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.展开更多
CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organizati...CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organization, modeling, and syntax between Chinese and English writing indeed exist, and if so how they affect ESL writing. Through examining the controversies surrounding these rhetorical differences along with a brief review of the development of CR theory and pedagogical implications, this paper contends that the study of CR theory has exerted beneficial influences on L2 writing.展开更多
文摘CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture
文摘The presented paper puts in discussion the dilemma of the linear supports of formal teaching and learning processes of regular school, coexisting with an inter and transdisciplinarity of the process mentioned above. In this perspective, the author wonders about the subjectivity of the students＇ apprenticeship and about the way they can change, according to the methodological variants, as well as the context. So, he intents to explore the C.P.M.P.S （Creative and Participative Method of Problem Solution） in the development of Portuguese written language competence, through the art subject. In this paper, we can see the increase of different variables from the perspective of students and teachers which validates in some manner of the teaching methodology.
文摘Model for spoken is expected to overcome difficulties in teaching and learning Indonesian language for foreign speakers. Language anxiety is the anxiety that arises when a person learns foreign language. Foreign Language Anxiety （anxiety to learn a foreign language） is of concern or negative emotional reactions that arise when studying or using foreign language. Self-regulated learning is an active and constructive process undertaken by learners in setting goals for their learning and trying to monitor, regulate, and control of cognition, motivation, and behavior, then everything is directed and driven by purpose and adapted to the context and environment. The research method used is an R and D （research and development） method with a sample of foreign speakers of Chinese. Variables that receive interference are the ability to speak in Indonesian, while the variables used to interfere with the self-regulated learning and language anxiety as a variable controller. Intrapersonal factors become barriers that cause stuttering speech limited due to the mastering subject content. On the basis of that, this speaking model applies the principle of self-regulated learning in the learning process, using a communicative and contextual approach. This model intended for foreign speakers who learn Indonesian language outside of Indonesia, so to bring the atmosphere mandated in sociolinguistic built through media and relevant teaching methods.
文摘CR theory focuses on the study of academic or professional writing across different cultural settings. One recurring question of CR theory in the Chinese ESL context is whether the rhetorical differences in organization, modeling, and syntax between Chinese and English writing indeed exist, and if so how they affect ESL writing. Through examining the controversies surrounding these rhetorical differences along with a brief review of the development of CR theory and pedagogical implications, this paper contends that the study of CR theory has exerted beneficial influences on L2 writing.
