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Hits 41 – 60 of 3.339

41	Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
	Barysevich, Alena; Smeets, Liz; School of Languages and Literatures. - : University of Guelph, School of Languages and Literatures, 2021. : Érudit, 2021
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42	A Review of Studies Related to the Sign Language Pedagogy as a Second Language ; 第二言語としての手話言語教授法に関する文献的検討
	NAKANO, Satoko; 中野, 聡子. - : 群馬大学共同教育学部附属教育実践センター, 2021
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43	Individual Differences in the Development of the Oral Fluency of American learners of Spanish Studying Abroad
	Sehgal, Sapna. - : Universitat de Barcelona, 2021
	In: TDX (Tesis Doctorals en Xarxa) (2021)
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44	ISLA / IFLA course design: Principles and practical proposals for beginners' courses
	Haidl Dietlmeier, Anton Gilen; Kirchhoff, Natalie
	In: Innovación Docente e Investigación en Arte y Humanidades. Avanzando en el proceso de enseñanza-aprendizaje. pp. 833 - 846 (2021)
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45	Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
	Hoang, Bao. - : The University of Waikato, 2021
	Abstract: Learning a second/foreign language can be an arduous process during which the language learner may encounter many challenges both from the context and from within. To maintain the learning process and to succeed, it seems that the learner needs resilience - the ability to bounce back from adversity. Although success in second/foreign language learning has been claimed by SLA researchers to be attributable to various contextual and individual factors, resilience has received scant attention in the field of second language acquisition. This study explores the concept of resilience to shed light on the phenomenon of success in foreign language learning despite challenges and difficulties. It aims to conceptualise foreign language learner resilience in the context of English teaching and learning at the university level in Vietnam. The study is guided by the overarching research question What does foreign language learner resilience look like? This study explored foreign language learner resilience as a complex dynamic system. Accordingly, it took the notions of self-organisation of complex dynamic systems and retro-diction in researching complex dynamic systems as the basis for designing the research. The foreign language learner resilience system, hence, was explored retrospectively by identifying a selection of people who seemed to typify resilient learners and the study worked backwards to explain how they had become so. The study employed a qualitative research design which included focus group discussions and semi-structured interviews, sequentially linked with each other, as the two main data collection methods. Three focus group discussions were conducted with teachers of English at a university in Vietnam (N=13) to identify typical resilient language learners seen as possible patterns in the system. Based on the focus group discussion data, questions for semi-structured interviews were developed for the second phase of data collection which aimed to identify the components of the system. Thirty students who self-identified as resilient English learners voluntarily participated in the semi-structured interviews. They included first-year students (N=17) and fourth-year students (N=13) from the same university. Findings indicated that foreign language learner resilience is a complex dynamic system, composed of contextual and individual factors emerging from the interactions between the students and aspects of three contextual dimensions (community/society, institution and family), across their English learning trajectories. Core to the system are motivation, emotion, agency, autonomy, perseverance and optimism evolving and fluctuating in association with their interactions with the above contexts. The system is characterised by the nonlinear interactive mechanism between factors both detrimental and conducive to the language learning process. The findings of this study attest to the conceptualisation of resilience as a process in mainstream psychological research. Given the scant research into the concept in the SLA field, this study provides a new and deeper understanding of resilience in second/foreign language learning. More importantly, its findings help integrate a disparate set of contextual and individual factors influencing second/foreign language learning success. As the study presents a new concept to the context of foreign language education in Vietnam, it provides teachers and administrators with insights into the difficulties and challenges Vietnamese EFL learners at the university level might face and the resources they can draw on in the face of adversity or stress. Drawing on the findings, it is suggested that teacher-student rapport should be enhanced to contribute to generating a synergy of motivation, positive emotions, autonomy and agency, perseverance and optimism that help the learners withstand challenges and difficulties to succeed in foreign language learning.
	Keyword: College students -- Vietnam -- Attitudes; College teachers -- Vietnam -- Attitudes; Complex dynamic systems theory; Education; English language -- Study and teaching (Higher) -- Vietnam; Foreign language learning; Higher -- Vietnam -- Psychological aspects; Resilience; Resilience (Personality trait); Second language acquisition -- Psychological aspects
	URL: https://hdl.handle.net/10289/14584
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46	Does input modality matter when learning vocabulary in English as a foreign language?
	Gené Giron, Rosa. - 2021
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47	The role of input modality when acquiring L2 English vocabulary. An analysis of the most effective input mode in the FL classroom
	Gené Giron, Rosa. - 2021
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48	Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
	García Montes, Paloma. - : Universitat Politècnica de València, 2021
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49	Lingüística, cognición e intervención didáctica en ELE/L2
	Mellado Prado, Alicia
	In: Revista Española de Lingüística, ISSN 2254-8769, Año nº 51, Fasc. 2, 2021, pags. 141-158 (2021)
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50	English as a Medium of Instruction in English-as-a-Foreign-Language Primary Schools in Vietnam: Policies and Implementation
	Truong, Duy Bao. - 2021
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51	Professional Development of EFL Teachers in Tanzania: Ubinafsi or ujamaa?
	Roemer, Ann E.
	In: World Languages and Cultures Faculty Publications (2021)
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52	Fossilization of English as an L2 non-native constructions at the syntax-discourse interface in Romance L1 speakers
	Marciano Escutia López
	In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 30 (2021) (2021)
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53	Fundamentals of Language and Language Learning: A Collaborative Initiative for the Implementation of a Common Online Language Training Component in the First-Year Language Curriculum
	Barysevich, Alena; Smeets, Liz
	In: Nouvelle Revue Synergies Canada; No. 14 (2021): From in-person to distance: Rethinking language learning in a new environment ; Nouvelle Revue Synergies Canada; No. 14 (2021): Du présentiel à la distance : repenser l’apprentissage des langues dans un nouvel environnement ; 2292-2261 (2021)
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54	Scaffolding language development in immersion and dual language classrooms
	Tedick, Diane J.; Lyster, Roy. - New York : Routledge, 2020
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	UB Frankfurt Linguistik
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55	Developing critical cultural awareness in modern languages : a comparative study of higher education in North America and the United Kingdom
	Parks, Elinor. - London : Routledge, 2020
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	UB Frankfurt Linguistik
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56	Communicating identities
	Barkhuizen, Gary Patrick; Strauss, Pat. - London : Routledge, 2020
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	UB Frankfurt Linguistik
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57	Directed motivational currents and language education : exploring implications for pedagogy
	Muir, Christine. - Blue Ridge Summit : Multilingual Matters, 2020
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	UB Frankfurt Linguistik
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58	Vocabulary in language teaching
	Schmitt, Diane; Schmitt, Norbert. - Cambridge, United Kingdom : Cambridge University Press, 2020
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	UB Frankfurt Linguistik
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59	Using tasks in second language teaching : practice in diverse contexts
	Lambert, Craig (Herausgeber); Oliver, Rhonda (Herausgeber). - Blue Ridge Summit : Multilingual Matters, 2020
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	UB Frankfurt Linguistik
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60	Interaction, feedback and task research in second language learning : methods and design
	Mackey, Alison. - Cambridge, United Kingdom : Cambridge University Press, 2020
	BLLDB
	UB Frankfurt Linguistik
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