Enhancing Beginner-Level Foreign Language Education for Adult Learners: Language Instruction, Intercultural Competence, Technology, and Assessment

Cover
Endorsements Page
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Foreword by Benjamin Rifkin
Acknowledgments
List of contributors
Chapter 1: Introduction: Enhancing beginner-level foreign language education for adult learners
An introduction: Teaching beginner-level adults in a world language classroom
The volume
Concluding remarks
References
Part I: Teaching language competence
Chapter 2: Postsecondary language learners’ ideal L2 self in a beginning Chinese, French, and Spanish classrooms
Literature review
Ideal L2 self
Four language skills
The study
Participants
Setting
Instrument
Procedures
Research design and data analysis
Results and discussion
Ideal L2 self and differences between Chinese and French/Spanish learners
Relationships among the ideal L2 selves of the five skills
Differences between pen and digital writing
Limitations of the study and suggestions for future research
Classroom implications
Ideal L2 self and learning experiences
Pen and digital writing
Conclusion
Note
References
Chapter 3: Experience with application of usage-based model of language to beginning L2 instruction
The nature of language learning in usage-based perspective
Related research
The study
Setting
The course
Method
Data source
Participants
Findings
Students’ perception of the course effectiveness: How successful the course was in producing a desired result
Students’ perception of the course efficiency: The ratio of time and mental effort and the results achieved or ability to produce language with a minimum amount of effort
The dynamics of motivation
The pace of the course and the sense of progress in language learning
Students’ view of themselves as language learners
Results and discussion
Limitations and future research
Classroom implications
Conclusion
References
Chapter 4: Enhancing grammar acquisition among beginner-level learners of Chinese using the flipped learning model
Literature review
Grammar instruction in language learning
The FL model and its implementation
FL model in foreign language classes
The study
Participants
Training
Measurements
Procedure
Data coding and analysis
Results
Acquisition of target grammar patterns: Comprehension
Acquisition of target grammar patterns: Production
Students’ experience using the FL model
Discussion
Limitations of the study
Classroom implications
Conclusion
Note
References
Chapter 5: Building beginning Spanish language learners’ linguistic and cultural competence through online task-based instruction
Literature review
Using tasks in language teaching and learning
Challenges of TBI
Technology-mediated task-based language learning
Research questions
Methodology
Context of the study
Participants
Course design, tasks, and digital tools
Data collection and analysis
Post-survey
Student reflections
Focus-group interviews
Findings and discussion
Research question 1: Students’ reactions to online TBI
Research question 2: Effects of CMC tasks on language and cultural learning
Research question 3: Impact of instructional interventions on student engagement and performance
Limitations and future research
Classroom implications
Conclusion
Notes
References
Part II: Teaching intercultural competence
Chapter 6: Integrating culture in language curriculum from beginning to intermediate level in a blended learning environment: A design-based empirical study
Literature review
Definition of culture and the CLBC conceptual framework
CLBC considerations
CLBC principles
Five steps of the CLBC approach
Step 1: Learning from instructor-made videos
Step 2: Exploring culture in small groups
Step 3: Watching instructor-edited movie clips, answering questions, and discussing online
Step 4: Conducting an ethnographic interview with native speakers from the TC
Step 5: Reaching out and exploring the language and culture in community
The study
Methodology
Participants
Data collection and analysis
Results and discussion
Time spent inside and outside the classroom
Students’ perception of the CLBC approach
Students’ attitudes, interests, and cultural awareness
Classroom implications
Conclusion
References
Chapter 7: Intercultural competence in elementary-level language classes in higher education
Literature review
The study
Methodology
Instruments
Participants
Procedure
Results
Quantitative data analysis
Qualitative data analysis
Course objectives
Pedagogy of teaching culture
Adequate preparation for teaching culture
Insufficient time to develop IS
Discussion
Prioritizing culture in language classes
Lack of training to teach culture
Level appropriateness and first language (L1) use
Reflection
Providing additional opportunities for cultural study
Limitations of the study and suggestions for future research
Classroom implications
Conclusion
Acknowledgment
References
Chapter 8: The culture portfolio: Assessing growth toward intercultural competence
Motivation for the study
The study
Purpose
Instrument and procedure
Research study design
The culture-centered world language curriculum
The control group
The treatment group
The control group
Data analysis and discussion
Flexibility/openness
Personal autonomy
Perceptual acuity
Emotional resilience
CCAI composite
Classroom implications
A curriculum with culture at the core
Experiential culture lessons
Interactive assignments
Community service
Research and reflection
Timely formative assessment
A place for summative assessment
Conclusion
Notes
References
Chapter 9: Employing concept maps in teaching foreign language culture
Literature review
TL culture as a network of concepts
CMs as a teaching and learning strategy
The study
Methodology
Participants
Instrument
Procedure
Data analysis and discussion
Limitations of the study and suggestions for future research
Classroom implications
Conclusion
References
Part III: Teaching with technology
Chapter 10: Pathways to digital L2 literacies for text-based telecollaboration at the beginning level
Toward a holistic understanding of digital literacies
Digital literacies from the skillset perspective
Digital literacies from the affordances-driven perspective
Digital media from the mindset perspective: cultures-of-use
Studies of SNS in SLLT examined through the holistic model of digital literacies
Social media affordances for supporting writing at the beginning level
SNSs’ metalanguage as a target language
The personal profile page as a written micro-genre
The SNS dialogical structure as a scaffolding for developing writing complexity
Social media supporting intermodal complementarity
Cultures-of-use of SNS for telecollaboration at the beginner level
Social media metalanguage
Understanding peers’ messages
Intermodal complementarity
Developing general digital literacies
Building students’ confidence
The model of L2/L1 digital literacies interface and its pedagogical implications
Conclusion
References
Chapter 11: Student satisfaction and engagement in a beginning Ukrainian blended-learning course: Debunking fears of blending and lessons learned
BLL: A brief overview
Satisfaction and engagement
The study
Context
Methodology
Data, participants, and procedures
Results and analysis
Satisfaction
Engagement
Behavioral engagement
Emotional engagement
Cognitive engagement
Agentic engagement
Implications of the study and lessons learned
Lessons learned 1
Lessons learned 2
Conclusion
Notes
References
Chapter 12: Data-driven learning in a low-level language classroom
Drawbacks and benefits of DDL
For students
For teachers
DDL research in a low language proficiency classroom
The study
Setting
Methods and instruments
Participants
Results
The difference in vocabulary frequency
The relationship between the course grade and vocabulary usage
Students’ perception of the DDL assignment
Discussion
Limitations
Practical application
Resources and tools
Task ideas
Conclusion
References
Chapter 13: Поехали! Training Russian prefixed verbs of motion in virtual reality
Literature review
The study
History of the Russian VR project
Small-scale attitudinal study
Methods and materials
Data collection and analysis
Students’ perceptions
Limitations of the study
Classroom implications
Conclusion
Acknowledgments
Notes
Reference
Part IV: Assessment and evaluation
Chapter 14: An exploration of beginner-level Korean learners’ perceptions and participation in collaborative writing tasks for learning-oriented assessment
Theoretical framework
LOA in FL classrooms
CW in FL classrooms
The study
Method
Instructional context
Participants
Research instruments
Pre- and post-assessment perception survey
Course materials and assessment tasks
Data collection procedure
Data analysis
Results
Student perceptions
Interactional episodes
Discussion
Limitations and future research directions
Pedagogical implications
Conclusion
Notes
References
Chapter 15: Feminist assessment in elementary world language courses
Assessment in education
Critical feminist pedagogy and assessment
The study
Methodology and procedure
Results and discussion
Reported assessment practices
Summative assessment
Summative assessment through a feminist lens
Formative assessment
Formative assessment through a feminist lens
Less commonly used forms of assessment
Less commonly used forms of assessment through a feminist lens
Essential aspects of assessment
Essential aspects of assessment through a feminist lens
Pressures, tension, and discontent
Discontent with grading
Grading through a feminist lens
Limitations of the study and suggestions for future research
Classroom implications
Conclusion
Note
Note
References
Chapter 16: Assessment of the relationship between derivational morphological awareness and second language reading comprehension
Literature review
The study
Method
Participants
Context
Research design
Instruments
Data collection
Data analysis
Results
Research question 1
Research question 2
Discussion
Limitations of the study
Classroom implications
Conclusion
References
Index