rss_2.0Journal of Language and Cultural Education FeedSciendo RSS Feed for Journal of Language and Cultural Educationhttps://sciendo.com/journal/JOLACEhttps://www.sciendo.comJournal of Language and Cultural Education 's Coverhttps://sciendo-parsed-data-feed.s3.eu-central-1.amazonaws.com/60cc060e4f660c6fc53f62c7/cover-image.jpg?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20210927T060938Z&X-Amz-SignedHeaders=host&X-Amz-Expires=604799&X-Amz-Credential=AKIA6AP2G7AKDOZOEZ7H%2F20210927%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=d875dc7d8fefcedfe8dab3b2727df7f5492d3b813a6d48209fba3db341a85474200300The effects of guessing confidence on anticipatory behaviour in context understandinghttps://sciendo.com/article/10.2478/jolace-2020-0023<abstract> <title style='display:none'>Abstract</title> <p>The study investigates the anticipatory behaviour in a word guessing experiment with Slovak L2 speakers of English of varying proficiency levels. The L2 speakers are trying to correctly identify the word that the interlocutor is hinting at with two consecutive cues as soon as they are confident enough to provide the answer. This created a connection between anticipation and guessing confidence. The effect of guessing confidence on the anticipatory behaviour is measured through the change in response latency of how quickly the guessers produce their guesses after listening to the cues. The aim is to study how the response latencies of the listeners are affected by their previous correct or incorrect guesses. The findings suggest that the correctness of guesses has a measurable impact on response latency.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00The method of educational programs localization under internationalization of academic environmenthttps://sciendo.com/article/10.2478/jolace-2020-0026<abstract> <title style='display:none'>Abstract</title> <p>In the context of the internationalization of education the need for localization and translation of educational programs into foreign languages with the aim of attracting foreign students is increasing. Consequently, new methods and resources are required to optimize educational process. However, currently there are not enough localized programs translated into English and localized for the new contingent of university students although localized programs are urgently needed as they give foreign students the opportunity to choose the most suitable direction for study. The purpose of the proposed research is localization as a linguistic and cultural adaptation of digital content to the requirements of the foreign market and translation into English the educational program “Software Engineering” for students of telecommunications specialties taking into account both technical and didactic terminology. To speed up the translation the glossary is compiled using online and offline services. As a result, the program “Software Engineering”, designed for foreign students, is localized, translated and adapted. Thus, a more “friendly” environment for entering the educational process in the new intercultural conditions is created. This practice becomes an integral part of the lecturers’ activities. On the other hand, students themselves can be involved in content creation and research. The design of localization should be directed from simple to complex, taking into account a certain balance between depth and composition of research. In general, the presentation of localized programs at the international level has a number of advantages for universities, including economic ones, for example, increasing the income invested in equipping the educational process.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Traditional Segregation: Encoded Language as Powerful Tool. Insights from Ụmụakpo-Lejja chanthttps://sciendo.com/article/10.2478/jolace-2020-0025<abstract> <title style='display:none'>Abstract</title> <p>Language becomes a tool for power and segregation when it functions as a social divider among individuals. Language creates a division between the educated and uneducated, an indigene and non-indigene of a place; an initiate and uninitiated member of a sect. Focusing on the opposition between expressions and their meanings, this study examines Ụmụakpo-Lejja <italic>Okǝti Ọmaba</italic> chant, which is a heroic and masculine performance that takes place in the <italic>Okǝti</italic> (masking enclosure of the deity) of <italic>Umuakpo</italic> village square in Lejja town of Enugu State, Nigeria. The mystified language promotes discrimination among initiates, non-initiates, and women. <italic>Ọmaba</italic> is a popular fertility Deity among the Nsukka-Igbo extraction and <italic>Egara Ọmaba</italic> (<italic>Ọmaba</italic> chant) generally applies to the various chants performed to honour the deity during its periodical stay on earth. Using Schleiermacher’s Literary Hermeneutics Approach of the methodical practice of interpretation, the metaphorical language of the performance is interpreted to reveal the thoughts and the ideology behind the performance in totality. Among the Findings is that the textual language of Ụmụakpo-Lejja <italic>Okǝti Ọmaba</italic> chant is almost impossible without authorial and member’s interpretation and therefore, they are capable of initiating discriminatory perception of a non-initiate as a weakling or a woman.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Linguistic complexity of lecturers’ class register and its relationship to their personality traitshttps://sciendo.com/article/10.2478/jolace-2020-0024<abstract> <title style='display:none'>Abstract</title> <p>Many research studies indicated a correlation between classroom behaviour and the language of the instructors and learners. The inter-language that the teachers prefer to use in the class differs from the natural, daily life conversations in linguistic terms. It is characterized by more simplistic, repetitive, carefully selected language, or “classroom register”. The paper discusses a „foreign language classroom register” as a specific linguistic subsystem which is operated both by the rules of linguistic simplification and by constraints imposed by the specific social (school) setting. The standard language used in a classroom communication with a high ratio of short basic and coordinate sentences, more universal constructions, such as base case nominal phrases and active present indicative verb phrases, the limited reduction in morphological complexity as a result of a preference for a simple sentence structure. The research study examines a linguistic complexity of the teacher talk with focus on reductions, modifications, and simplifications. It also studies the personal attitudes of lecturers toward school discourse and the relation between teachers´ personality and a language complexity of their language.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Online interaction descriptors: A tool for the development of tasks for language competences and language usehttps://sciendo.com/article/10.2478/jolace-2020-0020<abstract> <title style='display:none'>Abstract</title> <p>The study focuses on a new scale of the framework introduced by the CEFR Companion Volume. Slovak and Maltese teachers were invited to participate in the training sessions in which they were exposed to lists of descriptors related to online interaction. The goal of familiarisation activities related to indicating reference levels was to prepare teachers for constructing tasks designed for practicing online communication in language classes, relevant to the proficiency levels of their students. The data on teachers’ judgements are clearly displayed and analysed in order to find out similarities and differences between teachers’ perceptions of language proficiency in two countries. Workshop sessions stimulated in-depth discussions the conclusions of which are reflected in the recommendations for language educators and teachers.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00The perceptions of intermediate EFL learners to the lexical instructional interventionhttps://sciendo.com/article/10.2478/jolace-2020-0019<abstract> <title style='display:none'>Abstract</title> <p>This study investigated the perceptions of high school EFL learners to the lexical instructional approach intervention in the contexts of learning vocabulary and grammar. Besides, an attempt was made to explore what difficulties the participants encountered during the experimentation. The data collected through the questionnaire were analyzed using a one-sample t-test, and the results showed that the estimated sample perception mean score was significantly higher than the hypothesized population perception mean score. This implies that EFL learners had positive perceptions towards the lexical instructional approach in the contexts of learning vocabulary and grammar. The data collected through interviews were analyzed qualitatively and the findings showed that students enjoyed and were interested in learning vocabulary and grammar through the lexical instructional approach. Students realized the importance of lexical chunks in learning vocabulary and grammar. In this regard, the interview results corroborated the results obtained from the questionnaire. Students encountered difficulties like lack of lexical awareness, lack of clear and adequate instructions on some activities, the lack of deliberate attention from some students during discussions, the lack of making some activities more interactive and engaging, and some classroom managerial problems. Finally, it was recommended that EFL teachers at high school should design their lexical approach-based activities systematically by considering their students’ interests, feelings, perceptions, levels, norms, cultures, and psychological setups.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroomhttps://sciendo.com/article/10.2478/jolace-2020-0021<abstract> <title style='display:none'>Abstract</title> <p>This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign languagehttps://sciendo.com/article/10.2478/jolace-2020-0018<abstract> <title style='display:none'>Abstract</title> <p>Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a linguocultural competence. Studying scientific research show that there is a lot of linguistic units that are suitable to help students in forming their linguocultural competence. The purpose of the research is to apply the topic “Russian culinaronyms” (known as the name of Russian food) in the formation of the linguocultural competence of Vietnamese students who are learning Russian as a foreign language. The research was conducted by surveying and interviewing 26 Russian teachers in Vietnam by verifying the applicability of theory and practice of the topic “Russian culinaronyms”. The research results show that the teachers think that the application of this food topic in the formation of their linguocultural competence is appropriate with high survey results. Furthermore, it reveals the linguistic and cultural dimensions from Russian culinaronyms which can be used to form a linguocultural competence for Vietnamese students. The topic “Russian culinaronyms” can be applied in extracurricular sessions for language specialized students.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00The temporary return to the homeland in Michael Ondaatje’s https://sciendo.com/article/10.2478/jolace-2020-0027<abstract> <title style='display:none'>Abstract</title> <p>This study concentrates on memory in Michael Ondaatje’s <italic>Running in the Family</italic> because it is the foundation for the whole novel. Ondaatje’s attempt creates a relationship with the past by performing all acts of the journey in physical and imaginary performances of listening and reproducing. His attempt depends on his own memory; however, his memory does not coincide with stories he has heard, and the historical documents tend to conflict with each other. In the interior of his travels, Ondaatje reveals the extent of his isolation and the impact of his displacement. As he narrates the stories, he faces difficulties in distinguishing between rumors and lies, in organizing fragments of knowledge, and in explaining challenges tied to his methods of cultural revival. These challenges are met in the non-linear and sometimes stunning text plans which he uses.</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Portfolios within the preschool environmenthttps://sciendo.com/article/10.2478/jolace-2020-0022<abstract> <title style='display:none'>Abstract</title> <p>The academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz &amp; Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).</p> </abstract>ARTICLE2021-06-17T00:00:00.000+00:00Prolegomena to the epistemology of languages for non-specialists: the example of CLILhttps://sciendo.com/article/10.1515/jolace-2015-0006<abstract><title style='display:none'>Abstract</title><p>CLIL has attracted the attention of LSP teachers worldwide and generated much literature. As a teaching and learning tool, it is frequently referred to in pedagogy, but a lot less in the epistemology of didactics. The present contribution aims to show how CLIL is an interface between conceptual research and practical implementation but that it cannot serve as a conceptual tool in the shaping of didactics as a field of research. Instead, concepts should be understood as context-dependent; they also vary with the subject matter to which language is connected (English for law differs from English for science) and therefore need the contribution of human sciences to emerge in their own rights.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Becoming an English language teacher: and https://sciendo.com/article/10.1515/jolace-2015-0002<abstract><title style='display:none'>Abstract</title><p>The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (<italic>continuities</italic>) as well as constraints (<italic>discontinuities</italic>). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Digital portfolio in building teaching efficacy of pre-service teachershttps://sciendo.com/article/10.1515/jolace-2015-0005<abstract><title style='display:none'>Abstract</title><p>The paper discusses the role of e-portfolio in the development of reflective thinking in a group of pre-service English as a foreign language teachers. It stresses the benefits it can bring (e.g. autonomous learning, cooperative learning - the author highlights the social context of e-portfolio) as well as presents the threats and risks it might bring based on the own experience of the author. The results of this case study showed that the process of e-portfolio building can enhance professional development, self-confidence and the ability to self-reflect own work and progress. The author indicates also the possibilities of its use not only in the groups of pre-service teacher trainers but also in the groups of in-service teachers.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00The perception of readiness for teaching profession: a case of pre-service traineeshttps://sciendo.com/article/10.1515/jolace-2015-0003<abstract><title style='display:none'>Abstract</title><p>Pre-service teacher training offers various opportunities for trainees to become aware of and understand the qualities of good teaching. Towards the end of their training they should be able to identify clearly the criteria for measuring their readiness for teaching profession as well as identify their own strong and weak areas.</p><p>The author of this article presents the results of the study where the aim was to focus on the trainees′ perception of themselves as English language teachers based on the criteria of the EPOSTL at the end of their training when trainees receive their diploma for teaching the English language.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Portfolio-work and its effects on listening comprehension of very young learnershttps://sciendo.com/article/10.1515/jolace-2015-0004<abstract><title style='display:none'>Abstract</title><p>At elementary school the focus often lies on listening and speaking. While listening comprehension is the basis for learning a new language, children often feel differently about that. Many measure their success in their ability to speak. Some become frustrated, because they initially are not able to express much, not noticing how much they understand already. In my research I tried to find a way to help such children appreciate more what they have achieved so far. Through portfolio-work (self-evaluation and reflection) I wanted them to see what is ‘unseen’, as well as get them to think about strategies that improve listening comprehension, as the following study report shows.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Huntahan vocab assessment toward enriching mother tongue-based classroom practiceshttps://sciendo.com/article/10.1515/jolace-2015-0007<abstract><title style='display:none'>Abstract</title><p>This two-phase action research examined the profile and knowledge level of Grade III pupils about their knowledge on the distinct local vocabularies in order to formulate enrichment or intervention, to address any deficiency or lack of, and to assess whether such enrichment programs are effective for authentic, localized implementation of the MTB-MLE. The research instruments used in the first phase included survey and vocabulary assessment test. The researchers initially employed descriptive statistics to interpret the result. Majority of the respondents have established residency in Lopez, Quezon for at least four years. All of the pupils speak Tagalog only at home. The first phase of the research revealed that the pupils of Lopez West Elementary School Bldg. 1 performed satisfactorily in the language test. Most of them found that the most difficult words are generally content words. The initial results of this study serve as baseline information implying that the pupils’ level of understanding of the Lopezeños words needs enhancement and/or reinforcements; hence, there is an urgent need to implement the 2<sup>nd</sup> cycle of this action research. The second phase once implemented seeks to evaluate the effectiveness of the intervention and/or enrichment activities that may guide language teachers in the conduct of classroom-based, culturally sensitive, contextualized language instruction.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Enhancing student schematic knowledge of culture through literature circles in a foreign language classroomhttps://sciendo.com/article/10.1515/jolace-2015-0008<abstract><title style='display:none'>Abstract</title><p>Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Forging new pathways for research on language learning motivationhttps://sciendo.com/article/10.1515/jolace-2015-0001<abstract><title style='display:none'>Abstract</title><p>Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.</p></abstract>ARTICLE2015-06-08T00:00:00.000+00:00Establishing a zone of prioritized : exploring a critical approach to negotiating multimodal discourses in EFL textbookshttps://sciendo.com/article/10.2478/jolace-2020-0011<p>University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated “in situ.” Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.</p>ARTICLE2021-01-21T00:00:00.000+00:00The perspectives of parents in relation to the concepts of the quality of pre-school education. Analysis of research discoursehttps://sciendo.com/article/10.2478/jolace-2020-0014<p>This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts.</p>ARTICLE2021-01-21T00:00:00.000+00:00en-us-1