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Archive for the ‘language teaching’ Category
English, French and German still most common foreign languages studied at lower secondary level in the EU28 in 2012…… but Spanish learning has increased more.
In the EU28 in 2012, English was still the most commonly studied foreign language at lower secondary level, with 96.7% of pupils learning it, far ahead of French (34.1%), German (22.1%) and Spanish (12.2%). The importance
of English as a foreign language in the EU is also confirmed by its leadership in nearly all Member States. Since Croatia’s accession, there are 24 official languages recognised within the EU. In addition there are
indigenous regional, minority languages and languages that have been brought into the EU by migrant populations.
On the occasion of the European Day of Languages2, celebrated each year on 26 September, Eurostat, the statistical office of the European Union, publishes data on language learning at school. The general objectives
of this event are to alert the public to the importance of language learning, to promote the rich linguistic and cultural diversity of Europe and to encourage lifelong language learning in and out of school.
Analyse des feedback correctifs dans un projet de télécollaboration asynchrone entre futurs enseignants et apprenants de FLEPosted: September 20, 2012 in feedback, français langue étrangère, language teaching, learning
Analyse des feedback correctifs dans un projet de télécollaboration asynchrone entre futurs enseignants et apprenants de FLE, by Théodora LOIZIDOU ,UFR LLASIC
Mémoire de master 2 recherche – 30 crédits – Mention Sciences du Langage
Spécialité: français langue étrangère
According to The Guardian there is evidence that the explicit teaching of grammar rules leads to better learning. Nothing that surprises researchers in Form-focused instruction. The article has been written by
Bases para la evaluación del dominio de las formas disciplinares de comunicación y de los usos lingüísticos especializadosPosted: September 11, 2012 in analysis of language, language teaching, learning, universidad
Ezeiza Ramos, J. (2012). Bases para la evaluación del dominio de las formas disciplinares de comunicación y de los usos lingüísticos especializados en el Espacio Europeo de Educación
Superior (EEES). Revista Nebrija de Lingüística Aplicada 12 (6), 88-119.
This survey is part of a research project by Jozef Colpaert, University of Antwerp, and Glenn Stockwell, Waseda University, Tokyo, aiming at identifying factors which might impact on the use of Open Educational Resources in the Language Learning and Teaching Community worldwide.
Open Educational Resources (OER) can be defined as “digital materials that can be re-used for teaching, learning, research and more, made available for free through open licenses, which allow uses of the materials that would not be easily permitted under copyright alone” (www.wikipedia.org).