No abstract

The present article discusses the use of lexical search strategies in translation by adult learners of English as a foreign language. The investigation follows up on an analysis of learners' use of grammatical knowledge in translation (see Mondahl and Jensen 1989; and Mondahl 1991). The data are informants' thinking aloud protocols, which have been subject to qualitative analysis. The present article concentrates on four of the study's ten informants and is as such a pilot study. In the article we concentrate on lexical search strategies, on a description of the cognitive framework within which the informants work, a description of different types of search strategies, and on illustrating that the strategies of reformulation and spontaneous associations are the most common strategies employed by our informants.Cet article traite de l'utilisation de stratégies de recherche lexicale en traduction par des étudiants adultes d'anglais, langue étrangère. La recherche fait suite à une analyse de l'utilisation, par des apprentis traducteurs, des connaissances grammaticales (voir Mondahl et Jensen 1989; Mondahl 1991). Les données proviennent d'une expérience où les sujets doivent penser à haute voix tout en traduisant et dont les résultats ont été soumis à une analyse qualitative. Les auteurs restreignent ici leur observation à 4 des 10 sujets de l'expérience et se concentrent sur les stratégies de recherche lexicale, sur la description du cadre cognitif à l'intérieur duquel les sujets travaillent. Une description des dijférents types de stratégies de recherche montre que les stratégies de reformulation et d'associations spontanées sont les plus employées par les sujets

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students' perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

This paper comments on advanced learners' processing of linguistic knowledge in connection with a translation task from Danish into English. We focus on learners' use of different types of linguistic knowledge, on the degree to which they use it and on the form in which it is represented. The following issues are discussed: introspection äs an elicitation method in data collection, a theoretical model based on cognitive psychology, a taxonomy of three types of knowledge representation and an analysis of learners' mental representations of linguistic knowledge along two dimensions. Finally we discuss some pedagogical perspectives of the Undings -in particular the role of grammar instruction in the classroom. The analysis shows that if the learner does not identify any particular problems, Solutions are based on skill-and rule-based knowledge. If the learner identifies Problems, the solution pattem is one that should involve the application of knowledge-or rule-based knowledge. The linguistically most competent learners in the present corpus are able to activate skill-or äs a maximum ruie-based knowledge.

Purpose -The paper is based on the chapter "How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of Their Own Learning Processes -A Few Examples" from the publication Increasing Student Engagement and Retention using Social Technologies: Facebook, e-Portfolios and other Social Networking Services and on the authors' research on ICT and social media enhanced learning in the foreign language/intercultural learning high school and university environment. Design/methodology/approach -The paper discusses learning in general and didactic practices in the two sectors and how social media enhanced learning platforms challenge and motivate students in their learning processes. Findings -The paper provides examples from didactic experiments carried out at the Copenhagen Business School and in Danish high schools. The authors focus on the changing role of teachers from the traditional role of (almost) full teacher responsibility for classroom action to a coaching and facilitating role where students assume increasing responsibility for their learning and for classroom activities. The paper also discusses the transfer and application of experiences made on the basis of changing didactic practices and views the positive and less positive experiences. Originality/value -The paper shares work-in-progress experience in regard to the growing body of knowledge about the use of ICT in the twenty-first century classroom.