The language teacher’s role in motivating adult learners’ of English in a corporate environmet: Lessons learnt from three studies

Several studies confirm that teachers play a significant role in motivating language learners (e.g., Mezei&Csizér, 2005; Radel, Sarrazin, Legrain, & Wild, 2010; Dörnyei&Ushioda, 2011). In spite of this, very few empirical studies have been conducted with adult learners in an English as a Foreign Language (EFL) setting. Some exceptions are Shoaib and Dörnyei’s (2005), Szaszkó’s (2007), and Murray’s (2011) studies. However, none of them addresses specifically the teacher’s role in motivating adult learners of English in a corporate environment. My paper attempts to fill this niche by presenting the results of three recent studies. (1) an interview study (N=17) which investigates how the motivational dispositions of corporate English learners have changed since the political changes in Hungary in 1990 to the present day, (2) a quantitative questionnaire study (N=127) measuring adult learners’ attributions, (3) a validation study (N=5) presenting the validation of a research instrument. The results of all the studies above have confirmed the significance of the teacher’s influence on motivating learners of English.

Keywords: adult language training, corporate language training, motivation, attribution

21
Dec 2016
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Current issues concerning the label market (re)integration of people with disabilities in the context of adult education – Part 1.

Examining the training opportunities for disabled adults is justifiable for several reasons. The economic activity of the disabled people is very low, their employment is significally lower than the employment indicators of the society’s majority and the employment data from the European Union average. The low employment rate of the target group can be explained by their relatively low qualification. The role of adult education therefore – both in training and in terms of over- and training forward – is very dominant. The most important step for their integration to the labour market is the improvement of their employment, which can be reached primarily by their integration into the training. For this, the accessible educational-training infrastructure, special trained experts, providing increased personal, material and methodological conditions are essential. During in my work and my research it was clearly demonstrated that interpretation problems can be experienced in the legal obligation’s implication and providing equal access is solved only in rare cases. The main cause of this, the adult education institutions does not have the physical conditions for the effective training for the disabled people and preparedness of the experts at these institutions are deficient in the area providing equal access. We can highlight from the EU and other international organizations’ lifelong learning concept that the adult education should serve for both economic and social goals.

Keywords: special andragogy, people with disabilities, reduced capacity to work, adult education, multiculturalism and adult education

21
Dec 2016
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Knowledge management in workplace learning

The aim of this study is to give an overview of the role and the possibility of knowledge management related to the support of workplace learning. We overview shortly the theories of workplace learning and organizational learning and their relationship. Nowadays the basic requirements of competitive operating for the organisation are the knowledge and developing and exploitation of this. The purpose of knowledge management is a systematic and organised improving the organisation’s ability to mobilise knowledge to enhance performance. (KPMG, 2003) Especially we examine knowledge management as a potential tool for supporting workplace learning and investigate the common role collaborative media tools play in knowledge management, workplace learning. The spread of flexible working time, telecommuting and the massive presence of ICT tools in the world of both work and leisure reframe the workplace learning habits. At the end of the study we attempt to highlight the need of new approach about workplace learning. In the “anywhere anytime” work the key is for organizations how to can manage their knowledge, how to takes place knowledge-sharing among colleagues and what are the opportunities for development of their knowledge.

Keywords: workplace learning, knowledge management, adult learning, collaborative media

Hungarian graduate students’ views on the roles and tasks of education

Doctoral studies in Hungarian higher education have a strong focus on developing researcher identity, and give less support for preparing on teaching duties even though doctoral students will provide the new workforce in academia. This study explores doctoral students’ opinions about their teaching roles and experiences based on a survey conducted among Hungarian doctoral students. The results reveal that the system supports the socialization of “professional scholars and amateur teachers” (MacLaren, 2004) asdoctoral students associate teaching performance more with personality traits and less dependent on expert knowledge. International trends on academic professionalization show a strong emphasis on teaching and learning scholarship consequently in the changing process of Hungarian doctoral training system we should pay more attention to develop students’ ex – pertise on teaching.

Keywords: doctoral students, teaching and learning scholarship, professionalization of teaching in higher education

Drama and Pedagogy; Current Issues Regarding Drama in Education

Drama in education: is it a way of learning through action? Does it embody social integration or inclusion? Is it a young and engaged discipline aiming to develop multicultural education and the concept of pluralism and democracy in schools? Is it both a system of education and a criticism of the current education system at the same time? Does it provide a stage for social participation? It would appear that Hungarian educational practice has not yet utilized the problem-based learning potential of drama. We should take into consideration the fundamentals of learning theories of drama. Daily educational practice, as well as several national and international studies, shows how effective drama can be. The success of its educational applications is based on the personal skills and strategies of the drama teacher. The facilitator can help the participants share and understand their experiences on personal and social levels. This paper is intended to show the diversity of contemporary applied drama and makes reference to international trends and expertise.

Keywords: drama in education, applied drama, problem-based learning, drama-based research, arts-based intervention

10
Jul 2016
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Visual Communication: the Dominant Form of Communication in the 21st Century in Contemporary Arts, Science and Visual Education

Those changes that put visuality in the foreground against verbality started in the 20th century. As a conse – quence, attitudes towards pictures, visual information and visuality had significantly changed. The complex processes and elements of visual understanding and communication drew attention to the need for understanding and analysing visual thinking, visual language and visual education. Visual communication is an approved, but still an evolving discipline. Although its significance and relevance in everyday situations and in education and science is undoubted. An urgent need emerged to clarify the conceptual framework of visual communication since it became part of the national curriculum. This study focuses on the conceptual background of visual communication, and reveals its position in contemporary arts, science and visual education.

Keywords: visual communication, contemporary arts, infographics, visual language, visual education

10
Jul 2016
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Media Education and Motion Picture at a Crossroads Again

Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue, or as an issue related to a range of push-out factors. The article has a focus on the potential role of career guidance, and in particular on the aspect of developing career management skills in combating ESL. No single initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation which aims at offering guidance and opportunities for education and training for those who have interrupted their education.

Keywords: media education, media literacy, digital turn

10
Jul 2016
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Relationships between pre-school musical abilities and DIFER skills

Relationships between pre-school musical abilities and DIFER skills The paper explores relationships between musical abilities and basic skills necessary for successful school-based learning. Participants of the study were 198 children from the second year (ages 4-5) and 146 from the third year (ages 5-6) of kindergarten. For the ex – ploration of musical abilities a test was developed that focuses on musical abilities comprising the components of music listening. The explicit and the implicit level of musical abilities were investigated separately. For the assessment of basic learning skills, the DIFER Program Package was used. Relationships with gender and family background were also analyzed. Results show that musical abilities are related to basic skills assessed by DIFER. In the second year of kindergarten all DIFER-skills correlate significantly with musical abilities on the explicit level, with rhythm-clapping after listening as well as with interval- and melody singing. In the third year of kindergarten, however, basic skills are related to the implicit level of musical abilities (discrimination after listening). The strongest correlation between DIFER-skills and musical abilities was found for rhythm perception. The largest explanatory strength of musical abilities – both in the second and third years – was exhibited by the composite in-dex of DIFER skills. Only few gender differences were found in both musical abilities and DIFERskills, but the relationship between musical abilities and basic learning skills are stronger for girls. Also, for children of lower-educated parents correlations between musical abilities and basic learning skills are stronger than for children whose parents have higher education. Our results suggest that targeted improvement of musical abilities during the kindergarten years might exert a positive transfer-effect on the development of basic learning skills. Music education can be an effective aid to learning, especially for children of lower-educated parents.

Keywords: musical abilities, DIFER-skills, pre-school

Teaching visual culture (and then doubting it)

Teaching visual culture is driven in large part by what could be best described as a will to see. This can be under – stood in part as a supposed natural desire to see; to see things in particular ways, and to know things through specific practices of looking. The will to see is inherently self-justifying and tied tightly to the presupposition that the more we see, the more knowledge we gain. But what happens when students don’t see? In this article, the promise of visual culture studies is advanced and at the same time made problematic through doubt. Using concepts from psychoanalytic theory, an argument is made that teaching visual culture is stained by the unconscious, engaging the unknown, unfixed, anxious, uncertain, and absent subject.

Kulcsszavak: art and design education, psychoanalytic theory, visual culture

05
Apr 2016
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Perceptions of the changes in the Finnish art education curriculum

In this article, I discuss the need for curriculum changes in Finnish art education and how the new national curriculum for visual art education has tried to respond to contemporary artistic, social, cultural, and educational conditions. I describe the major changes in the Finnish National Core curriculum for art education in the future, and contemplate the possibilities of the boundary breaking phenomenon-based learning for the long-term plans in the future and beyond. The need for a shift in art education evolves from social changes and reflects contemporary art and cultural practices. I describe how the change from a mono-cultural society to a relatively multicultural society has been slower in Finland than in many other European countries, and how celebrated notions of Nordic democracy and equality are not as untainted by colonial legacies as is often assumed. I continue to discuss how increasing cultural diversity requires action from art educators.

Kulcsszavak: art and design education, curriculum design, phenomenon-based learning

05
Apr 2016
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