ABSTRACT
Despite being a late twentieth century concept, LLL is continuing to attract the attention of scholars, policymakers and practitioners. LLL principles, strategies and practices, while remaining inviolable in their foundations, require research to continually revisit them in relation to current trends, for example, the post-globalising world;the post-knowledge society;the digital economy and digitalisation of all spheres of human life, including education;the coronavirus pandemic and the possibility of increased ‘hybrid' forms of learning. In response to these developments, the chapter poses and addresses a number of problems related to the future positioning of LLL as a contributor to new forms of human capital development required to respond to the above challenges. The chapter pays special attention to LLL as an educational open continuum concerned with socio-, inter-, and poly-cultural personality development at the level of informal language education and how it prepares students to respond to potential changes in their future professional careers, while also raising issues about the commercial role of language proficiency and the commodification of language as a factor of success in the professional and social spheres of human life. Finally, the chapter discusses the permanent development parameters of student communicative individuality and identifies the characteristics of the life spheres in which people can realize their personal potential through continuous language improving. By blending conceptual and practical issues, the chapter offers a new strategic and practical perspective on LLL implementation. © 2022, Springer Nature Switzerland AG.
ABSTRACT
This paper addresses the issue of transferring L2 prosody teaching to online settings due to the lockdown. The reasons are provided to account for the vulnerable status of pronunciation teaching and related risks. We report the results of the research project carried out in Moscow Institute of Physics and Technology with forty Russian-speaking engineering students. In this study a combination of qualitative and quantitative research methods was used. The study first provided a critique of pre-existing computer-based pronunciation training (CAPT) options ensuring learning continuity. These options were then analyzed against global educational policies related to the impacts of the COVID-19 pandemic. Based on this understanding, a methodological framework was designed to bridge the gap between prosody teaching goals and digital tools. At the next stage, experimental teaching was conducted to evaluate the feasibility of this framework. Once data from the interviews, rating scales and participant observation were collected, a descriptive analysis of the results was given. The findings showed that the suggested training had an important effect on L2 prosody acquisition by engineering students. © 2021, Slovenska Vzdelavacia Obstaravacia. All rights reserved.