WorldWideScience

Sample records for k-8 foreign language

  1. Languages and Children: Making the Match. Foreign Language Instruction for an Early Start, Grades K-8. Second Edition.

    Science.gov (United States)

    Curtain, Helena; Pesola, Carol Ann Bjornstad

    This book is designed as both a methods text and practical guide for school districts and teachers involved in foreign language instruction at the elementary and middle school levels (grades K-8). Its primary concern is with majority-language speakers and with beginning-level classes. Brief introductory sections outline key concepts for success.…

  2. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  3. Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms

    Science.gov (United States)

    Colombo, Michaela

    2011-01-01

    Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, "Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms" provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular…

  4. WHAT ABOUT FOREIGN LANGUAGES.

    Science.gov (United States)

    GARTNER, JUDITH; AND OTHERS

    THE IMPORTANCE OF LEARNING A FOREIGN LANGUAGE IS STRESSED IN A BRIEF BROCHURE DESIGNED FOR STUDENTS OF ALL LEVELS, PARENTS, TEACHERS, COUNSELORS, AND ADMINISTRATORS. INFORMATION IS GIVEN ON WHEN TO BEGIN A LANGUAGE, THE IMPORTANCE OF BEING ABLE TO SPEAK A LANGUAGE, USES FOR A FOREIGN LANGUAGE AT HOME, LANGUAGE JOB OPPORTUNITIES, AND LANGUAGE…

  5. Language pedagogy: foreign language teachers’ professional skills

    OpenAIRE

    Коряковцева, Н.

    2013-01-01

    This article looks into foreign language teacher education in plurilingual and pluricultural context; defines the notion and focuses on the characteristics of skills in language pedagogy as part of foreign language teacher professional competence.

  6. LANGUAGE PEDAGOGY: FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL SKILLS

    OpenAIRE

    Коряковцева, Н.

    2013-01-01

    This article looks into foreign language teacher education in plurilingual and pluricultural context; defines the notion and focuses on the characteristics of skills in language pedagogy as part of foreign language teacher professional competence.

  7. Foreign Language Instruction.

    Science.gov (United States)

    Birkmaier, Emma; Lange, Dale

    1967-01-01

    This review of research in foreign language instruction summarizes and interprets selected studies produced during the period 1963-66. Topics covered include the psychology of learning, comparisons o f methods, language skills, visual-auditory relationships, vocabulary, grammar, and FLES, as well as programed instruction, technological media,…

  8. Researches on Foreign Language Learning Anxiety

    Institute of Scientific and Technical Information of China (English)

    吴均霞

    2013-01-01

      Foreign language anxiety is one of the factors of affecting foreign language achievement. It is negatively associated with language skill learning. This article will show some researches on foreign language anxiety from certain aspects.

  9. Difference in Second Language and Foreign Language

    Institute of Scientific and Technical Information of China (English)

    JIANG Nongxin

    2004-01-01

    @@ Second language (L2), in a broad sense, is a language learned or acquired after the native language.The term has a narrow sense when it contrasts to the term"foreign language"(FL), in which second language"functions as a recognized means of communication among members who speak some other language as their mother tongue", and the foreign language"plays no major role in the community and is primarily learnt only in the classroom."[1]Ignorance of the differences will result in confusion in the practice of language learning, teaching and research work.

  10. Foreign language didactics: Identity questions

    OpenAIRE

    Michaela Píšová

    2011-01-01

    The efforts to emancipate foreign language didactics have been an ongoingand non-linear process launched in our country in the 50s of the previous century.Its key aspects may be presented as foreign language didactics identity questions.These include explicit delineation of the object and methodology of foreign languagedidactics on the basis of developmental analysis, current state of knowledge andtrends/approaches to the discipline. The issues related to the full-fledged scientificstatus of ...

  11. Pragmatics and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    LI Fei-fei

    2013-01-01

    Pragmatics has gotten more and more attention since its decades’long history. As a branch of studying linguistics, the studying of pragmatics is focusing on how to understanding and using language in special context, and to achieve the purpose that using foreign language to communicate. Pragmatics makes a new road to solve this problem. This paper is focusing on the rela-tionship between pragmatics and foreign language teaching, the using and the enlightenment. Then we can get more methods to improve the foreign language teaching.

  12. Pragmatics and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    李建英

    2014-01-01

    pragmatics has gotten more and more attention since its decades’ long history.As a branch of studying linguistics, the studying of Pragmatics is focusing on how to understanding and using language in special context, and to achieve the purpose that using foreign language to communicate.Pragmatics makes a new road to solve this problem.This paper is focusing on the relationship between pragmatics and foreign language teaching, the using and the enlightenment.Then we can get more methods to improve the foreign language teaching.

  13. Foreign language didactics: Identity questions

    Directory of Open Access Journals (Sweden)

    Michaela Píšová

    2011-06-01

    Full Text Available The efforts to emancipate foreign language didactics have been an ongoingand non-linear process launched in our country in the 50s of the previous century.Its key aspects may be presented as foreign language didactics identity questions.These include explicit delineation of the object and methodology of foreign languagedidactics on the basis of developmental analysis, current state of knowledge andtrends/approaches to the discipline. The issues related to the full-fledged scientificstatus of foreign language didactics are discussed both on a domain-general level(questions relevant for the whole field of subject didactics and on a domain-specificlevel (foreign language didactics specific questions.

  14. Authorizing the Foreign Language Students.

    Science.gov (United States)

    Maxim, Hiram H.

    1998-01-01

    Reviews current practices in foreign-language teaching in light of Bourdieu's theories of language and power to show how failing to assess discursive intent prevents students from understanding strategic use of language. Bordieu's model is then proposed as the basis for pedagogy that authorizes students to use their existing cognitive skills in…

  15. Anxiety in foreign language learning

    Institute of Scientific and Technical Information of China (English)

    刘英

    2012-01-01

    Among the affective emotional variables in foreign language learning and teaching, anxiety stands out as one of the main blocking factors for affective language learning. In this paper, the author comes up with some solutions in dealing with different types of anxiety. The author believes the facilitative anxiety may benefit a lot in language teaching and learning.

  16. Creativity in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Monika Ševečková

    2016-09-01

    Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

  17. Foreign Language Attrition.

    Science.gov (United States)

    de Bot, Kees; Weltens, Bert

    1995-01-01

    Reviews recent research on language maintenance and language loss, focusing on the loss of a second language in a first language environment, the linguistic aspects of loss, and relearning a "lost" language. An annotated bibliography discusses nine important works in the field. (43 references) (MDM)

  18. Foreign language education of seniors

    Directory of Open Access Journals (Sweden)

    Határ Ctibor

    2016-01-01

    Full Text Available This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.

  19. Foreign Language Teachers' Language Proficiency and Their Language Teaching Practice

    Science.gov (United States)

    Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon

    2013-01-01

    Teachers' subject knowledge is recognized as an essential component of effective teaching. In the foreign language context, teachers' subject knowledge includes language proficiency. In New Zealand high schools, foreign languages (e.g. Chinese, French, German, Japanese and Spanish) have recently been offered to learners earlier in their schooling,…

  20. Culture in Foreign Language Teaching

    Science.gov (United States)

    Kramsch, Claire

    2013-01-01

    In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners' culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And…

  1. Linguistics and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    周丽

    2014-01-01

    This paper tries to elaborate on the general influences of some basic linguistic theories on the teaching of English as a foreign language. Meanwhile, it further makes a systematic analysis of how language teachers can draw benefit from different branches of linguistics.

  2. Culture and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    Lu Xuhong

    2009-01-01

    This paper argues that cross -cultural communication between Chinese and Foreigners often runs into trouble. Some factors which block communication lie in culture - governed structures of language. In view of the fact that the cultural messages are reflected in people' s daily use of language, culture dements should not be overlooked in FLT. This paper attempts to explore the ways of including culture teaching in the language classroom.

  3. Methods in Teaching of Foreign Languages

    Directory of Open Access Journals (Sweden)

    Rodica Teodora BIRIŞ

    2012-01-01

    Full Text Available This article tries to give an overview over the different types of methods of German lessons, where German considered as a foreign language. These methods describe the complex ways of using those as teaching-/study-methods taught German as a foreign language in foreign language teaching environment, as opposed to the teaching of “old” languages such as Greek and Latin is. The different approaches extend the scientific study of methods of derivation and concepts in the context of developing foreign language education and language teaching research. As with the “how” teaching and learning of foreign languages should be in the foreground for themselves.

  4. Culture and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    程欣

    2008-01-01

    Culture teaching has been considered to be a very important element in foreign language teaching.Since English has become an international language,this paper mainly talks about the relationship between culture and English teaching.There are three parts in this paper: I. The role of culture in English teaching;Ⅱ.Culture teaching methods in the English classroom;Ⅲ.A danger in teaching cultures in English class.

  5. Enlightenment From Motivation In Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    张楠

    2015-01-01

    This paper selects one of classifications of motivation in foreign language learning,that is,instrumental and integrative motivation.By analyzing such a distinction,it hopes to direct foreign language teaching in China.

  6. Neurology of Foreign Language Aptitude

    Science.gov (United States)

    Biedron, Adriana

    2015-01-01

    This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign…

  7. Foreign Language Classroom Discourse Analysis

    Institute of Scientific and Technical Information of China (English)

    ZHANG Xiao-li

    2016-01-01

    This paper reviews some works done to classroom discourse analysis and summaries some peculiarities of foreign lan-guage classroom discourse. Some strategies are proposed for the teachers to activate students into communicative teaching activ-ities in classroom for the purpose of improving college English teaching and learning.

  8. Cultural Factors And Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    翟成新

    2010-01-01

    Foreign language teaching has many purposes,one of the important purposes of the foreign language teaching lies in training students tO develop the ability of communication in foreign language.In recent years,several syllabuses put emphasis on training communication ability.However,during the foreign language teaching,we often only focus on the basic skills,such as reading,speaking,listening and writing.

  9. Guidelines for Foreign Language Lesson Planning.

    Science.gov (United States)

    Rifkin, Benjamin

    2003-01-01

    Examines lesson planning in light of recent research and discussion of foreign language learning and teaching. Aims to give beginning teachers a sense of the recent history of the teaching of foreign languages in North America and the theoretical foundation of the communicative approach to foreign language teaching. (Author/VWL)

  10. Incidental Foreign Language Acquisition from Media Exposure

    Science.gov (United States)

    Kuppens, An H.

    2010-01-01

    A number of experimental studies have demonstrated the incidental acquisition of a foreign language by children and adolescents when watching foreign language television. While such experiments can only establish short-term effects, this article investigates the extent to which children's foreign language skills benefit from their long-term…

  11. Revisiting Problems with Foreign Language Aptitude

    Science.gov (United States)

    Safar, Anna; Kormos, Judit

    2008-01-01

    This study investigated three of the issues recently raised in connection with the traditional concept of foreign language aptitude: the relationship between foreign language aptitude and working memory and phonological short-term memory capacity, the role of foreign language aptitude in predicting success in the framework of focus-on-form foreign…

  12. Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

    Science.gov (United States)

    Serraj, Samaneh; Noordin, Noreen Bt.

    2013-01-01

    Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the…

  13. Researches on Linguistics and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    ZHAO Zhen-ying

    2016-01-01

    Linguistics studies the origin, growth, organization, nature and development of language. Linguistics is widely used in Foreign language teaching, as teachers, they need linguistics theories to help them to teach language effectively. Therefore, lin-guistics has an important directive significance on foreign language teaching.

  14. PRAGMATICS and FOREIGN LANGUAGE TEACHING

    Institute of Scientific and Technical Information of China (English)

    刘海珍

    2007-01-01

    This paper intends to discuss the research of pragmatics' influence on foreign language teaching.It divides into four parts, mainly deals with relationship between pragmatics and teaching.Pragmatics directs what to teach and selects which syllabus.Also, it directs how to teach(weather the student-centred or teacher-centred, use what techniques and so on).Pragmatics directs teaching, while teaching experiences is the practical material for pragmatics research.This paper also gives a deep discussion about Pragmatic context and cultural pragmatics which is an important factor in the study of pragmatics and foreign language teaching.This presentation intends to provide an overview on the roles that research in pragmatics should be playing that could be viewed as necessary adjusted focus in its research domain.

  15. Portfolio Use in Foreign Language Learning

    OpenAIRE

    ERİCE, Derya

    2009-01-01

    This review aims to explore the use of portfolio in developing foreign language skills of English language learners with a focus on literature on writing skills development and assessment. Depending on the results of this study, what is suggested is that 1) Portfolio can be integrated to foreign language classrooms at all levels. 2) Foreign language writing skills, in particular, can be formatively assessed by using portfolios. 3) The outcomes of portfolio practice needs to be disseminated to...

  16. Methods in Teaching of Foreign Languages

    OpenAIRE

    2012-01-01

    This article tries to give an overview over the different types of methods of German lessons, where German considered as a foreign language. These methods describe the complex ways of using those as teaching-/study-methods taught German as a foreign language in foreign language teaching environment, as opposed to the teaching of “old” languages such as Greek and Latin is. The different approaches extend the scientific study of methods of derivation and concepts in the context of developing fo...

  17. The Influence of Second Language Attrition on Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    李臻

    2012-01-01

    Besides the sessions of teaching and learning in language learning activities,language attrition,as the concomitant product of language acquisition,exerts significant impact on language teaching,especially on foreign language teaching.By exploring this phenomenon,some effective ways against language attrition can be found in order to maximize foreign language teaching.This paper is about to illustrate the relevant theories from scholars at home and abroad,and providing some ways to help foreign language learners maintain the language proficiency.

  18. Teaching in a foreign language

    DEFF Research Database (Denmark)

    2008-01-01

    of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching...... in investigating such issues. Obviously, Danish university teachers are not alone in facing the challenge of having to teach in English, and the project is therefore relevant to university teachers in all EFL countries. [1] Countries where English is a Foreign Language......The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact...

  19. First Language and Target Language in the Foreign Language Classroom

    Science.gov (United States)

    Littlewood, William; Yu, Baohua

    2011-01-01

    For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It…

  20. Foreign Language Teacher Motivations for Professionalization

    OpenAIRE

    Hildebrandt, Susan A; Eom, Minhee

    2016-01-01

    What motivates language teachers to pursue professionalization? Using the American example of National Board certification, this study examined the strength and interrelationships of five motivational factors for foreign language teacher professionalization: improved teaching, financial gain, internal validation, external validation, and collaboration. A total of 433 foreign language teachers participated in the online survey. Repeated measures ANOVAs found improved teaching, financial gain, ...

  1. Foreign Language Study and the Brain.

    Science.gov (United States)

    LeLoup, Jean W.; Ponterio, Robert

    2003-01-01

    Provides information on foreign language study and the brain and highlights a Web site called Foreign Language Study and the Brain. The Web site is in Spanish and English and provides information on brain-sensitive activities that foster memory storage and language retrieval. Recent research on the brain and general recommendations for classroom…

  2. Foreign Language Methodology Conference Workshop Reports, 1976.

    Science.gov (United States)

    Carranza, Jose M., Ed.; Whitmer, Robert L., Ed.

    This collection resulting from a workshop on language teaching methodology contains the following papers: (1) "The Role of Culture in Foreign Language Learning," by N. Brooks; (2) "Guidelines and Ideas to Boost the Enrollment in Foreign Language Courses," by L.F. Gonzalez-Cruz; "Cooking in the Classroom," by K. Boykin; (4) "Performance Based…

  3. Flexible Thinking in Foreign Language Learning

    OpenAIRE

    オフナー, マーク

    2001-01-01

    This paper illustrates the idea of flexible thinking which enables the foreign language student to better cope with communicating in the target language. This type of thinking allows the student to make better use of the foreign language regardless of fluency level, enhancing the learning process.

  4. Aspects of Change in Foreign Language Study

    Science.gov (United States)

    Lantolf, James P.

    1977-01-01

    A brief history of foreign language study in the U.S. is given and several popular language teaching theories described. Emphasizing the importance of learning communicative skills in the foreign language, various procedures for stimulating communication in the classroom are suggested. (CHK)

  5. Foreign Language Methodology Conference Workshop Reports, 1976.

    Science.gov (United States)

    Carranza, Jose M., Ed.; Whitmer, Robert L., Ed.

    This collection resulting from a workshop on language teaching methodology contains the following papers: (1) "The Role of Culture in Foreign Language Learning," by N. Brooks; (2) "Guidelines and Ideas to Boost the Enrollment in Foreign Language Courses," by L.F. Gonzalez-Cruz; "Cooking in the Classroom," by K. Boykin; (4) "Performance Based…

  6. Foreign Language Activities in Hibizaki Elementary School

    OpenAIRE

    小野, 章

    2011-01-01

    Foreign language activities were introduced in Japanese elementary schools in April 2011. Hibizaki Municipal Elementary School in Onomichi City had been experimentally involved in the activities for six years between 2005 and 2010, and I witnessed them as an advisor. This paper aims to point out some characteristic features of the foreign language activities conducted in Hibizaki. First, the school has a clear vision of what the pupils should achieve through foreign language activities, and t...

  7. Predicting gifted foreign language learning and performance

    OpenAIRE

    Faulkner, Hilary

    2003-01-01

    This thesis examines individual learner characteristics in order to identify those useful as predictors of gifted foreign language learning performance and creativity in secondary school pupil learners. An individual learner might possess a range of learner characteristics which combine to support his or her gifted foreign language performance. Foreign language learning in England is examined in the opening chapter, providing an historical and educational context within which to explore in...

  8. The Effects of Foreign Language Proficiency on Middle School Students' Foreign Language Anxiety

    Institute of Scientific and Technical Information of China (English)

    徐唐发

    2007-01-01

    @@ I. Introduction Foreign language learning is a complex learning process involving both cognitive and affective factors. The effects of affective factors on language learning have been noticed by foreign researchers for quite a long time.

  9. Foreign Language Reading Anxiety: Korean as a Foreign Language in the United States

    OpenAIRE

    Kim Young Joo; Julie Damron

    2015-01-01

    The purpose of this study was to examine foreign language reading anxiety among college students who were studying Korean. It utilized three measures; (a) two anxiety scales, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Anxiety Scale (FLRAS), (b) a background information questionnaire, and (c) reading performance scores. Results of the study showed that there was a significant discrepancy between foreign language reading anxiety among course levels, in...

  10. MOTIVATION IN FOREIGN LANGUAGE ACQUISITION

    Directory of Open Access Journals (Sweden)

    Laura BASEL

    2015-11-01

    Full Text Available This article deals with the problem of Foreign Language Acquisition and the role of a teacher in achieving the goal. The main attention is given to Motivation and strategies to foster students to study the language in enjoyable and productive way.MOTIVAREA ÎN ACHIZIŢIA UNEI LIMBI STRĂINE În articol este abordată problema privind însuşirea unei limbi străine şi rolul unui profesor în atingerea obiectivu-lui respectiv. Atenţia principală este acordată motivaţiei şi strategiilor de încurajare a studenţilor să studieze limba în mod plăcut şi productiv.

  11. FOREIGN LANGUAGES AND HUMAN DEVELOPMENT: THE CASE ...

    African Journals Online (AJOL)

    HP

    2017-07-01

    Jul 1, 2017 ... Key words: human development, foreign language, French. Introduction ..... to communicate with each other and exchange ideas. Not only ... This will enable learners have an early exposure to the language which will in turn.

  12. Foreign Language Study: Fluency, Fun, and Careers

    Science.gov (United States)

    Hoff, Roma

    1977-01-01

    Knowledge of a foreign language can be vital for those in the health fields and police and fire services. Examples are cited, and reasons for learning a second language at different ages, from childhood to old age, are discussed. (LBH)

  13. Language anxiety and proficiency in a foreign language.

    Science.gov (United States)

    Sparks, R L; Ganschow, L; Artzer, M; Siebenhar, D; Plageman, M

    1997-10-01

    Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

  14. Differences between SLA and Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    康晓会

    2009-01-01

    Theories of Second Language Acquisition have been applied in the English teaching of Chinese schools for a long time.However,some of them are not applicable actually because of the differences between the two notions,second language and foreign language.Understanding these differences is significant for the language teaching in China.In other words,language educators should have a clear comprehension of the differences between Second Language Learning(SLA)and Foreign Language Learning,so that they cau use the proper teaching methods to teach English efficiently.

  15. Critical language awareness in foreign language learning

    Directory of Open Access Journals (Sweden)

    Miguel Farias

    2005-01-01

    Full Text Available This paper provides a panoramic description of the ways in which the so-called Critical Language Awareness (CLA, can contribute to the teaching and learning of English as a global language, which increasingly involves a wide range of visual, verbal, and digitally-delivered media and modes of communication. The overview presented begins with the concept of Language Awareness, and goes into more depth with respect to that of Critical Language Awareness, establishing a parallel with Paulo Freire´s conception based on the notions of social justice, identity, power and inequality. Finally, the history of the teaching of foreign languages in Chile is presented, and a broader sense of the concept of discourse is outlined, that of multimedia discourseEste trabajo ofrece una descripción panorámica de las formas en que la Conciencia Crítica de la Lengua puede contribuir en la enseñanza y aprendizaje del Inglés como lengua global, lo cual incluye un conjunto de medios digitales y modalidades de comunicación visuales y verbales. La panorámica ofrecida comienza con el concepto de Conciencia de la Lengua, se detiene en mayor profundidad en el de Conciencia Crítica de la Lengua y establece un paralelo con el impacto de Paulo Freire y su concepción basada en las nociones de justicia social, identidad, poder e inequidad. Finalmente, se presenta el desarrollo histórico en contexto de la enseñanza de lenguas extranjeras en Chile y se detalla el sentido más amplio en que el discurso está siendo definido, aquel de "discurso multimedia"

  16. Effective Foreign Language Teaching: Perceptions of Prospective English Language Teachers

    Science.gov (United States)

    Demiroz, Hakan; Yesilyurt, Savas

    2015-01-01

    Studies conducted so far have mainly focused on investigating the characteristics of effective foreign language teachers to understand the role of teacher effectiveness in the process of language learning, while there is scarcity of studies focusing on the perceptions of the characteristics of effective foreign language teaching of the students of…

  17. Anxiety About Foreign Language Learning among High School Women.

    Science.gov (United States)

    Ganschow, Leonore; Sparks, Richard

    1996-01-01

    Examines the relationship between anxiety and native-language skill and foreign-language aptitude measures among high school foreign-language learners using the Foreign Language Classroom Anxiety Scale (FLCAS). Findings suggest that skill in one's native language may affect aptitude for learning a foreign language and that the FLCAS may provide an…

  18. Breaking Magic: Foreign Language Suppresses Superstition.

    Science.gov (United States)

    Hadjichristidis, Constantinos; Geipel, Janet; Surian, Luca

    2017-08-24

    In three studies we found that reading information in a foreign language can suppress common superstitious beliefs. Participants read scenarios either in their native or a foreign language. In each scenario, participants were asked to imagine performing an action (e.g., submitting a job application) under a superstitious circumstance (e.g., broken mirror; four-leaf clover) and to rate how they would feel. Overall, foreign language prompted less negative feelings towards bad-luck scenarios, less positive feelings towards good-luck scenarios, while it exerted no influence on non-superstitious, control scenarios. We attribute these findings to language-dependent memory. Superstitious beliefs are typically acquired and used in contexts involving the native language. As a result, the native language evokes them more forcefully than a foreign language.

  19. Internet Anxiety among Foreign Language Learners

    Science.gov (United States)

    Aydin, Selami

    2011-01-01

    Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an…

  20. Reflection on Foreign Languages Network Teaching Platform

    Institute of Scientific and Technical Information of China (English)

    LIANG Yuan

    2014-01-01

    This paper aims to build awareness in applying foreign languages network teaching platform to higher education. Teachers rationally use foreign languages network teaching platform to hold an initiative concept, establish a cooperative and in-teractive learning atmosphere, and a prompt and dynamic assessment system.

  1. Speech Act Theory and Foreign Language Learning.

    Science.gov (United States)

    Coombs, Virginia M.

    This paper discusses how an understanding of speech acts contributes to the communicative competence in foreign language learning. Reviewing John Searle's five categories of speech acts (1976), the directive is discussed in terms of its manifestations in various foreign languages. Examples of directives in English, German, French, and Spanish are…

  2. Foreign Language Learning Difficulties and Teaching Strategies

    Science.gov (United States)

    Banks, Tiffini

    2008-01-01

    Beginning foreign language (FL) courses in high school often have high numbers of learning disabled (LED) and at-risk students, perhaps because many students who are considered to be college bound begin foreign language study in middle school. This paper examines FL difficulties as well as effective strategies that others have used to conquer…

  3. Foreign Language Learning Difficulties: An Historical Perspective.

    Science.gov (United States)

    Ganschow, Leonore; Sparks, Richard L.; Javorsky, James

    1998-01-01

    Discusses cognitive, affective, and linguistic influences on foreign language learning. It proposes the Linguistic Coding Differences Hypothesis (LCDH) model for understanding foreign language learning problems. The empirical support for the LCDH model is reviewed. Diagnostic, pedagogical, and policy implications are addressed. (Author/DB)

  4. Foreign Language Anxiety and Student Attrition.

    Science.gov (United States)

    Bailey, Phillip; Onwuegbuzie, Anthony J.; Daley, Christine E.

    2003-01-01

    Examines the role of anxiety in predicting student attrition in college-level foreign language courses. Reports that students who dropped out of their foreign language classes were significantly more likely to report higher levels of input, processing, and output anxiety. Provides recommendations for instructors. (Contains 28 references.) (CAK)

  5. The Foreign Language Teacher--A "Humanist?"

    Science.gov (United States)

    Herron, Carol

    1983-01-01

    Discusses the term "humanism" as regularly understood within the context of a liberal arts education and as the contemporary foreign language teaching platform. Gives the roots of current humanistic principles and techniques and examines some ramifications of adopting personality development as one of the goals of foreign language programs. (EKN)

  6. Internet Anxiety among Foreign Language Learners

    Science.gov (United States)

    Aydin, Selami

    2011-01-01

    Little attention has been paid to the demotivating potential of new technologies in foreign language research. Thus, this study aims to investigate Internet anxiety among foreign language learners and to determine the relationships between Internet anxiety and certain variables. A background questionnaire, an Internet information test, and an…

  7. Reflections on Foreign Language Education in Iran

    Science.gov (United States)

    Farhady, Hossein; Hezaveh, Fattaneh Sajadi; Hedayati, Hora

    2010-01-01

    This article reflects upon foreign-language education in Iran. Contrary to its political and historical reputation in the world, Iran has not been well presented regarding its educational system in general and its foreign-language education in particular. Of course, a critical assessment of the strengths and weaknesses of the Iranian education…

  8. College Faculty Perceptions about Foreign Language

    Science.gov (United States)

    Wilkerson, Carol

    2006-01-01

    Most postsecondary institutions are committed to internationalization of their curricula, global awareness, and appreciation for multiculturalism. However, proficiency in a foreign language plays a marginal role, at best, in reaching these goals. In an attempt to understand the perceptions about the role of foreign language in postsecondary…

  9. The Audiolingual Tradition in Foreign Language Testing.

    Science.gov (United States)

    Barnwell, David

    Approaches to the testing of foreign language proficiency have tended to mirror prevailing philosophies in foreign language teaching, and for many years, no serious effort was made to devise oral proficiency measures. However, after World War II, structural linguistics applied to the classroom produced audiolingualism, which was a method heavily…

  10. Culture in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Claire Kramsch

    2013-01-01

    Full Text Available In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004 and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010. Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.

  11. Technology in the Foreign Language Classroom

    Directory of Open Access Journals (Sweden)

    Karen Wolz Verkler

    2004-06-01

    Full Text Available Although national standards such as the Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999and the National Educational Technology Standards (ISTE, 2000 advocate the need for enhanced curricular integration of technology, the reality is that colleges of education nationally are inconsistent in the technology requirements demanded of its preservice teachers. In addition, current foreign language pedagogy supports the use of technology to increase the opportunities for communicative practice in three contexts: interpersonal, interpretive, and presentational modes. To prepare its majors for the increasingly technologically complex demands of the field of education, the foreign language education program at a large, metropolitan Central Florida university developed and implemented a technology course that uniquely addressed concerns of foreign language educators. In this article, the author details the course objectives, content, activities, and assignments.

  12. Foreign Language Effect and Psychological Distance.

    Science.gov (United States)

    Shin, Hong Im; Kim, Juyoung

    2017-05-17

    Does using a foreign language result in forming different moral decisions than using our mother tongue? Two studies were conducted to investigate whether there is a relationship between foreign language effects (differences between native vs. foreign language conditions) and psychological distance. Study 1 tested four moral dilemmas adapted from Greene et al. (Cognition 107: 1144-1155, 2008). Non-fluent Korean-English bilingual participants (N = 161) indicated decisions regarding four moral dilemmas in either Korean or English languages. The study found that for personal moral conflict situations, in which emotion and automatic intuition were more important than deliberation, there were significant differences in ratios of utilitarian decisions between the native language (L1) and the foreign language (L2) conditions. The participants tended to make more utilitarian decisions in L2 than in L1, which implies reduced emotionality in L2. Study 2 examined whether the psychological distance increased using the foreign language (English) utilizing an automatic self-test. Nonproficient Korean-English bilinguals (N = 26) formed associations between three kinds of geometric shapes (ellipses, rectangles and triangles) and three kinds of labels ('me', 'friends' and 'others'). The results of the study found the self-bias effect decreased when labels were presented in the foreign language (in English). This implies that the foreign language effect resulted from the reduced emotional response, and deliberation in decision making which may result from increased psychological distance.

  13. Video in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Joe Hambrook

    2013-02-01

    Full Text Available Much of the attention paid to video in foreign language teaching is focused upon a relatively small amount of commercially produced and distributed material. This paper briefly describes the development of this material in the EFLIESL field; looks at some current issues and concerns, and considers future possibilities with particular reference to computer assisted interactive video. Heelwat van die aandag wat video geniet as hulpmiddel by tweedetaalonderrig is toegespits op 'n relatief klein hoeveelheid kommersieel vervaardigde en verspreide materiaal. Hierdie artikel beskryf kortliks die ontwikkeling van bogenoemde materiaal waar dit Engels as tweede of vreemde taal betref. Verder word daar aandag gegee aan huidige tendense en toekomstige moontlikhede word oorweeg, met spesifieke verwysing na rekenaarondersteunde interaktiewe video.

  14. FOREIGN LANGUAGE PROGRAMS OFFERED IN TURKISH UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Bengül CETINTAS

    2016-10-01

    Full Text Available n this study, the departments of philology and teaching, which take place in higher education programs in Turkey and give education in foreign language, have been examined. 23 different languages are offered to philology students who wants to attend to faculty of literature. Students can prefer classical languages besides modern languages. However, English, German, French, Arabic and Japanese are offered to the students of teaching department. To teach another foreign language, pedagogical formation is also required.This study focuses on the departments of German Language Teaching and German Language and Literature. From this point, the place and the importance of other philology and foreign language teaching departments in Turkish higher education have been examined.

  15. Educational Environment and Cultural Transmission in Foreign Language Teaching

    Science.gov (United States)

    Memis, Muhammet Rasit

    2016-01-01

    Foreign language teaching is not to teach grammar and vocabulary of the target language and to gain basic language skills only. Foreign language teaching is teaching of the language's culture at the same time. Because of language and community develop and shape together, learning, understanding and speaking a foreign language literally requires…

  16. A Quest for Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    李绍青

    2010-01-01

    @@ Ⅰ Introduction Foreign language education aims to improve a learner's mastery of her or his foreign language.There are mainly four methods of FLT.Ⅱ Analysis The grammar translation method instructs Students in grammar,and provides vocabulary with direct translations to memorize.It develops awareness that language constitutes a system which can be analyzed.Its objective is that by the time they leave college,the students have a good command of the tools of L2.

  17. Teaching future K-8 teachers the language of Newton: A case study of collaboration and change in university physics teaching

    Science.gov (United States)

    Briscoe, Carol; Prayaga, Chandra S.

    2004-11-01

    This interpretive case study describes a collaborative project involving a physics professor and a science educator. We report what was learned about factors that influenced the professor's development of teaching strategies, alternative to lecture, that were intended to promote prospective teachers' meaningful learning and their use of canonical ways of communicating physics concepts. We describe how the professor's beliefs influenced the pedagogy that he used to communicate the language of physics and the nature of what was communicated. We also report how our collaboration fostered change as we developed a shared language that allowed us to discuss how students learn and to explicate the referent beliefs that supported the professor's practices. We found that focused reflection on referent beliefs led to a change in the manner in which the professor communicated with the prospective teachers. Traditional lecture pedagogy focused the professor's concern on how he was teaching evolved toward a pedagogy that focused on how students were learning. Classroom interactions were increased with a primary goal of orchestrating a discourse of physics initiated in the language already accessible to the prospective teachers. This change in the manner that classroom interactions occurred provided opportunities for the prospective teachers' language to evolve toward eventually communicating their ideas in canonical physics language.

  18. Self-improvement of Teachers of Foreign Languages

    Institute of Scientific and Technical Information of China (English)

    张炳科

    2002-01-01

    The author points out that the foreign language teacher's role as a best organizer in students' study of foreign languages requires that teachers of foreign languages should have the good language teaching characteristics mentioned in this essay. At the same time, the ways for foreign language teachers to realize self-improvement are introduced with some necessary examples.

  19. Culture Input in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    胡晶

    2009-01-01

    Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.

  20. Foreign language proficiency and working memory capacity

    NARCIS (Netherlands)

    Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.

    2006-01-01

    In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language,

  1. The Best Way to Learn Foreign Languages

    Institute of Scientific and Technical Information of China (English)

    石继忠

    2005-01-01

    In schools all over the world many boys and girls are learning foreign languages. Everybody knows his own language, but another one is very useful. How many languages are there in the world? There are about 1,500. English is one of them. It is used not only in England and the USA,

  2. Beliefs and Emotions in Foreign Language Learning

    Science.gov (United States)

    Aragao, Rodrigo

    2011-01-01

    From the argument that in languaging worlds are created (Aragao, 2005; Kalaja, 1995, 2003; Maturana and Varela, 2001; Nunez, 1997), this article aims at reflecting about the relationship between emotions and beliefs in foreign language learning. It is argued that beliefs and emotions in language learning/teaching are inter-related and can be…

  3. Aptitude for Learning a Foreign Language.

    Science.gov (United States)

    Sparks, Richard; Ganschow, Leonore

    2001-01-01

    Review research on foreign language aptitude and its measurement prior to 1990. Describes research areas in the 1990s, including affective variables, language learning strategies, learning styles as contributors to aptitude and aptitude as a cognitive construct affected by language variables. Reviews research on individual differences and the…

  4. Foreign language proficiency and working memory capacity

    NARCIS (Netherlands)

    Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.

    2006-01-01

    In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language, Norwegi

  5. Foreign Language Houses: Identities in Transition

    Science.gov (United States)

    Bown, Jennifer; Dewey, Dan P.; Martinsen, Rob A.; Baker, Wendy

    2011-01-01

    This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and…

  6. Conceptualising "Communication" in Foreign Language Instruction

    Science.gov (United States)

    Eisenchlas, Susana

    2010-01-01

    The emergence of communicative language teaching as the dominant paradigm in foreign language pedagogy cast "communication" in a central role in language acquisition, both as an aim and as a medium of instruction. Despite its centrality, the concept of "communication" is generally taken as widely understood and is seldom defined. This paper…

  7. Metacognition and Second/Foreign Language Learning

    Science.gov (United States)

    Raoofi, Saeid; Chan, Swee Heng; Mukundan, Jayakaran; Rashid, Sabariah Md

    2014-01-01

    Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second,…

  8. Language Learning Strategies in Foreign Language Learning and Teaching

    Institute of Scientific and Technical Information of China (English)

    Murat Hismanoglu

    2010-01-01

    @@ This paper aims at emphasizing the importance of language learning strategies in foreign language learning and teaching. It summarizes the background of language learning strategies, defines the concept of a language learning strategy, and outlines the taxonomy of language learning strategies proposed by several researchers. It also takes into account the teacher's role in strategy training and poses questions for further research on language learning strategies.

  9. Language Learning Strategies in Second & Foreign Language Acquisition

    OpenAIRE

    TAKEUCHI, Osamu; 竹内, 理

    1991-01-01

    This article is an attempt to the work on language learning strategies(LLS) in second & foreign language acquisiton (SFLA) research, and to give suggestions for future language learning strategies research. In the first section, I will discuss briefly the background of language learning strategies reserch, and in the ensuing sections, I will review articles on: (ⅰ) the identification & classification of language learning strategies; (ⅱ) the variables affecting the use of language learning str...

  10. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2014-12-01

    Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

  11. Foreign Language Reading Anxiety: Korean as a Foreign Language in the United States

    Directory of Open Access Journals (Sweden)

    Kim Young Joo

    2015-01-01

    Full Text Available The purpose of this study was to examine foreign language reading anxiety among college students who were studying Korean. It utilized three measures; (a two anxiety scales, the Foreign Language Classroom Anxiety Scale (FLCAS and the Foreign Language Reading Anxiety Scale (FLRAS, (b a background information questionnaire, and (c reading performance scores. Results of the study showed that there was a significant discrepancy between foreign language reading anxiety among course levels, individual variables such as gender, course level, experience with Korea, etc. were predictors of foreign language reading anxiety, that reading anxiety and performance are positively correlated, and it reveals the major sources of foreign language reading anxiety among students learning Korean.

  12. Ethnography in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Huszti Ilona

    2004-08-01

    Full Text Available The aim of the present article is to describe ethnography as a qualitative approach frequently applied in foreign language acquisition research (Pollard,1985; Smith, 1992; Robinson-Stuart and Nocon, 1996. Reviews of two studies having used ethnographic techniques are presented in the paper to highlight the theoretical background for such an investigative method. The first study discusses issues about participant observation, while the second depicts the language learner in the role of the ethnographer. The paper also tries to throw light on the various tasks of the ethnographer as well as the values (emic and holistic view and limitations (the insider/outsider dilemma of ethnography. Key words: Culture, Ethnography, Ethnographer, Qualitative Research- Techniques, Participant Observation El objetivo de este artículo es describir la etnografía como un método cualitativo que es utilizado frecuentemente en la investigación de la adquisición de una lengua extranjera (Pollard, 1985; Smith, 1992; Robinson-Stuart and Nocon, 1996. En el documento se presentan reseñas de dos estudios que implementaron técnicas etnográficas, con el propósito de resaltar los antecedentes históricos de este tipo de método de investigación. El primer estudio trata acerca de temas relacionados con la observación de los participantes, mientras que el segundo estudio presenta al aprendiz de lengua en el rol de etnógrafo. El documento también da varias pautas sobre las tareas del etnógrafo, así como los valores (el punto de vista émico y holístico y las limitaciones (el dilema interno y externo de la etnografía. Palabras claves: Cultura, Etnografía, Etnógrafo, Técnicas InvestigaciónCualitativa, Observación Participativa

  13. Foreign Language Planning in Saudi Arabia: Beyond English

    Science.gov (United States)

    Payne, Mark; Almansour, Maram

    2014-01-01

    This paper presents findings from an exploratory study of foreign language planning in Saudi Arabia. In terms of official policy, the sole foreign language taught in Saudi public schools is English. Therefore, researching foreign languages there is often limited to researching the area of English as a Foreign Language. However, evidence shows that…

  14. Are Foreign Languages on Their Way Out?

    Science.gov (United States)

    Rhodes, Jack W.; And Others

    Four California educators consider whether foreign language study will disappear from the curriculum. Suggesting that their topic is one that vitally concerns the nation's interests, the participants summarize their opinions in this report. Margaret A. Collin believes that California's removal of the mandated elementary foreign language…

  15. Gender Inequality in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    XU Chen-chen

    2016-01-01

    Language and gender are always the focus in the field of foreign language teaching since modern times. In the 1970s, after the occurrence of women status and language theory model proposed by Lakoff, the research on the field of language gen-der difference begin to develop prosperously and present in a multilevel and interdisciplinary way. Since then, the research on the field of gender and language gradually expand into the teaching area especially in foreign language teaching. And gender has also become an significant variable in the field. This paper aims to find out the reason why gender inequality occurs in foreign language teaching. To understand the factors causing this tendency, a questionnaire is also designed to find out teachers' percep-tion of the relevant gender issues in the foreign language classroom and of their own gender-differentiated treatment of boys and girls. The following three questions are to be explored in the research. (1) In what way do teachers give boys or girls more atten-tion, more opportunities to participate in the English class?(2) What role do teachers' gender-specific practice play in students' language learning?(3) Girls have better command of English because they are better bestowed than boys or because they are ex-pected to . It is believed that teachers are reliable agent in foreign language teaching, if equipped with proper gender equity train-ing. Attempts should be made by some parties such as Education Department, normal universities, to tackle this problem as to of-fer both boys and girls an optimal foreign language learning experience.

  16. The Effects of Foreign Language Motivation in Second Language Acquisition

    Institute of Scientific and Technical Information of China (English)

    WU Miao-ru

    2013-01-01

    Foreign language motivation is regarded as one source of individual differences in second language acquisition. Learn-ing motivation is a dynamic mechanism which gives rise to learning activities. Learners ’motivation is a decisive factor for the suc-cess of second language acquisition.

  17. Foreign and Second Language Anxiety

    Science.gov (United States)

    Horwitz, Elaine K.

    2010-01-01

    The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is "anxiety". The concept of anxiety is itself multi-faceted,…

  18. Teaching Foreign-Language Skills. Second Edition.

    Science.gov (United States)

    Rivers, Wilga M.

    This second edition is a complete reworking of the 1968 text to include later views of language learning and teaching, and theories of linguistics and psychology. The text is intended particularly for use in methods classes in conjunction with observation of experienced foreign language teachers. The early chapters deal with general principles…

  19. Foreign Language Acquisition and Melody Singing.

    Science.gov (United States)

    Mora, Carmen Fonseca

    2000-01-01

    Considers the value of relating music and language in the English-as-Foreign-Language (EFL) classroom. This "melodic" approach is based on evidence that musicality of speech has an effect not only on the pronunciation skills of EFL students but also their entire acquisition process. (Author/VWL)

  20. Hearing Foreign Languages through Low Frequencies.

    Science.gov (United States)

    Roberge, Claude

    A study to assess the feasibility of the use of low frequencies for teaching foreign language to the hearing impaired is described. The subjects were unimpaired Japanese students, aged 18 and 19, in beginning French language study. Recorded sentences translated into English, French, and Mandarin Chinese were combined in various ways and presented…

  1. The Foreign Language Teacher's Suggestopedic Manual.

    Science.gov (United States)

    Lozanov, Georgi; Gateva, Evalina

    The guide, translated from Bulgarian, is designed for foreign language teachers using the suggestopedic method to teach adults or children. The text is divided into two parts. The first discusses suggestopedic language courses for adults, beginning with application and enrollment and including testing, instructions to the student, detailed…

  2. Foreign Language Teaching and Cultural Identity.

    Science.gov (United States)

    Nasr, Raja T., Ed.; And Others

    A collection of works on the role of cultural identity in second language learning and teaching includes: "Linguas estrangeiras e ideologia" (Roberto Ballalai); "Cultural Identity and Bilinguality" (Josiane F. Hamers, Michel Blanc); "Foreign Language Teaching and Cultural Identity" (Lakshmie K. Cumaranatunge);…

  3. CULTURE LEARNING IN FOREIGN LANGUAGE CLASSROOM

    Institute of Scientific and Technical Information of China (English)

    2000-01-01

    Ⅰ. Introduction Foreign language teachers in China nowadays are well aware that language learning cannot be separated from cultural learning. They start to deal with intercultural communication in the classroom and have undergone significant progress in the past two decades. A lot of excellent work has been done (see Hu Wenzhong 1990, 1997) on raising cultural awareness and pragmatic insights.

  4. Foreign Languages at Tarrant County Junior College.

    Science.gov (United States)

    Harper, Jane

    Even during the 1970's when diminished national interest in foreign language study was reflected in declining enrollments at most colleges, Tarrant County Junior College (TCJC) was able to maintain a vigorous language program by emphasizing oral communication and developing a flexible curriculum. Since 1975, the college has offered its preparatory…

  5. Nonverbal Communication and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    Song Xining

    2002-01-01

    Nonverbal communication is one of the most important media of human communication. Sometimes noverbal language can compensate verbal behaviors fail to achieve. It is proposed that nonverbal communication be applied as a set of skills in foreign language teaching classrooms in China to assist teaching and improve learning. nonverbal communication skills should serve as lubricant in FLT.

  6. Sharpen Your Skills: Foreign Language Braille.

    Science.gov (United States)

    Childers, Alice M.

    1983-01-01

    Three short articles about foreign language braille are presented for braille transcribers and teachers of the visually handicapped. Because dictionaries of languages other than English rarely show syllable division, the articles provide guidelines to the syllabication of Spanish, French, and German. The guidelines give specific rules concerning…

  7. Foreign Language: A Guide to Curriculum Development.

    Science.gov (United States)

    Delaware State Dept. of Public Instruction, Dover.

    Designed for teachers and administrators, this curriculum guide outlines the aims, techniques, contents, and scope of language instruction at the various levels. Topics detailed include the language laboratory, summer institutes and camps, team teaching, teacher qualifications, materials selection, foreign study, exchange programs, tests, and…

  8. Modern Foreign Languages at key stage 2%Modern Foreign Languages at Key Stage 2

    Institute of Scientific and Technical Information of China (English)

    Qualified Curriculum Authority, UK

    2006-01-01

    @@ The contribution of modern foreign languages to the primary school curriculum The learning of a foreign language in primary school provides a valuable educational, social and cultural experience for all pupils. Pupils develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the foreign language and English.Learning another language raises awareness of the multi-lingual and multi-cultural world and introduces an international dimension to pupils' learning, giving them an insight into their own culture and those of others. The learning of a foreign language provides a medium for crosscurricular links and for the reinforcement of knowledge,skills and understanding developed in other subjects.

  9. Developing Cultural Awareness In Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Ismail CAKIR

    2006-07-01

    Full Text Available Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rules of language, but are not always able to use the language adequately as it requires since they are not knowledgeable enough about the target culture. Bearing all this in mind, the aim of this article has been to provide necessary information for the foreign language teachers and learners so that they can establish a good connection with the target language and its culture.

  10. The Effects of Teaching Songs during Foreign Language Classes on Students' Foreign Language Anxiety

    Science.gov (United States)

    Dolean, Dacian Dorin

    2016-01-01

    Foreign language classroom anxiety (FLCA) has been the subject of several studies aimed to optimize learning of a foreign language in the classroom. However, few studies provide specific curriculum-based methodological strategies to be used in the classroom in order to lower the anxiety level. In this article, two experimental classes of 8th-grade…

  11. Error Analysis and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴冰

    2012-01-01

    English is considered as a foreign language instead of a second language in China, but language learning has a lot in common. As a non - English major college teacher, this thesis is intended to have an analysis of the common errors made by non - English major college students and try to detect their possible sources which mirrors the strategies that learners use to acquire a language, and make an present some suggestions on how to avoid certain kinds of errors for the attempt to language learners.

  12. Linguistic coding deficits in foreign language learners.

    Science.gov (United States)

    Sparks, R; Ganschow, L; Pohlman, J

    1989-01-01

    As increasing numbers of colleges and universities require a foreign language for graduation in at least one of their degree programs, reports of students with difficulties in learning a second language are multiplying. Until recently, little research has been conducted to identify the nature of this problem. Recent attempts by the authors have focused upon subtle but ongoing language difficulties in these individuals as the source of their struggle to learn a foreign language. The present paper attempts to expand upon this concept by outlining a theoretical framework based upon a linguistic coding model that hypothesizes deficits in the processing of phonological, syntactic, and/or semantic information. Traditional psychoeducational assessment batteries of standardized intelligence and achievement tests generally are not sensitive to these linguistic coding deficits unless closely analyzed or, more often, used in conjunction with a more comprehensive language assessment battery. Students who have been waived from a foreign language requirement and their proposed type(s) of linguistic coding deficits are profiled. Tentative conclusions about the nature of these foreign language learning deficits are presented along with specific suggestions for tests to be used in psychoeducational evaluations.

  13. Cultural influence of foreign language in language learning

    OpenAIRE

    Golandam, А.

    2013-01-01

    This article is devoted to the formation of intercultural competence of students in classes in a foreign language. It raised a number of issues related to the formation of cross-cultural competence in learning foreign language communication across cultural and mental differences of speakers, which is a prerequisite for a successful dialogue of cultures. The process of globalization, developing at present, resulting in the expansion of the interactions of different countries, peoples and their...

  14. A Research on Foreign Language Anxiety among Vocational School Students

    Institute of Scientific and Technical Information of China (English)

    徐晓莉

    2014-01-01

    Foreign language anxiety is a negative emotion of fear or apprehension occurring in the specific situation of foreign language learning influencing language learning. The author made a research among vocational school students to investigate the level and sources of foreign language anxiety.

  15. Foreign Language Research in Cross-Cultural Perspective. Volume 2.

    Science.gov (United States)

    de Bot, Kees, Ed.; And Others

    Papers from a conference on empirical research on foreign language instruction in Europe and the United States include: "Foreign Language Instruction and Second Language Acquisition Research in the United States" (Charles A. Fergurson, Thom Huebner); "Empirical Foreign Language Research in Europe" (Theo van Els, Kees de Bot, Bert Weltens);…

  16. 16 CFR 803.8 - Foreign language documents.

    Science.gov (United States)

    2010-01-01

    ... documentary materials in a foreign language required to be submitted by the act or these rules, all such English language versions shall be filed along with the foreign language information or materials. (b) Documentary materials or information in a foreign language required to be submitted in responses to a request...

  17. Foreign language teaching and intercultural citizenship

    Directory of Open Access Journals (Sweden)

    Michael Byram

    2013-10-01

    Full Text Available In the ‘cultural turn’ which has taken place in recent decades – in theory if not yet in practice – the crucial question is ‘What should a language teacher’s aims be?’ This will be the main focus of this paper. There are however other questions which are frequently raised in the new context, questions about the relationships among ‘language’, ‘identity’ and ‘culture’. If language learning influences identity or even creates new identities, should this be one of the aims of teaching? At the same time it is important to place foreign language teaching in the wider context of all language teaching: national languages, heritage languages, and minority languages. I will attempt to take these other factors into account while addressing the main issue of teaching aims. Teachers’ aims should be both functional and educational. Language teaching of all kinds – but my main concern will be foreign language teaching as practiced in general education – should develop competence for communication and interaction whilst stimulating critical thinking and action in the world. In order to illustrate this, I will turn to some recent work which realises new theory in practice and combines the aims of language education and education for citizenship in the concept of intercultural citizenship.

  18. First Language Proficiency and Successful Foreign Language Learning: The Case of High School Students Learning French as a Foreign Language

    Science.gov (United States)

    Gnintedem, Antoine

    2014-01-01

    This study investigated whether there was a correlation between first language proficiency as measured by the Mississippi Curriculum Test (MCT II) Reading and Language Arts and foreign language proficiency as measured by the French Language Proficiency Test. Data for the independent variable, first language proficiency, was collected from the…

  19. Speaking and Instructed Foreign Language Acquisition. Second Language Acquisition

    Science.gov (United States)

    Pawlak, Miroslaw; Waniek-Klimczak, Ewa; Majer, Jan

    2011-01-01

    Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target…

  20. Reading of Foreign Language Technical Texts

    Directory of Open Access Journals (Sweden)

    Metka Brkan

    1997-01-01

    Full Text Available An efficient foreign language reader is one who has approached the reading flexibility of a native speaker as he reads different texts presented in his environment: newspaper articles, magazins, personal letters, business correspondence, official documents, academic textbooks and scientific and technical texts. Flexibility in reading means increased speed as well as enhanced comprehension: an efficient re­ ader should read fast with needed comprehension. A poor reader is one who reacts everything slowly without getting much meaning from reading. The article focuses on techniques for developing foreign language reading skills of university students to cape with the reading of English technical texts.

  1. ANXIETY IN THE FOREIGN LANGUAGE CLASSROOM

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Introduction With the rapid growth in international communication, English is becoming more and more important. The urgent task for English teachers, is to apply knowledge gained from educational psychology research to make teaching more efficient. For this purpose, anxiety, an important psychological phenomenon in foreign language learning, is discussed in this article. First anxiety will be defined to build up a clear concept of its origin and its nature. Then its effect on foreign language learning will be analysed. A few suggestions for teachers will be presented at the end.

  2. 76 FR 776 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2011-01-06

    ... Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY... Language Institute Foreign Language Center. Date: February 2 and 3, 2011. Time of Meeting: Approximately 8... Language Institute Foreign Language Center and Presidio of Monterey (DLIFLC & POM), Building...

  3. 75 FR 43496 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2010-07-26

    ... Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY... Language Institute Foreign Language Center. Date: August 10 and 11, 2010. Time of Meeting: Approximately 8... Language Institute Foreign Language Center and Presidio of Monterey (DLIFLC & POM), Building...

  4. 76 FR 39076 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2011-07-05

    ... Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY... Language Institute Foreign Language Center. Date: August 3 and 4, 2011. Time of Meeting: Approximately 8 a... Language Institute Foreign Language Center and Presidio of Monterey (DLIFLC & POM), Building...

  5. Comparison between Second Language Teaching and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    陈良妍

    2011-01-01

    Second language acquisition is an inter-disciplinary research field.It develops quickly and it has got various theoretical models,hypotheses and researching results.In the Process of foreign language teaching,directing and developing this process by means of Second language acquisition theory will have an extreme significance in improving both the teaching method and the quality of teaching.In recent years

  6. Developing Cultural Awareness In Foreign Language Teaching

    OpenAIRE

    2006-01-01

    Regardless of different points of view, culture has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, “pure information” is useful but does not necessarily lead learners’ insight; whereas the development of people’s cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rul...

  7. Diglossia and Foreign Language Teaching

    Science.gov (United States)

    Ibrahim, Muhammad H.

    1977-01-01

    Diglossia is characterized here as a pattern in which a culture recognizes different language varieties. This paper deals with implications of Arabic diglossia for the teaching of English to Arab students. (CHK)

  8. Evaluating difference in the foreign language classroom: Teaching ...

    African Journals Online (AJOL)

    Introduction. Foreign language learners do not necessarily have naturally occurring encounters with ... dealing with the evaluation of cultural difference in foreign language ...... Citizenship and democracy in schools: Diversity, identity, equality.

  9. The ethnic-centered support of foreign language teaching

    OpenAIRE

    Ezdekova, L.

    2011-01-01

    The article considers the problems of teaching foreign languages in the conditions of natural bilingualism. A new scientific approach in the methods of foreign language teaching - ethno-lingua-didactics is presented in the article

  10. Corporate Competition for Foreign Language Customers: Is There an Answer?

    Science.gov (United States)

    Wilkins, Wynona H.

    1976-01-01

    The proliferation of private organizations offering foreign language instruction to the public, and the advertising approaches of these organizations, are discussed. Suggestions are made for foreign language teachers in high schools and colleges to use in attracting more students. (RM)

  11. The RIASEC Profile of Foreign Language Teachers

    Science.gov (United States)

    Swanson, Peter B.

    2008-01-01

    Vocational choice appears to crystallize during adolescence and one's career aspirations begin to take shape later. Over 40 years ago Holland studied incoming freshman to match vocational aspirations to vocational preference profiles. Individuals seeking to become foreign language teachers were assigned a Social, Artistic, Enterprising vocational…

  12. Influencing Motivation in the Foreign Language Classroom

    Science.gov (United States)

    Nicholson, Simon James

    2013-01-01

    Motivation is one of the main determining factors of success in developing a second or foreign language. However, motivation is a complex phenomenon and the more its constructs are understood the better we are able to understand the extent to which we can influence it. Teachers can cultivate student motivation to varying degrees and play a central…

  13. Liberal Education and Foreign Language Study: Realpolitik?

    Science.gov (United States)

    Luce, Louise Fiber

    1988-01-01

    Proposes a future agenda for the development of foreign language education, involving development of a pedagogy of cross-cultural literacy; reintroduction of discourse of Third World literatures and cultures; and student engagement in the major ethical and social issues. (CB)

  14. Intercultural Communication and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    MA Guo-yu

    2013-01-01

    Intercultural communication is an essential part of foreign language teaching, which can neither be ignored in the class-room nor in the society. The importance of intercultural communication was introduced first and the reasons why it should be taught were explained in details. Several teaching contents were listed and ways of cultural teaching were suggested to conclude the paper.

  15. Exploring Young Learners' Foreign Language Learning Awareness

    Science.gov (United States)

    Muñoz, Carmen

    2014-01-01

    The present study explores young learners' awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils'…

  16. Seventeen Values of Foreign Language Study.

    Science.gov (United States)

    Frantz, Alan C.

    1996-01-01

    Lists the values acquired through the study of foreign languages. These include an acquisition of a sense of a relevant past; expansion of one's world view; contribution to the creation of a student's personality; development of the intellect; encouragement of respect for other peoples; and exposure to modes of thought outside one's native…

  17. Humanism in the Foreign Language Classroom

    Science.gov (United States)

    Shirkhani, Servat; Ardeshir, Danesh

    2013-01-01

    Humanistic principles emphasize the importance of the individual and specific human needs. Humanism in education has been in concern during the last few decades. However, there are controversies as whether to use its principles in foreign language classrooms or not. The present paper provides an overview of the major assumptions underlying…

  18. Factors associated with foreign language anxiety

    NARCIS (Netherlands)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2015-01-01

    This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Socia

  19. Considerations in Running a Foreign Language University

    Institute of Scientific and Technical Information of China (English)

    陈乃芳

    2005-01-01

    To run a foreign language university well, four important things should be given priority: 1)pay constant attention to teacher education; 2) make sure the staff keep abreast of the latest teaching beliefs;3) back up teaching with high quality research; 4) do a good job in cultural and humanity education.

  20. Learning Styles and Foreign Language Learning Difficulties

    Science.gov (United States)

    Castro, Obdulia; Peck, Veronica

    2005-01-01

    In order to identify what other elements besides linguistic deficits could be playing a role in foreign language learning difficulties, the Kolb Learning Styles Inventory was administered to students enrolled in regular and modified Spanish classes at a major U.S. university. Preliminary results gathered as part of a longitudinal study on learning…

  1. Auditory Processing Disorder and Foreign Language Acquisition

    Science.gov (United States)

    Veselovska, Ganna

    2015-01-01

    This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a…

  2. Developing Foreign Language Teacher Standards in Uruguay

    Science.gov (United States)

    Kuhlman, Natalie A.

    2010-01-01

    This article documents the development of foreign language (FL) teacher standards in Uruguay. It begins by discussing what it means to be a teacher, what standards are and are not, and how they can be helpful or misused in teacher development. In the proposal, a distinction is made between teacher preparation programs that are course-based and…

  3. Foreign Language Interactional Discourse and Communicative Competence.

    Science.gov (United States)

    Nizegorodcew, Anna

    1991-01-01

    A Polish study of foreign language (FL) interactional discourse concludes that strategic competence, consisting of the use of communication strategies in interactional discourse, plays a relatively unimportant role in the performance of low proficiency FL learners who are not used to taking part in interaction. (27 references) (LB)

  4. Exploring Young Learners' Foreign Language Learning Awareness

    Science.gov (United States)

    Muñoz, Carmen

    2014-01-01

    The present study explores young learners' awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils'…

  5. Learning Strategy Training in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    高文梅

    2007-01-01

    A great many recent studies haye shown that making good use of learning strategies can contribute much to students'foreign language learning.This poper deals with some important issues about strategy training based on O'Malley and Chamot's theory,including the concept,value and goals of strategy training and approaches to such training

  6. Factors associated with foreign language anxiety

    NARCIS (Netherlands)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2015-01-01

    This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study.

  7. Humanistic Approaches to Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    YAN Ning-lian

    2016-01-01

    Some educators and teachers stated that the reason of the major failures in foreign language teaching was that teachers could not help their students to discover the personal meaning of the information they provided. To deal with the problem that students were regarded as containers and classroom learning was dull, humanistic approaches were put forward.

  8. Factors associated with foreign language anxiety

    NARCIS (Netherlands)

    Jin, Yinxing; de Bot, Kees; Keijzer, Merel

    2015-01-01

    This paper reports a study that investigates and compares the effects of foreign language proficiency, social status of a learner’s family, self-esteem, and competitiveness on FL anxiety. Chinese university students (N = 146), who were learning Japanese and English, participated in this study. Socia

  9. Auditory Processing Disorder and Foreign Language Acquisition

    Science.gov (United States)

    Veselovska, Ganna

    2015-01-01

    This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a…

  10. Vocal Loading in Speaking a Foreign Language.

    Science.gov (United States)

    Järvinen, Kati; Laukkanen, Anne-Maria

    2015-01-01

    This study investigated whether speaking a foreign language affects the subjective notions of vocal fatigue, and whether acoustic measurements reveal a higher vocal loading. The speech samples of 20 native Finnish-speaking and 23 native English-speaking subjects were recorded in Finnish and in English. From the speech samples, fundamental frequency, equivalent sound level, total duration of voiced speech, speech rate, alpha ratio and L1-L0 level difference were analyzed. Vocal doses were calculated. According to subjective notions, the voice gets tired more quickly when speaking a foreign language. The mean fundamental frequency increased but the speech rate and total duration of voiced speech decreased significantly when speaking a foreign language. Thus, the vocal doses decreased. The subjective sensations of increased vocal fatigue may be due to increased mental stress rather than to higher vocal loading. However, a trend that speaking a foreign language may involve more loading was found in L1-L0 level difference and in the doses normalized to time dose. Longer speech samples should be studied. Voice quality-based indicators of vocal loading are worth testing in addition to the measures based on the amount of voicing in speech. © 2015 S. Karger AG, Basel.

  11. Languages of Immigrants as Modern Foreign Languages.

    Science.gov (United States)

    Reich, Hans H.; Pornbacher, Ulrike

    Policy and planning concerning the minority languages of immigrants are discussed, focusing on three countries receiving many immigrants: England, France, and Germany. First, similarities and differences in the immigration histories of the three countries, and in their policies concerning education of immigrants, are examined. Then policy…

  12. Singing can facilitate foreign language learning.

    Science.gov (United States)

    Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

    2014-01-01

    This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.

  13. The Didactics of Foreign Language Teaching with Multimedia

    NARCIS (Netherlands)

    Kanselaar, G.

    1993-01-01

    The way computers are used in foreign language teaching reflects teachers’ ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT’S English. In this program, different types of exercises

  14. Investigating the Development of Foreign Language Anxiety: An Autobiographical Approach

    Science.gov (United States)

    Trang, Tran Thi Thu; Baldauf, Richard B., Jr.; Moni, Karen

    2013-01-01

    Foreign language anxiety (FLA) has been found to exist in tertiary students learning foreign languages in many countries; however, limited research has explored how it develops. This study investigated how anxiety developed in students of English as a foreign language (EFL), focusing on changes in their feelings about EFL learning as they learned,…

  15. Bilingual Baby: Foreign Language Intervention in Madrid's Infant Education Centers

    Science.gov (United States)

    Ferjan Ramirez, Naja; Kuhl, Patricia

    2017-01-01

    The first years of life represent a unique window of opportunity for foreign language learning. However, key questions are: How much and what kind of foreign language exposure is needed to ignite learning? We conducted a foreign language (English) intervention in four public Infant Education Centers in Madrid, Spain. Intervention children (N =…

  16. The Development of Evaluation Theories for Foreign Language Textbooks

    Science.gov (United States)

    Lee, Sun-Min

    2013-01-01

    This study aims to carry out a theoretical survey on the development of evaluation theories for foreign language textbooks. This study also focuses on recognizing the importance of textbook development in the field of not only teaching English as a foreign language, but also teaching Korean as a foreign language. Recently, the field of teaching…

  17. The Didactics of Foreign Language Teaching with Multimedia

    NARCIS (Netherlands)

    Kanselaar, G.

    1993-01-01

    The way computers are used in foreign language teaching reflects teachers’ ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT’S English. In this program, different types of exercises

  18. Innovation and development of foreign language teaching in China

    Institute of Scientific and Technical Information of China (English)

    Zhang Zheng-dong

    2006-01-01

    Foreign language teaching has been playing a dominant role in China's curriculum reform,especially in the present globalization of Chinese society and economy.However,the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language teaching theories that innovate and promote its education system and research.

  19. Articulation for Elementary School Foreign Language Programs: Challenges and Opportunities.

    Science.gov (United States)

    Pesola, Carol Ann

    While foreign language instruction for elementary school children is gaining attention, poor articulation is a problem that has become more complex because of the variety of foreign language program models being developed. Five main types are in use: total immersion, partial immersion, foreign languages in the elementary school (FLES),…

  20. PSYCHOLINGUISTIC APPROACH TO FOREIGN LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Victoria Vadimovna Dobrova

    2013-09-01

    Full Text Available The study of verbal behavior in a foreign language with the complex of methods of different sciences is the up-to-date task of scientific knowledge. The study of the ability to learn foreign languages is conducted with the help of psycholinguistic methods on the basis of contracted forms of communication, considering individual characteristics of speakers as well as level of their language culture, semantics and elements of their speech. The carried empirical study allows to say that there is the dependence of individual characteristics, motivation of communication, communicative skills of participants of communication and presence of various semantic and syntactic types of contracted forms in the dialogue.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-26

  1. Effect of Foreign Language Classroom Anxiety on Turkish University Students' Academic Achievement in Foreign Language Learning

    Science.gov (United States)

    Tuncer, Murat; Dogan, Yunus

    2015-01-01

    This study was carried out in order to identify to what extent the Turkish students' English classroom anxiety affects their academic achievement in English language. In this quantitative descriptive study, a correlational survey model was employed, and the convenience sampling was done. In order to collect data, the Foreign Language Classroom…

  2. Teaching in a foreign language

    DEFF Research Database (Denmark)

    2008-01-01

    The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact...... to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties...

  3. Gestures Enhance Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Manuela Macedonia

    2012-11-01

    Full Text Available Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind.

  4. Foreign Language Writing and Translation

    Directory of Open Access Journals (Sweden)

    Wuri Soedjatmiko

    2003-01-01

    Full Text Available In L1 writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose L1 is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writer's block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writer's language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects' language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.

  5. Foreign Language Writing and Translation

    Directory of Open Access Journals (Sweden)

    Wuri Soedjatmiko

    2002-01-01

    Full Text Available Abstract: In LI writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose LI is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writer's block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writer's language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects' language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.

  6. Cognitive independence in foreign language learning

    Directory of Open Access Journals (Sweden)

    Maylín Rodríguez Sánchez

    2015-09-01

    Full Text Available The paper is intended to describe a didactic strategy to contribute to the development of foreign languages course students’ cognitive independence at Camagüey University. In its theoretical conception it is re-defined the concept “cognitive independence”, springing from the context in which the research is carried out, and the distinguishing features that characterize this capacity in students of foreign languages for pedagogical purposes are determined. The strategy comprises four stages: diagnosis, planning, execution, and evaluation. It is included the exemplification of the actions comprised in each stage, as well as the valuation of its effectiveness by means of experts’ opinions. Theoretical and empirical methods were applied, allowing the identification of the scientific problem and the modeling of its solution.

  7. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  8. Optimal Psycholinguistic Environments for Distance Foreign Language Learning.

    Science.gov (United States)

    Doughty, Catherine J.; Long, Michael H.

    2003-01-01

    Defines 10 methodological principles for task-based language learning and illustrates their implementation in the case of foreign language distance learning for less commonly taught languages. (Author/VWL)

  9. The foreign-language effect: thinking in a foreign tongue reduces decision biases.

    Science.gov (United States)

    Keysar, Boaz; Hayakawa, Sayuri L; An, Sun Gyu

    2012-06-01

    Would you make the same decisions in a foreign language as you would in your native tongue? It may be intuitive that people would make the same choices regardless of the language they are using, or that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases. Four experiments show that the framing effect disappears when choices are presented in a foreign tongue. Whereas people were risk averse for gains and risk seeking for losses when choices were presented in their native tongue, they were not influenced by this framing manipulation in a foreign language. Two additional experiments show that using a foreign language reduces loss aversion, increasing the acceptance of both hypothetical and real bets with positive expected value. We propose that these effects arise because a foreign language provides greater cognitive and emotional distance than a native tongue does.

  10. A Mixed Methodological Study of Factors Contributing to Student Persistence and Their Impact on Student Attrition in Foreign Language Immersion Programs

    Science.gov (United States)

    Boudreaux, Nicole S.

    2010-01-01

    In the United States, foreign language immersion programs are K-8 voluntary programs wherein children are instructed in the core subjects in a language other than English. While these programs are quite popular, many parents, having chosen immersion for their child's education, change their minds and transfer their child into a "regular"…

  11. A Mixed Methodological Study of Factors Contributing to Student Persistence and Their Impact on Student Attrition in Foreign Language Immersion Programs

    Science.gov (United States)

    Boudreaux, Nicole S.

    2010-01-01

    In the United States, foreign language immersion programs are K-8 voluntary programs wherein children are instructed in the core subjects in a language other than English. While these programs are quite popular, many parents, having chosen immersion for their child's education, change their minds and transfer their child into a "regular"…

  12. SOME CONSIDERATIONS ON FOREIGN LANGUAGE SYLLABUS DESIGN

    Directory of Open Access Journals (Sweden)

    Norica-Felicia BUCUR

    2014-05-01

    Full Text Available Studies and articles that focus on describing and classifying foreign language syllabuses are dominated by the product / process dichotomy. Nevertheless, this is not always the case, as there are authors who, apparently, use other criteria to produce their own taxonomy. Thus, this paper attempts to provide a brief chronological outline of the various descriptions found in the syllabus design literature, so that the principles underlying the proposed taxonomies could be identified and critical comparisons could be performed.

  13. Towards Individual Centered Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    İskender Hakkı Sarıgöz

    2008-04-01

    Full Text Available The never ceasing and rapid evolution in foreign language teaching (FLTmethodology and its alliance with new fields of thought and recent significanteducational tenets obligate a new central change. The learner centered teaching modewhich was the compulsory alternative of the teacher centered FLT has made vitalcontributions to the field. Individualization is hardly a new concept now. Nevertheless,in actual teaching the learner centered mode has been to a great extent perceived asclass centered or group centered teaching that does not deliberately concentrate on theindividual learner. The recent educational theories about intelligence profiles of learnersnecessitate a new change of focus. Today, the personal realm of every single learner inthe class should be valued more than ever in order to personalize FLT for moreefficient, individual friendly learning. Individuals’ emotions, personal beliefs, andtalents are important considerations. Every learner should feel that she or he is in thecenter of the foreign language learning tasks performed in and out of the classroom.This instructional dimension which is still being dealt quite inconclusively in terms ofapplication should be entitled as “individual centered foreign language teaching.”

  14. THE U.S. FOREIGN LANGUAGE DEFICIT, LANGUAGE ENTERPRISE, AND LANGUAGES FOR SPECIFIC PURPOSES

    Directory of Open Access Journals (Sweden)

    Kathleen Stein-Smith

    2015-03-01

    Full Text Available At present, there is a gap between the need for foreign language skills and their availability in the U.S. marketplace, resulting in a monolingual American in a multilingual global workplace. The Language Enterprise, a partnership of government, academia, and the private sector, can collaborate to effectively address the U.S. foreign language deficit and to close the gap between the availability of foreign languages skills and the need for them in the U.S. workplace. High profile partnerships, such as the “Many Languages One World” (MLOW Essay Contest and Global Youth Forum, and advocacy initiatives such as the American Association of Teachers of French (AATF Commission on Advocacy, the National Organization of Business Language Educators (NOBLE, the Joint National Committee for Languages and the National Committee on Languages and International Studies (JNCL-NCLIS will be described. This article will also examine career opportunities as language specialists and other careers enhanced by foreign language skills, as well as the importance of creating a sustainable framework for motivation in order to empower U.S. students studying foreign languages to achieve the level of foreign language proficiency needed in the workplace. In order to bring about the needed paradigm shift, a sustainable framework for successful foreign language learning would also require pre-professional and career-oriented programs in foreign languages included under the umbrella of Languages for Specific Purposes (LSP and Business Language Studies (BLS. The recommendations of the Modern Language Association report, “Foreign Languages and Higher Education: New Structures for a Changed World,” with its proposed transformation of the traditional 2-tier system into an “integrative approach with multiple pathways to the major, clearly demonstrate the importance of programs in Languages for Specific Purposes (LSP and Business Language Studies (BLS. Conclusions and future

  15. QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

    OpenAIRE

    Rohmani Nur Indah

    2011-01-01

    This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language ...

  16. Teaching a foreign language using multisensory structured language techniques to at-risk learners: a review.

    Science.gov (United States)

    Sparks, R L; Miller, K S

    2000-01-01

    An overview of multisensory structured language (MSL) techniques used to teach a foreign language to at-risk students is outlined. Research supporting the use of MSL techniques is reviewed. Specific activities using the MSL approach to teach the phonology/orthography, grammar and vocabulary of the foreign language as well as reading and communicative activities in the foreign language are presented.

  17. The Importance of Foreign Language Education to the Hospitality Industry.

    Science.gov (United States)

    Kluge, E. Alan

    In the hospitality industry there are three major needs for study of a foreign language: (1) the need to communicate with non-English speaking employees, (2) the need to assist foreign travelers; and (3) the need to work in a non-English speaking country. The strength of the need to know a foreign language depends on the employee's level within…

  18. Innovation and Development of Foreign Language Teaching in China

    Science.gov (United States)

    Zhang, Zheng-dong

    2006-01-01

    Foreign language teaching has been playing a dominant role in China's curriculum reform, especially in the present globalization of Chinese society and economy. However, the insufficient research into foreign language teaching and blindly adopting western theory demand China learn from its own experience and also develop western foreign language…

  19. Language Policing: Micro-Level Language Policy-in-Process in the Foreign Language Classroom

    Science.gov (United States)

    Amir, Alia; Musk, Nigel

    2013-01-01

    This article examines what we call "micro-level language policy-in-process"--that is, how a target--language-only policy emerges "in situ" in the foreign language classroom. More precisely, we investigate the role of "language policing", the mechanism deployed by the teacher and/or pupils to (re-)establish the…

  20. Differences in Language Skills: Heritage Language Learner Subgroups and Foreign Language Learners

    Science.gov (United States)

    Kondo-Brown, Kimi

    2005-01-01

    Using both proficiency tests and self-assessment measures, this study investigated (a) whether 3 subgroups of Japanese heritage language (JHL) learners would demonstrate language behaviors distinctively different from those of traditional Japanese as a foreign language (JFL) learners, and (b) which domains of language use and skills would…

  1. Language Policing: Micro-Level Language Policy-in-Process in the Foreign Language Classroom

    Science.gov (United States)

    Amir, Alia; Musk, Nigel

    2013-01-01

    This article examines what we call "micro-level language policy-in-process"--that is, how a target--language-only policy emerges "in situ" in the foreign language classroom. More precisely, we investigate the role of "language policing", the mechanism deployed by the teacher and/or pupils to (re-)establish the…

  2. Visual Media in Foreign Language Class Room

    Directory of Open Access Journals (Sweden)

    Brigita Kosevski Puljić

    2013-12-01

    Full Text Available In this article authors discuss the role of visual media in the context of foreign language teaching and learning in the era of modern technology. They describe the study they carried out with teachers of German language in order to see how they use the interactive whiteboard to enhance the language development through the visual media presented on this equipment. Their findings indicate that most of the teachers use interactive whiteboard as a tool to support teaching and not as a tool that supports the process of learning. The authors suggest more learner-centered and task-based approaches to teaching in order to achieve easier and meaningful learning instead of using technology only to make the lessons more attractive and up to date. Key words: visualization, visual media, interactive whiteboard, active role of learners

  3. Foreign Languages and Corporate Study: A Successful Marriage

    Science.gov (United States)

    Halvorson, Glenn; And Others

    1978-01-01

    The Multi-National Corporate Studies Program at Upsala College integrates foreign language study with international business studies. The program, which culminates in domestic and foreign internships, is described. (SW)

  4. Influence of Sociocultural Context on Language Learning in Foreign Countries

    Science.gov (United States)

    Pazyura, Natalia

    2016-01-01

    Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other…

  5. Foreign Language Reading Anxiety: Does It Really Exist?

    Science.gov (United States)

    Subasi, Gonca

    2014-01-01

    Recent research on foreign language anxiety appears to support the existence of language skill specific anxiety. The principal goal of the present study is to confirm empirically that foreign language (FL) reading anxiety is a specific anxiety type distinguishable from the more general types of FL anxiety (FLA) in the Turkish EFL context. There is…

  6. The Relationship between Foreign Language Anxiety and Learning Difficulties

    Science.gov (United States)

    Chen, Tsai-Yu; Chang, Goretti B. Y.

    2004-01-01

    This study investigated the possible existence of causal links between anxiety and language learning difficulties by using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz, & Cope, 1986) to examine anxiety and the Foreign Language Screening Instrument for Colleges (FLSI-C) (Ganschow & Sparks, 1991) to explore learning…

  7. 37 CFR 1.69 - Foreign language oaths and declarations.

    Science.gov (United States)

    2010-07-01

    ... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false Foreign language oaths and... Declaration § 1.69 Foreign language oaths and declarations. (a) Whenever an individual making an oath or declaration cannot understand English, the oath or declaration must be in a language that such individual...

  8. 46 CFR 502.7 - Documents in foreign languages.

    Science.gov (United States)

    2010-10-01

    ... 46 Shipping 9 2010-10-01 2010-10-01 false Documents in foreign languages. 502.7 Section 502.7... General Information § 502.7 Documents in foreign languages. Every document, exhibit, or other paper written in a language other than English and filed with the Commission or offered in evidence in...

  9. 47 CFR 1.355 - Documents in foreign language.

    Science.gov (United States)

    2010-10-01

    ... 47 Telecommunication 1 2010-10-01 2010-10-01 false Documents in foreign language. 1.355 Section 1... Proceedings Evidence § 1.355 Documents in foreign language. Every document, exhibit, or other paper written in a language other than English, which shall be filed in any proceeding, or in response to any...

  10. 29 CFR 500.78 - Information in foreign language.

    Science.gov (United States)

    2010-07-01

    ... 29 Labor 3 2010-07-01 2010-07-01 false Information in foreign language. 500.78 Section 500.78... § 500.78 Information in foreign language. Each farm labor contractor, agricultural employer and... English or, as necessary and reasonable, in Spanish or another language common to migrant or...

  11. Distance Education and Foreign Languages. NFLC Occasional Paper [Number 9].

    Science.gov (United States)

    Lambert, Richard D.

    Distance education in second languages in the United States has grown in a piecemeal, uncoordinated fashion, and it remains marginal to both distance education more generally and to the bulk of foreign language instruction throughout the country. One handicap, arising from very limited demand in business for foreign language skills, is lack of…

  12. Influence of Sociocultural Context on Language Learning in Foreign Countries

    OpenAIRE

    Pazyura Natalia

    2016-01-01

    Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official l...

  13. Influence of Sociocultural Context on Language Learning in Foreign Countries

    OpenAIRE

    Pazyura Natalia

    2016-01-01

    Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official l...

  14. Foreign Language Speaking Anxiety: A Study of Chinese Language Learners

    Directory of Open Access Journals (Sweden)

    Han Luo

    2014-01-01

    Full Text Available This study investigates Chinese Language Speaking Anxiety and its associated factors among college-level students who learn Chinese as a foreign language (CFL in the U.S. Although the Speaking Anxiety scores of the participants were not high on average, but frequency analyses showed that quite a number of learners experienced high levels of anxiety when speaking Chinese. The results of ANOVA analyses indicated that gender had a significant effect on Speaking Anxiety, but proficiency level and the elective-required status did not. Correlation and multiple regression results showed that perceived difficulty level of the Chinese language, self-perceived language learning ability, and self-perceived achievement in Chinese classes were significant predictors of Speaking Anxiety and altogether accounted for 21.4% of the variance in Speaking Anxiety.

  15. An Exploration of Foreign Language Anxiety and English Learning Motivation

    Directory of Open Access Journals (Sweden)

    Meihua Liu

    2011-01-01

    Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.

  16. Recognition memory for foreign language lexical stress.

    Science.gov (United States)

    Suárez, Lidia; Goh, Winston D

    2013-08-01

    This study investigated whether English speakers retained the lexical stress patterns of newly learned Spanish words. Participants studied spoken Spanish words (e.g., DUcha [shower], ciuDAD [city]; stressed syllables in capital letters) and subsequently performed a recognition task, in which studied words were presented with the same lexical stress pattern (DUcha) or the opposite lexical stress pattern (CIUdad). Participants were able to discriminate same- from opposite-stress words, indicating that lexical stress was encoded and used in the recognition process. Word-form similarity to English also influenced outcomes, with Spanish cognate words and words with trochaic stress (MANgo) being recognized more often and more quickly than Spanish cognate words with iambic stress (soLAR) and noncognates. The results suggest that while segmental and suprasegmental features of the native language influence foreign word recognition, foreign lexical stress patterns are encoded and not discarded in memory.

  17. Polish as a Foreign Language: New Context, Regulations and Prospects

    Directory of Open Access Journals (Sweden)

    Popławska Anna

    2015-10-01

    Full Text Available The article provides an overview of the developments in Poland after the collapse of communism in 1989 from the point of view of foreign language teaching, including a swift reorientation and transition from a public school system with Russian as the main foreign language, to a diversified language teaching market focused on teaching English and other languages. A particular stress is placed on a relatively new phenomenon, being an increased demand and new opportunities for teaching Polish as a foreign language to be further promoted as a result of anticipated amendments to legal regulations governing the status and certification of the Polish language.

  18. First Language Use in Second and Foreign Language Teaching

    OpenAIRE

    Berlin, Andreas; Hammarström, Kajsa

    2016-01-01

    The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-la...

  19. Impact of Language Immersion Programs on Foreign Language

    Science.gov (United States)

    2008-03-01

    autonomous learner as a potentially rich source of feedback or can be discarded if it is 29 judged to be irrelevant or unhelpful. According to...Nunan (1997) found that strategy instruction led to increased English as a Foreign Language ( EFL ) learning motivation. Similarly, Chamot et al...0.31, p < .01). However, in other studies, such as that of Mullins (1992) with EFL learners in Thailand, affective strategies showed a negative

  20. COOPERATIVE LEARNING AS AN ENVIRONMENT FOR FOREIGN LANGUAGE ACQUISITION

    OpenAIRE

    SERNIAK O.M.

    2012-01-01

    The article concentrates on ways of providing opportunities for meaningful interaction in foreign language classroom settings. The investigation deals with the analysis of cooperative learning as an environment for foreign language acquisition at a university level. The article explores several methods and activities that are for most part compatible with an interactional approach. Special techniques of implementation cooperative learning activities in foreign language classroom settings are ...

  1. Psycholinguistic aspects of teaching foreign language for adults

    OpenAIRE

    2016-01-01

    This article is about of the peculiarities of foreign language teaching an adult audience. The author highlights the psychological and psycho-pedagogical approaches to learning. In particular, it focuses on the deficiencies of modern methods of teaching foreign languages ​​and ways of overcoming them. I put forward points account which, in my opinion, may significantly increase the level of foreign language teaching for adults.

  2. Communicative – Activity Approach in Learning Foreign Language

    Directory of Open Access Journals (Sweden)

    Dariga A. Bekova

    2015-01-01

    Full Text Available The article is devoted communicative method of teaching foreign languages, which is the activity character. The task of the communicative approach – to interest of students in learning a foreign language through the accumulation and improvement their knowledge and experience. The main objective this method – free orienteering training in foreign language environment and the ability to adequately react in different situations, communication.

  3. Dyslexia and learning a foreign language: a personal experience.

    Science.gov (United States)

    Simon, C S

    2000-01-01

    Individuals with dyslexia can expect to have difficulties learning a second language since second language learning builds on native language learning. The factors that have a negative impact on learning one's native language have a similar impact on learning a foreign language (e.g., difficulties with phonemic awareness, retrieving and processing linguistic information, working memory, metalinguistic explanations, stabilizing sound-symbol relationships). This participant observer report provides (1) a brief review of research on how dyslexia complicates learning a second language; (2) a description of how dyslexia has affected my educational experiences; (3) a description of personal experiences learning a foreign language between 1992-1998; and (4) recommendations for individuals with dyslexia who are faced with fulfilling a foreign language requirement and for their foreign language instructors.

  4. Examination of Foreign Language Classroom Anxiety and Achievement in Foreign Language in Turkish University Students in Terms of Various Variables

    Science.gov (United States)

    Dogan, Yunus; Tuncer, Murat

    2016-01-01

    This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they…

  5. BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia Alexandrovna Kameneva

    2013-11-01

    Full Text Available This article analyzes the use of information technologies in the context of a blended technology approach to learning foreign languages in higher education institutions. Distance learning tools can be categorized as being synchronous (webinar, video conferencing, case-technology, chat, ICQ, Skype, interactive whiteboards or asynchronous (blogs, forums, Twitter, video and audio podcasts, wikis, on-line testing. Sociological and psychological aspects of their application in the educational process are also considered.DOI: http://dx.doi.org/10.12731/2218-7405-2013-8-41

  6. An Exploration of Foreign Language Anxiety and English Learning Motivation

    National Research Council Canada - National Science Library

    Liu, Meihua; Huang, Wenhong

    2011-01-01

    .... In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three...

  7. Foreign Language Reading Anxiety in a Chinese as a Foreign Language Context

    Science.gov (United States)

    Zhou, Jing

    2017-01-01

    This study examined the foreign language (FL) reading anxiety level of learners of Chinese as a FL (n = 76) in the United States. Data from an FL reading anxiety survey, a background information survey and a face-to-face interview indicated that there was no significant difference in reading anxiety level among four course levels. In general,…

  8. Attitudes of Teachers of Arabic as a Foreign Language toward Methods of Foreign Language Teaching

    Science.gov (United States)

    Seraj, Sami A.

    2010-01-01

    This study examined the attitude of teachers of Arabic as a foreign language toward some of the most well known teaching methods. For this reason the following eight methods were selected: (1) the Grammar-Translation Method (GTM), (2) the Direct Method (DM), (3) the Audio-Lingual Method (ALM), (4) Total Physical Response (TPR), (5) Community…

  9. Literature and the experience of the foreign language Literature and the experience of the foreign language

    Directory of Open Access Journals (Sweden)

    Martin Bygate

    2008-04-01

    Full Text Available The two quotations above, one by a literaty critic, the other by a specialist in language learning, agree on one important point: that in language learning as in literature, the choice of expression is itself significant. In reflections on the learning of a foreign language and its literature, it is appropriate to consider the relationship between literary and non-literary language. Too often these two manifestations of language are considered distinct. Our academic discussions of the two areas are, significantly, themselves couched in two quite different types of language, creating a terminological frontier which neither side dares to cross. Whether this is in fact desirable for the two areas is one question that this article intends to discuss. Another is whether the division is healthy for the student who strays into our respective territories. The two quotations above, one by a literaty critic, the other by a specialist in language learning, agree on one important point: that in language learning as in literature, the choice of expression is itself significant. In reflections on the learning of a foreign language and its literature, it is appropriate to consider the relationship between literary and non-literary language. Too often these two manifestations of language are considered distinct. Our academic discussions of the two areas are, significantly, themselves couched in two quite different types of language, creating a terminological frontier which neither side dares to cross. Whether this is in fact desirable for the two areas is one question that this article intends to discuss. Another is whether the division is healthy for the student who strays into our respective territories.

  10. Do Foreign Language Learners Need Failures?

    Directory of Open Access Journals (Sweden)

    Joanna Kic-Drgas

    2016-06-01

    Full Text Available A lack of motivation, incomprehensible content and a high workload are only some of the causes leading to students’ failures in the learning process. Dealing with failures seems to have become a new core competence in the current world, which is why the definition and implementation of an appropriate strategy is essential for prospective learning results. The focus of the contribution is on the meaning of failure and sources of potential student failures in the foreign language learning at the university level. The results presented in the paper base on the survey conducted with English language students at Koszalin University of Technology. Students were asked to identify the field causing learning failures. The described survey delivers information about the sources of failures from learner’s point of view, which can be an incentive to develop and implement strategies to cope with failures in the ESP class.

  11. Historical approach to teaching foreign language

    Directory of Open Access Journals (Sweden)

    Miguel Ángel MARTÍN SÁNCHEZ

    2010-11-01

    Full Text Available The publication of this work is to make a historical-pedagogical approach to teaching foreign languages, part of the Humanism and concluding with the current theories and methods. Since the 18th century with the emergence of traditional method, also known as the method of grammar and translation, to the methodological principles of communicative approaches, it have been going a number of methods with the intent to resolve and improve teaching techniques for teaching and learning a second language. However, it is worth to note that this is a scientific developments, as most of the methods take as a starting point for his reflections ideas, suggestions, beliefs, techniques and procedures of former methods that preceded them, therefore we cannot speak of revolutionary methods, but rather evolutionary.

  12. The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety

    OpenAIRE

    Balemir, Serkan Hasan

    2009-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2009. Thesis (Master's) -- Bilkent University, 2009. Includes bibliographical references leaves 87-91. This study investigated the sources of foreign language speaking anxiety and the relationship between proficiency levels and degree of foreign language speaking anxiety. The study was conducted at Hacettepe University, with the participation of 234 students from the departments of Basic E...

  13. On the Affective Factors in Foreign Language Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    程墨芳

    2010-01-01

    The paper talks about the effective factors functioning in the field of education,psychology and foreign language teaching.And it also specifically elaborates the principles of helping language learners overcome negative affections and develop positive ones.

  14. Unusual ictal foreign language automatisms in temporal lobe epilepsy.

    Science.gov (United States)

    Soe, Naing Ko; Lee, Sang Kun

    2014-12-01

    The distinct brain regions could be specifically involved in different languages and the differences in brain activation depending on the language proficiency and on the age of language acquisition. Speech disturbances are observed in the majority of temporal lobe complex motor seizures. Ictal verbalization had significant lateralization value: 90% of patients with this manifestation had seizure focus in the non-dominant temporal lobe. Although, ictal speech automatisms are usually uttered in the patient's native language, ictal speech foreign language automatisms are unusual presentations of non-dominent temporal lobe epilepsy. The release of isolated foreign language area could be possible depending on the pattern of ictal spreading of non-dominant hemisphere. Most of the case reports in ictal speech foreign language automatisms were men. In this case report, we observed ictal foreign language automatisms in middle age Korean woman.

  15. THE ‘UNFORGETTABLE’ EXPERIENCE OF FOREIGN LANGUAGE ANXIETY

    Directory of Open Access Journals (Sweden)

    Morana Drakulić

    2015-09-01

    Full Text Available Foreign language anxiety (FLA has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

  16. DIFFICULTIES OF ENGLISH LEARNING AS A FOREIGN LANGUAGE

    OpenAIRE

    KORSHUNOVA I.G.

    2016-01-01

    The article highlights the problems of English learning as a foreign language. Some difficulties are connected with origin of the language, spelling rules and grammar. But in most cases problems are caused by the learner’s personal abilities.

  17. Exploitation of Songs in Foreign Language Classrooms

    Directory of Open Access Journals (Sweden)

    Halil AYTEKİN

    2011-03-01

    Full Text Available Music holds a very important place in human life. People spend their days and free time listening to music. Music calms and relaxes the soul. Music is the best way to express one's feelings. Music is an important medium for teaching and educating as well. Music attracts the attention of students with its rhythm, singing style, emphasis on the target language and culture and provokes their desire to listen to it all the time. In the last few years music is basically a tool that many foreign language teachers have started to use. Music is used as a game to motivate students. This enables the class to remain energetic and lively. The song enables students to use the target language and learn about a new culture. Teachers must choose a song according to the objective of the class. These songs contribute to the student's oral and writing skills. Music also serves a special function of teaching student's the four basic language skills. Songs creates the opportunity to do many different types of activities in the class according to interest and age.

  18. Foreign language learning in immersive virtual environments

    Science.gov (United States)

    Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton

    2012-03-01

    Virtual reality has long been used for training simulations in fields from medicine to welding to vehicular operation, but simulations involving more complex cognitive skills present new design challenges. Foreign language learning, for example, is increasingly vital in the global economy, but computer-assisted education is still in its early stages. Immersive virtual reality is a promising avenue for language learning as a way of dynamically creating believable scenes for conversational training and role-play simulation. Visual immersion alone, however, only provides a starting point. We suggest that the addition of social interactions and motivated engagement through narrative gameplay can lead to truly effective language learning in virtual environments. In this paper, we describe the development of a novel application for teaching Mandarin using CAVE-like VR, physical props, human actors and intelligent virtual agents, all within a semester-long multiplayer mystery game. Students travel (virtually) to China on a class field trip, which soon becomes complicated with intrigue and mystery surrounding the lost manuscript of an early Chinese literary classic. Virtual reality environments such as the Forbidden City and a Beijing teahouse provide the setting for learning language, cultural traditions, and social customs, as well as the discovery of clues through conversation in Mandarin with characters in the game.

  19. The relationship between past language learning experiences and foreign language anxiety of Turkish university EFL students

    OpenAIRE

    Çakar, Gülsen Gültekin

    2009-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2009. Thesis (Master's) -- Bilkent University, 2009. Includes bibliographical references leaves 96-101. This study mainly investigated the relationship between past language learning experiences and the foreign language anxiety levels of university EFL learners. It also aimed to find out the extent to which language learning background factors have an impact on foreign language anxiety. Th...

  20. Developing Cross-Cultural Awareness in Foreign Language Education

    Institute of Scientific and Technical Information of China (English)

    Chen jiliang

    2015-01-01

    This paper presents the view that linguistic competence isn’t equal to communicative competence.language and culture are closely related to each other.Language learning is not only the process of improving the learners’ linguistic ability, but also the process of developing the learners’ awareness of the target culture.Based on the above view, this paper analyzes the different levels of cross—cultural awareness that the foreign language learners should achieve and provides some methods to develop the foreign language learners’ cross—cultural awareness in the process of foreign language learning and teaching.

  1. Developing Cross——Cultural Awareness in Foreign Language Education

    Institute of Scientific and Technical Information of China (English)

    Chen; jiliang

    2015-01-01

    This paper presents the view that linguistic competence isn’t equal to communicative competence.language and culture are closely related to each other.Language learning is not only the process of improving the learners’ linguistic ability,but also the process of developing the learners’ awareness of the target culture.Based on the above view, this paper analyzes the different levels of cross—cultural awareness that the foreign language learners should achieve and provides some methods to develop the foreign language learners’ cross—cultural awareness in the process of foreign language learning and teaching.

  2. Performance of Senior Tourism Students in Using Foreign Language

    Directory of Open Access Journals (Sweden)

    Dr. Dexter R. Buted

    2014-06-01

    Full Text Available The study generally intended to reckon the previous and present condition of senior tourism students with regards on their foreign language class. Specifically, it described the profile of the professors teaching foreign language; determined the senior tourism student’s performances on their foreign language class; assessed the teaching strategies used by the professors; tested the significant relationship between the performances of the students to the teaching strategies used; and lastly, proposed an action plan to help tourism students in the study of foreign language. The researchers used the descriptive method of research, with one hundred seventy-eight (178 respondents composed of all senior tourism students who are enrolled in foreign language class. The result of the study revealed that the professors who are teaching foreign language are 61 years old and above, masters degree holder, 10 years and above, with a unit of 21 and can speak Spanish. Also, the students are able to speak and comprehend Mandarin, French and Spanish. The teaching techniques used by the professors in teaching the language was giving and evaluating student’s performance more often. Moreover, the performances of the students in foreign language are affected by the teaching strategies used by the professors. And a proposed plan was formulated to improve foreign language subject of the study

  3. THE HISTORICAL DEVELOPMENT OF TEACHING RUSSIAN LANGUAGE AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Zulfiya SAHIN

    2014-05-01

    Full Text Available The purpose of this research is to explicate teaching of Russian as a foreign language throughout history: to identify the main achievements of the field, to determine methods and materials used in this area, to trace the developing process from the very begging till present days, when teaching Russian language as a foreign language became a separate specific discipline. To achieve the set purposes mentioned above the known nowadays studies on the field of teaching and learning Russian as a foreign language were investigated. Basing on obtained sources, the history of teaching Russian language as a foreign language was divided into two periods: before and after becoming separate discipline. In the article not only the main features, such as theories, methods, sources of each period were studied, but also history of teaching Russian language as a foreign language was evaluated as a unified process. Keywords: Teaching-Learning activities, Russian as a Foreign Language, Historical linguistic process

  4. Teaching the Basics in the Foreign Language Classroom: Options and Strategies. Report of Central States Conference on the Teaching of Foreign Languages.

    Science.gov (United States)

    Benseler, David P., Ed.

    The following papers on essential issues in foreign language instruction are included: (1) "Futurism, Basic Education, and the Foreign Language Curriculum," by Frank M. Grittner; (2) "The Foreign Language Teacher as 'Con Artist,'" by Jean S. Hughes; (3) "Motivational Factors and Student Retention in School Foreign Language Programs," by Pamela J.…

  5. Foreign Language Anxiety in Turkey: The Role of Multilingualism

    Science.gov (United States)

    Thompson, Amy S.; Khawaja, Anastasia J.

    2016-01-01

    As part of a larger study on individual differences and language learning in Turkey, this study explores the relationship between foreign language anxiety and two operationalisations of multilingualism: any experience with a third language and Perceived Positive Language Interaction; it also illuminates connections among the aforementioned…

  6. Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…

  7. 77 FR 62223 - Board of Visitors Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2012-10-12

    ... No: 2012-25204] DEPARTMENT OF DEFENSE Department of the Army Board of Visitors Defense Language Institute Foreign Language Center AGENCY: Department of the Army, DoD. ACTION: Notice of open meeting... of Committee: Board of Visitors, Defense Language Institute Foreign Language Center. Date: October...

  8. 75 FR 47797 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2010-08-09

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF DEFENSE Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY... & 14, 2010 from 8 a.m. to 5 p.m. at the Defense Language Institute Foreign Language Center in...

  9. 77 FR 13571 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2012-03-07

    ... Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY... Language Institute Foreign Language Center. Date: March 21, 2012. Time of Meeting: Approximately 8 a.m. through 4:30 p.m. Please allow extra time for gate security for both days. Location: Defense...

  10. 76 FR 45543 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2011-07-29

    ... Department of the Army Board of Visitors, Defense Language Institute Foreign Language Center AGENCY: Department of the Army, DOD. ACTION: Notice; cancellation. SUMMARY: The Board of Visitors, Defense Language Institute Foreign Language Center meeting scheduled for August 3 and 4, 2011 published in the...

  11. Does Recreational Reading in Native Language Influence Foreign Language Learning Process?

    Science.gov (United States)

    Aydin, Selami

    2011-01-01

    Limited studies have been conducted on the effects on recreational reading in native language on foreign language learning, whereas no findings exist on the effects of recreational reading in Turkish as a native language (L1) on English as a foreign language (EFL) learning. Thus, this study aims to investigate the effects of recreational reading…

  12. Foreign Cultures: Research on Foreign Language Teachers and Intercultural Competence

    Directory of Open Access Journals (Sweden)

    Phyllis Ryan

    2006-01-01

    Full Text Available Este artículo está basado en los resultados de un amplio estudio empírico que busca explorar la dimensión cultural del aprendizaje de lenguas extranjeras en términos de competencia comunicativa intercultural de maestros y alumnos. El estudio cuantitativo-comparativo consistió en una investigación por Internet presentada a maestros de escuelas secundarias de Bélgica, Bulgaria, Grecia, México, Polonia, España y Suecia. El propósito fundamental de la investigación fue intentar describir un comportamiento promedio en los maestros de lenguas extranjeras. Nos enfocamos en una de las áreas encontradas en la investigación: la familiaridad y los contactos que tenían los maestros con culturas extranjeras. Los resultados del estudio completo se pueden encontrar en Foreign Language Teachers and Intercultural Competence: An International Investigation (SerVu, 2005.

  13. Research in Foreign Language Education in Hungary (2006-2012)

    Science.gov (United States)

    Medgyes, Péter; Nikolov, Marianne

    2014-01-01

    In the past quarter century, Hungary has offered fertile ground for innovative developments in foreign language (FL) education. The appropriate, albeit disparaging, label applied to Hungary in the mid-1970s--"a land of foreign language illiterates" (Köllo 1978: 6)--no longer applies. In the wake of the dramatic changes of 1989, the…

  14. Anxiety and Predictors of Performance in the Foreign Language Classroom

    Science.gov (United States)

    Matsuda, Sae; Gobel, Peter

    2004-01-01

    This study is concerned with possible relationships between general foreign language classroom anxiety (FLCA), foreign language reading anxiety (FLRA), gender, extended overseas experience, and classroom performance. Versions of previously published measurement scales (the FLCAS and the FLRAS) were administered to three different groups in nine…

  15. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances

    Science.gov (United States)

    Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.

    2013-01-01

    Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic…

  16. Fairy Tales and Foreign Languages: Ever the Twain Shall Meet

    Science.gov (United States)

    Davidheiser, James C.

    2007-01-01

    Fairy tales are not new to foreign language instructors, but on occasion they have been considered wither exoteric or unworthy of class time. Yet today there is a resurgence of interest in fairy tales and a rebirth of their use in the arts, which may serve foreign language instructors. This article presents historical background to inform…

  17. The Importance of Games in Teaching Foreign Languages to Children

    Science.gov (United States)

    Alpar, Melek

    2013-01-01

    In teaching French as a foreign language, there is a constant development from traditional methods to action-oriented approaches. This development has arisen as a result of students' needs and of innovations in technology. Particularly in the last decade, there has been increasing interest in teaching foreign languages to children. Because of…

  18. Applying Innovative Spirit to Multimedia Foreign Language Teaching

    Science.gov (United States)

    Zhu, Zhuo

    2010-01-01

    It has become many English educators' common view as well as spontaneous action to implement multimedia-assisted foreign language teaching. It is the advanced media technology that has changed the former teaching pattern. However, will such a teaching pattern achieve success? Under new circumstances, multimedia foreign language teaching seems a…

  19. Teacher Education Curriculum for Teaching Chinese as a Foreign Language

    Science.gov (United States)

    Attaran, Mohammad; Yishuai, Hu

    2015-01-01

    The worldwide growing demand of CFL (Chinese as a Foreign Language) teachers has many implications for both curriculum development and teacher education. Much evidence has shown more in-depth research is needed in the field of teaching Chinese as a foreign language (Tsung & Cruickshank, 2011). Studying in-service teachers' experience in…

  20. The Importance of Games in Teaching Foreign Languages to Children

    Science.gov (United States)

    Alpar, Melek

    2013-01-01

    In teaching French as a foreign language, there is a constant development from traditional methods to action-oriented approaches. This development has arisen as a result of students' needs and of innovations in technology. Particularly in the last decade, there has been increasing interest in teaching foreign languages to children. Because of…

  1. Humanistic Approach Features and Its Using in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    曹友义

    2013-01-01

    By explaining the meaning of“Humanism”and how it influenced the foreign language teaching, this essay discusses about the basic features of the Humanism Approach as well as what we should pay attention to when using this approach in prac- tical foreign language teaching.

  2. Anxiety and Second/Foreign Language Learning Revisited

    Science.gov (United States)

    Zheng, Ying

    2008-01-01

    This article critically reviews the literature that examines the anxiety phenomenon in the field of second/foreign language learning. A major theme that runs through this review is how anxiety comes into play in second/foreign language learning, and whether it is a central construct or only an add-on element that is negligible. Anxiety is defined…

  3. The Effects of Foreign Language Learning on Creativity

    Science.gov (United States)

    Ghonsooly, Behzad; Showqi, Sara

    2012-01-01

    The present study investigates the possible influence of foreign language learning on individuals' divergent thinking abilities. Unlike the large body of research devoted to unfolding the effect of bilingualism on cognitive functions, foreign language learning has gained little attention. This study aimed at bringing into attention the distinctive…

  4. Culture in the Elementary School Foreign Language Classroom.

    Science.gov (United States)

    Pesola, Carol Ann

    1991-01-01

    Explores ways in which elementary school foreign language programs can fully integrate cultural insights, skills, and understanding through an examination of instructional models and developmental factors in the teaching of culture, goal setting for teaching culture, and culture and curriculum in the foreign language classroom and in other areas.…

  5. A Statewide Professional Development Program for California Foreign Language Teachers

    Science.gov (United States)

    Lozano, Albert S.; Padilla, Amado M.; Sung, Hyekyung; Silva, Duarte M.

    2004-01-01

    The California Foreign Language Project (CFLP), established in 1988, is a voluntary professional development program designed to improve and expand elementary, secondary, and postsecondary foreign language teaching in California. CFLP consists of nine regional sites that work in conjunction with a central office to increase professional…

  6. 17 CFR 232.306 - Foreign language documents and symbols.

    Science.gov (United States)

    2010-04-01

    ... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Foreign language documents and symbols. 232.306 Section 232.306 Commodity and Securities Exchanges SECURITIES AND EXCHANGE COMMISSION... § 232.306 Foreign language documents and symbols. (a) All electronic filings and submissions must be...

  7. Internationalization, Interculturality, and the Role of Foreign Languages in Higher Education.

    Science.gov (United States)

    Vogel, Thomas

    2001-01-01

    Describes the Foreign Language Center at the European University Viadrina in Germany, asserting the necessity of foreign language training for Europeanization and globalization. Also discusses several ways of structuring foreign language programs. (EV)

  8. Socio-Pragmatic Problems in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    İsmail ÇAKIR

    2006-10-01

    Full Text Available It is a fact that language is a means of communication for human beings. People who needto have social interaction should share the same language, beliefs, values etc., in a given society.It can be stated that when learning a foreign language, mastering only linguistic features of FLprobably does not ensure true spoken and written communication. This study aims to deal withsocio-pragmatic problems which the learners may be confront with while learning and using theforeign language. Particularly cultural and cultural values of the target language such as idioms,proverbs and metaphors and their role in foreign language teaching have been focused on.

  9. Use of Native Language in Foreign Language Classroom

    Institute of Scientific and Technical Information of China (English)

    张丽丽

    2008-01-01

    <正>Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.

  10. THE U.S. FOREIGN LANGUAGE DEFICIT AND LANGUAGES FOR SPECIFIC PURPOSES

    Directory of Open Access Journals (Sweden)

    Kathleen Stein-Smith

    2014-03-01

    Full Text Available Within the framework of the U.S. foreign language deficit, the author addresses the case for Languages for Specific Purposes (LSP, and more specifically, Business Language Studies (BLS, through an examination of the relevant literature and building on her own recent doctoral research study on foreign language as a global competency within the U.S. undergraduate Global/International Studies major. Languages for Specific Purposes (LSP is one way to effectively address the U.S. foreign language deficit, highlighting the opportunities that exist for young people with foreign language skills. The role of foreign language (and of the foreign language educator in developing intercultural competence has been addressed primarily through the European literature.Implementation of the recommendations of 2007 Modern Language Association (MLA report, Foreign Languages and Higher Education: New Structures for a Changed World, would increase the appeal of foreign language learning to the broader constituency of learners driven by career and professional goals. It is important for foreign language educators in the US to reach out and support the needs of all prospective foreign learners, and especially of those driven by career and professional goals, through a broad range of LSP and BLS programs.It is interesting to note that the collapse in U.S .foreign language enrollment, which occurred in the 1970s and 1980s and has never re-bounded in proportion to the impact of globalization, may be about to be reversed, based on the recent article by William P Rivers et al. on the level of ‘grass roots’ support for foreign language in the U.S.Lastly, the importance specifically of Europe and of European languages is stressed, as the EU is the world’s largest economy, and Europe is the largest trading partner of the U.S. In addition, Europe plays a major role on the world stage, and European culture and lifestyle have global appeal.

  11. Ecolinguistic approach to foreign language teaching on the example of English

    OpenAIRE

    Wiertlewska, Janina

    2011-01-01

    The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.

  12. Investigating Iranian university students' perception of foreign language anxiety

    OpenAIRE

    Hajizadeh, Anna

    2013-01-01

    The present study was conducted to investigate the nature of perceived sources of foreign language anxiety of Iranian English language learners studying at Eastern Mediterranean University (EMU), School of Foreign Languages (SFL). The study, also, was aimed to examine the possibility of newly generated anxiety making factors, and the order of priority of those factors in terms of participants’ level of anxiety as well as their gender. The study was performed in the 2012-2013 academic year ...

  13. A Review on Foreign Language Learning Motivation Theory

    Institute of Scientific and Technical Information of China (English)

    常嘉琪; 王晓静

    2015-01-01

    Foreign language learning motivation is one of the most initiative factors that affect language learning.Its theory mainly includes behaviorism motivation theory,cognitive motivation theory and humanism motivation theory.By analyzing and summarizing these three theories, this article introduces the characteristic as well as the significance of each theory respectively,and tries to provide some enlightenment to our foreign language teaching.

  14. The Effects of Literature on Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    刘超

    2007-01-01

    In this paper the author thinks that the literature can play an important role in foreign language teaching,especially in improving students' comprehensive abil ity and humanistic quality.It will benefit the foreign language teaching in many aspects,such as enriching students' vocabulary and modeling new language structure,providing authentic materials an d contexts,fostering students' emotional intelligence,improving students' cultural aware ness and nurturing students' creativities

  15. Teaching foreign language during adaptation process to European Union

    Directory of Open Access Journals (Sweden)

    Hidayet TOK

    2008-06-01

    Full Text Available In this study, we aimed to give information about language teaching in EU and Turkey which started negotiations for being full member in EU. Language teaching in both EU countries and in Turkey is studied comparatively in respect of some variables. These variables are: the age at which pupils are first taught foreign languages as a compulsory subject; the number of language taught during compulsory education, using “ CLIL” type provision in education; percentage distribution of all pupils according to the number of foreign languages learnt in primary and secondary education; percentage of all pupils in primary and secondary education who are learning English, German and/or French; relative priority given to the aims associated with the four major skills in curricula for compulsory foreign languages in full-time compulsory education; the minimum number of hours recommended for teaching foreign languages as a compulsory subject during a notional year in primary and secondary education; minimum number of hours recommended for teaching the first foreign language as a compulsory subject in a notional year in full-time compulsory general education and number of years spent for teaching; the proportion of minimum total time prescribed for the teaching of foreign languages as a compulsory subject, as a percentage of total teaching time in primary and fulltime compulsory general secondary education; and regulations or recommendations regarding maximum class sizes for foreign languages in primary education. In the end of this study, there are regulations and recommendations about teaching foreign languages which are foreseen to be implemented in the adaptation process of EU.

  16. SERVICE LEARNING IN DISTANCE EDUCATION: Foreign Language Learning Environments

    Directory of Open Access Journals (Sweden)

    Muhlise Coşgun OGEYIK

    2009-01-01

    Full Text Available In general education, in particular foreign language education, can be acknowledged as a lifelong learning process which can be transformed beyond the borders in global sense. Learning a foreign language requires proficiency in four basic skills which are reading, writing, speaking, and listening. Of these skills, speaking and listening are the most daunting tasks for learners and create obstacles when learners of target language do not get the chance of meeting native speakers. Such obstacles can be overwhelmed by integrating certain applications into education process. Service-learning through the internet as a teaching method can be considered one of the most striking one of those applications for foreign language learners. In this paper, the benefits of service-learning are discussed and some suggestions are offered for introducing this method in foreign language settings. By implementing service-learning, it is concluded that learners of any foreign language may get the chance of communicating with native speakers during the course time in foreign language without going abroad. Such an application may also enhance learners to get information about foreign culture by raising awareness of “otherness” and comparing other culture and their own culture. In addition, service-learning as a method of teaching, learning and reflecting combines academic classroom curriculum with meaningful service from the members of learning community and may generate conditions in which lifelong learning will continue.

  17. Nociones de la programacion de lenguas extranjeras (Ensayo metodologico) (Programming Foreign Languages [A Methodological Study])

    Science.gov (United States)

    Feldman, David

    1975-01-01

    Stresses the importance of language laboratories and other technical devices used in foreign language teaching, particularly in programed language instruction. Illustrates, by means of taxonomies, the various stages a foreign language learning program should follow. (Text is in Spanish.) (DS)

  18. Nociones de la programacion de lenguas extranjeras (Ensayo metodologico) (Programming Foreign Languages [A Methodological Study])

    Science.gov (United States)

    Feldman, David

    1975-01-01

    Stresses the importance of language laboratories and other technical devices used in foreign language teaching, particularly in programed language instruction. Illustrates, by means of taxonomies, the various stages a foreign language learning program should follow. (Text is in Spanish.) (DS)

  19. Creative Drama: A Possible Way to Alleviate Foreign Language Anxiety

    Science.gov (United States)

    Saglamel, Hasan; Kayaoglu, Mustafa Naci

    2013-01-01

    This study aims to identify the language anxiety level of students studying at a Turkish state university, and investigate the role of creative drama in reducing language anxiety in speaking classes. To have a general picture of students, 565 students were administered an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS).…

  20. Foreign-Language Departments Bring Everyday Texts to Teaching

    Science.gov (United States)

    Bollag, Burton

    2008-01-01

    Recently, the Modern Language Association (MLA) called for a major reorganization of undergraduate academic programs and even the structure of foreign-language departments. Typically, the initial two years of language instruction are taught by non-tenure-track instructors with little or no voice in the department. Faculty members mainly teach the…

  1. Using Literary Texts to Teach Grammar in Foreign Language Classroom

    Science.gov (United States)

    Atmaca, Hasan; Günday, Rifat

    2016-01-01

    Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be…

  2. Student Goals, Expectations, and the Standards for Foreign Language Learning

    Science.gov (United States)

    Magnan, Sally S.; Murphy, Dianna; Sahakyan, Narek; Kim, Suyeon

    2012-01-01

    The "Standards for Foreign Language Learning in the 21st Century" represent a major effort for setting goals for language instruction across the United States and across instructional levels. They provide descriptions of what "language students should know and be able to do" through 11 content standards in five goal areas, the five…

  3. English as a Foreign Language, Globalisation and Conceptual Questioning

    Science.gov (United States)

    Jordao, Clarissa Menezes

    2009-01-01

    This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the "glocal" scene. We draw on post-colonial theories and critical…

  4. The Correlation among EFL Learners' Test Anxiety, Foreign Language Anxiety and Language Achievement

    Science.gov (United States)

    Cakici, Dilek

    2016-01-01

    The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayis…

  5. Effects of Language Anxiety on Three Proficiency-Level Courses of Spanish as a Foreign Language

    Science.gov (United States)

    Marcos-Llinas, Monica; Garau, Maria Juan

    2009-01-01

    This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language…

  6. Students' Language Learning Strategy Use and Achievement in the Korean as a Foreign Language Classroom

    Science.gov (United States)

    Murray, Bokyung

    2010-01-01

    This study examined the relationship between student strategy use and the development of proficiency in a Korean as a Foreign Language classroom. A total of 66 English native speakers learning Korean as a Foreign Language were administered the Strategy Inventory for Language Learning (SILL), Version 5.1. Findings indicated a low positive…

  7. Effects of Language Anxiety on Three Proficiency-Level Courses of Spanish as a Foreign Language

    Science.gov (United States)

    Marcos-Llinas, Monica; Garau, Maria Juan

    2009-01-01

    This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language…

  8. The Influence of First-Language Bidialectism in Foreign-Language Classrooms: Observations from Cyprus

    Science.gov (United States)

    Yiakoumetti, Androula; Mina, Marina

    2011-01-01

    The sociolinguistic phenomenon of bidialectism can significantly influence foreign-language learning. This study provides empirical evidence (drawn from the Greek Cypriot bidialectal community) for this influence and it supports the recommendation that foreign-language educators be trained in language-variation issues. The study's methodological…

  9. The Role of Extensive Reading in Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    张琳琳

    2011-01-01

    Researches on foreign language extensive reading program indicate that students can improve their foreign language reading ability,and develop positive attitudes toward reading and increased motivation to read.Comparing to the other types of reading.( skimming,scanning,and intensive reading.),reading extensively can result in gains in vocabulary and other aspects of foreign language learning.Teachers should provide various experience and make students have the chance to enjoy reading.and give them more guidance on developing certain reading skills.

  10. Living with a Foreign Tongue: An Autobiographical Narrative Inquiry into Identity in a Foreign Language

    Science.gov (United States)

    Liu, Wei

    2014-01-01

    Learning a second language involves the development of an identity in the target language. This study is an autobiographical narrative inquiry into the issue of identity in a foreign language. Autobiographical accounts of my relationship with, and my feelings about, English at different stages in my learning journey are developed to show how my…

  11. The Importance of Common Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    Vita Banionytė

    2012-12-01

    Full Text Available The importance of Common Competence in learning foreign languages is analysed in this article. At first, general competence in learning foreign languages is provided according to “Common Framework of European languages learning, teaching and assessment”. Moreover, the knowledge of the world, sociocultural knowledge and intercultural consciousness as common competence are characterized in the article. This competence particularly helps those who are learning to use cultural manifestation. Sociolinguistics analyses the relations between the language and culture. It is possible to know foreign culture only with the help of a foreign language. When we are learning a foreign language it is necessary to perceive sociocultural, intercultural and multicultural norms of thinking and behaviour of the culture which is connected with that foreign language. It is often performed with the help of social stereotypes. The origin and definition of stereotypes concept is provided in the article alongside with the division of stereotypes into autostereotypes and heterostereotypes, etc. Also, the concepts of misjudgment (falsche Einstellung, negative preconception (Vorurteil are provided together with positive and negative social experience, which is conceded in stereotypes and the necessity of using them adequately in communication process. This article is based on national stereotypes, their knowledge is named as the condition of intercultural communication.

  12. 9 CFR 317.7 - Products for foreign commerce; printing labels in foreign language permissible; other deviations.

    Science.gov (United States)

    2010-01-01

    ... 9 Animals and Animal Products 2 2010-01-01 2010-01-01 false Products for foreign commerce; printing labels in foreign language permissible; other deviations. 317.7 Section 317.7 Animals and Animal... DEVICES, AND CONTAINERS General § 317.7 Products for foreign commerce; printing labels in foreign language...

  13. "Sound" Learning: Using Taped Interviews in Foreign Language Courses.

    Science.gov (United States)

    Frommer, Judith G.; Weitz, Margaret Collins

    1981-01-01

    Describes development and implementation of authentic sound documents in foreign language classes including use of transcripts, recording tapes, background materials, listening aids, and follow-up and expansion activities such as student booklets. (BK)

  14. Dimensions of a Learning Profile of Selected Foreign Language Students

    Science.gov (United States)

    Papalia, Anthony

    1978-01-01

    An investigation sought to identify student characteristics and behaviors as they related to work habits, classroom disturbances, and dependence on the teacher, in the foreign language classroom. It is suggested that such data are useful in planning teaching methods. (AM)

  15. Suggestopedia, Sophrology and the Traditional Foreign Language Class.

    Science.gov (United States)

    Bancroft, W. Jane

    1982-01-01

    Describes suggestopedia and sophrology techniques and shows how to apply them within the limitations of the traditional foreign language classroom. Cites beginning French classes at Scarborough College as an example of these techniques improving class atmosphere and student motivation. (EKN)

  16. The Lozanov Method for Accelerating the Learning of Foreign Languages.

    Science.gov (United States)

    Stanton, H. E.

    1978-01-01

    Discusses the Lozanov Method of teaching foreign languages developed by Lozanov in Bulgaria. This method (also known as Suggestopedia) uses various techniques such as physical relaxation exercises, mental concentration, classical music, and ego-enhancing suggestions. (CFM)

  17. PERSONALITY TRAITS AND SUCCESS IN FOREIGN LANGUAGE ACQUISITION

    OpenAIRE

    2012-01-01

    The article considers such personality traits as persistence, responsibility and sociability in the vein of the system-functional approach to the research of the personality and their impact on successful foreign language learning.

  18. The repositioning of literature in French foreign language teaching ...

    African Journals Online (AJOL)

    The repositioning of literature in French foreign language teaching in South Africa: ... a disciplinary tradition evident in both corpus and teaching methods. ... themselves from traditional approaches in their shift from text-centredness to ...

  19. Suggestopedia, Sophrology and the Traditional Foreign Language Class.

    Science.gov (United States)

    Bancroft, W. Jane

    1982-01-01

    Describes suggestopedia and sophrology techniques and shows how to apply them within the limitations of the traditional foreign language classroom. Cites beginning French classes at Scarborough College as an example of these techniques improving class atmosphere and student motivation. (EKN)

  20. The Lozanov Method for Accelerating the Learning of Foreign Languages.

    Science.gov (United States)

    Stanton, H. E.

    1978-01-01

    Discusses the Lozanov Method of teaching foreign languages developed by Lozanov in Bulgaria. This method (also known as Suggestopedia) uses various techniques such as physical relaxation exercises, mental concentration, classical music, and ego-enhancing suggestions. (CFM)

  1. Krashen’s Input Hypothesis and Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    彭辉

    2013-01-01

    Krashen’s Input Hypothesis is one of the most important theories in second language acquisition.The theory provides a good theoretical framework for foreign language teaching in China.The paper introduces the basic ideas of Krashen’s second language acquisition theories,the concept of comprehensible input,and Krashen’s interpretation of input hypothesis.Thus,this paper aims to study Krashen’s Comprehensible Input and attempts to discover how to facilitate China’s foreign language teaching.

  2. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    I Made Purna Wijaya

    2015-11-01

    Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

  3. On Foreign Language Learning Anxiety and Its Countermeasures

    Institute of Scientific and Technical Information of China (English)

    刘泽海

    2008-01-01

    Foreign language learning is influenced by anxiety,one of the main blocking affective factors.Research indicated that anxiety could interfere with the acquisition.retention and production of the new language.It also indicated that serious language anxiety might cause other related problems with self-esteem,self-confidence,risk-taking ability,and ultirately hampered proficiency in foreign language.This paper discusses the main anxiety-generating factors.Basing on the conclusions of the discussion,we put forward somecountermeasures to reduce learners'anxiety,and hence optimize teaching methods and techniques.

  4. Foreign language teacher''s competence in using information and communication technologies

    OpenAIRE

    SYSOYEV PAVEL; EVSTIGNEEV M.N.

    2014-01-01

    This paper addresses the issue of foreign language teachers'' ICT competence development. The author (a) states the importance of the problem; (b) defines terms "ICT competence" and "ICT competency" of foreign language teachers; (c) suggests components and content of ICT competency of foreign language teachers; (d) develops criteria, indicators, and levels of ICT competence of foreign language teachers.

  5. Foreign language comprehension achievement: insights from the cognate facilitation effect

    OpenAIRE

    Casaponsa, Aina; Antón, Eneko; Pérez, Alejandro; Duñabeitia, Jon A.

    2015-01-01

    Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the non-native language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect) together with other domain-general cognitive factors contribute to reading comprehension achievement in a non-native language at different stages of the learning process. We tested two groups of native ...

  6. The Usefulness of Translation in Foreign Language Learning: Students’ Attitudes

    Directory of Open Access Journals (Sweden)

    Ana B. Fernández-Guerra

    2014-03-01

    Full Text Available Several scholars have argued that translation is not a useful tool when acquiring a second or foreign language; since it provides a simplistic one-to-one relationship between the native and the foreign language, it can cause interference between them, and it is an artificial exercise that has nothing to do in a communicative approach to language teaching. Recent studies, however, show that, far from being useless, translation can be a great aid to foreign language learning. The aim of the present paper is twofold: (1 to summarize and assess the arguments that encourage the use of translation in the foreign language classroom, supporting the integration of several forms of translating; and (2 to present the results of a survey that focused on students’ perceptions and responses towards translation tasks and their effectiveness in foreign language acquisition. Results show that students’ attitudes were surprisingly positive for several reasons: translation is one of their preferred language learning tasks, it is motivating, it facilitates a deeper understanding of the form and content of the source language text, it increases learners’ awareness of the differences between both linguistic systems, it allows them to re-express their thoughts faster and easier, and it helps them acquire linguistic and cultural knowledge.

  7. Modern Approaches to Foreign Language Teaching: World Experience

    Directory of Open Access Journals (Sweden)

    Shumskyi Oleksandr

    2016-03-01

    Full Text Available The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.

  8. An empirical investigation on college teachers'foreign language anxiety

    Institute of Scientific and Technical Information of China (English)

    刘苑

    2015-01-01

    The author adopted an empirical quantitative method by employing Horwitz's Teacher Foreign Language Anxiety Scale (TFLAS)to determine the anxiety level of ninety teacher participants from Tianjin Foreign Studies University.SPSS11.5 was used for data analysis and the results showed that no one experienced high level's anxiety and student teachers were commonly more anxious than in-service teachers.

  9. Positioning Foreign English Language Teachers in the Japanese University Context

    Science.gov (United States)

    Whitsed, Craig; Volet, Simone

    2013-01-01

    This study employs positioning theory to explore the experiences of adjunct foreign English language teachers (AFELT) in the Japanese university sector. The research is located in the broad internationalisation discourse and considers AFELT positions as "foreign" teachers at a time when the Japanese university sector is aiming to…

  10. An Exploration of Foreign Language Anxiety and English Learning Motivation

    OpenAIRE

    Meihua Liu; Wenhong Huang

    2011-01-01

    Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in Engl...

  11. An Exploration of Foreign Language Anxiety and English Learning Motivation

    OpenAIRE

    Meihua Liu; Wenhong Huang

    2011-01-01

    Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in Engl...

  12. Learning foreign labels from a foreign speaker: the role of (limited) exposure to a second language.

    Science.gov (United States)

    Akhtar, Nameera; Menjivar, Jennifer; Hoicka, Elena; Sabbagh, Mark A

    2012-11-01

    Three- and four-year-olds (N = 144) were introduced to novel labels by an English speaker and a foreign speaker (of Nordish, a made-up language), and were asked to endorse one of the speaker's labels. Monolingual English-speaking children were compared to bilingual children and English-speaking children who were regularly exposed to a language other than English. All children tended to endorse the English speaker's labels when asked 'What do you call this?', but when asked 'What do you call this in Nordish?', children with exposure to a second language were more likely to endorse the foreign label than monolingual and bilingual children. The findings suggest that, at this age, exposure to, but not necessarily immersion in, more than one language may promote the ability to learn foreign words from a foreign speaker.

  13. Developing classroom language assessment benchmarks for Japanese teachers of English as a foreign language

    National Research Council Canada - National Science Library

    Kimura, Yuzo; Nakata, Yoshiyuki; Ikeno, Osamu; Naganuma, Naoyuki; Andrews, Stephen

    2017-01-01

    ... in the classroom.This case study describes the theoretical aspect of the development of a benchmark assessment for use in English language classrooms with Japanese teachers of English as a foreign language (EFL...

  14. Professional and communicative foreign language competence of future teachers

    Directory of Open Access Journals (Sweden)

    Panfilova Valentina

    2017-01-01

    Full Text Available Studying of foreign-language competence at the present stage of higher pedagogical education development acquires the increasing relevance. In this paper the requirements of federal educational standards of pedagogical education and teacher’ professional standard to forming students’ foreign language competence mastering non-linguistic pedagogical specialties are specified. Analysis of understanding of professional and communicative foreign language competence by researchers has been performed; the author’s structure of future pedagogues’ foreign language competence is presented. The following subcompetences are distinguished as its structural components: linguistic, discursive, colloquial, pragmatic, information-technological, strategic, socio-cultural, personal-creative. The results of the foreign language competence level of the first and second year students of non-linguistic pedagogical specialties are shown. It is determined that the key structural elements of students’ foreign language competence are within the advanced level of development. The strategic sub-competence is in a zone of optimal development level that makes actual creation of the psychological and pedagogical conditions for their development.

  15. Teaching foreign languages: A challenge to ecuadorian bilingual intercultural education

    Directory of Open Access Journals (Sweden)

    Marleen Haboud

    2009-06-01

    Full Text Available Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article discusses the right that minoritized peoples in Ecuador have to learning other languages while reinforcing their own. After describing briefly the Ecuadorian main linguistic and educational policies in regards to the teaching of foreign languages, this article analyses the contrasting viewpoints of indigenous and non indigenous peoples towards the process of teaching-learning foreign languages. Finally, it offers some suggestions and general parameters related to foreign language teaching in the multilingual context of the study.

  16. Contribution of Error Analysis to Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Vacide ERDOĞAN

    2014-01-01

    Full Text Available It is inevitable that learners make mistakes in the process of foreign language learning.However, what is questioned by language teachers is why students go on making the same mistakeseven when such mistakes have been repeatedly pointed out to them. Yet not all mistakes are the same;sometimes they seem to be deeply ingrained, but at other times students correct themselves with ease.Thus, researchers and teachers of foreign language came to realize that the mistakes a person made inthe process of constructing a new system of language is needed to be analyzed carefully, for theypossibly held in them some of the keys to the understanding of second language acquisition. In thisrespect, the aim of this study is to point out the significance of learners’ errors for they provideevidence of how language is learned and what strategies or procedures the learners are employing inthe discovery of language.

  17. Contribution of Error Analysis to Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Vacide ERDOĞAN

    2005-12-01

    Full Text Available It is inevitable that learners make mistakes in the process of foreign language learning.However, what is questioned by language teachers is why students go on making the same mistakeseven when such mistakes have been repeatedly pointed out to them. Yet not all mistakes are the same;sometimes they seem to be deeply ingrained, but at other times students correct themselves with ease.Thus, researchers and teachers of foreign language came to realize that the mistakes a person made inthe process of constructing a new system of language is needed to be analyzed carefully, for theypossibly held in them some of the keys to the understanding of second language acquisition. In thisrespect, the aim of this study is to point out the significance of learners’ errors for they provideevidence of how language is learned and what strategies or procedures the learners are employing inthe discovery of language.

  18. Personality factors as predictors of foreign language aptitude

    Directory of Open Access Journals (Sweden)

    Adriana Biedroń

    2011-12-01

    Full Text Available The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992 as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008. On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009; therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.

  19. An Evaluation of the Impact of the Preservice Teacher Education Program at the Defense Language Institute Foreign Language Center on the Foreign Language Teaching Beliefs of Preservice Language Instructors

    Science.gov (United States)

    Bey, Claudia

    2011-01-01

    Preservice foreign-language teachers are adults with well-established beliefs. They start teacher-education programs with traditional beliefs about language teaching reflecting their own experiences. The field of foreign-language teaching, however, underwent a paradigm shift from grammar-based to communicative foreign-language instruction.…

  20. On the Relationship between Language Learning Strategies and Foreign Language Anxiety

    Science.gov (United States)

    Noormohamadi, Rezvan

    2009-01-01

    Previous research studies have shown language anxiety to be related with broad-based indices of language achievement, like course grade. However, to date, the potential link between foreign language anxiety and language learning strategies has not been empirically investigated. This study is an attempt to identify the relationship between language…

  1. Doctoral Degrees Granted in Foreign Languages in the United States: 1999.

    Science.gov (United States)

    Benseler, David P.; Moore, Suzanne S.

    2000-01-01

    Provides data from the Modern Language Association's survey of doctoral degrees granted in foreign languages, literatures, cultures, linguistics, and foreign language education in the United States. (Author/VWL)

  2. Personality Factors as Predictors of Foreign Language Aptitude

    Science.gov (United States)

    Biedron, Adriana

    2011-01-01

    The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as…

  3. A Brief Introduction to Foreign Languages Education Policy in China

    Science.gov (United States)

    Zhang, Weiwen

    2012-01-01

    Based on a series of official published documents and relevant research reports, the paper make a brief introduction to foreign languages education policies in China, which included national English teaching guidance, national English language textbooks, national English curriculum standard and the massive English teachers training program, etc.…

  4. Psychodiagnostic approach to the investigation of foreign language abilities

    OpenAIRE

    2012-01-01

    The article deals with the investigation mechanism of foreign language abilities through individual psychological peculiarities of students. Correlations between successful language mastering, test findings of verbal memory and abilities of singling out functional linguistic signs are determined, the necessity of carrying out psycholinguistic tests being discussed.

  5. Foreign Language Anxiety in a New English Program in Thailand

    Science.gov (United States)

    Tanielian, Adam R.

    2014-01-01

    Thailand boasts a robust ESL system in both public and private schools, where students learn various subjects from native speakers in the English language. Foreign language classroom anxiety (FLCA) is a subject that is relevant to ESL instruction and learning. This study assesses associations between FLCA and academic performance in English and…

  6. Quantum Linguistics and Didactics of Foreign Language Intensive Teaching

    Science.gov (United States)

    Natarelli, Larissa I.

    2011-01-01

    This dissertation focuses on quantum linguistics, a sub-field of philosophy of language, preoccupied with studying of the processes on a virtual drive of the human mind: patterns and dynamics of thoughts, verbal and non-verbal codification, cultural conditioning, and foreign language acquisition. While adopting an educational perspective fitting…

  7. Quantum Linguistics and Didactics of Foreign Language Intensive Teaching

    Science.gov (United States)

    Natarelli, Larissa I.

    2011-01-01

    This dissertation focuses on quantum linguistics, a sub-field of philosophy of language, preoccupied with studying of the processes on a virtual drive of the human mind: patterns and dynamics of thoughts, verbal and non-verbal codification, cultural conditioning, and foreign language acquisition. While adopting an educational perspective fitting…

  8. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

    Different generations are constituted depending on social changes and they are designed sociologically as traditional, baby boomer, X, Y and Z. Many studies have been reported on understanding of foreign language learning generation Y. This study aims to realise the gap in and contribute to the research on language learning understanding of…

  9. QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

    Directory of Open Access Journals (Sweden)

    Rohmani Nur Indah

    2011-10-01

    Full Text Available This paper questions the urgency of foreign language learning at early age by covering some arguments on the acquisition and bilingualism. Nowadays in Indonesia, under the interest of education, bilingual learning is undertaken by adopting the theory of bilingual acquisition referring to Chomsky’s ideas. In fact, the foreign language learning is not always in line with the principle of language acquisition especially for the early age children. The globalization era requires foreign language mastery so that for many institutions of children education have got the bilingual learning. As the example, some of Islamic educational institutions at the level of playgroup have applied the instruction in English and teaching Arabic words, by considering that the earlier foreign language learning is the better, and the fact that the golden age of brain development occurs at the first five years. This needs to be analyzed further, because there is also important task to have mother tongue language acquisition. For the community of multilingual such as in Indonesia, the acquisition of many languages is unavoidable. Therefore, parents are faced with two choices: To prior the mother tongue and bahasa Indonesia as second language or encourage the bilingual learning of Arabic and English.

  10. Effect of Phonetic Association on Learning Vocabulary in Foreign Language

    Science.gov (United States)

    Bozavli, Ebubekir

    2017-01-01

    Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one's mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This…

  11. Video Dubbing Projects in the Foreign Language Curriculum

    Science.gov (United States)

    Burston, Jack

    2005-01-01

    The dubbing of muted video clips offers an excellent opportunity to develop the skills of foreign language learners at all linguistic levels. In addition to its motivational value, soundtrack dubbing provides a rich source of activities in all language skill areas: listening, reading, writing, speaking. With advanced students, it also lends itself…

  12. Common Problems of Mobile Applications for Foreign Language Testing

    Science.gov (United States)

    Garcia Laborda, Jesus; Magal-Royo, Teresa; Lopez, Jose Luis Gimenez

    2011-01-01

    As the use of mobile learning educational applications has become more common anywhere in the world, new concerns have appeared in the classroom, human interaction in software engineering and ergonomics. new tests of foreign languages for a number of purposes have become more and more common recently. However, studies interrelating language tests…

  13. The Use of Foreign Languages in Tourism: Research Needs.

    Science.gov (United States)

    Watts, Noel

    1994-01-01

    Examines the research needs relative to the use of foreign languages in tourism activities in Australia and New Zealand. Findings indicate a lack of precise information on the ways in which the tourism industry in these countries provides appropriate language assistance to non-English speaking inbound visitors. Suggestions for future research are…

  14. Modern Approaches to Foreign Language Teaching: World Experience

    Science.gov (United States)

    Shumskyi, Oleksandr

    2016-01-01

    The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

  15. English as a Foreign Language Spelling Development: A Longitudinal Study

    Science.gov (United States)

    Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava

    2012-01-01

    English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy…

  16. Beliefs about Foreign Language Learning and Their Relationship to Gender

    Science.gov (United States)

    Daif-Allah, Ayman Sabry

    2012-01-01

    Learners' beliefs about foreign language learning have been stressed in educational research because they are regarded as fundamental to learners' progress (e.g. Altan, 2012; Russell, 2009; Rieger, 2009; Kormos & Csizér, 2008;). This paper deals with the results of a research project conducted among first-year English language majors studying…

  17. Infants can rapidly learn words in a foreign language.

    Science.gov (United States)

    Bijeljac-Babic, Ranka; Nassurally, Khatijah; Havy, Mélanie; Nazzi, Thierry

    2009-12-01

    The present study used an object manipulation task to explore whether infants are able to learn words in a foreign language. French-learning 20-month-olds, who were taught new words in either English or French by a bilingual French-English speaker, succeeded in both language conditions.

  18. Improving Reading Comprehension in a Foreign Language: Strategic Reader

    Science.gov (United States)

    Khaki, Nasrin

    2014-01-01

    Second language reading comprehension is the most important skill required by students, especially in a foreign language context. One way to help these students improve their reading comprehension is strategy instruction. In the present study, the effect of two strategies, namely, summarizing and students-generated questions have been…

  19. Futurism, Basic Education, and the Foreign Language Curriculum.

    Science.gov (United States)

    Grittner, Frank M.

    Futurism in foreign language education focuses attention on the need to plan our children's curricula, not on the basis of a mechanical assessment of current needs, but with due consideration for the intellectual abilities life in the future will require. Second language learning offers a safeguard against submission to the technocratic…

  20. Understanding Foreign Language Learning Strategies: A Validation Study

    Science.gov (United States)

    Tragant, Elsa; Thompson, Marilyn S.; Victori, Mia

    2013-01-01

    The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…

  1. Modern Approaches to Foreign Language Teaching: World Experience

    Science.gov (United States)

    Shumskyi, Oleksandr

    2016-01-01

    The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

  2. Middle School Foreign Language Instruction: A Missed Opportunity?

    Science.gov (United States)

    Kissau, Scott; Adams, Mary Jo; Algozzine, Bob

    2015-01-01

    Multiple studies conducted over the past decade have suggested the motivational and proficiency-related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for…

  3. 5 CFR 9901.364 - Foreign language proficiency pay.

    Science.gov (United States)

    2010-01-01

    ... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Foreign language proficiency pay. 9901.364 Section 9901.364 Administrative Personnel DEPARTMENT OF DEFENSE HUMAN RESOURCES MANAGEMENT AND... particular language skills; (3) The difficulty of recruiting or retaining employees with the same...

  4. Understanding Foreign Language Learning Strategies: A Validation Study

    Science.gov (United States)

    Tragant, Elsa; Thompson, Marilyn S.; Victori, Mia

    2013-01-01

    The present work aims to contribute to our understanding of the underlying dimensions of language learning strategies in foreign language contexts. The study analyzes alternative factor structures underlying a recently developed instrument (Tragant and Victori, 2012) and it includes the age factor in the examination of its construct validity. The…

  5. English as a Foreign Language Spelling Development: A Longitudinal Study

    Science.gov (United States)

    Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava

    2012-01-01

    English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy…

  6. Language switching-but not foreign language use per se-reduces the framing effect.

    Science.gov (United States)

    Oganian, Y; Korn, C W; Heekeren, H R

    2016-01-01

    Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from enhanced cognitive control associated with language-switching in mixed-language contexts, an account that has not been tested yet. Here we assess predictions of the 2 accounts in 2 experiments with over 1,500 participants. In Experiment 1, we tested a central prediction of the emotional distance account, namely that the framing effect would be reduced at low, but not high, FL proficiency levels. We found a strong framing effect in the native language, and surprisingly also in the foreign language, independent of proficiency. In Experiment 2, we orthogonally manipulated foreign language use and language switching to concurrently test the validity of both accounts. As in Experiment 1, foreign language use per se had no effect on framing. Crucially, the framing effect was reduced following a language switch, both when switching into the foreign and the native language. Thus, our results suggest that reduced framing effects are not mediated by increased emotional distance in a foreign language, but by transient enhancement of cognitive control, putting the interplay of bilingualism and decision making in a new light. (PsycINFO Database Record

  7. Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry

    Directory of Open Access Journals (Sweden)

    Ali Merç

    2011-10-01

    Full Text Available This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education English Language Teaching Program participated in the study. The research tools were diaries kept by student teachers and semi-structured interviews conducted with 30 of the participant student teachers. Constant Comparison Method was used to analyze the qualitative data. The analysis of the data revealed six main categories as the sources of foreign language student teacher anxiety: students and class profiles, classroom management, teaching procedures, being observed, mentors, and miscellaneous. Each source of foreign language student teacher anxiety is described and exemplified with extracts from student teachers’ diaries or interview records. The findings are discussed along the recent literature on foreign language student teacher anxiety. Suggestions for foreign language teacher education programs are also provided.

  8. Integrating Language-and-Culture Teaching: An Investigation of Spanish Teachers' Perceptions of the Objectives of Foreign Language Education

    Science.gov (United States)

    Castro, Paloma; Sercu, Lies; Mendez Garcia, Maria del Carmen

    2004-01-01

    A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on…

  9. Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

    Science.gov (United States)

    Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

    2013-01-01

    First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.

  10. Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

    Directory of Open Access Journals (Sweden)

    Marie-Josée Bisson

    Full Text Available First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.

  11. The Role of Linguistic Routines in Early Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Michele Daloiso

    2009-11-01

    Full Text Available According to recent studies in neuropsychology, when learning a language, young children mainly use“implicit memory”, i.e. the memory of automatic procedures such as riding a bicycle. As an implication forearly foreign language teaching (EFLT, teachers will stimulate the pupils’ implicit memory by exposingthem to routine situations in which specific linguistic expressions are associated with recurring actions andprocedures. This paper will therefore discuss the neuropsychological, linguistic and educational roles ofroutines in EFLT and will provide teachers with methodological principles to manage routine situations ina foreign language.

  12. The Power of Students’ Subjectivity Processes in Foreign Language acquisition

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2015-01-01

    of the students in reading and communicating in French and German as part of their academic learning process (Bojsen 2012). In this framework we are already on new ground within the established practice of FL teaching and learning in Denmark as this practice has traditionally been confined to language courses...... and degrees and diplomas in particular foreign languages. However in this case, the students are not inscribed as students of foreign languages. Their subjectivity process is thus not that of a student of French or German, but rather of pedagogy, cultural studies, economics, development studies or other...

  13. The Power of Students’ Subjectivity Processes in Foreign Language acquisition

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2015-01-01

    and degrees and diplomas in particular foreign languages. However in this case, the students are not inscribed as students of foreign languages. Their subjectivity process is thus not that of a student of French or German, but rather of pedagogy, cultural studies, economics, development studies or other...... of the students in reading and communicating in French and German as part of their academic learning process (Bojsen 2012). In this framework we are already on new ground within the established practice of FL teaching and learning in Denmark as this practice has traditionally been confined to language courses...

  14. Language Proficiency for Careers in Tourism and Learning Different Second Foreign Languages

    Directory of Open Access Journals (Sweden)

    Nikolina Božinović

    2013-07-01

    Full Text Available This paper attempts to explore differences in perceptions of students from the American College of Management and Technology (ACMT on the importance of knowledge of various foreign languages in tourism, according to the types of second foreign languages that they learned. A total of 107 participants that are currently attending American College of Management and Technology in Dubrovnik were examined by a questionnaire, designed by the authors of this paper. Key finding in this research is the fact that students consistently consider knowledge of foreign languages in general important, while the type of second foreign language those participants learned didn’t appear to be an important factor in any of hospitality services, institutions or types of tourism. The results obtained could help in raising the awareness of the importance of the role of learning and teaching foreign languages, with a potential consequence of developing and promoting tourism in Dubrovnik and Croatia in general.

  15. Children’s literature in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Sevgi Arkılıç-Songören

    2011-06-01

    Full Text Available Newer approaches and methods are constantly being developed for effective foreign language teaching and new ways to render it more productive and more enjoyable are being sought. Using literature in language courses is a product of this train of thought for literature is seen and used in all aspects of our lives, we speak and write about literature, i.e. make the four basic skills in language teaching functional.Just as we can not separate language and literature, we cannot think of teaching children foreign languages without the use of children’s literature simply because the texts we choose for children need to be easy to understand based on their age group, interests, and experiences. If these texts are used approppriately, language classes can become more interesting and easy to follow and effective learning can be achieved.

  16. Foreign Language Careers for International Business and the Professions

    Directory of Open Access Journals (Sweden)

    Cere, Ronald C.

    2012-01-01

    Full Text Available The U.S. work and market places are becoming more global, multilingual, and multicultural in nature and are making foreign language and cultural studies, particularly those of Asia and Latin America, an important part of career planning and development. Many jobs demand knowledge of one or more languages and their attendant cultures and require experience in international and/or cross cultural areas. They also demand specialized interdisciplinary training such as that offered at many schools, colleges, and universities, and encourage internships that can lead to promising careers. Job sources for foreign language-based careers also abound and with guidance and research can be easily found. This paper seeks to provide the information and sources educators at all levels and institutions need to know in order to emphasize the importance of foreign language in careers and also facilitate ways of integrating their study into the general curriculum and classroom.

  17. Teaching and Learning Through a Foreign Language - A Challenging Task

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    2011-01-01

    learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed......Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Teaching and Learning through a Foreign Language – A Challenging Task With a higher percentage of international faculty and students than ever before at many universities, more often than not students...... the challenges of teaching a heterogeneous group of students with different first languages and cultures? At this presentation you will be introduced to the results of recent Danish, Norwegian and Swedish studies of these challenges as seen from the perspective of both teachers and students...

  18. Foreign Languages in Poland - a Shift in Perspectives and Motivations

    OpenAIRE

    2008-01-01

    As a result of the fall of communism, opening to the West and the recent inauguration to the European Union, Polish people’s perspectives and consequently motivations to learn foreign languages have changed. After World War II, because of Soviet superintendence, Russian dominated as the primary second language in Poland. Learners had little or no say in their choices of language education. Now, two decades later, the situation is quite different. The following is a brief report on the current...

  19. Children’s literature in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Sevgi Songören

    2011-06-01

    Full Text Available Newer approaches and methods are constantly being developed for effective foreign language teaching and new ways to render it more productive and more enjoyable are being sought. Using literature in language courses is a product of this train of thought for literature is seen and used in all aspects of our lives, we speak and write about literature, i.e. make the four basic skills in language teaching functional.Just as we can not separate language and literature, we cannot think of teaching children foreign languages without the use of children‟s literature simply because the texts we choose for children need to be easy to understand based on their age group, interests, and experiences. If these texts are used approppriately, language classes can become more interesting and easy to follow and effective learning can be achieved. Newer approaches and methods are constantly being developed for effective foreign language teaching and new ways to render it more productive and more enjoyable are being sought. Using literature in language courses is a product of this train of thought for literature is seen and used in all aspects of our lives, we speak and write about literature, i.e. make the four basic skills in language teaching functional.Just as we can not separate language and literature, we cannot think of teaching children foreign languages without the use of children’s literature simply because the texts we choose for children need to be easy to understand based on their age group, interests, and experiences. If these texts are used approppriately, language classes can become more interesting and easy to follow and effective learning can be achieved.

  20. Teaching Intercultural Communication in Foreign Language Education through Video Conferencing

    OpenAIRE

    2013-01-01

    Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of...

  1. Teaching Lithuanian as a second/foreign language: Current practicies

    Directory of Open Access Journals (Sweden)

    Meiluté Ramoniené

    2006-05-01

    Full Text Available Following the restitution of the independence of Lithuania in 1990, one of the key questions of the national language policy in Lithuania was the development and enforcement of a successful language education model. Newly emerging needs have encouraged re- form in learning Lithuanian as a second language at all levels. This paper provides a broad overview of teaching, learning and assessment of Lithuanian as a second/foreign language – an important educational element of the language policy in Lithuania. It focuses on general principles and main problems as well as real practices and changes in 1990–2005.

  2. Foreign language anxiety and self-perceived English pronunciation competence

    Directory of Open Access Journals (Sweden)

    Magdalena Szyszka

    2011-08-01

    Full Text Available In foreign language learning a negative correlation has been reported be-tween language anxiety and both oral performance (Liu, 2006; Stephenson Wilson, 2006; Woodrow 2006 and self-perceived levels of speaking ability (Kitano, 2001; MacIntyre, Noels, & Clement, 1997; Piechurska-Kuciel, 2008. However, little is known about the relationship between language anxiety and the way students perceive their own competence regarding one of the integral components of oral performance – pronunciation. The present study is an attempt to investigate the link between foreign language anxiety and the self-perceived levels of pronunciation of 48 teacher training college students, who study English as a foreign language. A negative correlation, r = -.54 (p < .05, was found between the level of their language anxiety and self-perceived English pronunciation competence, indicating that more apprehensive teacher trainees perceived their pronunciation as poor, whereas those with lower levels of anxiety declared higher pronunciation competence. Moreover, statistically significant negative correlations were noted between the levels of anxiety and self-perceived competences of several suprasegmental aspects of pronunciation, such as word pronunciation, stress, weak forms, rhythm, linking, and assimilation. The teacher trainees who rated their competence of these suprasegmentals more highly experienced lower levels of foreign language anxiety. The perception of segmentals, however, appeared to be unconnected with the participants’ anxiety.

  3. Tact Training versus Bidirectional Intraverbal Training in Teaching a Foreign Language

    Science.gov (United States)

    Dounavi, Katerina

    2014-01-01

    The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal…

  4. Tact Training versus Bidirectional Intraverbal Training in Teaching a Foreign Language

    Science.gov (United States)

    Dounavi, Katerina

    2014-01-01

    The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal…

  5. Developing the Bilingual Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    T. A. Znamenskaya

    2013-01-01

    Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

  6. Developing the Bilingual Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    T. A. Znamenskaya

    2015-02-01

    Full Text Available The paper considers the problem of bilingualism and its effect on the personality of the speaker. Various types of bilingualism are described along with the factors determining the bilingual competence formation: age, individual experience, socio-cultural conditions of the native and foreign language interaction. The author points out both the positive and negative impact on the native language as the result of the second language learning. The special emphasis is on language interference in the process of learning a foreign language. To make sure the students achieve the adequate degree of its authenticity, and therefore the bilingual competence, the teacher should take into account the specificity of national styles, communicative strategies and speech tactics of both languages. A comparative analysis of linguistic differences of the English and Russian languages is demonstrated on the level of phonetics, vocabulary, grammar and national communicative stylistics. The author maintains that successful inter-language and cross-cultural communication requires the integrative cross-disciplinary approach, consolidation of the linguistic theory and methods of foreign language teaching. 

  7. Modern Foreign Languages at key stage 4

    Institute of Scientific and Technical Information of China (English)

    Qualified Curriculum Authority,UK

    2006-01-01

    @@ Knowledge, skills and understanding Acquiring knowledge and understanding of the target language 1) Students should be taught: a.the principles and interrelationship of sounds and writing in the target language

  8. Foreign Language Testing: A Current View.

    Science.gov (United States)

    Whiteson, Valerie L.

    1981-01-01

    Describes second language testing methods including discrete-point tests, integrative tests, criterion-referenced testing, FSI test of oral proficiency, tests of functional ability. No way has yet been found to reliably measure communicative competence in second languages. (BK)

  9. Television Commercials in the Foreign Language Classroom

    Science.gov (United States)

    Skirble, Rosanne

    1977-01-01

    This article suggests using both Spanish and English television commercials to stimulate classroom dialogue and language practice. Drills can be contextualized if based on these commercials and the films can stimulate socio-cultural conversations in the target language. (CHK)

  10. The Effect of Language Learning Strategies on Learning Vocabulary in Teaching Turkish as a Foreign Language

    OpenAIRE

    Fatma BÖLÜKBAŞ

    2013-01-01

    The aim of this study is to specify the learning strategies that the students use while learning Turkish as a foreign language and the effects of these strategies on learning vocabulary. Conducted in compliance with “pretest – posttest control group model” among experimental patterns, this study involved 40 students of Turkish as a foreign language in Istanbul University Language Center, who were divided into two groups as the experimental group and the control group, each of which consisted ...

  11. A View Into Successful Teaching Techniques: Teaching Malay Language As A Foreign Language In Malaysia

    Directory of Open Access Journals (Sweden)

    Mazlina Baharudin

    2016-12-01

    Full Text Available This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM. The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to Malaysians and had been on grammar structure. There has been little development of teaching of Malay as a foreign language. However, the effort to introduce Malay as a foreign language is important since generally there are a growing number of learners who are aware of the benefits. Other than travelers guide and basic Malay phrase books, not many materials are found for teaching of Malay as a foreign language. Based on the lack of resources, teachers have to incorporate techniques to be used in class to teach the Malay language course. It is hoped that other foreign language teachers will find information useful especially in the teaching the Malay Language as a foreign language.

  12. Second and foreign language listening: unraveling the construct.

    Science.gov (United States)

    Tafaghodtari, Marzieh H; Vandergrift, Larry

    2008-08-01

    Identifying the variables which contribute to second and foreign language (L2) listening ability can provide a better understanding of the listening construct. This study explored the degree to which first language (L1) listening ability, L2 proficiency, motivation and metacognition contribute to L2 listening comprehension. 115 Persian-speaking English as a Foreign Language (EFL) university students completed a motivation questionnaire, the Language Learning Motivation Orientation Scale, a listening questionnaire, the Metacognitive Awareness Listening Questionnaire, and an English-language proficiency measure, as well as listening tests in English and Persian. Scores from all measures were subjected to descriptive, inferential, and correlational analyses. The results support the hypothesis that variability in L2 listening cannot be explained by either L2 proficiency or L1 listening ability; rather, a cluster of variables including L2 proficiency, L1 listening ability, metacognitive knowledge and motivation orientations can better explain variability in L2 listening ability.

  13. Contrastive Analysis of Impact by Affective Factors on Adult Foreign Lan-guage Learning and Child Language Development

    Institute of Scientific and Technical Information of China (English)

    田小丽

    2016-01-01

    Affective factors are the meaning of"decisive essence"in foreign language learning. Adult foreign language learning is much influenced by affective factors than children language development in the process of language development. In this pa-per, on the basis of a Krashen's"Affective Filter Hypothesis", the writer analyses the reasons, and analyses adult foreign lan-guage learning and child language development affect differently from four main affective factors:motivation, self-confidence, anxiety and empathy.

  14. FOREIGN LANGUAGE ANXIETY AND BELIEFS OF EFL LEARNERS AT INDONESIA

    Directory of Open Access Journals (Sweden)

    Arief Pramuktiyono

    2016-07-01

    Full Text Available The present study was aimed to investigate the students of English education Department of University of PGRI Ronggolawe (UNIROW Tuban. This research fouces on foreign language anxiety beliefs. The population of the present study was 156 students from the fourth semester of English Education Department of UNIROW. The researcher adopted a stratified proportional random sampling technique and 61 students from five classes were selected as participants to fill out all the questionnaires, but after administering the questionnaires only 49 students completely filled out all the questionnaires. The questionnaires used in the present study were Foreign Language Classroom Anxiety Scale (FLCAS and Beliefs About Language Learning Inventory (BALLI. The findings revealed that there were some factors that contributed to the students’ anxiety in their English classes. Furthremore, the students of English Education Department also validated erroneous beliefs about language learning. Lastly, based on the results of correlation analysis between the FLCAS and the BALLI factors the findings revealed that the students of English Education Department who have greater tendency to perceive themselves as having a good aptitude in language learning tended to be less anxious in the factor of communication apprehension, and likewise, the students who believed English is a difficult language tended to be anxious in the factors of communication apprehension and test anxiety. Thus, the findings of the present study contribute comprehensive picture about students’ foreign language anxiety and students’ beliefs about language learning and it can be used as reference to improve English Education Department at UNIROW Tuban.

  15. "The Limits of my Language are the Limits of my World." The effects of language learning disorders on foreign language learning and the possible solutions

    OpenAIRE

    Ágústína Gunnarsdóttir 1983

    2014-01-01

    There are a number of learning disorders that affect language acquisition in the native language but chief among them are dyslexia and specific language impairment (SLI). Their effects are found in the first language and extend to any subsequent languages, including foreign languages. As curriculum guidelines in Iceland feature the mandatory learning of a number of foreign languages and the Icelandic institutions of higher learning use foreign languages quite heavily in their instruction, pro...

  16. Foreign language comprehension achievement: insights from the cognate facilitation effect.

    Science.gov (United States)

    Casaponsa, Aina; Antón, Eneko; Pérez, Alejandro; Duñabeitia, Jon A

    2015-01-01

    Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the non-native language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect) together with other domain-general cognitive factors contribute to reading comprehension achievement in a non-native language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful non-native reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the non-native lexical forms to semantic concepts are needed to achieve good non-native reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.

  17. Foreign language comprehension achievement: insights from the cognate facilitation effect

    Directory of Open Access Journals (Sweden)

    Aina eCasaponsa

    2015-05-01

    Full Text Available Numerous studies have shown that the native language influences foreign word recognition and that this influence is modulated by the proficiency in the nonnative language. Here we explored how the degree of reliance on cross-language similarity (as measured by the cognate facilitation effect together with other domain-general cognitive factors contribute to reading comprehension achievement in a nonnative language at different stages of the learning process. We tested two groups of native speakers of Spanish learning English at elementary and intermediate levels in an academic context. A regression model approach showed that domain-general cognitive skills are good predictors of second language reading achievement independently of the level of proficiency. Critically, we found that individual differences in the degree of reliance on the native language predicted foreign language reading achievement, showing a markedly different pattern between proficiency groups. At lower levels of proficiency the cognate facilitation effect was positively related with reading achievement, while this relation became negative at intermediate levels of foreign language learning. We conclude that the link between native- and foreign-language lexical representations helps participants at initial stages of the learning process, whereas it is no longer the case at intermediate levels of proficiency, when reliance on cross-language similarity is inversely related to successful nonnative reading achievement. Thus, at intermediate levels of proficiency strong and direct mappings from the nonnative lexical forms to semantic concepts are needed to achieve good nonnative reading comprehension, in line with the premises of current models of bilingual lexico-semantic organization.

  18. An empirical investigation on college teachers’ foreign language anxiety

    Institute of Scientific and Technical Information of China (English)

    刘苑

    2015-01-01

    The author adopted an empirical quantitative method by employing Horwitz’s Teacher Foreign Language Anxiety Scale(TFLAS)to determine the anxiety level of ninety teacher participants from Tianjin Foreign Studies University.SPSS11.5was used for data analysis and the results showed that no one experienced high level’s anxiety and student teachers were commonly more anxious than in-service teachers.

  19. Ethnic Identity and Culture in Foreign Language Motivation

    DEFF Research Database (Denmark)

    Khudgir Agha, Taha Hammad Ameen

    in Sulaymaniyah university (Kurdistan Region-Northern Iraq) and Arabic students in AL-Mustansiriya university (Baghdad city) on their motivation to learn English as a foreign language in Iraq; secondly to determine their motivational orientation (instrumental and/or integrative orientation); and finally to get......) to learn English in the Iraqi context. Participants´ attitudes towards learning English as a foreign language and the way they conceive of themselves and their obligations as learners of English emerged as the strongest contributors to their reported learning efforts. Both quantitative and qualitative data...... and culture) play a significant role in determining and changing the students’ perception and beliefs towards learning a foreign language. As a consequence, in further studies it is recommended that local contextual factors are being taken into consideration already at the outset of the study....

  20. Creating a Low-anxiety Foreign Language Environment

    Institute of Scientific and Technical Information of China (English)

    2013-01-01

    Anxiety is one of the affective factors which influence foreign language learning. It refers to fear, apprehensions, annoy-ance or weariness occurring in the procedure of foreign language learning. It often appears when the learners are expected to perform in foreign language. Such as listening, speaking, reading, and writing. There are various carious causes from which anxiety arises. It may be related to the learners' individual characteristics, learning activities, teaching methods or learning tasks and so on. As the organizers of classroom activities, teachers should pay more attention to the changes of learners' affect, try to be good adjusters of the affect, make an effort to generate a low-anxiety environment conductive to high quality learning.

  1. The effect of socio-affective language learning strategies and emotional intelligence training on English as a foreign language (EFL) learners' foreign language anxiety in speaking classes

    OpenAIRE

    Gürman-Kahraman, Fatma

    2013-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013. Thesis (Master's) -- Bilkent University, 2013. Includes bibliographical references leaves 132-144. The study aims to explore the possible effects of socio-affective language learning strategies (LLSs) and emotional intelligence (EI) training on EFL students‟ foreign language anxiety (FLA) in speaking courses. With this aim, the study was carried out with 50 elementary level EFL lear...

  2. FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

    Directory of Open Access Journals (Sweden)

    Abdel Rahim Hamid Mugaddam

    2012-07-01

    Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

  3. Foreign Language Learners' Views on the Importance of Learning the Target Language Pronunciation

    Science.gov (United States)

    Çakir, Ismail; Baytar, Birtan

    2014-01-01

    Pronunciation is one of the controversial topics in the field of English language teaching as a second or foreign language. The aim of this study is to understand the attitudes of prep class students at Kastamonu University (state university) in Turkey towards the importance of pronunciation in language learning. Therefore, a pronunciation…

  4. Foreign Languages: Early Language Learning, Standards for Teacher Preparation, National Security.

    Science.gov (United States)

    Poliakoff, Anne Rogers, Ed.

    2002-01-01

    This collection of papers makes the case for early and sustained foreign language education as part of the core K-12 curriculum, and for training teachers prepared to create such an education for their students. "Early Language Learning: A National Necessity" (Christine L. Brown), discusses the importance of early language learning, resources for…

  5. The Internet, Language Learning, and International Dialogue: Constructing Online Foreign Language Learning Websites

    Science.gov (United States)

    Kartal, Erdogan; Uzun, Levent

    2010-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign…

  6. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

    Full Text Available ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype to help each other learn their native language (or language of proficiency. This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

  7. The Development of Learner Autonomy in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    杨粉平

    2012-01-01

      Learner autonomy has been gradually acknowledged as one of the ultimate goals of language learning and teaching. Thus, it becomes a necessity to cultivate students' learner autonomy in foreign language teaching. It can practice students' independency and cultivate students' aptitude. The present paper defines learner autonomy and elaborates the factors contributing to its development, such as strategies, attitudes, motivation, etc. It is hoped that the modern English teaching can be received by great many students. Ultimately, language is learnt by individuals and then learners can use their own language. In teaching practice, we should pay attention to develop the learner autonomy.

  8. Globalization and Foreign Language Education at a Chinese University

    Institute of Scientific and Technical Information of China (English)

    SUN Zhuo-min

    2014-01-01

    This essay begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines the development of language education system in a new college of a university in China over a period of ten years in relation to the issue of internationalization and globalization. The study shows that the language education system of the new college has developed in parallel with the recently-emerged trends in language education in China. Finally, it seeks to interpret these trends in terms of global, national, regional forces that currently drive it forwards.

  9. Effects of direct instruction in Spanish phonology on the native-language skills and foreign-language aptitude of at-risk foreign-language learners.

    Science.gov (United States)

    Ganschow, L; Sparks, R

    1995-02-01

    This study examined the effect of an academic year of direct instruction in the phonology/orthography of Spanish on the native-language skills and foreign-language aptitude of high school women identified as at risk (n = 14) and not at risk (n = 19) for experiencing problems with learning a foreign language. At-risk students received a specialized teaching approach; not-at-risk students received traditional foreign-language instruction. Pre- and posttest results showed that both groups improved significantly on a foreign-language aptitude test, and the at-risk group made significant gains on native-language phonology/orthography measures. Pretest comparisons showed significant between-group differences on several phonological/orthographic measures and the foreign-language aptitude test. Posttest comparisons showed that the not-at-risk subjects still scored significantly higher than at-risk subjects on the foreign-language aptitude measure; no differences were noted on two native-language phonological/orthographic measures. Pre- and posttest comparisons between groups showed that the at-risk group made significantly greater gains than the not-at-risk group on phonological/orthographic measures. Implications for instruction are presented.

  10. Foreign subtitles help but native-language subtitles harm foreign speech perception.

    Science.gov (United States)

    Mitterer, Holger; McQueen, James M

    2009-11-11

    Understanding foreign speech is difficult, in part because of unusual mappings between sounds and words. It is known that listeners in their native language can use lexical knowledge (about how words ought to sound) to learn how to interpret unusual speech-sounds. We therefore investigated whether subtitles, which provide lexical information, support perceptual learning about foreign speech. Dutch participants, unfamiliar with Scottish and Australian regional accents of English, watched Scottish or Australian English videos with Dutch, English or no subtitles, and then repeated audio fragments of both accents. Repetition of novel fragments was worse after Dutch-subtitle exposure but better after English-subtitle exposure. Native-language subtitles appear to create lexical interference, but foreign-language subtitles assist speech learning by indicating which words (and hence sounds) are being spoken.

  11. Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

    Directory of Open Access Journals (Sweden)

    Olga Malova

    2016-10-01

    Full Text Available The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English.

  12. Test Anxiety among Foreign Language Learners: A Review of Literature

    Directory of Open Access Journals (Sweden)

    Selami Aydın

    2009-04-01

    Full Text Available The findings obtained from previous research indicate that test anxiety has significant effects on the foreign language learning process. Thus, this paper aims to present a synthesis of research results on the sources and effects of test anxiety among foreign language learners. The results of the studies reviewed in the paper were mainly categorized under two sub-sections: the sources and effects of test anxiety. It is expected that the study will not only contribute to the limited research on the subject in Turkey, but also help increase the awareness among target groups such as learners, teacher and examiners.

  13. The method of global learning in teaching foreign languages

    Directory of Open Access Journals (Sweden)

    Tatjana Dragovič

    2001-12-01

    Full Text Available The authors describe the method of global learning of foreign languages, which is based on the principles of neurolinguistic programming (NLP. According to this theory, the educator should use the method of the so-called periphery learning, where students learn relaxation techniques and at the same time they »incidentally « or subconsciously learn a foreign language. The method of global learning imitates successful strategies of learning in early childhood and therefore creates a relaxed attitude towards learning. Global learning is also compared with standard methods.

  14. Foreign Language Usage by Secondary Education EFL Teachers

    Directory of Open Access Journals (Sweden)

    Sophia Kakavoula

    2010-02-01

    Full Text Available In the last few decades there is growing interest in pre- and in- service teacher education which aims to help teachers keep up to date with new trends and developments in the field of education. Although this movement has resulted in upgraded approaches to the design and implementation of teacher training courses, most of them focus mainly on theoretical and methodological issues neglecting the systematic improvement and development of English teachers’ language proficiency and competence. However, it is a reality that several teachers sometimes feel uncomfortable with using the foreign language inside and outside the classroom. The present research investigates how comfortable teachers feel with their foreign language proficiency, whether their confidence in using it influences in any way their teaching practices and whether there is a need for in-service teacher training courses targeting teachers’ language development and improvement. From the analysis of the research data we are able to assume that teachers of English feel that there are deficiencies in their foreign language proficiency and competence and admit that their participation in training courses targeting their language development would improve not only their language proficiency but their actual teaching practices as well.

  15. Developing Cultural Awareness in Foreign Language Teaching

    Science.gov (United States)

    Shemshadsara, Zahra Ghorbani

    2012-01-01

    Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

  16. Cerebral Dominance, Language Acquisition, and Foreign Accents.

    Science.gov (United States)

    Scovel, Tom

    1969-01-01

    Implicit in the discussion of views taken by Wolfe, Geschwind, and Newmark is a claim that no learning theory based solely on "nurture" can account for the fact that language acquisition in childhood is a trait, in adulthood a skill. The child can master the language system completely, regardless of his intellectual capacity or his social…

  17. Transfer and Generalizability of Foreign Language Learning

    Science.gov (United States)

    2009-02-01

    personality development, cultural awareness, respect for other cultures, improved proficiency in one’s native language, and a sense of history (Frantz, 1996...19-31. 20 Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia . Applied Psycholinguistics, 21

  18. Significance of Literature in Foreign Language Teaching

    Science.gov (United States)

    Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan

    2014-01-01

    This research aims to consider literature as a significant tool for teaching fundamental language skills including speaking, listening, reading and writing. Reasons for the use of literature in language classrooms and major factors for choosing appropriate kinds of literary texts in such classes should be highlighted in order to make readers aware…

  19. Pourquoi les langues etrangeres (Why Foreign Languages)?

    Science.gov (United States)

    van Deth, J. P.

    1975-01-01

    The 'Association Linguistique Franco-Europeenne' analyzed 1600 questionnaires completed by French students to find out the motives for choosing the languages they study versus which languages they would like to study. The results are tabulated. The general conclusion is that multilingualism is beneficial to world peace and should be encouraged.…

  20. Exploiting Information and Communication Technologies in Teaching a Foreign Language

    Directory of Open Access Journals (Sweden)

    Niculescu Brândușa-Oana

    2017-06-01

    Full Text Available Education has to constantly adapt and renew itself in order to be compatible with the technology-dominated world we live in. There has been heated debate over the introduction of information and communication technology (ICT in the educational process. The ICT, especially in foreign language teaching, has become the researchers’ focus of attention in the last two decades. Today’s armed forces require highly-skilled military personnel to be digitally literate and to have well-developed cultural awareness, intercultural communication ability and critical thinking competence. In this context, foreign language classes in the military higher education system should become an environment in which language, culture and civilisation encounters may be facilitated and enhanced by ICT, promoting the acquisition of knowledge and skills demanded by the exercise of roles that the armed forces have in the international theatres of operations. This paper aims at examining the necessity of introducing ICT in foreign language teaching, pointing to the numerous advantages of using these new technologies. The paper also discusses the new role and skills of the teacher in the context of exploiting the various resources provided by the ICT. In addition, we mention some of the modalities in which ICT can be put to good use in developing the cadets’ foreign language skills.

  1. Factor analysis of the Foreign Language Classroom Anxiety Scale in Korean learners of English as a foreign language.

    Science.gov (United States)

    Park, Gi-Pyo

    2014-08-01

    This study examined the latent constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) using two different groups of Korean English as a foreign language (EFL) university students. Maximum likelihood exploratory factor analysis with direct oblimin rotation was performed among the first group of 217 participants and produced two meaningful latent components in the FLCAS. The two components of the FLCAS were closely examined among the second group of 244 participants to find the extent to which the two components of the FLCAS fit the data. The model fit indexes showed that the two-factor model in general adequately fit the data. Findings of this study were discussed with the focus on the two components of the FLCAS, followed by future study areas to be undertaken to shed further light on the role of foreign language anxiety in L2 acquisition.

  2. Growth of language-related brain areas after foreign language learning.

    Science.gov (United States)

    Mårtensson, Johan; Eriksson, Johan; Bodammer, Nils Christian; Lindgren, Magnus; Johansson, Mikael; Nyberg, Lars; Lövdén, Martin

    2012-10-15

    The influence of adult foreign-language acquisition on human brain organization is poorly understood. We studied cortical thickness and hippocampal volumes of conscript interpreters before and after three months of intense language studies. Results revealed increases in hippocampus volume and in cortical thickness of the left middle frontal gyrus, inferior frontal gyrus, and superior temporal gyrus for interpreters relative to controls. The right hippocampus and the left superior temporal gyrus were structurally more malleable in interpreters acquiring higher proficiency in the foreign language. Interpreters struggling relatively more to master the language displayed larger gray matter increases in the middle frontal gyrus. These findings confirm structural changes in brain regions known to serve language functions during foreign-language acquisition. Copyright © 2012 Elsevier Inc. All rights reserved.

  3. Foreign Language Teaching and the Computer.

    Science.gov (United States)

    Garrett, Nina, Ed.; Hart, Robert S., Ed.

    1986-01-01

    "Morgens geht Fritz zur Schule" is a software tutorial and drill program, designed for use with the Apple II computer, which provides practice with German prepositions for students in a beginning German language course. (CB)

  4. FOREIGN LANGUAGES AND HUMAN DEVELOPMENT: THE CASE ...

    African Journals Online (AJOL)

    HP

    2017-07-01

    Jul 1, 2017 ... He published the first Human Development report ... The main objective of human development lies on the freedom of its citizens as well as ... scholarship were Professor S. Ade Ojo, the former Director of the French Language.

  5. Foreign language teaching and learning: Challenges and ...

    African Journals Online (AJOL)

    related employability skills is crucial in at least the domains of business, tourism, .... politics, medicine and ethics (Bourdieu, cited in Duranti 1997:31). .... in the circumstances under which they would work and use the language at the workplace.

  6. AI Tools for Foreign Language Training

    Science.gov (United States)

    1989-07-01

    in a computer environment that can understand and respond to not only English , but any other natural language, we must first understand the natural...is meaningless. Secondly, instructional goals for the system will be used to decide how omp-ehesrive a gramar is required or how detailed a parse is...douiln. This onstruct Mas been used in early natural language applications for handling qpestion asking about isaw specific topic. In NLP the gramar

  7. Unit 8 Learning a foreign language

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    1.The+比较级,the+比较级越……越;愈……愈 学习者越不紧张、越能放松自己,他们的语言学习就会更好。%The less anxious and more relaxed the learner, the better their language acquisition. Leaming a language is obviously more than just memorising words, phrases and structures.

  8. A Four-State Survey of Secondary Administrators' Perceptions of Foreign Language Supervision.

    Science.gov (United States)

    Hammadou, JoAnn; Schrier, Leslie L.

    1988-01-01

    Investigates secondary school administrators' attitudes toward foreign-language teacher supervision. Findings indicate limited knowledge of foreign languages among the supervisors and widely varying opinions regarding the consequences of this limited understanding. (Author/CB)

  9. "The Act of Reading" in the Foreign Language: Pedagogical Implications of Iser's Reader-Response Theory.

    Science.gov (United States)

    Davis, James N.

    1989-01-01

    Demonstrates Iser's reader-response theory provides a coherent framework for interpreting and teaching narratives in a foreign language. A sample lesson using the Iserian principle to improve students' reading of foreign language texts. (37 references) (CB)

  10. Case Study of a Global Simulation in French as a Foreign Language ...

    African Journals Online (AJOL)

    In a communicative based approach, the French Foreign Language learning teaching activities offered in classrooms favour exposing learners to ... to practice the foreign language and/or to get accustomed to its culture beyond the classroom.

  11. 77 FR 28582 - Applications for New Awards; Undergraduate International Studies and Foreign Language (UISFL...

    Science.gov (United States)

    2012-05-15

    ... postsecondary credit in a foreign language (or have demonstrated equivalent competence in the foreign language... Federal Regulations is available via the Federal Digital System at: http://www.gpo.gov/fdsys . At...

  12. Modeling of Future Initial Teacher of Foreign Language Training, Using Situation Analysis

    Directory of Open Access Journals (Sweden)

    Maryana М. Sidun

    2012-12-01

    Full Text Available The article discloses the content of modeling of future initial teacher of foreign language, using situation analysis, defines the stages of modeling during the professional competence formation of future teacher of foreign language: preparatory, analytical and executive.

  13. Tact training versus bidirectional intraverbal training in teaching a foreign language.

    Science.gov (United States)

    Dounavi, Katerina

    2014-01-01

    The current study involved an evaluation of the emergence of untrained verbal relations as a function of 3 different foreign-language teaching strategies. Two Spanish-speaking adults received foreign-language (English) tact training and native-to-foreign and foreign-to-native intraverbal training. Tact training and native-to-foreign intraverbal training resulted in the emergence of a greater number of untrained responses, and may thus be more efficient than foreign-to-native intraverbal training.

  14. Personality type, perceptual style preferences, and strategies for learning English as a foreign language

    National Research Council Canada - National Science Library

    Chen, Mei-Ling; Hung, Li-Mei

    2012-01-01

    ... learning style preference, language learning strategies, English as a foreign language, individual differences. In response to the demands of globalization, the people of Taiwan seem to have an...

  15. LEARNER AUTONOMY IN FOREIGN LANGUAGE LEARNING IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Mehmet Nuri GÖMLEKSİZ

    2012-12-01

    Full Text Available Learner autonomy in foreign language learning involves students’ competence in decision making during their language learning process. One of the steps to be taken to develop learner autonomy in foreign language classes is to support students to develop the skill of decision making about their learning. Students’ involvement in decision making process effectively during their foreign language studies will help them develop their learner autonomy and learn a foreign language more efficient. The aim of this study is to determine the opinions of sixth grade students enrolled at elementary schools in Sivas city center towards learner autonomy in foreign language learning. Descriptive research method, which involves gathering data concerning current status of the phenomena, was used in the study. The study population is comprised of seventh grade students enrolled at elementary schools in Sivas city center in spring term of 2010-2011 academic year. Sample of the study consists of 975 students selected randomly. The stratified proportional random sampling procedure was used to select the schools. Learner Autonomy Questionnaire developed by Egel (2003 was used as the data collection tool. The questionnaire, developed to determine students’ opinions towards learner autonomy in foreign language learning, includes 44 items and nine sub-scales. Cronbach Alpha reliability coefficient of the questionnaire was measured to be .81. Frequency, percent, independent groups t test and Mann Whitney U test were utilized to analyze the data. Results with p<.05 were considered statistically significant. The study has not been completed yet and the study process is still going on both from the statistical process and interpretation of the findings. The research results proved that female students were better in readiness for self-direction, independent work in language learning, selection of content and assessment/motivation sub-scales. No statistically

  16. Language Learning Strategies and Strategic Teaching in the Foreign Language Classroom

    Institute of Scientific and Technical Information of China (English)

    MA Jiang-tao

    2015-01-01

    The results of a great deal of research have suggested that language learning strategies can be taught and that instructing learning strategies and integrating them into regular instruction can greatly facilitate the learning of a second/foreign language. The aim of this article is to draw the readers’attention to strategic teaching that should be introduced in the foreign language classroom in order to meet the demands of contemporary language education. In particular, it points to the necessity that teachers should change their attitudes towards the roles they play in the classroom to become truly responsible for their learning.

  17. Awakening Young Children to Foreign Languages: Openness to Diversity Highlighted

    Science.gov (United States)

    Ben Maad, Mohamed Ridha

    2016-01-01

    The study of how foreign languages affect the personality-building process has received considerable attention in early childhood research. A number of related projects implemented across Europe have been conducted to establish how such influence may contribute to active citizenship education. However, no echoes of this research line have reached…

  18. Competence Evaluation in German as a Foreign Language for PR

    OpenAIRE

    Jammernegg, Iris

    2012-01-01

    This contribution presents the findings of an investigation of the competences, levels of performance and progress of students who were enrolled in German as a Foreign Language (GFL) courses within the Public Relations program at the University of Udine (Italy). Besides domain-specific, methodological, personal and socio-communicational as well as linguistic and culture-specific competences, the intercultural competence a...

  19. Student Perceptions of Oral Participation in the Foreign Language Classroom

    Science.gov (United States)

    Tepfenhart, Karen L.

    2011-01-01

    This study attempts to determine which factors students find most influential in their oral participation in a foreign language class and their thoughts on what actions the teacher should take to encourage more oral participation in class. Participants were 38 students in Spanish 1 and 2 at a rural middle school and high school. Students completed…

  20. Incidental Vocabulary Acquisition in French as a Foreign Language.

    Science.gov (United States)

    Dupuy, Beatrice; Krashen, Stephen D.

    1993-01-01

    Third semester college students of French viewed part of a film, read part, and then were given a surprise vocabulary test with colloquial words from the text. Their performance, compared to a control group, suggests that incidental vocabulary acquisition is possible in a foreign language situation. The test is appended. (Contains eight…

  1. Formative Assessment of Writing in English as a Foreign Language

    Science.gov (United States)

    Burner, Tony

    2016-01-01

    Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on…

  2. Foreign Language Skills for Employability in the EU Labour Market

    Science.gov (United States)

    Grasmane, Daina; Grasmane, Sanita

    2011-01-01

    To confront rising unemployment, skills of the labour force must be improved. With the aim to find out how foreign language skills impact employability, a study was carried out, in which 61 undergraduates, 33 master's students and 33 doctoral students from the Latvian University of Agriculture participated. The findings testify that 38% of the…

  3. Improving the Traditional Testing Methods in Learning Foreign Languages

    DEFF Research Database (Denmark)

    Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

    2012-01-01

    A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test...

  4. Assessing Academic Writing in Foreign and Second Languages

    Science.gov (United States)

    Cumming, Alister

    2009-01-01

    Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…

  5. Getting Them Speaking: Classroom Social Factors and Foreign Language Anxiety

    Science.gov (United States)

    Effiong, Okon

    2016-01-01

    This study, which focuses on foreign language anxiety (FLA) experienced by Japanese learners of English in four universities, explores causative agents by looking into the classroom. The research questions aim to explore how FLA is influenced by classroom social factors. The study adopted qualitative data collection procedures, and the field work…

  6. Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry

    Science.gov (United States)

    Merc, Ali

    2011-01-01

    This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education…

  7. Management of Foreign Language Anxiety: Insiders' Awareness and Experiences

    Science.gov (United States)

    Tran, Trang Thi Thu; Moni, Karen

    2015-01-01

    This study investigated EFL students' and teachers' perspectives and experiences of managing foreign language anxiety (FLA). Data were obtained from 49 student autobiographies, 18 student interviews, 8 teacher interviews and 351 student responses to an open-ended question. Content analysis was used to analyse the data with the use of NVivo. A…

  8. Foreign Language Anxiety in Female Arabs Learning English: Case Studies

    Science.gov (United States)

    Al-Saraj, Taghreed M.

    2014-01-01

    A case study design was used to examine the experiences of female college students learning English as a Foreign Language in Saudi Arabia, where English is becoming an increasingly necessary skill and the culture is undergoing immense changes. Ten participants who reported experiencing moderate to high anxiety, five from the beginning level (Level…

  9. Foreign Language Learning, Motivation and the Market Economy

    Science.gov (United States)

    Diamantatou, Christina; Hawes, Thomas

    2016-01-01

    This study explores UK students' motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner's (1975) Attitude/Motivation…

  10. Authenticity and originarity in foreign language learning in the ...

    African Journals Online (AJOL)

    2.1 The diaspora situation: Teaching and learning German as a foreign language in .... addition, making students collaborators and aware of a learning strategy not only fosters intrinsic ..... I find all music good, but I like rap and techno best.

  11. Post 9/11: Foreign Languages between Knowledge and Power

    Science.gov (United States)

    Kramsch, Claire

    2005-01-01

    This paper reviews briefly the close relationship that foreign language research has sustained with social and political power since the emergence of applied linguistics as a field of scientific inquiry and, more recently, with the demands of economic competitiveness and national security. It examines two debates that capture well the conflicting…

  12. Exploring Young Learners' Foreign Language Learning Awareness

    Science.gov (United States)

    Muñoz, Carmen

    2014-01-01

    The present study explores young learners' awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to…

  13. Classroom Management for Teachers of Japanese and Other Foreign Languages

    Science.gov (United States)

    Horwitz, Elaine K.

    2005-01-01

    This article describes the classroom management component of the Professional Development of Japanese Teachers of Texas (PDJT), a certification program for teachers of Japanese. In addition, it offers suggestions in classroom management for teachers of Japanese and other foreign languages as well as guidance for teacher trainers to help new…

  14. Suggestive-Accelerative Learning and Teaching in Foreign Languages.

    Science.gov (United States)

    Herr, Kay U.

    The suggestive-accelerative approach to foreign language instruction is described. This method, first used in Bulgaria by Georgi Lozanov, emphasizes bringing the imagination to bear on the learning task, in a relaxed classroom environment. After establishing a calm atmosphere through direct and indirect suggestion, the teacher proceeds to…

  15. Foreign Language Skills and Tourism Management Courses in the UK.

    Science.gov (United States)

    Leslie, David; Russell, Hilary; Forbes, Allison

    2002-01-01

    A survey of first-year and final-year management students (n=104) and 17 tourism employers revealed differences in the perceptions of the two groups regarding the role of foreign language skills. Results raised concerns in light of the demand for multilingual tourism staff. (Contains 24 references.) (JOW)

  16. Raising Multilingual Children: Foreign Language Acquisition and Children.

    Science.gov (United States)

    Tokuhama-Espinosa, Tracey

    This book illustrates how children learn foreign languages and when they can do so with the best results. The most recent studies in linguistics, neurology, education, and psychology are evaluated, and the findings are presented in a recipe format. Parents are encouraged to evaluate the multilingual children in their lives with the use of tools…

  17. Foreign Languages and "Help Wanted": A Survey of Advertisements

    Science.gov (United States)

    Savell, Don P.

    1978-01-01

    A survey of 360 "Positions Available" advertisements in "The Wall Street Journal" shows that there is a demand in the business and commercial world for persons with business, technical, or scientific training who can speak one or more foreign languages. (Author/SW)

  18. Complete English as a Foreign Language Teach Yourself

    CERN Document Server

    Stevens, Sandra

    2010-01-01

    The best-selling complete course for a fun and effective way to learn English as a foreign language. This ISBN is for the paperback book. The corresponding audio support (ISBN: 9781444105483) is also available. The book and audio support can also be purchased as a pack (ISBN: 9781444102376).

  19. The Evaluation of Foreign-Language-Teacher Education Programmes

    Science.gov (United States)

    Peacock, Matthew

    2009-01-01

    This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…

  20. Awakening Young Children to Foreign Languages: Openness to Diversity Highlighted

    Science.gov (United States)

    Ben Maad, Mohamed Ridha

    2016-01-01

    The study of how foreign languages affect the personality-building process has received considerable attention in early childhood research. A number of related projects implemented across Europe have been conducted to establish how such influence may contribute to active citizenship education. However, no echoes of this research line have reached…

  1. How Early Can We Efficiently Start Teaching a Foreign Language?

    Science.gov (United States)

    Dolean, Dacian Dorin

    2015-01-01

    The appropriateness of early childhood foreign language education is occasionally a debatable subject among parents, educators, public education administrators and policymakers. A large body of research has been done on this subject and conclusions sometimes appear contradictory. This article first reviews briefly the importance of learning a…

  2. Attitudes and Motivation in Early Foreign Language Learning

    Science.gov (United States)

    Djigunovic, Jelena Mihaljevic

    2012-01-01

    This paper focuses on young foreign language learners' attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation.…

  3. Online Games for Young Learners' Foreign Language Learning

    Science.gov (United States)

    Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji

    2014-01-01

    Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…

  4. Myths about Foreign Language Learning and Learning Disabilities

    Science.gov (United States)

    Sparks, Richard L.

    2016-01-01

    Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

  5. Study Abroad, Foreign Language Use, and the Communities Standard

    Science.gov (United States)

    Allen, Heather Willis; Dupuy, Beatrice

    2012-01-01

    Although participation in multilingual communities around the world has been understood to be the raison d'etre for foreign language study, the Communities standard has been portrayed as an extracurricular experience and more difficult to weave into instruction than the other standards. This article addresses two questions: (1) Does a study abroad…

  6. Foreign Language Skills for Employability in the EU Labour Market

    Science.gov (United States)

    Grasmane, Daina; Grasmane, Sanita

    2011-01-01

    To confront rising unemployment, skills of the labour force must be improved. With the aim to find out how foreign language skills impact employability, a study was carried out, in which 61 undergraduates, 33 master's students and 33 doctoral students from the Latvian University of Agriculture participated. The findings testify that 38% of the…

  7. National Identification and Intercultural Relations in Foreign Language Learning

    Science.gov (United States)

    Rivers, Damian J.

    2010-01-01

    Framed within debates concerning national identification and English as a Foreign Language education within Japan, the current study explores the relationships between three specific attitudinal facets of Japanese national identification (internationalism, patriotism and nationalism), the perceived vitality of English-speaking nations, the…

  8. Telecommunications in Foreign Language Education: A Resource List. ERIC Digest.

    Science.gov (United States)

    Krause, Julie

    Foreign language and bilingual educators are in the unique position of being able to bring the world to their classrooms via the telecommunications technologies. Telecommunication is electronic communication over long distances by means of an online computer service, a telephone, a television, a satellite, or other long distance technologies. This…

  9. Foreign Language Immersion Programs and School Policy: Conflicting Agendas

    Science.gov (United States)

    Olson Beal, Heather K.; Haj-Broussard, Michelle; Boudreaux, Nicole

    2012-01-01

    In this position article, we explore what happens when school district policies regarding desegregation, accountability, and foreign language immersion education collide. Specifically, we contrast 2 immersion programs that experienced distinct outcomes as a result of the conflicting agendas underlying these 3 policies. One program, originally…

  10. TG Grammar's Implications for the Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    殷彩

    2009-01-01

    Chomsky's Transformational-Generative (TG) grammar is another revolution to linguistics after Saussure's strueturalism, and it plays an important role in the modem linguistics. Introducing the research perspective and method of TG grammar, this paper analyses its implications for the foreign language teaching.

  11. Toward Useful Program Evaluation in College Foreign Language Education

    Science.gov (United States)

    Norris, John M., Ed.; Davis, John McE., Ed.; Sinicrope, Castle, Ed.; Watanabe, Yukiko, Ed.

    2009-01-01

    This volume reports on innovative, useful evaluation work conducted within U.S. college foreign language programs. An introductory chapter scopes out the territory, reporting key findings from research into the concerns, impetuses, and uses for evaluation that FL educators identify. Seven chapters then highlight examples of evaluations conducted…

  12. POSITIVE EFFECT OF LEARNING FOREIGN LANGUAGE IN A HEALTHY ELDERLY

    Directory of Open Access Journals (Sweden)

    Ahmad Muhammad Diponegoro

    2015-12-01

    Full Text Available The study of elderly found that almost all cognitive functions decline with age. Results of previous studies have shown that cognitive training related to everyday life (reading aloud and learning vocabularies and wisdom, namely learning intervention or therapy, can improve two cognitive function (executive functions and processing speed in elderly people. This study investigates the positive effects of learning foreign language on cognitive functions of an elderly person. This study provides sufficient evidence of learning foreign language effectiveness in a healthy elderly.  Method used is  one single case subject design. A healthy elderly was asked to read aloud and memorize several Quran chapters and verses and write Arabic verbs proposition and several nouns found it the memorized verses and put it into correct sentences. The written words are concerning daily life activity. Since the Qur’an has best structure of Arab sentence, memorizing it help to understand the Arabic sentences properly. The finding support the previous research that the elderly able to improve their cognitive processes and ability through studying foreign language. Keywords: psycholinguistic, foreign language, cognitive function, reading

  13. Telecollaboration and Sociopragmatic Awareness in the Foreign Language Classroom

    Science.gov (United States)

    Martí, Natalia Morollón; Fernández, Susana S.

    2016-01-01

    This paper discusses the design and implementation of a pedagogical intervention aimed at raising sociopragmatic awareness in the context of Spanish as a foreign language in Denmark. The intervention consists of a blended-learning environment where the three main components are synchronous telecollaboration via Skype, reflection sessions in groups…

  14. Improving the Traditional Testing Methods in Learning Foreign Languages

    DEFF Research Database (Denmark)

    Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

    2012-01-01

    A model for gathering oral answers as part of testing the speaker skills (i.e. command of language, native or foreign) is presented, as well as the software used in the experimentation. The research presented here is a result of more than six (6) months’ work with TESOL experts, based on 60 test ...

  15. Compulsory "Foreign Language Activities" in Japanese Primary Schools

    Science.gov (United States)

    Hashimoto, Kayoko

    2011-01-01

    From 2011, the new curriculum for introducing English to Japanese primary schools will be fully implemented in the form of "foreign language activities". This innovation forms part of the government's plan to cultivate "Japanese with English abilities", a development based on the awareness, particularly in the business sector,…

  16. Extensive Writing in Foreign-Language Classrooms: A Blogging Approach

    Science.gov (United States)

    Sun, Yu-Chih

    2010-01-01

    A weblog (blog or Web log) has recently become one of the most widely used Internet applications. The current study concerns developing a blog specifically designed for learners learning English as a foreign language. The study investigated the effects of extensive writing by comparing the writing performance in the first three and the last three…

  17. Exploring Metacognitive Strategies and Hypermedia Annotations on Foreign Language Reading

    Science.gov (United States)

    Shang, Hui-Fang

    2017-01-01

    The effective use of reading strategies has been recognized as an important way to increase reading comprehension in hypermedia environments. The purpose of the study was to explore whether metacognitive strategy use and access to hypermedia annotations facilitated reading comprehension based on English as a foreign language students' proficiency…

  18. Study Abroad, Foreign Language Use, and the Communities Standard

    Science.gov (United States)

    Allen, Heather Willis; Dupuy, Beatrice

    2012-01-01

    Although participation in multilingual communities around the world has been understood to be the raison d'etre for foreign language study, the Communities standard has been portrayed as an extracurricular experience and more difficult to weave into instruction than the other standards. This article addresses two questions: (1) Does a study abroad…

  19. Effective Foreign Language Teaching: Broadening the Concept of Content Knowledge

    Science.gov (United States)

    Kissau, Scott; Algozzine, Bob

    2017-01-01

    Studies investigating teacher candidate performance on traditional assessments of content knowledge place emphasis on just one of many skills needed to be an effective foreign language teacher; they also fail to explain why many teacher candidates with advanced oral proficiency struggle in the classroom and why some with less advanced language…

  20. The State of Anxiety Felt by Elementary School Pupils during Foreign Language Activities

    OpenAIRE

    松宮, 奈賀子

    2010-01-01

    This paper aims to investigate the state of anxiety felt by elementary school pupils while they are in foreign language activities classes. "Foreign language anxiety" is considered to have negative effects to the learners' learning and thus should be taken away. However, the foreign language anxiety has been believed to relate basically to the adult learners and few studies have been conducted which deals young learners' anxiety on foreign language learning. In this paper, about 1,500 element...

  1. Foreign subtitles help but native-language subtitles harm foreign speech perception

    NARCIS (Netherlands)

    Mitterer, H.; McQueen, J.M.

    2009-01-01

    Understanding foreign speech is difficult, in part because of unusual mappings between sounds and words. It is known that listeners in their native language can use lexical knowledge (about how words ought to sound) to learn how to interpret unusual speech-sounds. We therefore investigated whether s

  2. E-mail Interaction in Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    任艳

    2007-01-01

    E-mail has been implemented in foreign langnage learning and teaching for many years.It is widely approved that language learners'communicative competence and intereuhural competence can be developed through e-mail interaction in spite of the problems and difficulties existing in the process of designing and carrying out ofan e-mail project.Hence,more and more language teachers from different countries are trying to search for the possibilities of integrating email interaction in their teaching context so as to improve the language-learning environment.

  3. Cognitive grammar: marking new paths in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Reyes Llopis García

    2011-12-01

    Full Text Available This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

  4. Foreign Language Teaching in Rudolf Steiner Schools. Guidelines for Class-Teachers and Language Teachers. First Edition.

    Science.gov (United States)

    Stott, Michael

    This book is intended for foreign language teachers interested in the approaches used in Rudolf Steiner schools, and also classroom teachers who teach foreign languages. Chapters address these issues: what the language lesson is to achieve; how the language lesson differs from other lessons; lesson design; examples of actual lessons; avoiding the…

  5. The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

    Science.gov (United States)

    Ahmad, Ismail Sheikh; Al-Shboul, Murad M.; Nordin, Mohamad Sahari; Rahman, Zainurin Abdul; Burhan, Mohd; Madarsha, Kamal Basha

    2013-01-01

    The last decade has witnessed an increasing research trend on foreign language reading anxiety as a skill related to but distinct from foreign language anxiety. However, sources of foreign language reading anxiety have rarely been investigated. Thus, the current study responds to the study by (Saito, Horwitz, & Garza, 1999) and extends the…

  6. Foreign Language Anxiety in the Classroom and in an Online Environment

    Science.gov (United States)

    Baez-Holley, Monica

    2013-01-01

    This study compared the levels of anxiety that students experienced when taking a foreign language in the classroom with those taking a foreign language at a distance. It also aimed to determine if the student's academic performance in the course could be predicted by his or her foreign language anxiety level. The sample consisted of 107…

  7. Foreign Language Anxiety in the Classroom and in an Online Environment

    Science.gov (United States)

    Baez-Holley, Monica

    2013-01-01

    This study compared the levels of anxiety that students experienced when taking a foreign language in the classroom with those taking a foreign language at a distance. It also aimed to determine if the student's academic performance in the course could be predicted by his or her foreign language anxiety level. The sample consisted of 107…

  8. Foreign Language Listening Anxiety and Listening Performance: Conceptualizations and Causal Relationships

    Science.gov (United States)

    Zhang, Xian

    2013-01-01

    This study used structural equation modeling to explore the possible causal relations between foreign language (English) listening anxiety and English listening performance. Three hundred participants learning English as a foreign language (FL) completed the foreign language listening anxiety scale (FLLAS) and IELTS test twice with an interval of…

  9. A study on current situations of college students' foreign language anxiety

    Institute of Scientific and Technical Information of China (English)

    Bi Ran

    2015-01-01

    An empirical study on current situations of college students' foreign language anxiety is concerned with in this paper. The author adopted Horwitz's Foreign Language Classroom Anxiety Scale (FLCAS) to measure the level of foreign language anxiety of 325 participants and then the conclusions are drawn.

  10. Foreign Language Education in Primary Schools in the People's Republic of China

    Science.gov (United States)

    Li, Minglin

    2007-01-01

    This paper analyses the national policies on foreign language in primary schools in the People's Republic of China (PRC). It begins with a brief introduction to the changes in foreign language education policy and the main motives for those changes in the context of socio-political circumstances. It then examines foreign language education in…

  11. The Role of Foreign Languages in Developing the Resources of Illinois.

    Science.gov (United States)

    Hoegl, Juergen K.

    Leaders in government and business are expressing a need for stronger programs in foreign language education that address national and state needs in defense, diplomacy, and commerce. The deterioration in foreign language capabilities in the United States results from declining participation in foreign language and cultural education. No concrete…

  12. Foreign Language Framework for California Public Schools: Kindergarten through Grade Twelve.

    Science.gov (United States)

    Klingensmith, Robert, Ed.

    This framework provides guidelines for use in planning, implementing, and evaluating foreign language instruction. The emphasis is on the following topics: (1) goals, benefits, and rationale of foreign language study; (2) the need for foreign language learning as a catalyst for human interaction in a multicultural society; (3) organizational…

  13. VOICE CULTURE AND THE FOREIGN LANGUAGE TEACHER, TOWARD A GREATER ALLIANCE.

    Science.gov (United States)

    REICHMANN, EBERHARD

    VOICE TRAINING SHOULD BE INCLUDED IN THE PREPARATION OF FOREIGN LANGUAGE TEACHERS, IF THEY ARE TO ACHIEVE THE GOAL OF APPROXIMATION OF NATIVE SPEECH. SINCE A FOREIGN LANGUAGE TEACHER'S MOST VALUABLE TOOL IS HIS OWN VOICE, A CULTURED VOICE IS DESIRABLE, IN BOTH THE NATIVE AND THE FOREIGN LANGUAGES. ONE OF THE REASONS THAT MANY TEACHER TRAINEES DO…

  14. Adult Learners' Perceptions of the Significance of Culture in Foreign Language Teaching and Learning

    Science.gov (United States)

    Brooks-Lewis, Kimberly Anne

    2014-01-01

    Is learning about culture important when learning a foreign language? One would think that after its long history in the field of foreign language teaching this question had been answered with a resounding "yes". However, I saw little evidence of this in the classroom when I returned to the university to learn a foreign language or when…

  15. FORMING OF PEDAGOGICAL COMPETENCE OF FUTURE FOREIGN LANGUAGES TEACHER: EUROPEAN DIMENSION

    Directory of Open Access Journals (Sweden)

    Mariia I. Tadeieva

    2010-08-01

    Full Text Available The article deals with the analysis of the components of future foreign language teacher professional competence. Special attention is spared to professionally oriented education in foreign languages teacher training, to methodic and sociocultural competences formation and also to analysis of self-instruction of foreign languages.

  16. How National Foreign Language Week Promotes Cultural Awareness at a Historically Black University.

    Science.gov (United States)

    Farfan-Cobb, Irma; Lassiter, Linda E.

    2003-01-01

    Describes how celebrating National Foreign Language Week has increased cultural awareness and appreciation among students enrolled in foreign language courses at one of the largest historically Black universities in the United States. In addition, more students have expressed an interest in pursuing minors in foreign languages. (Author/VWL)

  17. Shaping the Future of Foreign Language Education: FLES, Articulation, and Proficiency. Report of Central States Conference on the Teaching of Foreign Languages.

    Science.gov (United States)

    Lalande, John F. II, Ed.

    Selected papers from the 1988 conference on foreign language issues for the future include: "Articulation for Elementary School Foreign Language Programs: Challenges and Opportunities" (Carol Ann Pesola); "Articulation: A Resolvable Problem?" (Dale L. Lange); "Profiles of Frustration: Second Language Learners with Specific Learning Disabilities"…

  18. Transition in Modern Foreign Languages: A Longitudinal Study of Motivation for Language Learning and Second Language Proficiency

    Science.gov (United States)

    Courtney, Louise

    2017-01-01

    The current longitudinal study examines the similarities and differences between primary and secondary foreign language curricula and pedagogy along with the development of motivation for language learning and second language proficiency. Data from 26 English learners of French (aged 10-11) were collected across three times points over a 12-month…

  19. Influence of Sociocultural Context on Language Learning in Foreign Countries

    Directory of Open Access Journals (Sweden)

    Pazyura Natalia

    2016-06-01

    Full Text Available Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

  20. Foreign language education to seniors through intergenerational programmes

    Directory of Open Access Journals (Sweden)

    Határ Ctibor

    2017-01-01

    Full Text Available The intergenerational learning within various types of social environment and in relation to different target groups has long covered a wide range of uses. The professional literature mostly describes its benefits for children and young people, however, the intergenerational education also contributes to the development of personality and the saturation of the educational and psycho-social needs of both adults and seniors. The paper represents the authors’ output of the VEGA research project No. 1/0176/15 and it is structured into three chapters. In the first chapter, the author deals with the opportunities of the foreign language education for (not only disabled seniors. The second chapter focuses on the intergenerational programmes that can be used in the language education of (not only disabled seniors who are clients of social residential facilities. In the third chapter, the author elaborates the psychological aspects of the foreign language education of seniors.

  1. The Power of Students’ Subjectivity Processes in Foreign Language acquisition

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2015-01-01

    of the students in reading and communicating in French and German as part of their academic learning process (Bojsen 2012). In this framework we are already on new ground within the established practice of FL teaching and learning in Denmark as this practice has traditionally been confined to language courses......Since September 2012, Roskilde University offers a new series of supplementary courses to all students within human and social sciences – in addition to their specific studies. The overall aim of these courses, which run from 1st to 3rd semester, is to sustain and develop the competences...... and degrees and diplomas in particular foreign languages. However in this case, the students are not inscribed as students of foreign languages. Their subjectivity process is thus not that of a student of French or German, but rather of pedagogy, cultural studies, economics, development studies or other...

  2. Complexity Theory and CALL Curriculum in Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Hassan Soleimani

    2014-05-01

    Full Text Available Complexity theory literally indicates the complexity of a system, behavior, or a process. Its connotative meaning, while, implies dynamism, openness, sensitivity to initial conditions and feedback, and adaptation properties of a system. Regarding English as a Foreign/ Second Language (EFL/ESL this theory emphasizes on the complexity of the process of teaching and learning, including all the properties of a complex system. The purpose of the current study is to discuss the role of CALL as a modern technology in simplifying the process of teaching and learning a new language while integrating into the complexity theory. Nonetheless, the findings obtained from reviewing previously conducted studies in this field confirmed the usefulness of CALL curriculum in EFL/ESL contexts. These findings can also provide pedagogical implications for employing computer as an effective teaching and learning tool. Keywords: Second/foreign language curriculum, CALL, Complexity theory

  3. Random number generation in native and foreign languages.

    Science.gov (United States)

    Strenge, Hans; Bohm, Jessica

    2004-06-01

    The effects of different levels of language proficiency on random number generation were examined in this study. 16 healthy right-handed students (7 women, 9 men; aged 22 to 25 years, M=23.8, SD=.83) attempted to generate a random sequence of the digits 1 to 9 at pacing frequencies of 1, 1.5, and 2 Hz. Randomization was done in German (native language L1), English (first foreign language L2), and French (second foreign language L3). There was a pattern of redundancy and seriation tendencies, increasing with speed of generation for all languages (L1-L3). While using L2 and L3, responses slowed and the number of errors committed increased. Further, there was a peculiar pattern of dissociation in nonrandom performance with an increase of habitual counting in ones and a strong reduction of counting in twos. All effects were most pronounced when subjects used L3 and 2-Hz pacing rates. Slowing and nonrandomness was not correlated with self-assessment parameters regarding language proficiency. We suggest that in a task involving number activation in a nonnative language, lack of proficiency will interfere with random number generation, leading to interruptions and rule breaking, at least when reaching the limits of attentional capacity at higher pacing rates.

  4. Multiple Goal Orientations and Foreign Language Anxiety

    Science.gov (United States)

    Koul, Ravinder; Roy, Laura; Kaewkuekool, Sittichai; Ploisawaschai, Suthee

    2009-01-01

    This investigation examines Thai college students' motivational goals for learning the English language. Thai student volunteers (N = 1387) from two types of educational institutions participated in this survey study which combined measures of goal orientations based on two different goal constructs and motivation models. Results of two-step…

  5. Multimodal Application for Foreign Language Teaching

    Science.gov (United States)

    Magal-Royo, Teresa; Gimenez-Lopez, Jose Luis; Pairy, Blas; Garcia-Laborda, Jesus; Gonzalez-Del Rio, Jimena

    2011-01-01

    The current development of educational applications for language learning has experienced a qualitative change in the criteria of interaction between users and devices due to the technological advances of input and output data through keyboard, mouse, stylus, tactile screen, etc. The multiple interactions generated in a natural way by humans…

  6. Amateur Online Interculturalism in Foreign Language Education

    Science.gov (United States)

    Alm, Antonie

    2016-01-01

    This paper discusses the animated web series "Lifeswap" as an example for "amateur online interculturism" and investigates its potential for intercultural language education. Drawing on Dervin's (2015) discussion on the "amateur interculturist", I suggest that online publications of personal encounters of…

  7. Foreign Language Teaching and the Computer.

    Science.gov (United States)

    Garrett, Nina, Ed.; Hart, Robert S., Ed.

    1986-01-01

    "Juegos comunicativos," a software program designed for use with the Apple IIe, IIc, or II+, emphasizes "communicative" computer-assisted Spanish language learning through five educational games. The program uses Spanish vocabulary and structures to solve "problems" rather than the standard drill-and-practice format.…

  8. Foreign Language Analysis and Recognition (FLARE) Progress

    Science.gov (United States)

    2015-02-01

    a second language.20 The 51 phone set included 24 non-geminated consonants, 20 geminated consonants, and 7 vowels . The consonants M, N, j, w, z...Online]. Available: http: //www.omniglot.com/ writing /japanese\\ hiragana.html [35] M. Bisani and H. Ney, “Joint-Sequence Models for Grapheme-to-Phoneme

  9. Phonetic Training in the Foreign Language Curriculum

    Science.gov (United States)

    Burnham, Kevin R.

    2014-01-01

    In this experiment we evaluate phonetic training as a tool for language learning. Specifically, we take a group of native speakers (NS) of English (n = 24) currently enrolled in Arabic classes at American universities, and evaluate the effectiveness of a high variability phonetic training program (HVPT) to improve their perception of a difficult…

  10. VISUAL AIDS HANDBOOK FOR FOREIGN LANGUAGE TEACHERS.

    Science.gov (United States)

    GARIBALDI, VIRGINIA; STRASHEIM, LORRAINE A.

    TEACHERS ARE SHOWN HOW TO CONSTRUCT AND USE THEIR OWN VISUAL AIDS FOR ILLUSTRATING USEFUL BUT DIFFICULT EXPRESSIONS COMMON TO ALL LANGUAGES. SUCH SPECIFIC AIDS AS PROPS, REALIA, FLASHCARDS, CHARTS, FLANNEL AND MAGNETIC BOARDS, POCKET CHARTS, PUPPETS, DRILL CUING DEVICES, AND CULTURALLY ORIENTED VISUAL AIDS ARE DESCRIBED. LISTS OF PROFESSIONAL…

  11. Foreign Language Methodology Conference Workshop Reports, 1977.

    Science.gov (United States)

    Carranza, Jose M., Ed.; Whitmer, Robert L., Ed.

    This collection resulting from a workshop on language teaching methodology contains the following papers: (1) "Current Views and Principles on Unlocking the FL Treasure Chest," by R. Lado; (2) "Effective Ways of Teaching First-Year French," by J.G. Nicholas; (3) "Teaching Conversation and Comprehension Skills in Elementary…

  12. Foreign Language Teaching and the Computer.

    Science.gov (United States)

    Garrett, Nina, Ed.; Hart, Robert S., Ed.

    1986-01-01

    "Juegos comunicativos," a software program designed for use with the Apple IIe, IIc, or II+, emphasizes "communicative" computer-assisted Spanish language learning through five educational games. The program uses Spanish vocabulary and structures to solve "problems" rather than the standard drill-and-practice format.…

  13. REPAIR MECHANISM IN FOREIGN LANGUAGE CLASSROOM INTERACTION

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    This paper presents practical research on repair mechanismand its four repair trajectories in FL classroom interaction. Thisshows that it is effective and efficient in assisting FL learners todevelop their communicative competence and understand theprocess of language acquisition. Repair strategies that are ofgreat value to FL teachers in FL classroom teaching are also ex-pounded.

  14. Foreign Language Methodology Conference Workshop Reports, 1977.

    Science.gov (United States)

    Carranza, Jose M., Ed.; Whitmer, Robert L., Ed.

    This collection resulting from a workshop on language teaching methodology contains the following papers: (1) "Current Views and Principles on Unlocking the FL Treasure Chest," by R. Lado; (2) "Effective Ways of Teaching First-Year French," by J.G. Nicholas; (3) "Teaching Conversation and Comprehension Skills in Elementary…

  15. Example sentences in bilingual specialised dictionaries assisting communication in a foreign language

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2014-01-01

    production process reveal that this also includes grammar, language conventions, genre conventions and style. Specialists can be expected to know conventions and style in their own source language culture but cannot be expected to know how these are realised in a foreign language. Bilingual specialised...... to assist in foreign language communication so that they provide help to practitioners, researchers and translators who produce specialised texts in a foreign language using proper conventions and style....

  16. The Relationship between Gender and Iranian EFL Learners’ Foreign Language Classroom Anxiety (FLCA

    Directory of Open Access Journals (Sweden)

    Fakhri Mesri

    2012-06-01

    Full Text Available Foreign language anxiety is widely used to describe the feeling of tension and apprehension, which is specifically associated with foreign language learning contexts, including listening, speaking, reading, and writing. Foreign language classroom anxiety (FLCA is related to foreign language anxiety and language-skill-specific anxiety, and fairly recently identified as distinguished from other forms of anxiety. FLCA is a more general type of anxiety in learning a foreign language with a strong speaking anxiety element; and low self-confidence is identified as an important component of its construct. Research shows that FLCA is a complex, multi-dimensional phenomenon; it has many potential sources; and it interferes with the acquisition, retention, and production of a foreign language. It seems that in most of English classes in Iran little attention has been paid to the role of the gender on EFL learners' Foreign Language Classroom Anxiety (FLCA. Hence, this study attempted to investigate the relationship between EFL learners’ Foreign Language Classroom Anxiety (FLCA with regard to gender. The data were gathered through questionnaire: the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986.The participants were 52 students studying English at Salmas University. The findings revealed a significant relationship between FLCA and females. It was recommended that foreign language teachers should be aware of Foreign Language Classroom Anxiety (FLCA level, its causes and results. The study also offers some context-specific pedagogical implications for Iranian EFL teachers and practitioners.

  17. A View into Successful Teaching Techniques: Teaching Malay Language as a Foreign Language in Malaysia

    Science.gov (United States)

    Baharudin, Mazlina; Sadik, Azlina Md

    2016-01-01

    This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM). The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to…

  18. Skype Videoconferencing for Less Commonly Taught Languages: Examining the Effects on Students' Foreign Language Anxiety

    Science.gov (United States)

    Terantino, Joe

    2014-01-01

    This study compared students' foreign language anxiety levels while completing oral assessments administered face-to-face (F2F) and via Skype videoconferencing for university courses delivered under the self-instructional language program (SILP) model (Dunkel, Brill, & Kohl, 2002). Data were gathered by administering a modified Foreign…

  19. The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

    Science.gov (United States)

    Baharudin, Mazlina; Ikhsan, Siti Ajar

    2016-01-01

    The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…

  20. Native language effects on spelling in English as a foreign language: a time-course study

    DEFF Research Database (Denmark)

    Dich, Nadya; Pedersen, Bo

    2013-01-01

    The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL s...

  1. English Language Ideologies in the Chinese Foreign Language Education Policies: A World-System Perspective

    Science.gov (United States)

    Pan, Lin

    2011-01-01

    This paper investigates the Chinese state's English language ideologies as reflected in official Chinese foreign language education policies (FLEP). It contends that the Chinese FLEP not only indicate a way by which the state gains consent, maintains cultural governance, and exerts hegemony internally, but also shows the traces of the combined…

  2. Native language effects on spelling in English as a foreign language: a time-course study

    DEFF Research Database (Denmark)

    Dich, Nadya; Pedersen, Bo

    2013-01-01

    The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL...

  3. Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms.

    Science.gov (United States)

    Turnball, Miles; Arnett, Katy

    2002-01-01

    Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…

  4. Border Crossings? Exploring the Intersection of Second Language Acquisition, Conversation Analysis, and Foreign Language Pedagogy

    Science.gov (United States)

    Mori, Junko

    2007-01-01

    This article explores recent changes in the landscape of second language acquisition (SLA) and foreign language pedagogical (FLP) research. Firth and Wagner's (1997) proposal for the reconceptualization of SLA has been supported by SLA and FLP researchers who share the sentiment concerning the need for increased attention to social and contextual…

  5. An Exploration of Planning for English-as-Foreign-Language (EFL) Academic Language Development

    Science.gov (United States)

    Walker, Elizabeth

    2012-01-01

    This paper arises from a concern that in English-as-foreign-language (EFL) curricula there are apparently unsystematic and linguistically under-theorized approaches to language development. The paper explores EFL unit plans across upper primary and lower secondary schooling, in a context where secondary school graduates need English mainly for…

  6. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus

    Science.gov (United States)

    2010-09-27

    Assessment Project collected current-state information about language usage , proficiency, training, and policy issues (e.g., Foreign Language Proficiency...immersion opportunities o Definition: Provided with more opportunities to participate in immersion training  “More immersion availabilties to enhance

  7. Language and Culture Exchange in Foreign Language Learning: An Experiment and Recommendations

    Science.gov (United States)

    Lockley, Thomas; Yoshida, Chiharu

    2016-01-01

    This study attempts to build on the little work that has been done so far on empirically and systematically researching what language and culture exchange (LCE) in the classroom between students of different foreign languages means to those students. It describes the context and method used to build such an exchange and after reviewing relevant…

  8. Language Acquisition in Foreign Language Contexts and the Differential Benefits of Interaction

    Science.gov (United States)

    Philp, Jenefer; Tognini, Rita

    2009-01-01

    This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from…

  9. Challenges in Teaching Culture along with Language in the Foreign Lan-guage (FL) Classroom

    Institute of Scientific and Technical Information of China (English)

    WANG Rui-qi

    2014-01-01

    Teaching culture along with language in the foreign language classroom is not an easy job. The definition of culture varies from different context, and non-native speakers do not share the same background with native speakers, thus it brings many difficulties to those who want to learn or teach culture along with a foreign language. Challenges in teaching culture along with English will be discussed as an exemplar in this essay. Meanwhile, suggestion on how to teach culture in the English class-room will be proposed at the end of this work.

  10. Do Instructors’ Perceptions on Teaching Culture in Foreign Language Classroom Make a Difference: Lessons from a Qualitative Study of Language Instructors and Learners

    OpenAIRE

    Yang, Xinxiao; Chen, Dianbing

    2016-01-01

    The Standards for Foreign Language Learning in the 21st Century (1996; 2006) listed culture as one of five goals of learning a foreign language. However, the perceptions of foreign language instructors towards the teaching of culture and their effects on students’ foreign language learning remain unclear. This study involved six instructors from five different foreign language programs and four undergraduate students who are enrolled in the current language programs. Documents, classroom obse...

  11. Using Films in Vocabulary Teaching of Turkish as a Foreign Language

    Science.gov (United States)

    Iscan, Adem

    2017-01-01

    The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching…

  12. SOME PROBLEMS OF LEARNING A FOREIGN LANGUAGE IN THE CONTEXT OF INFORMATION ENVIRONMENT OF INTERSTATE RELATIONS

    OpenAIRE

    Evtekhov, A.; Naumov, A.; Zemtsov, N.; Tatarov, D.; Naumova, I.

    2014-01-01

    The paper presents some problems in learning a foreign language at the present stage. Attention is paid that learning a foreign language should serve to practical communicative purposes – adequate communication in the target language with native speakers of the language and culture

  13. The Emotional Impact of Being Myself: Emotions and Foreign-Language Processing

    Science.gov (United States)

    Ivaz, Lela; Costa, Albert; Duñabeitia, Jon Andoni

    2016-01-01

    Native languages are acquired in emotionally rich contexts, whereas foreign languages are typically acquired in emotionally neutral academic environments. As a consequence of this difference, it has been suggested that bilinguals' emotional reactivity in foreign-language contexts is reduced as compared with native language contexts. In the current…

  14. Foreign Language Learners' Beliefs about CALL: The Case of a U.S. Midwestern University

    Science.gov (United States)

    Sydorenko, Tetyana; Hsieh, Ching-Ni; Ahn, Seongmee; Arnold, Nike

    2017-01-01

    A significant body of research has examined language learners' attitudes toward particular technologies used in foreign language classrooms. However, literature is scarce on foreign language learners' beliefs toward computer-assisted language learning (CALL) in general. To narrow this gap, we investigated the constructs that compose a system of…

  15. Age-Related Differences in Foreign Language Learning. Revisiting the Empirical Evidence

    Science.gov (United States)

    Munoz, Carmen

    2008-01-01

    This paper focuses on the effects of age on second language learning, specifically in foreign language settings. It begins by pointing out that the effects of learners' initial age of learning in foreign language learning settings are partially different from those in naturalistic language learning settings and, furthermore, that studies in the…

  16. On Positive Transfer of Native Language in the Foreign Language Teach-ing and Learning

    Institute of Scientific and Technical Information of China (English)

    孙婷婷

    2014-01-01

    Native language plays an important role in the field of foreign language teaching and learning. When it comes to the transfer of the native language, we always think about the negative interference of it, even if we know that language transfer can be divided into positive transfer and negative transfer. In fact, we should not neglect these common areas between Chinese and English, which lead to the positive transfer and strengthen the efficient process of language learning. Here, there have been listed four levels of common areas between Chinese and English to illustrate the positive transfer from Chinese to English.

  17. Relationships between anxiety and achievement at three stages of learning a foreign language.

    Science.gov (United States)

    Onwuegbuzie, A J; Bailey, P; Daley, C E

    1999-06-01

    Anxiety in foreign language courses has been conceptualized as occurring at each of three stages of input, processing, and output. Specifically, input anxiety refers to the learner's apprehension when receiving information in the foreign language; processing anxiety refers to the apprehension experienced by learners when learning and thinking in the foreign language; and output anxiety refers to the apprehension experienced when speaking or writing in the foreign language. The present purpose was to investigate the relationship between achievement and anxiety at each of these three stages of learning a foreign language. Participants were 224 college students from a variety of disciplinary backgrounds, enrolled in Spanish, French, or German classes. Small but significant negative associations were found between achievement in the foreign language and scores on the Input Scale, the Processing Scale, and the Output Scale. These indicate educators should consider more than just the output stage of learning in foreign language classes.

  18. THE INTERNET, LANGUAGE LEARNING, AND INTERNATIONAL DIALOG: Constructing Online Foreign Language Learning Websites

    Directory of Open Access Journals (Sweden)

    Erdogan KARTAL

    2010-04-01

    Full Text Available In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL. We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish. Participants were 14 third year university students who were enrolled in the French Language teaching department, but had a basic knowledge of the related languages that was sufficient to read and write. All students had taken CALL classes at university level, and had previous experience of website evaluation and assessment. As a result of the analyses of language teaching websites we observed that they were lacking physically, contextually and pedagogically. Consequently, we build a model foreign language website frame considering the feedback that we received from the subjects. We believe that our website evaluation checklist and model website frame might greatly serve the CALL field.

  19. The motivational properties of emotions in Foreign Language Learning*

    Directory of Open Access Journals (Sweden)

    Mariza Mendez López

    2011-10-01

    Full Text Available Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.

  20. A longitudinal study of adult foreign language learning

    DEFF Research Database (Denmark)

    Nielsen, Andreas Højlund; Horn, Nynne Thorup; Sørensen, Stine Derdau

    Models of speech learning suggest that adaptations to foreign language sound categories should happen early in the acquisition process. Results from laboratory language training show effects on non-native perception within one to three weeks of training. Results from linguistic immersion studies...... multi-faceted language training. We conducted two experiments (identification and discrimination) with the two groups of cadets. The cadets were tested at four time points (at the start (T0), after three weeks (T1), after six months (T2), and after 20 months (T3)). We used a phonemic Arabic contrast...... (emphatic frication) and a phonemic Dari contrast (fricative voicing) as stimuli for both groups. We saw an effect of learning on the Dari learners’ identification of the Dari stimuli already after three weeks of language training, which was sustained, but not improved, after six and 20 months. The extents...