Honig, Lucille J.; Brod, Richard I.
Gives employment opportunity information in the following fields where foreign language can be used as an auxiliary skill: 1) Business, Industry, Commerce; 2) Civil Service; 3) Education; 4) Law; 5) Library Science; 6) Media; 7) Science; 8) Service; 9) Social Sciences; 10) Travel, Tourism. The fields of foreign language teaching and interpretation…
Arnaldo Moisés Gómez
Full Text Available Foreign Language Interactive Didactics is intended for foreign language teachers and would-be teachers since it is an interpretation of the foreign language teaching-learning process is conceived from a reflexive social interaction. This interpretation declares learning based on interactive tasks that provide learners with opportunities to interact meaningfully among them, as a way to develop interactional competence as objective in itself and as a means to obtain communicative competence. Foreign language interactive didactics claims for the unity of reflection and action while learning the language system and using it to communicate, by means of solving problems presented in interactive tasks. It proposes a kind of teaching that is interactive, developmental, collaborative, holist, cognitive, problematizing, reflexive, student centered, humanist, and with a strong affective component that empower the influencing psychological factors in learning. This conception appears in the book: DIDÁCTICA INTERACTIVA DE LENGUAS (2007 y 2010. The book is used as a textbook for the subject of Didactics that is part of the curriculum in language teachers’ formation of all the pedagogical sciences universities, in Spanish teachers’ formation who are not Spanish speaking people at Havana University, and also as a reference book for postgraduate courses, master’s and doctorate’ s degrees.
The purpose of this study is to clarify Japanese attitudes towards foreign languages based on the kinds and changes of TV and radio programs that aired on the Japanese national broadcasting station (NHK) between 1955 and 2000. Foreign language programs are classified into three groups according to their content: 1) cultivation, 2) education, or 3) communication. For Japanese people, foreign languages are the measures of intelligence and intellect. Studying a foreign language is considered a sign of intelligence whether or not it is used for actual communication. The number of foreign language programs has increased tremendously since 1965 in part because the global economy has brought many countries in such close contact. Since 1990, programs for the purpose of communication have increased because of the necessity to communicate with foreign people. Japanese attitudes towards studying foreign languages have been changing gradually from an intellectual purpose to a communication purpose.
Feinberg, Lilian O.; Tarjan, Jeno
Foreign language study at the Karl Marx University of Economic Sciences in Budapest aims to develop the ability to use the language as a native would in a particular business or profession, and to help the student become fully aware of the political, historical, sociological, and geographical background of the foreign country and the…
Full Text Available 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 language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Maxim, Hiram H.
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…
de Bot, Kees; Weltens, Bert
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)
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.
Richards, Heather; Conway, Clare; Roskvist, Annelies; Harvey, Sharon
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,…
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…
Orpet, Brian R.
Describes a visit made to Sweden to ascertain why Swedish citizens speak such excellent English. Motivation was a key factor. Describes observations of the methods of teaching English as a second language in Swedish schools. Makes recommendations for foreign language teaching in Great Britain based on these observations. (SED)
The leitmotif of this address, inspired by lines found in William B. Yeats'"The Second Coming", underscores the need for a greater display of solidarity of language teachers through increased participation in professional associations. The work of the American Council on the Teaching of Foreign Languages (ACTFL) is discussed and noted to be vital…
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…
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.
Foreign language education, particularly in French, has taken root in Kenyan ... interest and potential in foreign language education at this young stage of life. ... Since independence, the Kenyan government has set up several education ...
Safar, Anna; Kormos, Judit
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…
Serraj, Samaneh; Noordin, Noreen Bt.
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…
O'Connell, Raymond S.
This brochure describing language programs to both parents and prospective high school language students in Endicott, New York focuses on developing student motivation and interest. Topics discussed include: (1) reasons for studying foreign language, (2) stages of foreign language learning, (3) course offerings, (4) homework, and (5) examinations.…
Conner, Maurice W., Ed.
The papers collected here are largely devoted to foreign language education as a means of increasing international and cross-cultural understanding. Titles include: (1) "Language Is the Medium, Culture Is the Message: Globalizing Foreign Languages" (Lorraine A. Strasheim); (2) "Cultural Understanding for Global Citizenship: An Inservice Model"…
Hult, Francis M.
Language policy has developed into a major area of research that continues to expand and develop. This article examines potential directions for cross-pollination between the fields of language policy and foreign language education. First, publication trends are examined. Database searches were conducted for the journals "Foreign Language…
The aim of the thesis is to design general recomendations on mistake management in a foreign language classroom which would meet both teachers' and learners' requirements and methods of mistake management in a foreign language classroom which would contribute to development of learners' communicative competence. The following methods were used in the research: analysis of literature on pedagogy, psychology and methodology of foreign language teaching, interview, questionnaire and observation....
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…
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.
GÜNDOĞMUŞ, Niyazi; ORHAN, Gökhan; ŞAHIN, İsmail
One of the main aims in Foreign Language Teaching is to actualize naturaland entertaining educational environment. Foreign Language Teaching Activitiesshould stress on motivational goals furthering interests and motivation oflearners and minimizing their anxiety in language teaching activities. So as toadopt that, these activities should be designed to incite students’ interests,curiosity and include some diverse alternatives from school textbooks tohandheld technological devices and other el...
Memis, Muhammet Rasit
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…
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 st...
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.
THIS MANUAL IS AN ANNOTATED LIST OF 16-MILLIMETER EDUCATIONAL FOREIGN LANGUAGE FILMS (BOTH LINGUISTIC AND CULTURAL) WHICH WERE PURCHASED WITH STATE AND FEDERAL FUNDS AND PLACED IN LOUISIANA'S NINE FILM LIBRARIES. FILMS ARE ARRANGED ALPHABETICALLY BY LANGUAGES. FILMS IN THE TARGET LANGUAGE ARE LISTED SEPARATELY FROM FILMS WITH ENGLISH NARRATION. A…
Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.
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,
Bown, Jennifer; Dewey, Dan P.; Martinsen, Rob A.; Baker, Wendy
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…
Sparks, Richard; Ganschow, Leonore
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…
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
Ioana Claudia Horea
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.
Oud-de Glas, Maria; Peels, Fons
Reports on levels of foreign language education and foreign language competence among Dutch students, discussing the sharp decline in the teaching of French and German, a lack of foreign language training in technical education, where it is most needed, and the limitations of the data collected regarding foreign language attainment in the…
Payne, Mark; Almansour, Maram
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…
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.
learning and recommends ways in which foreign language students and teachers can exploit the ... languages at university level in the Ugandan context. ... management and catering, the hospitality industry and international relations. .... Especially in the era of globalization, there is an increasing demand for intercultural.
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);…
The article is devoted to the description and characterizing of language schools and foreign language studying programs in Portugal. The relevance of language learning for professional, mobility, self-developing means is shown. The main courses and programs are observed and the advantages and disadvantages of each of them are given. It is stated that Portuguese courses mostly follow the Common European Framework of Reference for Languages. A small synopsis of the abilities for each level is p...
Dolean, Dacian Dorin
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…
The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the...
Sparks, R; Ganschow, L; Pohlman, J
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.
Declerck, Mathieu; Koch, Iring; Philipp, Andrea M.
The current study systematically examined the influence of sequential predictability of languages and concepts on language switching. To this end, 2 language switching paradigms were combined. To measure language switching with a random sequence of languages and/or concepts, we used a language switching paradigm that implements visual cues and…
This book contributes to the growing field of foreign language teaching and testing by shedding light on mediation between languages. Stathopoulou offers an empirically-grounded definition of mediation as a form of translanguaging and offers tools and methods for further research in multilingual testing. The book explores what cross-language…
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…
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,…
Full Text Available The present study was conducted to identify the perceptions of the Iranian foreign language practitioners about Iran‟s foreign language education policy within a systemic functional linguistics approach. To this end, 8 Iranian male and female foreign language practitioners were interviewed and asked to talk about what they thought about Iran‟s foreign language policy. The findings obtained from analysing the process types and participants employed by the Iranian foreign language practitioners within a systemic functional linguistics approach point out that the FLEP document is heavily influenced by and draws on well entrenched ideological, historical, religious, economic, and political discourses. Further investigations within a systemic functional linguistics approach indicate that the Iranian teachers believed that while English is a tool for understanding cultural exchanges and transferring technological advances, achieving these goals through the teaching of English is sometimes problematic within an absolute Islamic framework. The findings obtained from a transitivity analysis for the Iranian foreign language practitioners by subjecting their responses to the questions on the interviews to a systemic functional linguistics approach are also indicative of the Iranian foreign language teachers‟ loyalty to the “the younger, the better” belief. Likewise, course content was a topic for controversy. Some of the practitioners believed that course content should be developed around a variety of topics. Whereas others asserted that the inclusion of different topics in the foreign language education policy document may increase the workload on the part of the teachers. Other issues such as culture, the Islamic ideology, and imperialism were identified as causes of different understandings among the Iranian foreign language practitioners as well.
Office of Postsecondary Education, US Department of Education, 2012
The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in…
The focus of the present study is to examine the communication strategies used by learners and teachers in the foreign language classroom. The data is from introductory Spanish classrooms at the university level. The author analyzed the data for instances of communications strategies according to taxonomy developed for ESL studies. Important…
Bailey, Phillip D.; Onwuegbuzie, Anthony J.
This study determined which study habits would distinguish successful from unsuccessful foreign language learners. Participants were 219 college students from a variety of disciplinary backgrounds enrolled in either Spanish, French, German, or Japanese classes. The students completed the Study Habits Inventory and the Background Demographic Form.…
Swanson, Peter B.
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…
Steele, Winifred H.
The results of a survey of cultural resources available to high school foreign language students in the Central New Jersey and New York City areas are presented in a listing of cultural and professional organizations, businesses, schools, government tourist offices, television and radio broadcasts, publications, religious groups, travel agents,…
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…
Ong, Wing S. S
Sequoyah, which is the Department of Defense (DoD)'s Program of Record for automated foreign language translation, is to identify current and developing technologies to meet warfighter requirements for foreign language support...
Ludke, Karen M; Ferreira, Fernanda; Overy, Katie
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.
IVABSTRACTIn this paper, we investigate the firm-level mechanisms that underlie the sequential foreign direct investment (FDI) decisions of multinational corporations (MNCs). To understand inter-firm heterogeneity in the sequential FDI behaviors of MNCs, we develop a firm capability-based model of sequential FDI decisions. In the setting of Japanese electronics MNCs in East Asia, we empirically examine how prior investments in firm capabilities affect sequential investments into existingprodu...
Victoria Vadimovna Dobrova
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
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......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 should obviously include a strong (though far from exclusive) focus on the impact...... 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...
Diego Fernando Macías
Full Text Available This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods.
Macías, Diego Fernando
This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of…
Bringing Foreign Language Learning into the 21st Century. The different challenges facing foreign language lecturers are considered as well as the different methods used to teach a foreign language. Technology and multimedia are proposed not only as tools and supports but also as a possible solution. With the change ...
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 ITS English. In this program, different types of exercises
Fojkar, Mateja Dagarin; Skubic, Darija
The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper…
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.
Tuncer, Murat; Dogan, Yunus
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…
Full Text Available The article deals with the problem of developing listening skills for improving foreign language communicative competence. The practical value of using an authentic foreign language text at a foreign language lesson is determined. The ways of the use of the English language recordings in the educational process of students are outlined. It is found out that tracks with foreign information should be used only in the certain methodical situations. Multimedia helps effectively a teacher to achieve outlined objectives of improving foreign language communicative competence for multiple repetition of a speech model for making permanent listening item of language units. The basic stages of work with foreign language recordings are determined: teaching a foreign language listening (teaching to listen and understand the foreign language track means to overcome the methodological difficulties that require a certain amount of time and special training. This is explained by the fact that there are lots of difficulties on the way of understanding a foreign language: an unusual speed of speech, presence of unknown vocabulary, specific rhythms and melody; teaching a foreign language speech with the special models pronounced by foreign speakers (teaching students to practical mastery of a foreign language is intrinsically linked with involvement into the educational process of original English tracks, those are made by highly skilled experts (foreign speakers; learning a new vocabulary due to a dialogue, an extract of a play or a conversation, songs, prose and poetry (it is noted that the students’ interest of learning foreign language songs and poems is extremely high, and it primarily promotes strong learning; analysing the recorded students’ speech (fixing student’s speech and analysing their mistakes is very important at any stage of learning a foreign language for self-control and self-correction.
Maylín Rodríguez Sánchez
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.
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
Luis Carlos Estrada Naranjo
Full Text Available This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.
Ozer, Selda; Yılmaz, Ercan
The aim of the study was to determine students’attitudes towards Vocational Foreign Language Course and if the their attitudesdisplay significant differences in terms of gender, age, department, the placethey live, passing marks, the type of high school they graduated from, theirmothers’ and fathers’ graduation levels and being abroad. The study was carriedout in descriptive survey method. The population of the study comprised ofsenior students at two vocational colleges of Nevşehir Hacı Bekt...
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.
Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade. Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal) intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between L1 and L2 skills, and for speculation that "lower level" skills in phonological processing are important for written language development and oral proficiency in a FL.
The mission of the Defense Language Institute Foreign Language Center (DLIFLC) is to train, sustain, and evaluate foreign language skills of linguists under the guidelines of the Defense Foreign Language Program (DFLP...
Sparks, R L; Miller, K S
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.
Keysar, Boaz; Hayakawa, Sayuri L; An, Sun Gyu
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.
Affective constructs such as motivation, self-esteem, and anxiety play an important role in learning a foreign language. Scholars have conducted many studies to find out how these constructs affect foreign language (FL) learning. They aimed to find out how anxiety affects language learning, the sources of anxiety in FL learners, and how to overcome this anxiety. Teachers were offered various strategies to lower their students’ anxiety. Studies on Foreign Language (FL) anxiety mostly focused o...
Holmes, William Tobias
This study implemented a Sequential Transformative Mixed Methods design with teachers (as recipients) and principals (to give voice) in the examination of principal talk in two different school accountability contexts (Continuously Improving and Continuously Zigzag) using the conceptual framework of Motivating Language Theory. In phase one,…
Full Text Available The paper substantiates the necessity and importance of the organization of prospective primary school teachers’ foreign language sociocultural competence monitoring in the educational process of high school. The author notes that prospective primary school teachers’ foreign language sociocultural competence is inseparably linked with linguomethodological competence. It is proved that the measurement of foreign language sociocultural competence of primary school foreign language teachers should be performed in the process of lingvomethodological training of the students as lingvomethodological competence occupies a dominant place and is a unifying and a backbone for other competencies of the future teacher’s professiogram. In this regard, the concept of “foreign language sociocultural competence of prospective primary school teacher” is clarified, the essence of lingvomethodological monitoring of foreign language sociocultural competence is revealed. It is emphasized that linguistic disciplines (“The practice of oral and written language”, “Practical grammar of a foreign language”, “Practical phonetics of a foreign language”, etc. and linguomethodological courses (“Methods of teaching English at primary school”, “ICT in learning foreign languages”, “Innovative technologies of learning foreign languages”, etc. play very important role in forming “foreign language sociocultural competence of prospective primary school teacher”. Specific principles of lingvomethodological monitoring of foreign language sociocultural competence are identified and characterized. They are complexity, lingvomethodological orientation, validity, multi-vector monitoring procedures.
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…
... 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 seasonal...
... 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 order...
This paper discusses the development offoreign language policy in higher educationin the United States (US) and indicates gaps in the study of foreign languages in highereducation in that country. A discussion of current policy, provision, programmes andfunding of foreign languages in higher education are presented, ...
Simon, Charlann S.
This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their…
Barrett, Martin T.; And Others
Five papers presented at a language conference are compiled in this report. They include: (1) "Le Francais au Pot-Pourri," or "Adapting the 'Open-Classroom' to the Teaching of Foreign Languages," (2) "We Can Teach Anyone to Speak French," (3) "The Use of Puppetry in the Teaching of Foreign Languages," (4) "A New Perspective for Integrated Foreign…
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.
Natalia Alexandrovna Kameneva
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
Dariga A. Bekova
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.
O. S. Kazachiner
The aim of the article is analysis of content and structure of such phenomenon as a foreign language teachers’ inclusive competence. The necessity of development of such category of teachers’ inclusive competence was substantiated. On the base of scientists’ approaches to teacher’s inclusive competence content the author has defined foreign language teacher’s inclusive competence as an integrative personal background which includes the ability of teaching a foreign language to children with s...
This work is focused on cooperative learning in foreign language teaching. It brings knowledge about cooperative learning, about methods of didactics in foreign language and their suitability for using cooperative learning. It deals with the news that appeared in cooperative learning in a foreign language teaching. The research that is part of this work was qualitative and it was completed by quantitative research, too. The aim of the research was to understand the teachers' point of view and...
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.
Raymond, Robert B. L.
Recent research in language education policy (LEP) refocuses attention from the role of governments to local stakeholders that shape LEP. However, little attention has been given to teacher agency in LEP implementation for early foreign language (FL) education in the United States. This pilot study considers the role of foreign language elementary…
Dogan, Yunus; Tuncer, Murat
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…
Chang, Benjamin; Sheldon, Lee; Si, Mei; Hand, Anton
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.
Karwan Talaat Rashid
Full Text Available The study of research upon a qualitative procedure has conducted with twenty-two various instruments, based on the quantitative data collection to prepare for statistical analysis. Learning of the study is analytical Analyzing Student’s Attitude for Foreign Language. In some countries most of the students have to learn the first foreign language it may sometimes have is impact of learners The procedure of teaching a foreign language are influenced by different issues such as the used attitude, methods, techniques, educators, learners, inspiration, environment, and etc.. The problem of the study accompanied with dimensions to get solved the Foreign language as an official language has its impact on Student’s Relations. Foreign language (FL gave a good opportunity to students to know the culture of the other country, to learn the second language, students attitude toward foreign language differ according to gender. Furthermore, For the better understanding of different type of foreign languages and its empowerment to discover the solution to research problem take a notice of these objectives and can formulate as followings: To know the different type of foreign language and how it affect the student’s performance and measure the ability of their efficiency.
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.
Kroteva, Marijana; Mirascieva, Snezana
The aim of this paper is to present the significance and introduction of cultural studies in the curricula for foreign language studies. Although the main focus in the paper is pointed to English as the most dominant language in the world today, the paper is primarily intended and refers to all the languages. Section two consists of the aspects and reasons for the necessity of introducing the cultural studies in the foreign language curricula. Section three is written upon the research result...
Dr. Dexter R. Buted
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
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
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…
... 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. SUMMARY: Under the... Visitors, Defense Language Institute Foreign Language Center. Date: August 3 and 4, 2011. Time of Meeting...
... 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. SUMMARY: Under the... Visitors, Defense Language Institute Foreign Language Center. Date: August 10 and 11, 2010. Time of Meeting...
... 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. SUMMARY: Under the... Visitors, Defense Language Institute Foreign Language Center. Date: October 31, 2012 and November 1, 2012...
... DEPARTMENT OF DEFENSE 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...
Horwitz, Elaine K.
Argues that many nonnative foreign-language teachers experience foreign-language anxiety and that this anxiety can have negative consequences for language teaching. The article discusses how anxiety affects teachers' feelings of self-confidence, use of the target language, and instructional choices and offers suggestions for increasing teachers'…
Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M
Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.
St. John, Oliver
Foreign language (FL) education has been marked by a monolingual principle that has favoured "intralingual" methodologies. Bakhtin's view of language interillumination--that languages throw light on each other--challenges such language teaching practices radically. Using conversation analysis methods, this article examines transcripts of…
This document reports on the foreign language training offered in the Peace Corps. Following a brief introductory statement, a list of languages taught by the Peace Corps in the years 1961-67 is provided, as well as a brief description of Peace Corps language training methods. Guidelines for language coordinators are outlined, and the approach to…
Thompson, Amy S.; Khawaja, Anastasia J.
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…
Nowadays, there is a need to fit into a world increasingly globalized, in which communication and foreign languages have more importance than some years ago. The English language is the language of international communication. Present day English is the simplest adaptation of a very old language and yet it is still difficult to teach this language effectively, especially to those who speak English as a second or even third language. Teaching only the rules is found to be boring by most studen...
This article examines current pedagogical trends in the foreign language classroom and argues that a critical literacies pedagogical approach (Freire, 1970) should guide instruction. A critical literacies pedagogical approach is then discussed in the context of foreign language teaching and learning, and particular attention in this article is…
... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Foreign language proficiency pay. 9901... NATIONAL SECURITY PERSONNEL SYSTEM (NSPS) Pay and Pay Administration Premium Pay § 9901.364 Foreign language proficiency pay. (a) General provisions. (1) This section applies to employees who may be paid...
Costa, Albert; Foucart, Alice; Arnon, Inbal; Aparici, Melina; Apesteguia, Jose
In this article, we assess to what extent decision making is affected by the language in which a given problem is presented (native vs. foreign). In particular, we aim to ask whether the impact of various heuristic biases in decision making is diminished when the problems are presented in a foreign language. To this end, we report four main studies in which more than 700 participants were tested on different types of individual decision making problems. In the first study, we replicated Keysar et al.'s (2012) recent observation regarding the foreign language effect on framing effects related to loss aversion. In the second section, we assessed whether the foreign language effect is present in other types of framing problems that involve psychological accounting biases rather than gain/loss dichotomies. In the third section, we studied the foreign language effect in several key aspects of the theory of decision making under risk and uncertainty. In the fourth study, we assessed the presence of a foreign language effect in the cognitive reflection test, a test that includes logical problems that do not carry emotional connotations. The absence of such an effect in this test suggests that foreign language leads to a reduction of heuristic biases in decision making across a range of decision making situations and provide also some evidence about the boundaries of the phenomenon. We explore several potential factors that may underlie the foreign language effect in decision making. Copyright © 2013 Elsevier B.V. All rights reserved.
Hovsepian, Kristen B.
This report considers how the different departments of business administration and foreign languages can cooperate to create coursework that will benefit students in both areas of study. The ignorance many U.S. citizens have of the world is taken into consideration. Although foreign language majors have greater exposure to the world, this…
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…
N V Kudinova
Full Text Available The influence of age factor on the foreign language learning is examined in the article from the practical point of view. The specific age features and their influence on the foreign language acquisition at different stages of age are highlighted and analyzed on the basis of psychological research.
Ghonsooly, Behzad; Showqi, Sara
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…
Zou, Bin; Xing, Minjie; Wang, Yuping; Sun, Mingyu; Xiang, Catherine H.
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…
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.
Osipov, Ilya V.; Volinsky, Alex A.; Nikulchev, Evgeny; Prasikova, Anna Y.
The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along…
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.
Full Text Available The article deals with the study and analysis of comparable existing intensive methods of teaching foreign languages. This work is carried out to identify the positive and negative aspects of intensive methods of teaching foreign languages. The author traces the idea of rational organization and intensification of teaching foreign languages from their inception to the moment of their preparation in an integrated system. advantages and disadvantages of the most popular methods of intensive training also analyzed the characteristic of different historical periods, namely cugestopedichny method G. Lozanov method activation of reserve possibilities of students G. Kitaygorodskoy, emotional-semantic method I. Schechter, an intensive course of learning a foreign language L. Gegechkori , sugestokibernetichny integral method of accelerated learning a foreign language B. Petrusinskogo, a crash course in the study of spoken language by immersion A. Plesnevich. Analyzed the principles of learning and the role of each method in the development of methods of intensive foreign language training. The author identified a number of advantages and disadvantages of intensive methods of teaching foreign languages: 1 the assimilation of a large number of linguistic, lexical and grammatical units; 2 active use of acquired knowledge, skills and abilities in the practice of oral speech communication in a foreign language; 3 the ability to use language material resulting not only in his speech, but also in understanding the interlocutor; 4 overcoming psychological barriers, including fear of the possibility of making a mistake; 5 high efficiency and fast learning; 6 too much new language material that is presented; 7 training of oral forms of communication; 8 decline of grammatical units and models.
Richardson, Judy S.
Describes the use of some read-alouds from Alexandre Dumas'"The Count of Monte Cristo" which helped to demonstrate some principles of learning foreign languages. Describes briefly the read aloud selection, discusses some specific activities that relate to foreign language learning, and discusses specific language arts activities. (SR)
... DEPARTMENT OF DEFENSE 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... be held on September 13 & 14, 2010 from 8 a.m. to 5 p.m. at the Defense Language Institute Foreign...
... matters, ACCJC interactions, and a review of previous BoV recommendations. Agenda: Summary--March 21--The... Visitors, Defense Language Institute Foreign Language Center. Date: March 21, 2012. Time of Meeting... Institute Foreign Language Center in response to the agenda. All written statements shall be submitted to...
Benseller, David P., Editor
The twenty-eight papers that make up the second part of the proceedings of the twenty-eighth annual meeting of the Pacific Northwest Council on Foreign Languages cover a wide range of topics relating to foreign language teaching and linguistic theory: German culture and civilization; sexism in language; bilingual education; bilingualism and…
KARTAL, Erdogan; UZUN, Levent
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). The participants ...
Atmaca, Hasan; Günday, Rifat
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…
Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffery
This paper examines trends reflecting changes in the role of the classroom foreign language teacher, particularly as these trends affect English-as-a-Second-Language instruction. This study is based on relevant literature and research being carried out in the English Language Institute at Kanda University of International Studies (Japan). Past and…
An annotated bibliography contains about 70 citations of instructional materials and materials concerning curriculum development for elementary school foreign language programs. Citations are included for Arabic, classical languages, French, German, Hebrew, Italian, Japanese, and Spanish. Items on exploratory language courses and general works on…
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)
Full Text Available This paper summarizes the educational implications of current research on cognitive neuroscience for foreign-language learning to provide an overview of myths and realities in this appealing area of research. Although the potential benefits of neuroscientific research into language acquisition are great, there are a number of popular myths that none of which are supported by scientific evidence. In this paper, three prominent examples of these myths are introduced and discussed how they are based on misinterpretation and misapplication from neuroscience research. The first pervasive example of such misconception is the prevalent belief of being the certain critical periods for learning a second language. It implies that the opportunity to acquire foreign languages is lost forever by missing these biological windows. In fact, however, extensive research shows that there are sensitive periods, but not critical periods, during which an individual can acquire certain aspects of language with greater ease than at other times. Another example of myths is a false conclusion implies that exposing children to a foreign language too early interrupts knowledge of their first language. The reality is that learning a second language not only improves language abilities in the first language, but also positively affects reading abilities and general literacy in school. Like the other myths, there is also a popular conception about ability to learn second language during sleep. It is demonstrated that previously acquired memories are consolidated and new association are learned during sleep, but learning a foreign language requires conscious effort and available data do not support this hypothesis that second language acquire during sleep. The main conclusion arising from this argument is that, while our understanding of the neural bases of language learning is continually evolving, our interpretation of the implications of these findings for foreign language
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 stron...
Higgins, Maureen B
.... The expeditionary Air Force (AF) mission demands Airmen with international insight, foreign language proficiency, and cultural knowledge to understand the specific regional context in which air and space power may be applied...
Jelena Mihaljević Djigunović
Full Text Available This paper focuses on young foreign language learners’ attitudes andmotivations. An overview is given of the main issues in this researcharea, 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. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research.Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.
N. M. Nikiforova
Full Text Available The program of teaching foreign languages to information security professionals is aimed at unifying linguistic, extra linguistic and professional information distributed in the contents of the course.
The importance of contrastive analysis in foreign language learning with ... In the South African context, knowledge of English plays a significant part, but can ... on in the learning process should result in positive transfer of Zulu while curbing ...
Stanton, H. E.
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)
Ergeshali kyzy A.
Full Text Available this article describes some theoretical tasks of multicultural education of teenagers in foreign language teaching. The work also has analyzed inter-functional influence of the language and culture in the process of foreign language teaching.
I Made Purna Wijaya
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.
Ana B. Fernández-Guerra
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.
The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...
Full Text Available Modern learning foreign languages is based on a humanistic paradigm. The realization of the possibility of such activity researches consider in implementation of technological approach in educational process. The scientists connect the optimal and qualitative realization of this activity with the implementation of education technology into learning process. Modern studies are focused on questions of implementation of technological approach into teaching foreign languages. It is thought to allow to achieve guaranteed minimal level of learning results. At the same time there are some incompletely studied aspects such as content of pedagogical technologies, their conceptual and procedural characteristics, approaches to classification. In the article the essence of technological approach is revealed, the communicatively focused technologies of teaching foreign languages in non-linguistic universities are concretized. The interpretation of technological approach is given; characteristics and attributes in teaching foreign languages are selected. It is noticed that technological approach is social and engineering ideology in the sphere of didactics according to which teaching process is considered to be a completely designed process with strictly planned and fixed results (M. Klarin. In the article it is emphasized on feasibility and efficiency of technological approach while teaching foreign languages, the degree of its integration in educational process is defined. The communication-oriented technologies, based on a communicative method of E. Passov, are allocated as the most optimum. It is shown the communication-oriented technologies go beyond the conceptual idea of modelling in teaching process of real foreign-language communication, and their procedural component and contents are founded on certain principles. The most commonly used technologies of teaching foreign languages are classified as technologies of modernization and technologies of
Lauridsen, Karen M.
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....... And in an interactive format, you will be invited to share your experience within this field and discuss possible solution to the problems identified....
Full Text Available This article presents some theoretical reflections about the concept of culture and its paramount importance in foreign language classrooms, as a basis for examining curriculum as inquiry, a facilitative tool to incorporate culture in courses in the Bachelor’s degree in the Teaching of English as a Foreign Language at the National University of Costa Rica (UNA. Feasible solutions to common problems that teachers face when trying to incorporate culture in their classrooms, are also discussed.
Cavar, Franziska; Tytus, Agnieszka Ewa
While making a decision facing a moral conflict, does your answer vary depending on whether you use your first language or later learned second language? A previous study conducted by Costa, Albert, Alice Foucart, Sayuri Hayakawa, Melina Aparici, Jose Apesteguia, Joy Heafner, Boaz Keysar, and Mariano Sigman [2014. "Your Morals Depend on…
Full Text Available As an inevitable process facing modern societies, an aging population brings with it new and different challenges for social actors. The extension of working life requires increased investments in an older workforce, in order for these people to retain their employability and productivity. Globalisation and the ubiquity of information communication technology place increasing importance on foreign language knowledge – an area of deficiency among older workers. Knowledge of what motivates learners to learn foreign languages is thus also gaining importance. In conducting a survey of language school learners, we found that the motivation for learning foreign languages differs significantly between younger and older generations. As a result, employers, as well as language schools, will need to reconsider their current practices.
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.
Akhtar, Nameera; Menjivar, Jennifer; Hoicka, Elena; Sabbagh, Mark A
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.
Hall, Robert A., Jr.
This text focuses on the nature of language learning in the light of modern linguistic analysis. Common linguistic problems encountered by students of eight major languages are examined--Latin, Greek, French, Spanish, Portuguese, Italian, German, and Russian. The text discusses the nature of language, building new language habits, overcoming…
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.
Ankara : The Department of Teaching English as a Foreign Language, the Institute of Economics and Social Sciences, Bilkent University, 2001. Thesis (Master's) -- Bilkent University, 2001. Includes bibliographical references leaves 51-56. This study was designed to explore the relationship between teachers’ and students’ perceptions about students’ participation and students’ anxiety in foreign language classes. This study was conducted at Gazi University Preparatory School. ...
Oganian, Y; Korn, C W; Heekeren, H R
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 (c) 2016 APA, all rights reserved).
The latter overcomes structuralist or poststructuralist reductions of language as a medium of communication. Thus, the essence of FLL can be redefined, not as the acquisition of mimicry of specific codes, but as intercultural dialogue. Keywords: originarity, authenticity, foreign language learning, video conferencing ...
The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students…
Kahn-Horwitz, Janina; Sparks, Richard L.; Goldstein, Zahava
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…
... 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 in... words or letters in the English language rather than representative symbols, except that HTML documents...
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…
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…
Kissau, Scott; Adams, Mary Jo; Algozzine, Bob
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…
A discussion of Krashen's monitor theory and its applications to foreign language teaching includes consideration of the very important role input plays in language development and examination of the relationship between the development of grammatical competence and traditional instruction in grammar. (CB)
Rohmani Nur Indah
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.
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…
Ortuno, Manuel J.; Uber, David M.
Following the early success of its inclusion of languages in the master's-level business administration curriculum, Baylor University began to emphasize foreign language study more heavily in its undergraduate business administration program. The revised program, to be fully implemented in 1989, encourages students to choose 11 hours of language…
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…
Full Text Available This study aimed to Şnd 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 semistructured 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 exempliŞed 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
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...
Tulgar, Aysegül Takkaç
Foreign language learning has always been a process carried out with the help of dictionaries which are both in target language and from native language to target language/from target language to native language. Dictionary use is an especially delicate issue for students in foreign language departments because students in those departments are…
This paper reviews the learning theories, focusing to the strong interest in technology use for language learning. It is important to look at how technology has been used in the field thus far. The goals of this review are to understand how computers have been used in the past years to support foreign language learning, and to explore any research evidence with regards to how computer technology can enhance language skills acquisition
Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J
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.
Olda Xhepa BALLIU
Full Text Available This paper tries to analyze the importance and the relationship between communication and pragmatic skills in foreign language classes. Philosophers and linguists have dealt with language, analyzing it from the psychological viewpoint. Communication in L1 or L2 is related and it depends on the science of pragmatics. While communicating, interlocutors interact impacted by the context, the situation, the receiver, the sender, by using the formal or the informal language according to the circumstances. For this reason, we try, in this paper, to make a thorough description of the relationship between communication and pragmatics. Students need to master pragmatic skills in order to communicate. If Italian students or foreign language students have developed pragmatic skills in the native language, this will help them learning a foreign language. The goal of the foreign language teacher is to help students achieve communication skills. The pragmatic and communication skills can be practiced through communication activities like in L1 for speech acts are practiced in communication.
T. A. Znamenskaya
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.
Tatyana A. Baranovskaya
Full Text Available The research is devoted to a multi-level study of the essence and role of text creation comprehension in teaching a foreign language. Capturing motivational and logical mental structures along with recognising communicative and cognitive aspects of a person's identity in a text are key linguopsychological elements of studying text activities. The scientific value of the research is in specifying the operational approach to describing a concrete level of a person's consciousness, on which cognitive structures acquire language realisation in the process on communication. Existence of a person's concsiousness is considered on three levels of abstracrion within the conscious: sensory field, associative field, motivational field. The contents of a person's language consciousness can be described through its thesaurus and presented as a filter that sifts through incoming meaningful information expressed in the sign form. The process of first language acquisition by a child is closely related to the apprearance of the correlation between dynamic and static systems of sound production (syllable production and articulation. Tranfer to foreign language acquisition will then be connected only with changing the characted of the correlation in each specific case. Foreign language teaching is connected with the learners' using the language skills they already possess. Peculiarity of language consciousness is revealed both when comparing lexical and grammatical categories in several languages, in which the forms of the same category have different meanings, and when comparing a limited set of such linguistic meanings with an unlimited number of linguistic features and relations between the objects.
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 f...
Tafaghodtari, Marzieh H; Vandergrift, Larry
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.
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.
Çakir, Ismail; Baytar, Birtan
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…
Kartal, Erdogan; Uzun, Levent
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…
Husbye, Nicholas; Dorner, Lisa M.
One-way, or foreign language, immersion schools face unique challenges as they seek to support the literacy development of their students. This manuscript draws on sociocultural theories of literacy development and the concept of languaging, the process of using language to make meaning. Working with two classrooms over one semester, we asked:…
Full Text Available Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS by Horwitz, Horwitz, and Cope (1986. The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.
Yehia Ahmed Y. Al-Sohbani
Full Text Available The aim of this study was to examine Foreign Language (FL reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106. It utilized (a a background information questionnaire, (b the Foreign Language Reading Anxiety Scale (FLRAS, and (c students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.
Shemshadsara, Zahra Ghorbani
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…
The University of South Carolina's Master's Program in International Business began in June 1974, with 43 students studying German and Spanish. The program began with a 9-week intensive language learning program, followed by a nine-month unified business program, with language instruction twice a week; six weeks of area study concentrating on the…
Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan
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…
Abdel Rahim Hamid Mugaddam
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.
João A. TELLES
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.
Full Text Available The present paper aims at exploring the potential role that social media technologies play in learning foreign languages. For this purpose, a survey was carried out to examine students’ and language learners’ perceptions and attitudes about using these platforms. Results of the research study revealed that the great majority of the respondents actually use these web-based applications to enhance their language skills. Most importantly, they noted that social media contribute in improving their listening, reading, speaking and writing skills. Accordingly, we strongly recommend that instructors use these online tools in distant, blended, or face-to-face language learning settings.
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.
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.
Full Text Available Several studies (Keysar et al., 2012; Lazar et al., 2014 suggest that decisions made in a foreign language are more rational. The authors imply that when thinking in a language which is not our native tongue, analytical, slow, deep-thinking is activated. The question that underlies the present article is whether this is a characteristic of every mental operation in the foreign medium. Studies carried out by Costa et al. (2014, Geipel et al. (2015 and Hadjichristidis et al. (2015 suggest the issue is much more complex than it may seem.
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.
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.
Marina Valeryevna Kuimova
Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.
Full Text Available This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL, made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.
Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...
This paper addresses language learner strategy research. It arises from two sources: firstly, an individual background in research and writing about Language Learning Strategy research in the context of Modern Foreign Language Learning and Teaching in the UK over the past decades; secondly, a newly constituted British based interest group dedicated to this area of applied linguistics - UK Project on Language Learner Strategies (UKPOLLS). The aim of this SIG paper is to introduce and present t...
Ganschow, L; Sparks, R L
The study of foreign language (FL) learning for individuals who have found learning to read and write in their first language extremely problematic has been an under-researched area throughout the world. Since the 1980s, Leonore Ganschow and Richard Sparks have conducted pioneering research into the nature of difficulties, why they are encountered and how they can be minimized. In this paper the authors trace the development of their research on foreign language difficulties for students with language learning problems. They provide a summary of their findings and suggest new questions and directions for the field.
Full Text Available In language courses and teaching materials for Italian as a second or foreign language little attention is generally paid to the development of phonological competence and of speaking ability. The present study involved 140 pupils of elementary schools with Slovene as the language of instruction in the bilingual area of the Slovene Coastal area where Italian is taught as a second language. The research investigated the impact of phonology teaching and the development of phonological awareness on auditory perception abilities. The findings show that programs for the development of discriminatory listening and phonological segmentation of linguistic input critically influence the pupils’ ability of auditory perception, provided such programs are long-term, systematic, intensive, and carried out through direct interaction between the pupils and speakers of the target language. Consequently, such programs also enhance enhance the development of listening comprehension and communicative competence in the target language.
... AGENCY ORGANIZATION AND TERMINOLOGY; MANDATORY MEAT AND POULTRY PRODUCTS INSPECTION AND VOLUNTARY INSPECTION AND CERTIFICATION POULTRY PRODUCTS INSPECTION REGULATIONS Labeling and Containers § 381.128 Labels in foreign languages. Any label to be affixed to a container of any dressed poultry or other poultry...
Chemical and Engineering News, 1983
Results of a survey of schools granting American Chemical Society-approved degrees indicate that most chemistry departments still require graduate students to understand a foreign language, despite much discussion in the past few years that the requirement might be outdated or that competency with computers is more relevant to chemists. (Author/JN)
The present article highlights the importance of the motivational construct for the foreign language learning (FLL) process. More specifically, in the present article it is argued that motivation is likely to play a significant role at all three stages of the FLL process as they are discussed within the information processing model of FLL, namely,…
Savell, Don P.
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)
de Bot, Kees
This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative
Rivers, Damian J.
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…
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…
Djigunovic, Jelena Mihaljevic
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.…
Leslie, David; Russell, Hilary; Forbes, Allison
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)
Yang, Jia; Yin, Chengxu; Wang, Wei
Through an in-depth analysis of quantitative and qualitative data, this article offers a case study of the advantages and challenges in the application of the flipped learning approach in the instruction of Chinese as a foreign language at the beginning level. Data were collected from two first-year Chinese classes (one in traditional and the…
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.
Popova, T. P.; Nenasheva, T. A.
Many Russian institutions of higher education support the introduction of information technologies, and they actively use them in the educational process. In teaching foreign languages (FLs) at university, the transition to the new instructional model implies the need to actively deploy innovative concepts and practices aimed at ensuring that…
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…
Diamantatou, Christina; Hawes, Thomas
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…
Martí, Natalia Morollón; Fernández, Susana S.
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…
de Bot, Kees
This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in…
Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana
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...
Macedonia, Manuela; Knosche, Thomas R.
It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…
The use of newspaper and magazine advertisements for teaching foreign language skills in listening, speaking, reading, and writing as well as vocabulary, idiomatic expressions, grammar, pronunciation, and culture is encouraged and discussed. Suggested lessons and classroom activities are presented in four categories: vocabulary, grammatical rules…
US Department of Defense, 2005
The terrorist attacks of September 11th, the Global War on Terrorism, and the continued threat to the Homeland have defined the critical need to take action to improve the foreign language and cultural capabilities of the Nation. The government must act now to improve the gathering and analysis of information, advance international diplomacy, and…
Ben Maad, Mohamed Ridha
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…
Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji
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…
Eichmann, Raymond; Ford, James F.
French was added to the early childhood curriculum at the New School in Fayetteville, Arkansas, after a review of the literature on the subject indicated potential beneficial effects of teaching foreign languages to young children. Some of the advantages to be gained by the children were greater readiness for school work in general, greater…
Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.
Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…
Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda
English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty…
Love, William D., Ed.
A short review of the various "revolutions" in methodology which foreign language instruction has undergone since its inception as an area of study leads into an appraisal of the role of government and private foundations in the education of teachers. The four-point program of the Washington Fourth Draft plan for teacher education and…
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…
Walker, Ronald W.
Discusses an approach to teaching second language composition which emphasizes (1) careful analysis of model texts from a limited, but well-defined perspective and (2) the application of text manipulation techniques developed by the word processing industry to student compositions. (EKN)
Garrett, Nina, Ed.; Hart, Robert S., Ed.
"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.…
Reynolds, Sue, Ed.; And Others
A compilation of French cultural units for use in secondary school language classes is presented in this text. Units include: (1) "Les mots et leur implication culturelle," (2) "Le telephone--une capsule culturelle," (3) "Le repas," (4) "La femme francaise 1972," (5) "Les Parents," (6)…
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…
Allen, Mark H.; And Others
This study found that a group of 20 children (ages 6-12) with autism and a group of 20 children with developmental receptive language disorder both manifested a relative sequential processing deficit. The groups did not differ significantly on overall sequential and simultaneous processing capabilities relative to their degree of language…
Maryana М. Sidun
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.
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…
Sparks, R L
In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.
Douglas Altamiro Consolo
Full Text Available In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001, Philippe Perrenoud (2000, Edgar Morin (2003, Maurice Tardif (2002 and Almeida Filho (1999, providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.
2003). Language proficiency is also predictive of better job performance (Mol, Born, Willemsen, & Van Der Molen , 2005), although not necessarily an...Multilingualism, 3(4), 280-295. 19 Mol, S. T., Born, M. P., Willemsen, M. E., & Van Der Molen , H. T. (2005). Predicting expatriate job...poorer personal adjustment (Greenland & Brown, 2005; van Oudenhoven, Mol, & Van der Zee, 2003). Taken with the meta-analytic findings, these results
Connors, William R.
Ticonderoga High School (New York) has succeeded in increasing enrollments in foreign language courses beyond the college bound, Regents-level students who usually choose such courses. The school is located in the Adirondack Mountains, a region that, in the past decade, has seen increases both in prison construction and in tourism by…
Ojima, Shiro; Nakamura, Naoko; Matsuba-Kurita, Hiroko; Hoshino, Takahiro; Hagiwara, Hiroko
A foreign language (a language not spoken in one's community) is difficult to master completely. Early introduction of foreign-language (FL) education during childhood is becoming a standard in many countries. However, the neural process of child FL learning still remains largely unknown. We longitudinally followed 322 school-age children with diverse FL proficiency for three consecutive years, and acquired children's ERP responses to FL words that were semantically congruous or incongruous with the preceding picture context. As FL proficiency increased, various ERP components previously reported in mother-tongue (L1) acquisition (such as a broad negativity, an N400, and a late positive component) appeared sequentially, critically in an identical order to L1 acquisition. This finding was supported not only by cross-sectional analyses of children at different proficiency levels but also by longitudinal analyses of the same children over time. Our data are consistent with the hypothesis that FL learning in childhood reproduces identical developmental stages in an identical order to L1 acquisition, suggesting that the nature of the child's brain itself may determine the normal course of FL learning. Future research should test the generalizability of the results in other aspects of language such as syntax.
Brooks-Lewis, Kimberly Anne
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…
Full Text Available The article deals with the main aspects of early foreign language teaching in Germanspeakingcountries (Germany, Austria and Switzerland in modern Pedagogics. The meaningof the term “early teaching” is defined and the teaching of foreign languages for pre-schooland primary school children is analyzed.Key words: early teaching, foreign language education, primary school, system ofeducation, multicultural surrounding.
The Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970,…
Ahmad, Ismail Sheikh; Al-Shboul, Murad M.; Nordin, Mohamad Sahari; Rahman, Zainurin Abdul; Burhan, Mohd; Madarsha, Kamal Basha
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…
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…
Baharudin, Mazlina; Ikhsan, Siti Ajar
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…
Baharudin, Mazlina; Sadik, Azlina Md
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…
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…
Turnball, Miles; Arnett, Katy
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…
Gieve, Simon; Cunico, Sonia
This paper reports on a small-scale qualitative study of students' experience of their Modern Foreign Languages (MFL) degrees with particular regard to the relationship between language and content learning. It is framed by the identification in the recent Worton Report on MFL studies in UK higher education and elsewhere of a dualism between…
Novia Tri Febriani
Full Text Available Language learning belief and language learning strategies are two essential predictors that have significant effect toward students’ language proficiency. Learners’ belief is dealing with what comes from inside the learners in learning the language, such as foreign language aptitude; difficulty of language learning; nature of language learning; learning and communication strategies; and motivation. Meanwhile, language learning strategies are learners’ plan in achieving certain goals or mastering the target language. A preliminary research was conducted in order to find what strategy mostly used by the learners. It turned out that the strategy mostly used by them was metacognitive strategies. Thus, this study aims to investigate about the correlation between metacognitive strategies and certain belief’ variables in students’ language learning which are foreign language aptitude and motivation. Moreover, twenty postgraduate students of English education department participated in this study. This study used correlational research, in which the BALLI (Beliefs about Language Learning Inventory and SILL (Strategies Inventory for Language Learners questionnaires were adopted as the instruments in collecting the data. The findings of this study indicated that there is negative linear correlation between metacognitive strategy and foreign language aptitude (rXY = -0,049 while there is significant positive linear correlation between metacognitive and motivation (rXY =+0,79 in students’ language learning. Furthermore, this study also provide some recommendations, which is it is expected that there will be more researches use studies using different respondents with various contexts. Secondly, the further research will use both of quantitative and qualitative data relating to this issue in order to make a more accurate data.
Mariza Mendez López
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.
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...... show differences in adaptations when contrasting averages of 1-2 yrs of experience with 6-7 yrs of experience. We investigated this apparent discrepancy in a longitudinal study on Danish language officer cadets learning either Arabic (MSA and Egyptian dialect) or Dari (Afghan Farsi) through intensive...... (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...
The paper addresses methodological potential of mobile technologies in teaching a foreign language to non-linguistic students. The author a) gives definition of the term "mobile education", b) suggests a list of mobile technologies used in foreign language teaching; c) develops a list of non-linguistic major students'' language abilities and language skills, which can be developed via mobile technologies.
Nasrollahi Shahri, Mohammad Naseh
Situated in an English as a foreign language (EFL) context, this study navigates the intersection of language learner identity and foreign language engagement. Specifically, drawing on the concept of voice (Canagarajah, 2013; Johnstone, 1996; Kramsch, 2003), Bakhtin's (1981) theory of language, and the notion of investment (Darvin & Norton,…
Full Text Available This article discusses the need for educators in business schools to become more involved in discovering and cultivating not only hard skills, but also soft skills, in order to prepare students to meet the requirements of their potential employers. At the level of business undergraduate studies in Romania, educational activities focusing on soft skills (such as intercultural communication, positive attitude, flexibility become essential for increasing students’ employability chances. Foreign language teachers who use a communicative teaching method are specifically involved in such activities. But do these courses cover the entire range of top soft skills required by business executives? What is done in the classroom and what can be improved? The present study will attempt to find the answers to these questions and to formulate suggestions for a more focused approach to soft skills development through foreign language courses.
Full Text Available In this paper is described a foreign language learning application using mobile augmented reality based on gamification method and text recognition. The mobile augmented reality is a technology that extends the real world elements with 2D or 3D computer generated objects and lets the users interact with them. A Gamification system is based on different mechanisms that increase the motivation of students, due to the impact that videogames have in their emotional, cognitive and social areas. The proposed solution applies Optical Character Recognition technique, using the camera of the mobile device, in order to identify the text written on a card. The implementation combines the features of gamification system and mobile augmented reality in order to make the learning process more easy and fun. This paper aims to present the results after testing the foreign language learning application in different scenarios.
In this article, we will first review various perspectives on the teaching of culture and what effect this can have on intercultural interaction in language teaching. We then take a look at ways of using culture to teach a foreign language. The first example is how preparing to write a German Lebenslauf can serve as a means to get to know and better understand fellow classmates. In addition, we look at how preparing for a mock job interview can function as the basis for teaching German. Final...
Full Text Available The acquisition of foreign language (FL vocabulary involves two aspects: (1 learning to recognize a word’s meaning, and (2 becoming able to retrieve or produce the word’s form in speech production. The second aspect usually takes more time and practice to be developed. While learners may have no problem understanding a FL word’s meaning, they frequently are unable to recall the word when necessary.
Douglas Altamiro Consolo; Cristina Francisca de Carvalho Porto
In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practic...
Claudia Ferrareto Lopes
Full Text Available The goal of the study was to analyze the cognitive aspects related to learning English as a foreign language, by means of games workshops with students of the 6th grade of elementary school from a state school in Londrina. The paper is grounded on Piagetian theory and is descriptive-interpretative study with a qualitative perspective. Two guiding questions motivate the study: what is the role of games workshops for learning English as a foreign language? In what way the cognitive processes are held in the games workshops for learning English? To meet the proposed goals, workshops were implemented with games containing the linguistic contents studied in English classes. The games workshops enabled the observation and analysis of the cognitive aspects involved in learning a foreign language. Results show that the games workshops promote the participation of the students motivating action and output, evidencing gaps on the knowledge and providing equilibration processes. Subjects are asked to produce outputs via games demands, thus evoking knowhow, as well as the thinking about their own products, suggesting a conscious-awareness process.
Full Text Available The article reveals the problems of teaching tools and resources used in the process of teaching foreign languages in primary school. The author gives the definition of the meanings “teaching resources”, “additional materials for teaching foreign languages», and their classification. The author pays attention to the fact that in the academic and upbringing process primary school teachers use different teaching resources in addition to the text-books as the basic means of teaching. That is why there is an evident reason for deep study of these kind materials, their classification. According to the way of presenting, teaching flash-cards and hand-outs as additional materials are pointed out. That is why the necessity of optimal and effective choice of these means of teaching depends on professional preparation of a teacher and teaching tools implementing in the academic process alongside with the text-books as the basic means of teaching foreign languages. The author notes that all these learning tools are not universal. They cannot completely replace a teacher or other learning tools. The author supports the idea of the need for optimum, deeply conscious and scientific approach to using additional educational resources in academic and upbringing process along with the textbook as the primary means of learning.
Dooly, Melinda; Masats, Dolors
This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…
Gayton, Angela Mary
Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning…
Petrjánošová, M.; Leix, Alicja
Roč. 23, č. 4 (2013), s. 658-679 ISSN 1210-3055 R&D Projects: GA ČR GA13-25656S Institutional support: RVO:68081740 Keywords : native language * foreign language * intergroup contact Subject RIV: AN - Psychology
Miranda J. Walker
Full Text Available The purpose of this study was to construct a new scale for measuring foreign language classroom anxiety (FLCA. It begun with the creation of an extended item pool generated by qualitative methods. Subsequent Rasch and semantic analyses led to the final 18-item Foreign Language Classroom Anxiety Inventory (FLCAI. In comparison with the Foreign Language Classroom Anxiety Scale (FLCAS, the FLCAI demonstrated more convincing evidence of unidimensionality and the optimal 5-point Likert scale functioned better. The FLCAI, while 55% the length of the FLCAS, thus more practical for classroom practitioners to administer and analyse, maintains its psychometric properties and covers a wider range on the construct continuum thus improving the degree of validity of the instrument. Finally, test anxiety was shown to be a component of FLCA.
Full Text Available The article defines the role of the European experience in the foreign language teachers` training in the modern society, the use of International relations in education. The concept of common European education is analyzed. Due to this concept teaching and learning standards, educational models, and teaching objectives are brought together with the aim to create the common all-European educational system. In order to join this all-European scheme Ukraine needs to make modifications in its educational system. The fundamental idea is to use blended learning as the dominant instructional mode in higher education. The authors examine how the study of the leading European powers` educational experience helps to approach the problems of education in Ukraine critically. English Language Department of Mykolaiv V. Sukhomlynsky National University as a part of the consortium, composed of ten higher education institutions, takes part in the TEMPUS-project «Improving teaching European languages through the introduction of on-line technology (blended learning to train teachers." Blended learning is a powerful technology to be implemented into the modern model of Ukrainian education in order to get the level of European educational system. The article highlights how participation in the implementation of TEMPUS-project can be an effective tool for improving the training of the foreign languages teachers.
Stewart-Strobelt, Jody; Chen, Huabin
There are some foreign languages that enjoy great status in the United States, while other foreign languages are rarely represented at the high school level. The present study explored the following questions: Why do students choose to take a particular foreign language? Do students gravitate toward it because it is widely thought to be the easiest language to learn or because they perceive greater career opportunities with proficiency in this particular language, or is it simply because there are more classes offered? As long as foreign language study is elective in high schools and as long as a variety of languages are offered, the answers to these questions will remain important for foreign language educators, especially in schools where the various language programs compete with one another for student enrollments and the programs' ultimate survival.
Full Text Available The paper presents a meta-analysis of 37 scientific papers dealing with the use and adoption of ICT for learning and teaching Chinese as a foreign language. It has shown that systematic content reviews providing overall insight into the nature and level of development in the field are rare. The author tries to fill this content gap by answering three research questions: 1 What is the overall state of research in the field of ICT-assisted learning of CFL in terms of language teaching methods? 2 Which learning technologies are in use for the specific teaching and learning methods for Chinese as a foreign language? 3 Are some learning technologies used more often for practis ng specific language skills than others?
M. V. Bulygina
Full Text Available The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society.
Hayakawa, Sayuri; Tannenbaum, David; Costa, Albert; Corey, Joanna D; Keysar, Boaz
Would you kill one person to save five? People are more willing to accept such utilitarian action when using a foreign language than when using their native language. In six experiments, we investigated why foreign-language use affects moral choice in this way. On the one hand, the difficulty of using a foreign language might slow people down and increase deliberation, amplifying utilitarian considerations of maximizing welfare. On the other hand, use of a foreign language might stunt emotional processing, attenuating considerations of deontological rules, such as the prohibition against killing. Using a process-dissociation technique, we found that foreign-language use decreases deontological responding but does not increase utilitarian responding. This suggests that using a foreign language affects moral choice not through increased deliberation but by blunting emotional reactions associated with the violation of deontological rules.
Full Text Available Nowadays, contacts between people from diverse cultural backgrounds are becoming more frequent and much closer. Highly developed skills in intercultural communication have a significant bearing on the quality of relationships between people from different cultures and nationalities. A recent rapid development in multicultural relationships therefore puts new demands also on university graduates. They need to be adequately prepared for new social situations and future job opportunities in their home country and also abroad. Achievement of communication competence is the principal objective in foreign language teaching and therefore intercultural competence is incorporated into the university curriculum. The findings of our survey Implementation of Modern Technologies in Professional Language Teaching (a part of a research project funded by the Kultúrna a edukačná grantová agentúra (KEGA of the Slovak Ministry of Education, no. 049PU4/2012 highlighted the importance of professional communication teaching and emphasized intercultural competence as one of the key priorities in the university education. We used a specially designed questionnaire to find out if our respondents (students in the Faculty of Health Sciences, the University of Prešov, Slovakia are sufficiently prepared to provide a proper care to clients/patients from different cultures. Our study showed that the language most used in professional practice was English, and that most respondents did not have any difficulty in communication with clients from different cultures. Sixty percent of the respondents also used non-verbal communication if verbal communication failed, and respected the cultural differences and individuality of patients; a small number of the respondents did not respect these factors. However, our findings also showed that there are still some language barriers between future healthcare professionals and clients/patients from diverse cultures, and that more
The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners: A replication and follow-up study.
Sparks, R L; Ganschow, L
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.
Miller, Amanda C; Keenan, Janice M
This study replicated and extended a phenomenon in the text memory literature referred to as the centrality deficit Miller & Keenan (Annals of Dyslexia 59:99-113, 2009). It examined how reading in a foreign language (L2) affects one's text representation and ability to recall the most important information. Readers recalled a greater proportion of central than of peripheral ideas, regardless of whether reading in their native language (L1) or a foreign language (L2). Nonetheless, the greatest deficit in participants' L2 recalls, as compared with L1 recalls, was on the central, rather than the peripheral, information. This centrality deficit appears to stem from resources being diverted from comprehension when readers have to devote more cognitive resources to lower level processes (e.g., L2 word identification and syntactic processing), because the deficit was most evident among readers who had lower L2 proficiency. Prior knowledge (PK) of the passage topic helped compensate for the centrality deficit. Readers with less L2 proficiency who did not have PK of the topic displayed a centrality deficit, relative to their L1 recall, but this deficit dissipated when they did possess PK.
Aydin, Selami; Harputlu, Leyla; Güzel, Serhat; Ustuk, Özgehan; Savran Çelik, Seyda; Genç, Deniz
Foreign language anxiety (FLA), which constitutes a serious problem in the foreign language learning process, has been mainly seen as a research issue regarding adult language learners, while it has been overlooked in children. This is because there is no an appropriate tool to measure FLA among children, whereas there are many studies on the…
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…
This study examines whether nonverbal visual and/or auditory channels are more effective in detecting foreign-language anxiety. Recent research suggests that language teachers are often able to successfully decode the nonverbal behaviors indicative of foreign-language anxiety; however, relatively little is known about whether visual and/or…
Benseler, David P.; Lannoch, Martha Calvert
Findings are reported from the annual survey of doctoral degrees granted in foreign languages, literatures, cultures, linguistics, and foreign language education in the following categories: African, Asian, French, Germanic, Italian, Near and Middle Eastern, Slavic, and Spanish languages/literatures; classics; comparative literature; theoretical…
Noordegraaf, J.; Vonk, F.
This collection of studies on the history of foreign language teaching was published in 1993. Dutch scholars from different universities outline different traditions in Dutch second language education from 1500 till 1970. The studies deal with different ways of teaching foreign languages and their
Aydin, Selami; Harputlu, Leyla; Ustuk, Özgehan; Güzel, Serhat; Çelik, Seyda Savran
Foreign language anxiety (FLA) has been mainly associated with adult language learners. Although FLA forms a serious problem in the foreign language learning process for all learners, the effects of FLA on children have been mainly overlooked. The underlying reason is that there is a lack of an appropriate measurement tool for FLA among children.…
Roy, Debopriyo; Brine, John; Murasawa, Fuyuki
The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic.…
Savage, Baron L.; Hughes, Haning Z.
The events of September 11, 2001, shocked the nation and forced the United States government to acknowledge its tremendously inadequate capability in foreign language proficiency and global cultural awareness. Post 9/11 military operations reinforced the reality that the Department of Defense (DoD) needs a significantly improved capability in…
Oganian, Y.; Korn, C. W.; Heekeren, H. R.
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…
Park, Mi Yung
Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of…
Full Text Available There is ample evidence that technology-enhanced instruction could result in students’ learning. With the advancement and ever-increasing growth of technology, the use of educational electronic games or computer games in education has appealed to both educators and students. Because of their potential to enhance students’ interest, motivation and creativity, computer games can be used to teach various skills and strategies to different types of students, particularly schoolchildren. These games have also made inroads into language learning classrooms as they provide language learners with a rich learning context to engage in authentic and meaningful learning experiences. This paper reviews the potential of integrating computer games into second/foreign language syllabi and curricula by offering a synopsis of the assumptions, prior studies and theoretical background in support of these games in language education. At the end, the paper touches upon the role of teachers and the likely inhibiting factors affecting the integration of computer games into English language programs.
Max Florian Hertsch
Full Text Available Innovation and organization in language education are more than just a teacher and students gathered in the same classroom at the same time, using the same materials and current motivation. The importance of innovations is highlighted by the European Label for innovative projects in language teaching and learning. For Turkey and its European Union membership ambitions, education is a prior section whose standard can be raised by innovations in foreign language education. Heyworth created a formula for innovations [C=(abc>x] which declares changes and its costs. The formula expresses that change for innovation equals several factors which must be more effective than the costs. In this article, Heyworth’s formula is transferred towards the language education system in Turkey. It will theoretically show advantages and changes and a way how Turkish organizations could change to provide more sustainable language education. Furthermore, the article will explain the already existing approaches and show their advantages and disadvantages. As a conclusion, a theoretical approach for innovations will be given and discussed.
Full Text Available The present paper is aimed at providing a ref lection on the use of authentic texts in French as a foreign language classroom. The author bases herself on an analysis of texts taken from four textbook sets (Le nouveau sans fronti`eres, Panorama, Campus and Rond point, which were or are still used in teaching French as a foreign language. Initially, a definition of authenticity and a survey of authentic material usage through history are provided. In the overview of the texts forming the corpus the texts are divided into authentic, adapted, apparently authentic and those for which no assumption can be made as to their authenticity. The authenticity analysis is also carried out by taking into account the analysis of/categorisation into text types (according to Adam. The author proceeds from two premises, i.e. firstly she foresees that authentic texts will be present in all text books analysed and secondly, considering the greater accessibility of materials, that their presence will be more pronounced in recent textbooks. However, none of the two hypo theses is confirmed, as authentic texts are found in the first three textbook sets, but not in the most recent one, while their presence is most pronounced in the oldest textbook set, i.e. in Le nouveau sans fronti`eres. The result of the analysis is thus somehow surprising given the overall accessibility of all kinds of authentic materials. In the author's opinion more authentic texts should be included into textbooks to thus enhance the purposeful ness of the foreign language classroom.
Bastos, Ascensão; Ramos, Altina
A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school. The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results sh...
Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.
Full Text Available New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This study was conducted to investigate educational digital games in foreign language teaching, to identify the determining reasons behind the pittfalls in applications and to explore the contribution of a serious game to the development of professional language skills of pre-service teachers. Pre- and post-tests were applied to measure the contribution of the game to the development of their language skills. In addition, a game diary and semi-structured interviews were used to elicit information about the problems pre-service teachers had and their perceptions on the whole process. The analysis of the data illustrated that there was great improvement in pre-service teachers’ professional language skills and attitudes towards using these games while teaching in the future. This is important in foreign language teacher education in terms of enhancing digital game-based language learning pedagogy for teachers.
Ivaz, Lela; Costa, Albert; Duñabeitia, Jon Andoni
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 study, we investigated whether this emotional distance associated with foreign languages could modulate automatic responses to self-related linguistic stimuli. Self-related stimuli enhance performance by boosting memory, speed, and accuracy as compared with stimuli unrelated to the self (the so-called self-bias effect). We explored whether this effect depends on the language context by comparing self-biases in a native and a foreign language. Two experiments were conducted with native Spanish speakers with a high level of English proficiency in which they were asked to complete a perceptual matching task during which they associated simple geometric shapes (circles, squares, and triangles) with the labels "you," "friend," and "other" either in their native or foreign language. Results showed a robust asymmetry in the self-bias in the native- and foreign-language contexts: A larger self-bias was found in the native than in the foreign language. An additional control experiment demonstrated that the same materials administered to a group of native English speakers yielded robust self-bias effects that were comparable in magnitude to the ones obtained with the Spanish speakers when tested in their native language (but not in their foreign language). We suggest that the emotional distance evoked by the foreign-language contexts caused these differential effects across language contexts. These results demonstrate that the foreign-language effects are pervasive enough to affect automatic stages of emotional processing. (c) 2016 APA, all rights reserved).
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.
While many studies have demonstrated the advantages of using computer technology in foreign language classrooms, many post-secondary foreign language (FL) teachers still remain reluctant to use technology in instruction. Even when teachers do use technology, critiques have indicated that it is oftentimes used merely to replicate traditional…
Kondrateva, Irina G.; Safina, Minnisa S.; Valeev, Agzam A.
Learning a foreign language is becoming an increasingly important with Russia's integration into the world community. In this regard, increased requirements for the educational process and the development of new innovative teaching methods meet the requirements of the time. One of the important aspects of learning a foreign language is listening…
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. © Society for the Experimental Analysis of Behavior.
Schneider, E; Ganschow, L
In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.
Full Text Available The article is devoted to the problem of formation of cross-cultural competence of foreign students in the process of learning Ukrainian as a foreign language. Theoretical and pragmatic ways of intercultural communication methods for speakers of a foreign language in four types of speech activity have been substantiated. There have been determined linguistic and didactic principles of learning the Ukrainian language as a foreign language using authorial technology of interaction of different approaches that promotes the development of effective cross-cultural competence of foreign students. The main components of the innovative technology of work with foreign language audience have been characterized; a system of tasks and exercises aimed at mastering linguistic, socio-cultural and pragmatic competences has been set. There have been determined linguistic and methodical problems of comparative methodology, which authoring technology LTIRP with the usage of authentic texts is based on. Traditional and new forms, methods and techniques of teaching foreign students in the process of formation of cross-cultural competence have been considered.
Full Text Available Motivation is a frequently used word both in our daily work and study, which is an important factor which can greatly influence the achievement of learners’ second language or foreign language acquisition. Speaking of the history of research on “motivation”, Gardner and Lamber and their associates should come first, because they have done the most important work, which made the most outstanding contributors in this field. There are several kinds of motivation, like instrumental motivation and integrative motivation, and intrinsic motivation and extrinsic motivation, and there are some relevant debates between them. Through the current researches on the application of motivation in learning and teaching, we can see how effective the motivational system promoted within cooperative situations is, although there is numbers of different motivational aspects. Maybe more researches should be done, but we can just draw a periodical conclusion that motivation in language learning is a very complicated psychological phenomenon, and it is also the single most influential factor in learning a new language.
Fonseca-Mora, M C; Jara-Jiménez, Pilar; Gómez-Domínguez, María
Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n = 63) learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control), and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.
Birulés-Muntané, J; Soto-Faraco, S
Watching English-spoken films with subtitles is becoming increasingly popular throughout the world. One reason for this trend is the assumption that perceptual learning of the sounds of a foreign language, English, will improve perception skills in non-English speakers. Yet, solid proof for this is scarce. In order to test the potential learning effects derived from watching subtitled media, a group of intermediate Spanish students of English as a foreign language watched a 1h-long episode of a TV drama in its original English version, with English, Spanish or no subtitles overlaid. Before and after the viewing, participants took a listening and vocabulary test to evaluate their speech perception and vocabulary acquisition in English, plus a final plot comprehension test. The results of the listening skills tests revealed that after watching the English subtitled version, participants improved these skills significantly more than after watching the Spanish subtitled or no-subtitles versions. The vocabulary test showed no reliable differences between subtitled conditions. Finally, as one could expect, plot comprehension was best under native, Spanish subtitles. These learning effects with just 1 hour exposure might have major implications with longer exposure times.
Full Text Available Based on previous studies showing that phonological awareness is related to reading abilities and that music training improves phonological processing, the aim of the present study was to test for the efficiency of a new method for teaching to read in a foreign language. Specifically, we tested the efficacy of a phonological training program, with and without musical support that aimed at improving early reading skills in 7-8-year-old Spanish children (n=63 learning English as a foreign language. Of interest was also to explore the impact of this training program on working memory and decoding skills. To achieve these goals we tested three groups of children before and after training: a control group, an experimental group with phonological non-musical intervention (active control, and an experimental group with musical intervention. Results clearly point to the beneficial effects of the phonological teaching approach but the further impact of the music support was not demonstrated. Moreover, while children in the music group showed low musical aptitudes before training, they nevertheless performed better than the control group. Therefore, the phonological training program with and without music support seem to have significant effects on early reading skills.
Dewaele, Jean-Marc; Ip, Tsui Shan
Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that…
Full Text Available 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 strategies should be considered by the teachers to make teaching and learning become interesting, effective and not boring. Basic effectiveness of a language program was the factors of socio-culture, the style of teaching and learning, the students, and the characteristics of the program. This paper however focused on the socio-cultural factors (learning of cultures and the activities program that enable to generate excitement and effectiveness in the teaching and learning of Malay language as a foreign language. In the teaching and learning process found that the more we gave the activities to the students, the more the students acquired the meaning of the lessons. In this study, the selected respondents were the two groups of students from TWG, Konstanz, Germany who have followed the Malay Language and Culture Program in the Languages, Literacies and Translation Center, University of Sains Malaysia, Penang, in 2011. The first group was started in March to June, and the second group in September to November. The research was based on formal and informal observations and interviews. This paper also discussed about the outdoor activities program used as curriculum in the teaching and learning process that gives an interesting environment to foreign students
Slåttvik, Anja; Nielsen, Henrik Balle
This is a presentation of a current study of how teaching of fiction is carried out in the subjectEnglish as a foreign language in year six in two Danish Schools. There is a particular focus on 6multilingual students and their third language acquisition perspective. The aim is to establishknowledge...... on multilingual students’ understanding of material and content in the EFLclassroom and on a long-term basis to focus foreign language teachers’ attention tocircumstances that challenge students learning a foreign language in a multilingualenvironment....
In historical films there are many different elements which are not very much ... foreign language teaching departments in many countries. Reasons .... as body language, mimicking, distance between the ..... if the class size is small. With a ...
Full Text Available Background and Problem: There have been various opinions on the policies of foreign language education in our country since the foundation of our republic. There is no doubt that Atatürk placed much more importance in foreign language education than the other nations’ founders on earth. For the purpose of foreign language education, the department of western languages and literatures was established in the faculty of language, history, and geography at Ankara University. This department was also considered to contribute the fields of history and Turkish studies. Foreign language and literature studies are believed to be responsible for establishing interaction and communication between cultures. If a scientific approach to a foreign language and its literature and the knowledge of methodology leads to acquisition of a native language, this means that it performs its real function. Atatürk, believing this contribution of knowing a foreign language to the mother tongue of a nation, absorbs the importance of this fact. He strongly asserted that we should make use of this advantage for our national benefits: by not teaching a topic in a foreign language, but teaching a foreign language. To him, the courses should be conducted in Turkish. However, just contrary to his views, we had courses conducted in the foreign language in Anatolian high schools, science high schools, and/or in private colleges. Thus, the number of these schools has increased and therefore, the importance of mother tongue has lessened even in our country. Purpose: This study aims at discussing the foreign language policies followed in our country by referring to certain periods.Method: For the purpose of the current study, the researchers have gone through literature review process in detail and compiled the data they could reach from various reliable sources.
Full Text Available Some form of bi- and multilingualism means the natural lingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue(the Hungarian, acquire the state language (the Ukrainian languageand the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study is to shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threw light on numerous problems that approve the low level of foreign language knowledge of the Transcarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogicallyconcerning foreign languages, and within this especially concerning the English language. It appears from the interviews,that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state,neither the parents approve the motivation of foreign language acquisition.
Sergey S. Chromov; Nadezda A. Gulayeva; Irina S. Zelenetskaya
The paper is untended to draw attention to information communication technologiesin teaching Russian as a foreign language for special purposes at level B 2. In thisregard the educational process of teaching Russian as a foreign language is examinedfor promoting quality improvement in the process of ELT.Technology-enhances language learning(TELL) is described through computer-assisted language learning(CALL)-presentations, webinars, videolectures. The authors share their experience obtained d...
Full Text Available The article focuses on how foreign language teachers could use mobile learning in formal and informal learning environments. One of the key aims of the article is the focus on defining the pedagogy of mobile learning in the context of foreign language teaching and learning through the use of mobile learning tools during the foreign language lessons but also in informal learning contexts, encouraging learner autonomy and involvement in the learning task. Thus, the article presents how language teachers could try mobile learning based activities during foreign language lessons and outside the class, using students’ own devices through the implementation of a Bring Your Own Device Policy (BYOD within foreign language lessons.
Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca
We examine whether the use of a foreign language, as opposed to the native language, influences the relative weight intentions versus outcomes carry in moral evaluations. In Study 1, participants were presented with actions that had positive outcomes but were motivated by dubious intentions, while in Study 2 with actions that had negative outcomes but were motivated by positive intentions. Participants received the materials either in their native or a foreign language. Foreign language prompted more positive moral evaluations in Study 1 and less positive evaluations in Study 2. These results show that foreign language reduces the relative weight placed on intentions versus outcomes. We discuss several theoretical accounts that are consistent with the results such as that foreign language attenuates emotions (triggered by intentions) or it depletes cognitive resources. Copyright © 2016 Elsevier B.V. All rights reserved.
Méndez López Mariza G.
Full Text Available The present article reports on a study that explores the effects of the emotional experiences of Mexican language learners on their motivation to learn English. In this qualitative research we present how emotions impact the motivation of university language learners in south Mexico. Results suggest that emotions, both negative and positive, contribute to enhancing and diminishing motivation. Althoughnegative emotions may be considered detrimental to foreign language learning, the findings of this study show that negative emotions serve as learning enhancers. Results also evidence that Mexican language learners perceive negative emotions as positive for their language learning process.En este artículo se presenta una investigación en la que se exploran los efectos que causan las experiencias emocionales en la motivación de estudiantes mexicanos al aprender inglés. Con base en un estudio cualitativo se presenta cómo las emociones inciden en la motivación de estudiantes universitarios en el sur de México. Los resultados sugieren que las emociones, tanto positivas como negativas, contribuyen a potenciar y disminuir su motivación. Se encontró que a pesar de que las emociones negativas pueden afectar el aprendizaje de una lengua extranjera, estas actúan incluso como potenciadoras del aprendizaje. Los resultados también indican que los estudiantes mexicanos perciben las emociones negativas como positivas en su proceso de aprendizaje.
Hinson, William B.
"The Defense Language Institute Foreign Language Center (DLIFLC) trains students in various foreign languages and dialects for the Department of Defense (DOD). The majority of students are firstterm enlistees in the basic program. This study uses classification trees and logistic regression to understand the military, academic and personal characteristics that influence first-term success after successfully completing DLIFLC training. Success was defined as completing a firstterm enlistme...
Full Text Available The present study is intended to determine how extensive exposure to target language mass media can affect foreign language learning and the poverty of the stimulus problem in the foreign language context. For this purpose, an EFL learner was studied for the period of one month and was asked to have extensive exposure to English language mass media only. The case was also asked to record her experience in a journal on a daily basis. The results indicated tangible improvement in her English speaking, listening, pronunciation and vocabulary but hardly any improvement on her English writing. A more profound impact was reported on the subject’s four-year-old son who was not initially the focus of this study. The results suggest that considering the authentic, lengthy language input it provides, foreign language mass media can compensate for the problem of poverty of the stimulus in foreign language learning. It is concluded that formal language instruction and exposure to foreign language mass media outside the class can complement one another and promote foreign language learning on the whole. It is also evident that the impact of extensive language input varies with the age of the language learner, with young learners bearing more influence than adult learners as the effects of the critical period hypothesis.
Full Text Available Teachers’ practical knowledge is considered as teachers’ general knowledge, beliefsand thinking (Borg, 2003 which can be traced in teachers’ practices (Connelly & Clandinin,1988 and shaped by various background sources (Borg, 2003; Grossman, 1990; Meijer,Verloop, and Beijard, 1999. This paper initially discusses how language teachers areinfluenced by three background sources: teachers’ prior language learning experiences, priorteaching experience, and professional coursework in pre- and in-service education. Bydrawing its data from the author’s longitidunal study, it also presents the findings of a crosscasetheme emerged from the investigation of three English as a foreign language (EFLteachers’ prior language learning experiences. The paper also discusses how the participationin studies on teachers’ knowledge raises teachers’ own awareness while it informs theresearch.
Full Text Available The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993 test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990 was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.
questionnaire and qualitative (interviews). The major findings of the study was that the group follows the general patterns of SCISs, to ask, cooperate and communicate, and that AHLLs’ presence only partially increases and promotes the opportunities of sociocultural interaction in the learning environment.......Abstract This article reports on my study of the sociocultural-interactive Strategies (SCISs) used by a mixed group of learners of Arabic at University of Southern Denmark (SDU). The group consists of learners of Arabic as a foreign language (FLLs) and Arab Heritage Language Learners (AHLLs). FLLs...
... or expand foreign language learning, primarily during the traditional school day, within grade... languages: Arabic, Chinese, Korean, Japanese, Russian, and languages in the Indic, Iranian, and Turkic...-native English speakers in the community with the schools in order to promote two-way language learning...
It is the reality of Korean language education that the development of teaching materials for Korean language for academic purposes are not so brisk, compared to that of the materials for general purpose, as the education of Korean language as a foreign language has just begun to proceed. The focuses of this study are to survey the brief history…
As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the…
Scott, Sally S.; Edwards, Wade
Foreign language learning can pose a barrier to some students with disabilities. This practice brief describes a collaborative process used on one campus to provide professional development for foreign language instructors. Training opportunities were intentionally focused on the needs of adjunct and temporary lecturers in providing inclusive…
... 34 Education 3 2010-07-01 2010-07-01 false What is the Foreign Language and Area Studies... (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION FOREIGN LANGUAGE AND AREA STUDIES... instruction is being developed, in combination with area studies, international studies, or the international...
Cáceres-Lorenzo, M-Teresa; Salas-Pascual, Marcos; Afonzo-de-Tovar, Isabel-Cristina; Vera-Cazorla, M-Jesús; Santana-Alvarado, Yaiza; Santana-Quintana, Cristina
This article investigates 292 postgraduate students of the University of Las Palmas de Gran Canaria (Canary Islands, Spain), through a Likert-scale questionnaire. This inquiry was about private, educational actions and learning valuation of a foreign language and its relation with the learning of one or several foreign languages. The analysis of…
The first person to learn Turkish as a foreign language is a Chinese woman writing Turkish love letters for her exiled husband in the 4th century. However, we do not know much about how this woman learned Turkish. The known history of teaching Turkish as a Foreign Language goes back to the first concrete material produced for this process. They…
The proportion of active foreign language teachers working in cooperative or collaborative efforts is very small. Foreign languages have lagged behind other disciplines in this area. Consortia, or groups of postsecondary institutions agreeing to work together toward specific, long-range goals, date back to medieval times, but few have emerged over…
Hoegl, Juergen K.
There is growing evidence that the need for cultural understanding and foreign language competence in the United States and in Illinois is not being met. This need must be addressed through state educational reform. The deterioration in foreign language capabilities affects national security and is a direct result of declining enrollment in…
... conspicuous disclosures in foreign language advertising and sales materials. 14.9 Section 14.9 Commercial... and conspicuous disclosures in foreign language advertising and sales materials. The Federal Trade...” disclosure of certain information in an advertisement or sales material in a newspaper, magazine, periodical...
Abreu, Laurel; Knouse, Stephanie
Scholars have indicated a need for further research on effective pedagogical strategies designed for advanced foreign language courses in the postsecondary setting, especially in light of decreased enrollments at this level and the elimination of foreign language programs altogether in some institutions (Paesani & Allen, 2012). This article…
Foreign language education at early ages involves a broad spectrum of communication skills using communication, culture, connections, comparisons and community. The aim of this study is to compare the primary foreign language curricula of Turkey, Germany and the Netherlands in terms of objectives, content, teaching processes and evaluation…
The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where English is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in…
The present study investigates the link between personality traits (OCEAN Personality test), emotional intelligence (EI) (Trait Emotional Intelligence Questionnaire) and the notion of "feeling different" while using a foreign language among 102 Polish-English bilinguals and Polish L2 users of English who were immersed in a foreign language and…
This article examines the English as a Foreign Language (EFL) context in Taiwan based on Vygotsky's (1978) socio-cultural framework. The historical context is provided after some delineations of the educational system in Taiwan with regard to its foreign language instruction policy and development. Based upon the proposed socio-cultural framework,…
Culture is an indispensable dimension of human life and also foreign language teaching and learning process; and as a part of the current trend, diverse cultural elements are covered in recently published English as a foreign language (EFL) coursebooks. These cultural elements are not limited to the target culture but they cover local and…
Çapan, Seyit Ahmet
This study aims to investigate pre-service English as Foreign Language (EFL) teachers' beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants' responses to a belief…
Pishghadam, Reza; Khajavy, Gholam Hassan
This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at…
Although motivation has been one of the most commonly studied subjects in second and foreign language learning in recent decades, it still remains an enigma for learners and teachers. This longitudinal study aimed to follow a student (N = 1) studying German in both second and foreign language environment for three years. The study was descriptive,…
Gargalianou, Vasiliki; Muhlfeld, K.S.; Urbig, D.; van Witteloostuijn, Arjen
While increasing globalization of the business world and rising numbers of people working in foreign language contexts are undoubted facts of modern work life, there are surprisingly few studies on individuals’ emotional reactions to working in a foreign language. Facilitating further research, we
Hornikx, J.M.A.; Meurs, W.F.J. van; Hof, R.-J.
Advertising often confronts consumers with foreign languages, such as German or French in the U.S., but little is known about the circumstances under which this is effective. The linguistic theory of foreign-language display claims that the congruence with the product is the essential element in its
Bouton, Charles P.
Following a brief review of the history of interest in foreign languages in America, facts to be considered when interpreting falling enrollment statistics, such as a drop in the birth rate, are discussed. It is stressed that foreign language teaching cannot be neglected in a world having improved and extensive communication between people…
Ozudogru, Fatma; Hismanoglu, Murat
With the increasing number of foreign language courses via e-learning in higher education institutions, it is important to investigate whether the quality of e-learning is up to the standard. This study aimed at finding out the views of freshmen students on foreign language courses delivered via e-learning and revealing whether there were any…
Tanriögen, A.; Iscan, S.
The purpose of this study is to determine the effect of distributive leadership behavior of foreign language schools' principals on the job satisfaction of instructors. Sample size of 416 instructors working in foreign language school for the academic year 2013 to 2014 was used in the study. The data was gathered using questionnaires tag…
CARROLL, JOHN B.
THIS ADDRESS, GIVEN AT THE INTERNATIONAL CONFERENCE ON MODERN FOREIGN LANGUAGE TEACHING (BERLIN, SEPTEMBER 1964), PRESENTS A GENERAL DISCUSSION OF THE PRESENT SCOPE, ROLE, AND POTENTIAL USE OF RESEARCH IN FOREIGN LANGUAGE TEACHING METHODOLOGY, AND MAINTAINS THAT THE BEST RESEARCH IS THAT WHICH IS CLOSELY ALLIED WITH THEORY, AND THE HARDEST TO…
In this paper, I offer a critical reflection on the thesis of the general educational value of foreign languages developed by Russian linguist Lev Vladimirovich Shcherba. I do so against the background of current debates on the positioning of foreign languages in the school curriculum in the United Kingdom (UK). I argue that Shcherba's thesis,…
Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.
This article is devoted to pedagogical conditions of multilevel foreign languages teaching in pedagogical higher education. The purpose of the study is to form the students' skills in foreign language mastering, to form the ability to operate independently and autonomously in this activity, both in the specific learning situation, and in the…
Gopang, Illahi Bux; Bughio, Faraz Ali; Pathan, Habibullah
The present study investigated foreign language anxiety among students of Lasbela University, Baluchistan, Pakistan. The study adopted the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). The respondents were (N = 240) including 26 female and 214 male. The data was run through the Statistical Package for the Social Sciences (SPSS)…
Tumposky, Nancy Rennau
Surveys the literature regarding the use of behavioral objectives in education and in foreign language instruction and examines the roots of the behavioral objectives movement in behaviorist psychology and the scientific management movement of the 1920s. Discusses implications for foreign and second language learning and provides suggestions for…
Provides a background to the development of the Internet; discusses Web sites as foreign-language-learning tools; and describes the Nicenet Internet Classroom Assistant that can be used as a software template for teachers to create their own Internet pages for foreign-language instruction. (Author/LRW)
Aydin, Selami; Harputlu, Leyla; Çelik, Seyda Savran; Ustuk, Özgehan; Güzel, Serhat
The number of studies on the relationship between certain demographic variables, age, gender and grade, and the levels of foreign language anxiety (FLA) in the English as a foreign language (EFL) context regarding adult and young learners is fairly limited, whereas the findings obtained from prior studies did not reach a consensus on the…
Feryok, Anne; Oranje, Jo
Intercultural language teaching and learning has increasingly been adopted in state school systems, yet studies have shown that language teachers struggle to include it in their practice. The aim of this study is to use dynamic systems theory to examine how a German as a foreign language teacher in a New Zealand secondary school adopted a project…
Rusman, Ellen; Ternier, Stefaan; Sassen, Derk
Rusman, E., Ternier, S., & Sassen, D. (2013, 14-15 November). 'ELENA goes mobile': a mobile assisted early foreign language learning pilot for familiarizing children with neighbouring languages. Presentation (virtual) at the 6th ICT for Language learning Conference, Florence, Italy. (URL of virtual presentation, including audio, will follow).
Rusman, Ellen; Ternier, Stefaan; Sassen, Derk
Rusman, E., Ternier, S., & Sassen, D. (2013, 14-15 November). 'ELENA goes mobile': a mobile assisted early foreign language learning pilot for familiarizing children with neighbouring languages. Presentation (virtual) at the 6th ICT for Language learning Conference, Florence, Italy. (URL of virtual
This study examines the relationship between different types of language learning aptitude (measured via the LLAMA test) and adult second language (L2) learners' attainment in speech production in English-as-a-foreign-language (EFL) classrooms. Picture descriptions elicited from 50 Japanese EFL learners from varied proficiency levels were analyzed…
Iryna O. Taraba
Full Text Available The article deals with possible ways of the use of media education in the process of teaching foreign languages in elementary school, which corresponds to innovative educational trends. The task of the teacher is to build a learning process so that the children were interested. The author analyzes the concept of media education and suggests possible ways of formation of skills of using media education for primary school pupils. This will allow teachers to use self-made educational material based on the personal characteristics of the students, their level of preparation, the individual way of perception of information and work with it in order to develop their autonomy, the ability to analyze, synthesize and generalize information, to form a culture of communication with the media, creative, communicative abilities, critical thinking.
Full Text Available The present article is an attempt to understand, analyse and provide an overall picture on basic aspects of English for Specific Purposes: its definition, scope, historical background, characteristics, types and aims. It also discusses the ESP teaching objectives, the role of ESP teacher and the training process to become an ESP teacher, the purpose of an ESP course and an ESP program.We see a clear rationale, amongst the variety of contradicting views on ESP policy, in coming to an agreement finally that ESP is the teaching of English to the learners who have specific goals and purposes: professional, academic or scientific.The article analyses the main roles and functions of teachers of foreign languages for specific purposes. It outlines the general tasks and responsibilities of higher education teachers whose professional activity is multispectral and multifunctiona; it also analyses the ESP courses and their specific features
Khudgir Agha, Taha Hammad Ameen
This thesis presents a study of Iraqi (Kurdish and Arabic) undergraduate students’ motivation to learn English, using Dörnyei’s (2009a) L2 Motivational Self-System and Gardner's (1985a) Socio-educational model as the main theoretical frameworks, while also including some social contextual factors...... 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...... insight into how the concepts of ethnic identity and culture have influenced their motivation to learn English. The study applies a mixed method approach. A structured questionnaire survey was designed and administered to 576 undergraduates in twelve scientific departments divided into two major fields...
Mohammed Marajan Awad Adam
Full Text Available English is taught as a foreign language in the Arab world even though practical concerns call for greater emphasis on the language. In all personal interactions too Arabic is the preferred language. Thus the environment for English is really very limited as by the time the learners are exposed to the language they are well entrenched in Arabic. While this may be a handicap in some EFL situations (for example where adults are concerned, in the Arab context this can prove a big boon. This is because young language learners who are proficient in their first language can apply the learning techniques while acquiring the second language. This paper targets the teaching fraternity in the Arab world to help them understand how first language proficiency can aid second/foreign language acquisition.
Full Text Available Lithuanian universities are currently undergoing a novel period of social changes, globalization and rapid technological development. A substantial body of relevant international programmes are being implemented. One of them is Erasmus – an international higher education programme aiming to strengthen cooperation at the European level and promote the mobility of students and lecturers, as well as to enhance the interaction between enterprises and higher education institutions. Vilnius Gediminas Technical University attempts to provide foreign Erasmus students with the best scientific, linguistic, cultural and educational experiences. For this purpose, the use information technologies in learning processes proved to be very helpful by opening a unique possibility to learn new languages and to communicate despite cultural differences. Computer aided language teaching tools are modern, effective and flexible alternatives to traditional learning in auditoriums and serve as auxiliary means to increase the effectiveness of studies. The article presents an e-learning programme “First Steps of HERMES” for learning languages. The management of the programme is discussed, the possibilities provided by online learning are assessed and the results of the pilot offering of the programme to VGTU are summarized.
Full Text Available Using stories in teaching foreign language, it forces the teacher to be crative and innovative to encourage the young learners to enjoy reading stories. The teacher has to be smart to select which one approaches or methods which can enhance learning foreign language and character building in the teaching foreign language process.The storyline approach was specifically designed for the use at primary schools. The storyline method (Storyline for teaching children at primary schools was mainly developed in 1967 by a team of teachers from Jordanhill College of Education (now known as University of Strathclyde in Glasgow, Scotland. The primary schools in Scotland use a curriculum that involves integration of new topics, such as environmental studies and expressive arts, in their teaching foreign language process. This method could be one of alternative method that be applied in teaching foreign language to Elementary School or English Courses for Children in Indonesia.
Geipel, Janet; Hadjichristidis, Constantinos; Surian, Luca
We investigated whether and why the use of a foreign language influences moral judgment. We studied the trolley and footbridge dilemmas, which propose an action that involves killing one individual to save five. In line with prior work, the use of a foreign language increased the endorsement of such consequentialist actions for the footbridge dilemma, but not for the trolley dilemma. But contrary to recent theorizing, this effect was not driven by an attenuation of emotions. An attenuation of emotions was found in both dilemmas, and it did not mediate the foreign language effect on moral judgment. An examination of additional scenarios revealed that foreign language influenced moral judgment when the proposed action involved a social or moral norm violation. We propose that foreign language influences moral judgment by reducing access to normative knowledge.
and revenue (Phillipson, 2010). This issue forms the background of the presentation, in which it will be discussed how the extended use of English at Danish Universities contributes to linguistic poverty and lack of other foreign languages. The presentation will be centered around the study of language......Language policy and the economics of the workplace, Language policy and globalization Keywords: Key words: Danish Universities, multilingualism, language policy, foreign languages, globalization, Multilingualism at Danish universities equal to English? The Implications for other foreign languages...... and linguistic poverty. Since 2003, with the new Danish University Act and the strengthening of internationalisation, Danish Universities have changed rapidly with a massive transition to English as language of instruction in many study programmes. Studies taught in English attract a large amount of both Danish...
Polenova Anna, YU.
Full Text Available The paper considers the practical aspects of professional mobility development for students specializing in Economics by means of foreign language. It is noted that the potential of a foreign language is not used in full since training in this discipline is delivered separately with the development of professional competence of the future expert. The article analyzes the existing experience of teaching English at non- linguistic faculties using CLIL (Content and Language Integrated Learning approach. The article suggests the ways of professional mobility development by means of foreign language. It discusses the advantages of innovative teaching, which is aimed at meeting the professional and educational needs of students, the development of professional mobility and creative thinking. It is concluded that studying a foreign language and non-language subject at the same time is an additional means to achieve high educational outcomes.
Nielsen, Andreas Højlund; Horn, Nynne Thorup; Derdau Sørensen, Stine
Models of speech learning suggest that adaptations to foreign language sound categories take place within 6-12 months of exposure to a foreign language. Results from laboratory language training show effects of very targeted training on non-native speech contrasts within only one to three weeks...... of training. Results from immersion studies are inconclusive, but some suggest continued effects on non-native speech perception after 6-8 years of experience. We investigated this apparent discrepancy in the timing of adaptation to foreign speech sounds in a longitudinal study of foreign language learning....... We examined two groups of Danish language officer cadets learning either Arabic (MSA and Egyptian Arabic) or Dari (Afghan Farsi) through intensive multi-faceted language training. We conducted two experiments (identification and discrimination) with the cadets who were tested four times: at the start...
Dich, Nadya; Pedersen, Bo
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...... spellers operate. Participants were adult speakers of three languages differing by the degree of transparency, Danish, Russian, and Italian (n = 60), and a group of English native speakers (n = 20). We analyzed keystroke logs from typed spellings of 30 English words. The amount of hesitation (number...... of corrections and number of long within-word pauses), was equal across all participants groups, thus disconfirming our first hypothesis. Inter-key intervals between onsets and rhymes were longer than within-rhyme intervals, but only in Danes and native English speakers, and not in Russians and Italians. We...
AL-KHASAWNEH, FADI MAHER
This study investigates the level and sources of foreign language learning anxiety experienced by Saudi students studying at King Khalid University (KKU). It also aims to examine the differences between the level of language anxiety and the students’ study level. For this purpose, 97 English majored students from different levels were purposively chosen to participate in this study. The research instrument used in this study was Foreign Language Classroom Anxiety Scales (FLCAS) developed by H...
Sparks, R L; Artzer, M
Children with hyperlexia read words spontaneously before the age of five, have impaired comprehension on both listening and reading tasks, and have word recognition skill above expectations based on cognitive and linguistic abilities. One student with hyperlexia and another student with higher word recognition than comprehension skills who started to read words at a very early age were followed over several years from the primary grades through high school when both were completing a second-year Spanish course. The purpose of the present study was to examine the foreign language (FL) word recognition, spelling, reading comprehension, writing, speaking, and listening skills of the two students and another high school student without hyperlexia. Results showed that the student without hyperlexia achieved higher scores than the hyperlexic student and the student with above average word recognition skills on most FL proficiency measures. The student with hyperlexia and the student with above average word recognition skills achieved higher scores on the Spanish proficiency tasks that required the exclusive use of phonological (pronunciation) and phonological/orthographic (word recognition, spelling) skills than on Spanish proficiency tasks that required the use of listening comprehension and speaking and writing skills. The findings provide support for the notion that word recognition and spelling in a FL may be modular processes and exist independently of general cognitive and linguistic skills. Results also suggest that students may have stronger FL learning skills in one language component than in other components of language, and that there may be a weak relationship between FL word recognition and oral proficiency in the FL.
... International Studies and Foreign Language Program? 658.4 Section 658.4 Education Regulations of the Offices of... UNDERGRADUATE INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PROGRAM General § 658.4 What definitions apply to the Undergraduate International Studies and Foreign Language Program? The definitions in 34 CFR 655.4 apply to this...
The understanding of language competition helps us to predict extinction and survival of languages spoken by minorities. A simple agent-based model of a sexual population, based on the Penna model, is built in order to find out under which circumstances one language dominates other ones. This model considers that only young people learn foreign languages. The simulations show a first order phase transition where the ratio between the number of speakers of different languages is the order para...
Many children are being educated in a foreign or second language due to the migration of their families, happening for different reasons. The acquisition of a second language at an early stage and literacy in a second language are paths to bilingualism. In Slovenia, children of immigrants, who decide to stay in the country permanently, are being educated in Slovene, which is the language of the environment and represents a second language to them. Children of immigrants, who stay in Slovenia...
Yusa, Noriaki; Kim, Jungho; Koizumi, Masatoshi; Sugiura, Motoaki; Kawashima, Ryuta
Children naturally acquire a language in social contexts where they interact with their caregivers. Indeed, research shows that social interaction facilitates lexical and phonological development at the early stages of child language acquisition. It is not clear, however, whether the relationship between social interaction and learning applies to adult second language acquisition of syntactic rules. Does learning second language syntactic rules through social interactions with a native speaker or without such interactions impact behavior and the brain? The current study aims to answer this question. Adult Japanese participants learned a new foreign language, Japanese sign language (JSL), either through a native deaf signer or via DVDs. Neural correlates of acquiring new linguistic knowledge were investigated using functional magnetic resonance imaging (fMRI). The participants in each group were indistinguishable in terms of their behavioral data after the instruction. The fMRI data, however, revealed significant differences in the neural activities between two groups. Significant activations in the left inferior frontal gyrus (IFG) were found for the participants who learned JSL through interactions with the native signer. In contrast, no cortical activation change in the left IFG was found for the group who experienced the same visual input for the same duration via the DVD presentation. Given that the left IFG is involved in the syntactic processing of language, spoken or signed, learning through social interactions resulted in an fMRI signature typical of native speakers: activation of the left IFG. Thus, broadly speaking, availability of communicative interaction is necessary for second language acquisition and this results in observed changes in the brain.
Full Text Available The present paper deals with the problem of teaching culture in the foreign language classes at all levels of education. Cultural studies should not be separated from the language syllabus and foreign language learning should not be limited to formal learning of systems of sounds, words, and syntactic structures, but should also include learning the culture of the target language. Success in intercultural communication depends greatly on the understanding of a number of cultural features. The article emphasizes the importance of teaching and learning target culture, as well as introduces the analysis of cultural scripts and small talk in English, Russian and Polish languages. Understanding the cultural differences will benefit and facilitate cross-cultural communication under diverse circumstances. Thereby, this issue is relevant to foreign language and ESP classes focusing on the improvement of both students’ language and cultural skills.
Crombie, M A
The difficulties which many dyslexic students encounter in the learning of the English language often extend to the learning of a foreign language in school. Although this problem has been acknowledged for some time, and although the learning of a modern foreign language is a core element in the Scottish curriculum, there has been little research into how modern languages can be presented to offer the best learning opportunities to dyslexic students. Dyslexic students are likely to benefit from a multisensory approach to the learning of a modern foreign language, and it seems likely that they will need to utilize similar strategies to those used for learning their first language. Strategies are discussed with a view to making modern language learning more appropriate for students with difficulties in learning.
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...... dictionaries can help users if they contain domain-specific example sentences illustrating how source language convention and style can be transposed to a foreign language. This means that bilingual specialised dictionaries should not merely help users translate terms but be lexicographical tools designed...
Sibul Victoria Vladimirovna
Full Text Available The article discusses the problem of the content of professional-oriented teaching of a foreign language to students of non-linguistic specialties, which is particularly relevant from the viewpoint of the increasing role of foreign language communication in the professional activity of modern professionals. The purpose of foreign language teaching in non-linguistics universities is to achieve a level that is sufficient for practical use of a foreign language in future career. Thus, if foreign language at linguistic university is a special base, at non-linguistic universities it is an application to general professional knowledge base and skills, so at non-linguistic universities the statement of ultimate goal requires specification. Thus, it is sufficient to consider the contents of foreign language teaching at non-linguistic faculties as the totality of what students should learn in the education process, the quality and level of foreign language should correlate with their needs and goals, as well as the goals and objectives of this level of training. Selection of the content is intended to promote the broad development of the student’s personality, its preparation for future careers.
Nowadays, whichever position the individuals work in, they feel the need to learn a foreign language even a second foreign language. In parallel with the need for a foreign language, the importance of the foreign language teaching increases. In language teaching, conditions such as the facilities of the environment, learner's features, the social…
Allen, Elena A.
Foreign language educators have been striving to improve practices that support language teaching for adults for many years. Common knowledge insists that children are better language learners than adults. Creation of the new field of neurolinguistics at the end of the 20th century brought about new opportunities for both teachers of foreign…
SLA research on foreign language pedagogy has long demonstrated that culture is essential to language learning. However, presenting culture in the language classroom poses certain problems. For learners, there is a tendency to stereotype others and to rely excessively on the teacher. For teachers, there is a tendency to transmit isolated facts…
There is a very close association between language and culture. Thus, cultural values should be prioritized in language training and cultural knowledge should be concurrently instructed. Turkish culture should also be introduced to learners of Turkish as a foreign language. Therefore, it is important to determine the attitudes of learners of…
In this paper, the author reviews the history of English language teaching English as a second or foreign language in schools and colleges in Nepal. Teaching English language and literature in Nepal is of about a half a decade, starting from the mid of twentieth century. English learners in Nepal do not have enough exposure to various techniques…
The aim of this paper is to determine the elements which hinder peace, and emphasize the importance of the contribution of foreign language learning to international peace. Language affects the thought and behavior of human beings. The attitude of a person knowing more than one language of a position is not the same as a person not knowing a…
The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign…
The use of songs as audio materials in teaching Turkish as foreign language is an important part of language culture and has an important place in culture. Thus, the transfer of cultural aspects accelerates language learning process. In the light of this view, it becomes necessary to transfer cultural aspects into classroom environment in teaching…
Snyder, Delys Waite; Nielson, Rex P.; Kurzer, Kendon
Within the growing field of scholarly literature on foreign language (FL) writing pedagogy, few studies have addressed pedagogical questions regarding the teaching of writing to advanced language learners. Writing fellows peer tutoring programs, although typically associated with first language writing instruction, likely can benefit and support…
Wight, Mary Caitlin S.
This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…
Adinolfi, Lina; Astruc, Lluïsa
Translanguaging, the movement between communicative modes and features of different languages, is becoming an established research tradition in content-focused second language learning contexts. Pedagogic translanguaging practices nevertheless remain under-applied and under-researched in foreign language instructional settings, whether…
RUTIMANN, HANS; TEAGUE, CAROLINE
THIS REPORT ON FOREIGN LANGUAGE ENROLLMENTS, THE EIGHTH IN A SERIES PUBLISHED ANNUALLY, SHOWS THE LANGUAGE ENROLLMENT DISTRIBUTION IN PUBLIC SECONDARY SCHOOLS (GRADES 7 TO 12) WHICH, IN 1965, WAS 85.8 PERCENT ENROLLED IN SPANISH, FRENCH, GERMAN, RUSSIAN, AND ITALIAN, 13.9 PERCENT ENROLLED IN LATIN, AND 0.3 PERCENT IN "OTHER" LANGUAGES. THREE BASIC…
Full Text Available Drawing from sociological research seeking to explain variation in attitudes toward immigrants and immigration policy, it is found that knowledge and proficiency in a language other than English is associated with more favorable views towards immigrants and towards multiculturalism in contemporary America. Alvarado reviews the literature on sociological research on immigrant attitudes, explores the nexus between foreign language learning and appreciation for foreign culture(s, and presents the methodology and analysis used to test the strength of the association between knowledge in a foreign language and favorable views towards immigrants and multiculturalism in the United States.
Full Text Available The feasibility of didactic games using as a method of educational activity organizingand learning of a foreign language in primary school in the context of realization theregularity and consistency principle are justified in the article. It is concretized the stages ofdidactic games organizing in foreign language teaching (preparatory, executive, analyticalcorrectiveand the tasks of each of them, and the impact of didactic games on the forming ofjunior pupils’ foreign language knowledge are defined.Key words: didactic game, method, educational activity, primary school, foreignlanguage, junior pupils, stages.
Natalia A. Kameneva
Full Text Available The article determines the role and analyzes specificity of the use of information technology in a mixed model of learning foreign languages in higher educational institutions. The authors also describe such forms of e-learning as a webinar, seminar videos, video conferencing, case-technology. The ways of overcoming difficulties in learning foreign languages, which the students can face when using distance learning technologies, are indicated. The positive experience of using E-learning System «Virtual Campus» in the teaching foreign languages at the Moscow State University of Economics, Statistics and Informatics is mentioned.
Full Text Available In this article we present the parents‘ opinions about the contemporary sources in the field of early foreign language teaching and learning and their influence on the decisions parents make about including/excluding their child into the program of early foreign language learning. We found out, on the one hand, that parents are poorly informed about the current state of early foreign language learning both in Slovenia and abroad. On the other hand, parents reported positive attitudes about early foreign language teaching, a remarkable sense of right approach in early foreign language learning and, above all, their desire to know more about the subject.
Full Text Available The given article researches the peculiarities of the usage of the direct method in teaching foreign language speaking in Galicia and Bukovina (1890–1918. It analyses the preconditions of appearance of the direct method of teaching of foreign languages, the influence of contiguous sciences on the methodology of teaching of foreign languages. The peculiarities of realization of the direct method of teaching of foreign languages in Galicia and Bukovina is observed in the article. The methodology of teaching of foreign language speaking in the process of realization of the direct method in the west of Ukraine is described.
Full Text Available This research entitle English foreign language learners kinesics on teaching performance aims to mention and to describe the forms and the function of kinesics used by EFL learners on teaching performance, and to describe the importance of kinesics in teaching activity. This research is descriptive qualitative research. The data of the research are taken from EFL learners’ teaching performance on sixth semester at STKIP PGRI Bandar Lampung. The researcher observes the learners’ kinesics in teaching activity by using observing method and noting technique. In analyzing the data, the researcher uses description method. The result shows that there are twenty kinds of kinesics acted by the trainee, those are sitting in relaxing, arms crossed in front of the chest, standing in relaxing, walking around the class, checking the time, stroking the chin or beard, smile, happily surprised, wrinkle forehead, nodding head, shaking head, thumbs up, pointing finger, counting hand, waving hand, looking up, eye following, squinting, look in eye and breaking or making eye contact. Keywords: Kinesics, EFL Learners, Teaching Performance
Foreign language education in the twenty-first century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances the mind.
Full Text Available Foreign language education in the 21st century still teaches vocabulary mainly through reading and listening activities. This is due to the link between teaching practice and traditional philosophy of language, where language is considered to be an abstract phenomenon of the mind. However, a number of studies have shown that accompanying words or phrases of a foreign language with gestures leads to better memory results. In this paper, I review behavioral research on the positive effects of gestures on memory. Then I move to the factors that have been addressed as contributing to the effect, and I embed the reviewed evidence in the theoretical framework of embodiment. Finally, I argue that gestures accompanying foreign language vocabulary learning create embodied representations of those words. I conclude by advocating the use of gestures in future language education as a learning tool that enhances learning the mind.
Amaral, Luiz A.; Meurers, Detmar
This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between…
Díaz, Adriana R.; Hortiguera, Hugo; Espinoza Vera, Marcia
In the era of quality assurance (QA), close scrutiny of assessment practices has been intensified worldwide across the board. However, in the Australian context, trends in QA efforts have not reached the field of modern/foreign languages. This has largely resulted in leaving the establishment of language proficiency benchmarking up to individual…
Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their…
Considering the significance of taking student preferences into account while organizing teaching practices, the current study explores which teaching method prospective foreign language teachers mostly prefer their teacher to use in the language acquisition course. A teaching methods evaluation form that includes six commonly used teaching…
Stevenson, Megan P.; Liu, Min
This paper presents the results of an online survey and a usability test performed on three foreign language learning websites that use Web 2.0 technology. The online survey was conducted to gain an understanding of how current users of language learning websites use them for learning and social purposes. The usability test was conducted to gain…
Full Text Available Acrostic is a special phenomenon of the modern Chinese language. It is a combination of lexical and syntactical that across “vocabulary” and “grammar” categories. The morphemes can be combined and can also be separated by various form changes depending on its development. Acrostic is always been a crucial part in teaching Chinese language to foreigners and less developed than other parts of the teaching. This study used quantitative method to analyze the problems associated with the acrostic in teaching Chinese to foreigners. Source of the data was learners’ exercise and assignment. The discussion in this article was viewed from the perspective of the outside-oriented teaching, grouped into 3 main sections. The first was in terms of the usability characteristics to the acrostic developments in the acrostic grammar study. The second, based on the results of the questionnaire regarding the use of acrostic, research analyzed students’ main mistakes and their causes. The third was to observe the condition of teaching acrostic. This research is expected to help teachers and learners of Mandarin understand and overcome the difficulties in learning acrostic.
.... It describes how integrating existing and proven multimedia and artificial intelligence technology, and the World Wide Web may provide an innovative and effective approach to foreign language learning in DoD...
Greenwald, Oksana; Islamov, Roman; Sergeychick, Tatyana
The necessity to solve nature conservation problems of Kuzbass mining industry demands from postgraduate education institutions to train highly qualified specialists in ecology and environment management. As 21st century education is competence-based one, the article clarifies the concept of competence in education, focuses on key competences, namely foreign language competence and its relevance for specialists in ecology and environment management. Foreign language competence is acquired through the course of "Foreign Language" discipline which covers the following aspects: academic reading, academic writing and public speaking. The article also describes the experience of organizing students' individual work taking into account their motivation and specific conditions of the discipline as well. Thus, both the content of the discipline and the approach to organize students' learning contribute to mastering foreign language competence of ecology and environment managers as inherent condition of their professional efficiency for solving ecological problems of mining industry in Kuzbass region.
Full Text Available The article is devoted to the contribution of foreign language learning to stimulating students’ life skills at non-linguistic higher institutions. In the article, the author considers the possibilities of motivating students to exercise life skills in the process of foreign language instruction. The author analyses the cooperative learning technology as a means that enables students to be involved into interaction with one another as well as it develops their team-building skills to successfully cooperate and communicate with each other. The author describes different forms of cooperative leaning, which give students an opportunity to mutually enrich and complement each other’s skills in foreign language learning. The author argues that cooperative learning technology stimulates the students’ existent life skills and makes them work in the process of professionally-biased instruction of a foreign language.
Мира Алексеевна Вчерашняя
Full Text Available The article describes the major trends in tourism development in Kaliningrad, caused the actualization of the application of information and innovative technologies of foreign language teaching in vocational training in the field of tourism.
This longitudinal study aimed to trace changes in Turkish pre-service English as a foreign language teachers' self-efficacy ... Keywords:pre-service teachers; school observation; sources of teacher efficacy; student ...... International Journal.
Although more than 70 federal agencies have foreign language needs, some of the largest programs are concentrated in the Army, the State Department, the Central Intelligence Agency, and the Federal...
Downey, D M; Snyder, L E; Hill, B
The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non-dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition. The groups did not differ on age or grade point average. Analyses indicated that students with dyslexia performed significantly poorer on the foreign language aptitude measures as well as on both phonological tasks, reading and spelling. In the second study, students with learning disabilities who were enrolled in a modified Latin class were not significantly different from their peers in a regular Latin class on grade point average or on performance on a proficiency examination at the end of the second semester. The data suggest that while phonological processing deficits persist into adulthood, students with dyslexia are able to acquire appropriate skills and information to successfully complete the University's foreign language requirement in classes modified to meet their needs.
This was an exploratory study aimed at defining more sharply the pedagogical and practical challenges entailed in designing and creating computer-based game-types simulations for learning Arabic as a foreign language...
.... The government also employs tens of thousands of individuals who use foreign language skills in positions such as cryptologic linguists, human intelligence collectors,4 FBI special agents and legal...
A. I. Sorokina
Full Text Available The paper is devoted to a problem pertaining to formation of foreign language communicative competence among students, economists-to-be, as a component part of their professional competence.
Full Text Available Foreign language teachers use online repositories on everyday basis to find appropriate activities for their lessons. The question is: How can content providers support them in finding exactly what they need and in retrieving high quality resources?
Kristina HMELJAK SANGAWA
Full Text Available Reading is one of the bases of second language learning, and it can be most effective when the linguistic difficulty of the text matches the reader's level of language proficiency. The present paper reviews previous research on the readability and simplification of Japanese texts, and presents an analysis of a collection of simplified texts for learners of Japanese as a foreign language. The simplified texts are compared to their original versions to uncover different strategies used to make the texts more accessible to learners. The list of strategies thus obtained can serve as useful guidelines for assessing, selecting, and devising texts for learners of Japanese as a foreign language.
Full Text Available The use of the first language (L1 in the foreign language classroom has been highly contested in the last decades. This paper discusses the use of L1 in online activities in hybrid lower-level Spanish as a foreign language (SFL courses, with a focus on threaded discussions about cultural topics. I first discuss the use of L1 in foreign language (FL teaching. Second, I present Vygotsky's (1978 postulates about learning, and Cole and Engeström's (2001 activity theory. Third, I conduct an activity analysis of the SFL class to further narrow it down to L1 use in the discussion boards. By looking at the discussion boards through the lens of sociocultural theories, I claim that the use of L1 is a necessary cognitive tool for fostering inter-cultural learning through online discussions in SFL classes.
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using the Autonomy Questionnaire and Foreign Language Classroom Anxiety Scale (FLCAS), respectively. Participants' scores on their final English exam were also used as the measurement of their English achievement. The results of Pearson correlation revealed a strong correlation between learners' autonomy and their English achievement (r [Formula: see text] .406, n [Formula: see text] 400, [Formula: see text]). Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r [Formula: see text] [Formula: see text].472, n [Formula: see text] 400, [Formula: see text]). Hierarchical multiple regression was used to assess the ability of autonomy to predict language learning achievement, after controlling for the influence of anxiety. In sum, the results of hierarchical multiple regressions revealed that foreign language classroom anxiety significantly mediates the relationship between autonomy and English language achievement. Implications for both teachers and learners, and suggestions for further research are provided.
A. G. Gorbunov
Full Text Available Introduction. The system of continued professional education in modern Russia is aimed at raising the level of professional workers’ ability for competition at the global vocational market. Among the most required competences we put an emphasis on the ability for efficient communication in the native and foreign languages pursuing social, cultural and professional interaction. The practical experience proves that students of various courses of study within the system of continued professional education have difficulties while communicating in a foreign language because of a low level of their foreign language communication competence that is based on ability for decoding and producing a discourse. Aim. The article considers the factors to develop students’ ability for decoding and producing a discourse in the format of reflexive positional discussion. Methodology and research methods. Development of the advanced and high level of foreign language competence is possible via introduction of institutional discursive practices into the educational process. Development of foreign language competence in the system of continued professional education is being discussed from the point of synergy of pedagogical science and applied linguistics. System-synergetic, communicative-activity, discursive and technological approaches have been chosen as the methodological base to develop the system of criteria of students’ preparedness and ability to communicate in a foreign language. Methods of analysis and synthesis have been used during the work as well. Results and scientific novelty. The materials presented in the publication make a contribution to the theory and methodology of continued professional education regarding effective experts’ foreign language mastering, and skills acquisition for the most productive interpersonal and professional-oriented communication. Methodologically-based definition and description of the components of subject and
Full Text Available The article is aimed at investigating the originality of foreign language teaching technologies in higher educational establishments of the Danube river basin countries. Definitions of teaching technologies, typology of some foreign language teaching technologies, analysis of activity learning technologies are given. The stress is made on the importance of competence and communicative approaches in Maritime English teaching in the Danube basin higher educational establishments.
Hornikx, J.M.A.; Meurs, W.F.J. van
Brands can position themselves as belonging to a foreign culture by using foreign languages (FLs) in advertising. FLs in ads have been suggested to be implicit country-of-origin (COO) cues. This paper examines the expectations that FLs operate through the COO effect (Study 1), and that they evoke
An examination of China's policy, "making the ancient serve the present and foreign things serve China," introduced by Mao Ze-dong, is intended to provoke further discussion of the ideological dimension of foreign language education (FLE) in China. Some observers suggest that this has been an important guiding doctrine in FLE since 1949,…
El-Dash, Linda Gentry; Busnardo, JoAnne
Presents the results of a study of stereotypical perceptions of ten foreign populations by 164 Brazilian university students studying diverse foreign languages. Socio-cultural stereotypes were investigated using bipolar adjective scales paired in a Likkert-type format. Factor analysis suggested a three-factor system is at work, consisting of…
DeFeo, Dayna Jean
This article presents a case study of the perceptions of Spanish heritage speakers enrolled in introductory-level Spanish foreign language courses. Despite their own identities that were linked to the United States and Spanish of the Borderlands, the participants felt that the curriculum acknowledged the Spanish of Spain and foreign countries but…
Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers' distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers' perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use. © The Author(s) 2016.
Eric Gómez Burgos
Full Text Available This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile. Attitude towards a language has been considered as an important factor that influences the process of learning a foreign language (Shams, 2008; for this reason, it is fundamental to identify students’ attitudes since positive attitudes towards English allow the students to have favourable orientation towards learning it (Karahan, 2007. Under this premise, this study corresponds to a case study that includes a quantitative method of data analysis. A survey of five dimensions was conducted amongst 154 students in order to measure their attitudes towards the target language. The results show that their attitudes towards English as a foreign language are favourable; however, the dimensions related to learning English, and English as a subject at school obtained unfavourable attitudes.
Full Text Available The use of learning strategies in foreign language teaching, seen as organized and potentially conscious and intentional activities that enable or facilitate communication and learning, has emerged as one of the most important goals for success in mastering a new language. This study describes the typology and frequency of use of strategies in English learning as a foreign language in the Distance University Language Centre of the UNED. Among the conclusions, we can highlight that the arithmetic means are rather close for all the strategies tested, although most students expressed a greater use of metacognitive and cognitive strategies than of the affective and social kind. Consequently, these results indicate the need for further promotion of the emotional and social aspects involved in the development of a foreign language through innovative experiences which encourage them using the new technologies as a resource.
Mergenfel A. Vaz Ferreira
Full Text Available This article aims to present a comparative study of the perception of multimodal texts, more specifically, advertisements printed in Brazilian and German magazines, by Brazilian learners of GFL(German as a Foreign Language and German learners of PFL (Portuguese as a Foreign Language , with special attention to the intercultural dimension involved in this process. Through the analysis developed in the study, it was possible to identify not only cultural aspects strictly related to language phenomena (as the use of personal pronouns and forms of treatment, for instance, but also more subjective cultural aspects (such as emotional states, the view about work, among others. This study also discusses the implications of the link between culture and language choices for the area of teaching and learning foreign languages / cultures.
Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…
Full Text Available Among the challenges many teachers face in facilitating the improvement of speaking skills are sparing sufficient time for practice to enable students to achieve fluency in speaking through internalizing the structures, and establishing a balance between fluency and accuracy. This study aimed to seek an answer to the question as to whether Computer-Mediated Communication Technologies be a solution for overcoming these problems. The study was conducted as additional practice to the foreign language lessons with the participation of 60 students. Task-based language teaching principles were taken as basis in preparation of the teaching materials in the study, in which text and voice chat applications among the Computer-Mediated Communication Technologies were used. During the applications data were collected in several ways: participants’ perspectives regarding their changing experiences and the types of tasks used were investigated through the use of open-ended questionnaires after each session; a general insight was obtained into the students’ experiences with close-ended questionnaires given at the end of the study; and the use of the target language in communications among students were determined by investigating the text communication logs. From a user-oriented perspective, the results of the study shed light on the strategies that can be used in computer-mediated communication technologies valuing the experiences and perceptions of the learners.
Vanda Abi Raad
Full Text Available Abstract Background With the adoption of the English language in medical education, a gap in clinical communication may develop in countries where the native language is different from the language of medical education. This study investigates the association between medical education in a foreign language and students’ confidence in their history-taking skills in their native language. Methods This cross-sectional study consisted of a 17-question survey among medical students in clinical clerkships of Lebanese medical schools. The relationship between the language of medical education and confidence in conducting a medical history in Arabic (the native language was evaluated (n = 457. Results The majority (88.5% of students whose native language was Arabic were confident they could conduct a medical history in Arabic. Among participants enrolled in the first clinical year, high confidence in Arabic history-taking was independently associated with Arabic being the native language and with conducting medical history in Arabic either in the pre-clinical years or during extracurricular activities. Among students in their second clinical year, however, these factors were not associated with confidence levels. Conclusions Despite having their medical education in a foreign language, the majority of students in Lebanese medical schools are confident in conducting a medical history in their native language.
Full Text Available This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.
Bryll, A.; Urbanik, A.; Herman-Sucharska, I.; Podsiadlo, L.; Binder, M.
Background: The of aim of the present study was to evaluate the influence of the acquisition age of the second language on activation patterns of language areas. Material/Methods: Forty volunteers participated in the study (20 females and 20 males). Their age ranged from 18 to 40 years. A mean age was 28 years. All participants had possessed a high proficiency of the acquired foreign language. They were divided into two groups, according to the age of the foreign language acquisition. The participants who acquired the second language before puberty, were qualified to the early acquisition group. The remaining participants were qualified to the late acquisition group. The second criterion was the level of the acquired, foreign language. Proficiency in using the language was assessed by a teacher. Block design method was used in the performed experiment. The experimental task was speech production in the form of voiceless sentences, the control task was silence. Each experimental session consisted of five 30-second alternating blocks. Every volunteer participated in two sessions, where she/he described his house without the use of voice. One session applied the native language, L1, and the other one the foreign language, L2. The experiment was performed using MR Signa Horizon system (GE Medical Systems, USA) with 1.5 T magnetic field strength. Functional images were obtained using the echoplanar sequence (EPI) that applies spin echo and is sensitive to the changes of the BOLD (Blood Oxygenation Level Dependent signal) signal having the following parameters: TR = 3000 ms, TE = 60 ms, flip angle 90 0 , FOV = 28 x 21 cm, matrix 96 x 96 pixels, 1 NEX. Functional data analysis was performed using SPM2 software (Wellcome Department of Cognitive Neurology, Great Britain). Results: In EA and LA groups, the cortex activation was not more intense in patients speaking their native language, as compared to the foreign language. In the LA group, left inferior frontal gyrus (pars
Gonzales, Tony, Ed.; O'Connor, Roger, Ed.
A listing of San Francisco area cultural resources and opportunities of use to foreign language teachers is presented. Included are the following: museums and galleries, schools, art sources, churches, clubs, cultural centers and organizations, publications and publishing companies, restaurants, food stores and markets, travel and tourism,…
The purpose of this study is to determine the reasons of anxiety levels of high school students who learn French as a second foreign language. The sample of the study consisted of four hundred fifty-six students from two high schools in Denizli province in 2015-2016 academic year. In this study, the effects of variables such as learners' gender,…
Kontra, Edit H.; Csizer, Kata
The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign…
Lababidi, Rola Ahmed
This case study explores and investigates the perceptions and experiences of foreign language anxiety (FLA) among students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. The first phase explored the scope and severity of language anxiety among all Foundation level male students at a college in the…
Doman, Evelyn; Webb, Marie
Many educators worldwide are aware that traditional teacher-fronted instruction and lecture-based learning often lead students to become passive in the classroom. In the language classroom, particularly in classrooms for English as a second or foreign language, the flipped model of education drives students to become more responsive and more…
Lavrenteva, Evgenia; Orland-Barak, Lily
Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized "top down" curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This…
Valizadeh, Mohammad Reza; Alavinia, Parviz
The researchers in the current study were after probing the potential relationship between emotional intelligence, foreign language listening anxiety (FLLA), and listening comprehension performance of Iranian EFL learners. To this end, 233 participants, studying English language and literature at three different Universities in Urmia, were…
The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills…
Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.
Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…
Almeida, Ana Bela; Puig, Idoya
The international research network, "Literature in the Foreign Language Class" ("Litinclass"), was created with a view of exploring and sharing ideas on the numerous skills and benefits that can be derived from language learning through literature. This paper focuses on how literature can have an important role in the…
Muda, Rafal; Niszczota, Pawel; Bialek, Michal; Conway, Paul
Moral dilemmas entail deciding whether to cause harm to maximize overall outcomes, such as killing 1 person to save 5. Past work has demonstrated that people are more willing to accept causing such outcome-maximizing harm when they read dilemmas in a foreign language they speak rather than their native language. Presumably this effect is due to…
Vedishenkova, Marina V.; Mironina, Anna Y.
The topicality of the research is connected with the modern requirements to the education of future interpreters who are to speak a foreign language within the professional context. For this purpose, it is necessary to focus their language training at the initial stage of learning on forming their professional thinking. This raises the need for…
Sugita McEown, Maya; Sawaki, Yasuyo; Harada, Tetsuo
The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan…
This analysis discusses the constructivist paradigm of teaching Arabic as a foreign language in Malaysian settings. This review examines the role of interactive multimedia in enhancing the chalk and talk methods of teaching Arabic in Malaysian schools. This paper also investigates the importance of Arabic Language in Malaysia. Furthermore, the…
Basically, one of the requirements for the implementation of computer-assisted language learning (CALL) is English as a foreign language (EFL) teachers' ability to use computers effectively. Educational authorities and planners should identify EFL teachers' computer literacy levels and make attempts to improve the teachers' computer competence.…
This appraisal argues that emotional interventions in learning a foreign Language are vital. Emotions generate desire and desire initiates motivation. Emotion is crucial in creating knowledge and meaning as thus, affecting how learners learn a language. The prime purpose of this assessment is to investigate the effects of positive and negative…
Russak, Susie; Kahn-Horwitz, Janina
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth-grade, eighth-grade and 10th-grade Hebrew first-language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/ae/, /?/ and /?/) and…
Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose
Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students.…
Zare-ee, Abbas; Shirvanizadeh, Maryam
The study of factors influencing undergraduate learners' participation and/or reticence in second/foreign language classrooms, a relatively recent line of research, can contribute to the betterment of language teaching and learning practices. In this work, we attempt to investigate the causes of a population of undergraduate English as a foreign…
Rinnert, Carol; Kobauashi, Hiroe; Katayama, Akemi
This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1…
Khokhlova A. Yu.
Full Text Available The article provides an overview of foreign psychological publications concerning the sign language as a means of communication in deaf people. The article addresses the question of sing language's impact on cognitive development, efficiency and positive way of interacting with parents as well as academic achievement increase in deaf children.
This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…
Rivers, Wilga M.
Research into the psychology of perception can uncover important discoveries for more efficient learning. There must be increased understanding of the processing of input and the pre-processing of output for improved language instruction. Educators must at the present time be extremely wary of basing what they do in the foreign-language classroom…
Series of international studies have shown that subtitled television programs provide a rich context for foreign language acquisition. This study investigated whether incidental language acquisition occurs from watching a television program with/without subtitles. Children in the experimental conditions watch: (a) a 15 minute snapshot of a well…
Klein, Ana Maria
This article focuses on the instructional needs of newcomers to the North American classrooms who already speak one or more foreign languages and who are coping with classroom-related language issues. It taps into positive instructional strategies that are culturally-validating and welcoming for these students. Inspired by an invited Oxford Round…
de Groot, A.M.B.; van den Brink, R.C.L.; Kail, M.; Hickmann, M.
This chapter reviews the results of a set of experiments that examined foreign-language (FL) vocabulary learning by late learners, exploiting the paired-associate-learning (PAL) paradigm. The effects on acquisition and retention of the concreteness and frequency of the native-language (L1) words,
Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi
In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…
Han, Chan Yee; Ling, Wong Ngan
The study of popular culture is now becoming an emerging research area within education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in the teaching Japanese as a Foreign Language (JFL)…
Using multiliteracies and sociocultural perspectives on language and literacy learning, this article describes three Japanese as a foreign language (JFL) students' literacy development through involvement with Japanese popular culture. As part of a larger qualitative ethnographic study, the author interviewed JFL learners who have a particular…
G V Zarembo
Full Text Available The article deals with a qualitative characteristic of sociability for successful and less successful learners of foreign languages. The statistical estimate showing the differences between average figures on sociability and effectiveness in the second language learning is also given.
The objective is hereby study is to compare the effects of conventional and audiovisual methods on learning efficiency and success of retention with regard to vocabulary teaching in foreign language. Research sample consists of 21 undergraduate and 7 graduate students studying at Department of French Language Teaching, Kazim Karabekir Faculty of…
Önem, E. E.
This study aimed to find whether meditation can be effective in terms of anxiety and vocabulary learning in a foreign language learning context. To test this, an experimental pre-test and post-test study was designed. 61 students (14 male-47 female) from the English Language Teaching Department of a state university in Turkey were assigned into…
This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited…
Moloney, Robyn; Xu, HuiLing
With the economic rise of China, there is global demand for effective teaching and learning of Chinese as a foreign language (CFL). There has been limited sustained success in Chinese language learning in Australian schools, however, and this has been attributed, amongst other factors, to pedagogy employed by teachers. Today, it is commonplace to…
Piniel, Katalin; Albert, Ágnes
Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors' feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to…
Macedonia, Manuela; Klimesch, Wolfgang
Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within-subject longitudinal study lasting 14 months that tested the use of…
Charkova, Krassimira D.; Halliday, Laura J.
This study examined how English learners in second-language (SL) and foreign-language (FL) contexts employ tense backshifting in indirect reported speech. Participants included 35 international students in the United States, 37 Bulgarian speakers of English, 38 Bosnian speakers of English, and 41 native English speakers. The instrument involved…
Backer, James A.
Foreign language students experience added difficulty when they are isolated from native speakers and from the culture of the target language. It has been posited that MOO (Multi-User Domain Object Oriented) may help overcome the geographical isolation of these students. MOOs are Internet-based virtual worlds in which people from all over the real…
Felix-Brasdefer, J. Cesar; Cohen, Andrew D.
This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…
Hlas, Anne Cummings
This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable…
Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir
The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…
Heinz, Solveig M.
Content-based instruction (CBI) has been part of the foreign language curriculum for many years at US colleges, leading to courses that combine language instruction with specific content domains, such as film, literature, politics, sports and many others. This article presents a rather unusual choice of content domain for a second-year language…
Winke, Paula; Gass, Susan; Sydorenko, Tetyana
This study investigates caption-reading behavior by foreign language (L2) learners and, through eye-tracking methodology, explores the extent to which the relationship between the native and target language affects that behavior. Second-year (4th semester) English-speaking learners of Arabic, Chinese, Russian, and Spanish watched 2 videos…
de Groot, Annette M. B.
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six…
This PhD project mainly aimed at exploring the relationship between foreign language (FL) anxiety and FL proficiency development, the sources of FL anxiety, and the stability of FL anxiety over time and across target languages. To this end, 146 L1 Chinese university students, who had been learning
Underwood, John H.
Describes the role of technology in teaching foreign languages. Offers a brief history of language lab technologies, including computer use for drill-and-practice, text reconstruction, and simulations and games. Discusses tool programs, intelligent systems, video technology, satellite television, videodisc and interactive video, hypertext and…
Chang, Chih-Wei; Chen, Gwo-Dong
Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…
Yetis, Veda Aslim; Kurt, Çigdem
The aim of this study is to determine whether intercultural sensitivity levels vary among foreign language teacher candidates in terms of variables such as target language, year of study (grade), and gender in both intra and inters programs. Research sample consists of 1,049 Turkish freshmen, sophomore, junior, and senior foreign language teacher…
This article discusses the attitudes and motivations of two Saudi children learning Japanese as a foreign language (hence JFL), a language which is rarely spoken in the country. Studies regarding children's motivation for learning foreign languages that are not widely spread in their contexts in informal settings are scarce. The aim of the study…
This study investigated French and Spanish EFL (English as a foreign language) learners' preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data…
This paper is mainly about how the two affective factors-motivation and attitude influence adults’foreign language learning. The topic is discussed from the aspect of some factors which indirectly influence adults ’language learning through influ-encing their learning motivation. Also positive attitude will promote adult foreign language learning.
Presents a computerized program for foreign language learning giving drills for all the major language skills. The drills are followed by an extensive bibliography of documents in some way dealing with computer based instruction, particularly foreign language instruction. (Text is in Spanish.) (TL)
St. Clair, Robert N.; Eiseman, James
Claims that the political socialization of international students remains the primary function of ESL. Gives examples of language and the immigrant and discusses the intrinsic relationship between language and politics. (BK)
All this proves the need to intentionally teach colloquial Arabic and assign to it priority for being ‘the language in use‘, which detains a strongest communicative power. The Israeli education system remains based on the acquisition of skills in standard Arabic only. It is proved that standard Arabic it is not enough for developing the necessary competence in our students, in Israel as well as in Europe.
Full Text Available Foreign language didactics is a field which, notwithstanding the many centuries of application and development, is still very methodologically problematic. Statistics clearly show that, in certain countries, the educational system provides foreign language instruction that is not apt and does not deliver effective linguistic competence; a few methods, however, have been developed to contravene this problem. In the specific case of Italy, a country which is renowned for its general monolingualism, Associazione Culturale Linguistica Educational (ACLE has developed an innovative language teaching method (Rational, Emotional, Affective Learning to attempt to fill the lacunae of the Italian school system, especially in regards to the teaching of English as a foreign language. This paper seeks to briefly outline the REAL method and its applications, describe its affinity to didactic and cognitive theories, and speculate on its potential effectiveness.
This study used a self-presentational framework to investigate second language listening anxiety among university students and demonstrated that second language listening involves social concerns that are specific to second language settings. A set of anxiety questionnaires was administered to 1,177 students, and 17 learners provided verbal…
With the rapid onset of globalization and increasing demand from business, government, and schools for fluency in another language, the author decided to learn Spanish. Driven by a desire to acquire functional language abilities in Spanish, he has embarked on this "better late than never" opportunity to learn the language, and in this…
Hildebrandt, Herbert W.; Liu, Jinyun
Second-language use by Chinese business managers illustrates that second-language competence is driven partly by economic and political forces. Although Russian language knowledge is typical of the older managers, English and Japanese are favored by younger managers, reflecting the wane of Russian political influence and the growing importance of…
Altan, Mustafa Zulkuf
Beliefs are central constructs in every discipline which deals with human behaviour and learning. In addition to learner beliefs about language learning, language teachers themselves may hold certain beliefs about language learning that will have an impact on their instructional practices and that are likely to influence their students' beliefs…
International audience; This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at...
This study reviews beliefs related to translanguaging activities in the French as a Foreign Language (FFL) classroom and suggests cultural reasons why some condemn the concomitant use of previously learnt languages with the target language in FFL learning contexts. A corpus analysis of two Maltese FFL teachers’ recorded lessons attempts a structural categorisation of translanguaging instances according to the classification of classroom translanguaging in Causa (1998). It sheds light on the f...
The purpose of this research study was to examine adults learning Finnish as a foreign language while striving to understand the reasons behind their decisions to do so, the support that was individually offered to the participants, how they felt throughout the learning process, and whether or not they found themselves to be self-reliant learners, as per Knowles’ andragogy theory. This study set out to examine adult language learners participating in the language and integration program at Pa...
Diana M. Mironova
Full Text Available This article discusses some basis for the comparative representation of the language material from the view point of cognitive approach in teaching Russian as a foreign language. There is an attempt to comprehend the conceptual significance of the native language consideration during the formation of metalinguistic knowledge of learners in the Russian language. On the example of interlingual lexical correspondences and prepositional-case constructions it is analysed mental structures and mechanisms that provide link between language and extralinguistic reality in the consciousness of the Spanish-speaking students.
Full Text Available Extensive reading of children’s literature can be seen as one of the most powerful means to acquiring a large working vocabulary for both first language learners and second language learners. However, for foreign language learners, children’s literature has a less positive image. For foreign language learners the most commonly recommended reading is of graded readers. Corpus research has shown that work for children has a wide range of rare words, comparable to adult literature, and this leads to the argument that children’s literature puts too great a comprehension and memory strain on foreign language learners, and is an inefficient learning tool compared to graded readers. This paper reviews existing research and examines the arguments for children’s literature in language learning in terms of some features of naturalistic child reading behaviour, and the stylistic choices of writers for children. Replication of child reading behaviours in conjunction with the aid to comprehension and memory inherent in stylistic choices, combined with motivational and practical considerations, are argued to make children’s literature an equal, if not superior choice as extended reading material for foreign language learners.
Full Text Available Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation where the real world becomes a part of the educational experience and necessitates the use of an authentic language by the learners. This article describes a video project carried out by Russian language learners at Universiti Malaysia Sabah (UMS. It examines how the work on the project created and supported authenticity of the learning experience. Though the article focuses on the video project done in the context of language learning and teaching this activity could be successfully implemented in teaching various subjects at both secondary and tertiary levels.
Full Text Available The increasing significance of science and the new ties with foreign countries affect the education and training of specialists. Continuous updating of specialty knowledge and the possibility to read the most recent scientific literature in a foreign language and to participate in joint conferences together with foreign partners require the education and training of specialists who would be capable of cooperating in scientific and professional activity while fluently communicating in a foreign language. The aim of the study was to reveal the peculiari- ties of the expression of problem-based learning (PBL elements in foreign language studies at Lithuanian University of Health Sciences (LUHS. The results of the pedagogical experiment conducted at LUHS when teaching the foreign language module showed that the application of PBL elements stimulated the formation of students’ deep approach to studies and skills of independent work. The use of group learning aim forma - tion, concept maps, problem solving, discussion, group work, and brainstorming techniques had a significant effect on the students, and allowed for their empowerment for successful studies.
Zhongshe Lu; Meihua Liu
The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the stu...
The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about…
Renner, Fritz; Kersbergen, Inge; Field, Matt; Werthmann, Jessica
A popular belief is that alcohol improves the ability to speak in a foreign language. The effect of acute alcohol consumption on perceived foreign language performance and actual foreign language performance in foreign language learners has not been investigated. The aim of the current study was to test the effects of acute alcohol consumption on self-rated and observer-rated verbal foreign language performance in participants who have recently learned this language. Fifty native German speakers who had recently learned Dutch were randomized to receive either a low dose of alcohol or a control beverage that contained no alcohol. Following the experimental manipulation, participants took part in a standardized discussion in Dutch with a blinded experimenter. The discussion was audio-recorded and foreign language skills were subsequently rated by two native Dutch speakers who were blind to the experimental condition (observer-rating). Participants also rated their own individual Dutch language skills during the discussion (self-rating). Participants who consumed alcohol had significantly better observer-ratings for their Dutch language, specifically better pronunciation, compared with those who did not consume alcohol. However, alcohol had no effect on self-ratings of Dutch language skills. Acute alcohol consumption may have beneficial effects on the pronunciation of a foreign language in people who have recently learned that language.
Full Text Available The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.
Saniago Dakhi; Nur Intan Zagoto
This research is addresses language functional and lexical acquisition domains of souvenir seller in Bawomataluo village, South Nias, North Sumatera. The reasons of lexical items acquired by souvenir seller is regarded as the function of language acquisition. On the contrary, form and process of lexical items acquired are totally viewed as language lexical domains. To obtain the whole accurate data of these research problems interview and observation were conducted. The research ...
Full Text Available Being a minority European language, Polish has not attracted the attention of second language research (SLA very much. Most studies in the area focus on English and other major languages describing variables and process observed in learners’ interlanguage development. This article looks at the language performance of elementary learners of Polish as a foreign language with a view to diagnosing areas of difficulty at the initial stages of language instruction. It is a case study of five learners’ written production after a year of intensive language instruction in the controlled conditions of a classroom. The objective of the study presented here is: 1. to determine the types of error produced in a short translation task at different levels of language (morphosyntactic, lexical 2. to observe manifestations of crosslinguistic influences between languages the subjects know (interlingual transfer as well as those related to the language learnt itself (intralingual transfer.The small sample of texts produced does not allow for any generalized observations and conclusions, however, at the level of elementary competence in any foreign language, as other research shows, the amount of individual variation is not the most significant factor. Thus the incorrect forms produced may testify to some more universally error-prone areas of language. The value of this kind of analysis lies in this direct application to the teaching of Polish as a synthetic language. The study also demonstrates the fact that communicative teaching has a limited contribution to make in the case of this family of languages. It suggests that overt and explicit teaching of a synthetic language will give a sounder basis for further development of language competence in its communicative dimension
Andrijević Maja M.
Full Text Available The paper outlines the effectiveness of the formative approach in the adoption of cultural content as part of intercultural foreign language teaching. In contrast to the informative, the formative approach is based on a constructivist approach to foreign language acquisition; in other words, it is a process of tertiary socialization through the construction of an intercultural identity, by means of experiential acquisition, interaction and cognitive conflict with previously adopted patterns. Byram's (1997 propositions about the importance of acquiring intercultural competence in foreign language teaching represent a complete shift towards a formative approach since they formulate general educational goals according to which it is impossible to have an insight into the language reality of a different culture unless an individual is aware of their own and the relative nature of both, which is vital to the development of critical intercultural awareness. Thus the focus of teaching shifts to the integration of the target and the source cultures through participatory tasks and constructive analysis, and to the construction of the learner's identity as intercultural speaker with a range of affective, cognitive and behavioral competences enabling successful contact with difference. The formative approach enables the foreign language teacher, whose role has also been redefined, to use appropriate materials in order to develop critical thinking and intercultural competence in students through their active involvement in the process of target language acquisition.
It has been observed that data-based translation programs are often used both in and outside the class unconsciously and thus there occurs many problems in foreign language learning and teaching. To draw attention to this problem, with this study, whether the program has satisfactory results or not has been revealed by making translations from…
Al-Saraj, Taghreed M.
With the increase in globalization, the study of English has become common in Saudi Arabia, but students' experiences of foreign language anxiety (FLA) have been underexamined. Saudi Arabia and other Arab countries are culturally distinct from the Western world, where the most popular assessments of FLA were developed. Through a qualitative and…
Neumann, Idell; And Others
A recently initiated research program, designed to develop tests and other procedures for improving the selection of military personnel for language training, has attempted to amplify the traditional language aptitude requirement to include systematic non-cognitive measures of the prospective trainee's motivation. (Author/AF)
Full Text Available This research is addresses language functional and lexical acquisition domains of souvenir seller in Bawomataluo village, South Nias, North Sumatera. The reasons of lexical items acquired by souvenir seller is regarded as the function of language acquisition. On the contrary, form and process of lexical items acquired are totally viewed as language lexical domains. To obtain the whole accurate data of these research problems interview and observation were conducted. The research finding indicates four specified language lexical acquisition reasons: internal motivation, external motivation, access to native speaker and experience. In addition, eight English part of speech are acquired.It is discovered that lexical items acquired are dominated by noun. Verb and adjective posites at the next level of the amount of lexicals acquired. Adverb, conjunction, pronoun are less acquired. Interjection is more easily acquired by souvenir sellers. The processes involved to acquire the lexical consist of social, memory, compensation, and affective process. Finally, the research finding is thoroughly expected to be language teacher’s consideration in employing material selection and determining natural, contextual and situational language teaching model. Language leaners are highly advised to recall the language competence theoretically mastered in naturall setting in attempt to obtain practical competence.