WorldWideScience

Sample records for students foreign language

  1. Authorizing the Foreign Language Students.

    Science.gov (United States)

    Maxim, Hiram H.

    1998-01-01

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

  2. Performance of Senior Tourism Students in Using Foreign Language

    Directory of Open Access Journals (Sweden)

    Dr. Dexter R. Buted

    2014-06-01

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

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

    Science.gov (United States)

    Tuncer, Murat; Dogan, Yunus

    2015-01-01

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

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

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    Ali Merç

    2011-04-01

    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

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

    Science.gov (United States)

    Serraj, Samaneh; Noordin, Noreen Bt.

    2013-01-01

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

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

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

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

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

    Science.gov (United States)

    Dogan, Yunus; Tuncer, Murat

    2016-01-01

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

  8. Intermediate-Level Foreign Language Courses for BBA Students.

    Science.gov (United States)

    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…

  9. Foreign Language Reading Anxiety among Yemeni Secondary School Students

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    Yehia Ahmed Y. Al-Sohbani

    2018-03-01

    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.

  10. Dictionary Use of Undergraduate Students in Foreign Language Departments in Turkey at Present

    Science.gov (United States)

    Tulgar, Aysegül Takkaç

    2017-01-01

    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…

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

    Science.gov (United States)

    Dolean, Dacian Dorin

    2016-01-01

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

  12. Mobile technologies in teaching a foreign language to non-linguistic major students

    OpenAIRE

    KAPRANCHIKOVA KSENIYA

    2014-01-01

    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.

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

    Science.gov (United States)

    Gnintedem, Antoine

    2014-01-01

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

  14. Reflections on foreign language study for students with language learning problems: research, issues and challenges.

    Science.gov (United States)

    Ganschow, L; Sparks, R L

    2000-01-01

    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.

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

    Science.gov (United States)

    Terantino, Joe

    2014-01-01

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

  16. Language and Content in the Modern Foreign Languages Degree: A Students' Perspective

    Science.gov (United States)

    Gieve, Simon; Cunico, Sonia

    2012-01-01

    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…

  17. Motivations and attitudes affecting high school students' choice of foreign language.

    Science.gov (United States)

    Stewart-Strobelt, Jody; Chen, Huabin

    2003-01-01

    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.

  18. Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

    Science.gov (United States)

    Wight, Mary Caitlin S.

    2015-01-01

    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…

  19. English as a Foreign Language Students' Opinions about the Use of English on the Internet

    Science.gov (United States)

    Coskun, Abdullah

    2017-01-01

    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…

  20. Views of Freshmen Students on Foreign Language Courses Delivered via E-Learning

    Science.gov (United States)

    Ozudogru, Fatma; Hismanoglu, Murat

    2016-01-01

    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…

  1. Investigating Foreign Language Learning Anxiety among Students Learning English in a Public Sector University, Pakistan

    Science.gov (United States)

    Gopang, Illahi Bux; Bughio, Faraz Ali; Pathan, Habibullah

    2015-01-01

    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)…

  2. How mother tongue and the second language interact with acquisition of a foreign language for year six students

    DEFF Research Database (Denmark)

    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....

  3. College students with dyslexia: persistent linguistic deficits and foreign language learning.

    Science.gov (United States)

    Downey, D M; Snyder, L E; Hill, B

    2000-01-01

    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.

  4. FORMATION OF CROSS-CULTURAL COMPETENCE OF FOREIGN STUDENTS IN THE PROCESS OF LEARNING UKRAINIAN AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Галина Дідук-Ступ'як

    2015-12-01

    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.

  5. Foreign language as a tool for professional mobility development for students specialising in economics

    Directory of Open Access Journals (Sweden)

    Polenova Anna, YU.

    2015-03-01

    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.

  6. Application of Information Technologies in Teaching Foreign VGTU Students Lithuanian as a Foreign Language

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    Regina Žukienė

    2011-06-01

    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.

  7. A Correlational Study: Personality Types and Foreign Language Acquisition in Undergraduate Students

    Science.gov (United States)

    Capellan, Frank

    2017-01-01

    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…

  8. The Flipped Experience for Chinese University Students Studying English as a Foreign Language

    Science.gov (United States)

    Doman, Evelyn; Webb, Marie

    2017-01-01

    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…

  9. Questions of professional-oriented teaching of foreign language for students of economic specialty

    Directory of Open Access Journals (Sweden)

    Sibul Victoria Vladimirovna

    2015-03-01

    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.

  10. Perceived In-Group and Out-Group Stereotypes among Brazilian Foreign Language Students.

    Science.gov (United States)

    El-Dash, Linda Gentry; Busnardo, JoAnne

    2001-01-01

    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…

  11. The Development of Professional Foreign Language Competence for ESP Students: Case of Kazakh National Agrarian University Students

    Science.gov (United States)

    Kunanbayeva, Salima; Zhyltyrova, Zhanar

    2016-01-01

    The relevance of this paper is determined by the needs of modern society for qualified specialists who will fulfill professional tasks in a foreign language society at various intercultural levels. The purpose of the research is studying the development of professional foreign language competence for ESP students. The methodology of the research…

  12. The relationship between language anxiety and students' participation in foreign language classes

    OpenAIRE

    Zhanibek, Ardak

    2001-01-01

    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. ...

  13. "Those Anime Students": Foreign Language Literacy Development through Japanese Popular Culture

    Science.gov (United States)

    Fukunaga, Natsuki

    2006-01-01

    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…

  14. Foreign language classroom anxiety : A study of Chinese university students of Japanese and English over time

    NARCIS (Netherlands)

    Jin, Yinxing

    2016-01-01

    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

  15. Foreign language interactive didactics

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    Arnaldo Moisés Gómez

    2016-06-01

    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.

  16. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    OpenAIRE

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this di...

  17. Teaching the Anxiety of Learning a Foreign Language That Influences High School Students in Learning French as a Second Foreign Language "The Case of Denizli"

    Science.gov (United States)

    Kusçu, Ertan

    2017-01-01

    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,…

  18. Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates

    Science.gov (United States)

    Lababidi, Rola Ahmed

    2016-01-01

    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…

  19. How to Improve Pragmatic Competence of Students Learning Chinese as a Foreign Language

    DEFF Research Database (Denmark)

    Zhang, Chun

      It is not an easy task for teachers to teach Chinese as a foreign language to the students who have completed the foundation levels of Chinese language and are embarking on more specialized work. The level of these students can be roughly characterized as 'advanced'. One of the most challenging...... tasks is how to improve the pragmatic competence in Chinese language for the 'advanced' students. The solution to the task is to develop language skills in the course of focusing on thinking about Chinese and cultures. This paper takes teaching practice and teaching examples as starting points......, elucidating the instructional framework in how to design warm-up activities for students, the theoretical basis of teaching, as well as design focus from the perspective of cognitive science. Aiming at the students at advanced level, the design of warm-up activities should not only emphasize language points...

  20. What Drives Students of Vocational Training Program? An Investigation on the Significance of Foreign Language Acquisition

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    Irina M. Solodkova

    2017-12-01

    Full Text Available The paper dwells on the distinguishing the motives that drive students of vocational training program in terms of foreign language acquisition being the main component of future employment success. In fast-changing world which is teemed with new challenges and career patterns foreign language acquisition is viewed as a foremost aspects of promotion. The aim of the current study was to identify the main motives that drive students of vocational training program for foreign language acquisition and later equip higher education authorities and teaching staff with the data to improve language education complying with the students’ requirements. To find out internal and external motives of the students enrolled to the program at The Educational Center for Professional Communicative Training of Kazan Federal University a questionnaire survey was organized. The results of the research identify that there are differences in students’ priorities of external and internal motives and there is a prevalence of the internal ones. It is accounted for by the fact that students of the program realize the significance of foreign language acquisition for their personal needs and future professional activity. But practically all of them emphasized the same personal and interpersonal factors of internal motivation. The obtained findings will be exploited as recommendations in designing the syllabus and will be of great help in choosing the appropriate forms and techniques in carrying out the course.

  1. Foreign Language Study in Budapest.

    Science.gov (United States)

    Feinberg, Lilian O.; Tarjan, Jeno

    1968-01-01

    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…

  2. Difficulties that Students who Learn Turkish as a Foreign Language Encounter During Listening Skills

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    Abdullah KALDIRIM

    2017-04-01

    Full Text Available Listening skills play an important role in an individual’s communication with others and in their understanding of the environment. Since it provides a basis for the acquisition of language skills it is one of the most important learning tools, and because it is frequently used in everyday life and in the learning process, listening skill is the foreground of foreign language teaching. It is important for students to understand what they listen to in order that they do not encounter any difficulties in the language learning process. To ensure success in the environments where the Turkish language is taught as a foreign language, it is necessary to follow the listening processes of the students attentively and to identify the problems they face during this process. This study aims to identify the listening barriers encountered by university students learning Turkish as a foreign language at level B2, and was designed based on a qualitative research approach and a phenomenological design. Within the scope of the study, eight students studying at Dumlupınar University’s TÖMER (Turkish & Foreign Languages Research and Application Center were identified as participants. Data were collected through semi-structured interviews conducted with students included in the sample, and descriptive analysis technique was applied in the analysis of the research data. Participants expressed views that they often encountered problems such as accented speech, frequent use of idioms and proverbs during listening, lack of vocabulary development, and lack of emphasis and voice intonation during speech. Also, factors that make listening easy to understand are identified as the other languages they speak, good vocabulary knowledge, interesting topics, listening to audiovisual elements, and the speaker’s use of gestures and mimics.

  3. Psychological Attributes in Foreign Language Reading: An Explorative Study of Japanese College Students

    Science.gov (United States)

    Mikami, Hitoshi; Leung, Chi Yui; Yoshikawa, Lisa

    2016-01-01

    This study explores the internal structure of psychological attributes (i.e., motivation, belief and emotion) related to foreign language reading (FLR) (hereafter FLR attributes) and checks the utility of existing FLR attribute measurements for the specific learner group (i.e., Japanese university students studying English as their foreign…

  4. Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China

    NARCIS (Netherlands)

    Wei, M.; Brok, den P.J.; Zhou, Yalun

    2009-01-01

    We examined the relationship between English as a Foreign Language (EFL) teachers’ interpersonal behaviour and students’ fluency in English in secondary education in China. A total of 160 students from four classes in the southwest part of China were asked to assess their teachers’ interpersonal

  5. Equity Traps Redux: Inequitable Access to Foreign Language Courses for African American High School Students

    Science.gov (United States)

    Schoener, Herbert Joseph, III; McKenzie, Kathryn Bell

    2016-01-01

    Although much of the current educational research literature on achievement gaps has focused on core curricular areas in public schools, few have focused on racially identifiable gaps in non-core areas such as high school foreign languages. These achievement, and thus advancement, gaps often result in the under-representation of students of color…

  6. Linguistic Competence Profiles in English as a Foreign Language in Mexican University Students.

    Science.gov (United States)

    Vivaldo-Lima, Javier; Gonzalez-Robles, Rosa O.; Castillo-Morales, Alberto

    Linguistic competence in English (LCE) as a foreign language has been acknowledged as an important determinant of academic success in higher education. The purpose of this study is to determine the LCE profiles of Mexican freshman students as well as the main factors associated with differences in linguistic competence between proficient and poor…

  7. Developing Students' Intelligent Character through Linguistic Politeness: The Case of English as a Foreign Language for Indonesian Students

    Science.gov (United States)

    Mariani, Nanik

    2016-01-01

    English is a foreign language that must be taught at school, particularly in secondary school. Based on a preliminary observation of several secondary schools in Banjarmasin, it appears that the English taught focuses most on concepts or language formulas. Most of the students who interact in English during the learning process do not use…

  8. Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

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    Graham-Marr Alastair

    2015-01-01

    Full Text Available Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

  9. Investigating the Information Needs of University Students in Foundational Foreign Language Courses

    Directory of Open Access Journals (Sweden)

    Glenna Westwood

    2012-06-01

    Full Text Available This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

  10. Creativity in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Monika Ševečková

    2016-09-01

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

  11. [Union-Endicott Schools: Foreign Language Program.

    Science.gov (United States)

    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.…

  12. SOME ASPECTS OF ADVANCED FOREIGN LANGUAGE TRAINING OF STUDENTS OF NON-SPECIAL DEPARTMENTS AT HIGH SCHOOLS

    Directory of Open Access Journals (Sweden)

    Andrij Turchyn

    2017-03-01

    Full Text Available The problem of modernization of non-special departments students’ foreign language training at Ukrainian high schools has been actualized. The author has defined the basic reasons for the failing of foreign language training as follows: restricted number of foreign language classes at non-special departments; violation of the principle of continuity of foreign language training in the hierarchy “secondary school – high school”; lack of motivation. It has been proved that among the primary tasks that need solving are the following: increasing of the course scope; revision of the organization, structure and content of the foreign language training, improving students’ motivation. The necessity to perform foreign language teaching within two training courses has been substantiated: for the students studying for their Bachelor’s Degree this is the standard (during I–III academic years and advanced (during III–IV academic years as an elective component of the curriculum, as well as for the students studying for the Master’s Degree. The necessity to seek foreign experience in level-based teaching of foreign languages and differentiate the standard course of a foreign language into the elementary and basic levels; to introduce the course “Foreign Language for Beginners” as an additional educational service for alignment, adjustment and development of foreign language knowledge and skills of students at high schools has been justified. The possibility to tackle the problem of students’ motivation improving is linked to a comprehensive approach that provides for the most effective education, development and implementation of a special system of training tasks; formation of social behaviour of collaboration and communication; improvement and modernization of teaching methods; implementation of existing pedagogical innovations (independent learning and metalearning, massive open social learning, „blended” learning, „Bring your

  13. Multilingual Effects on EFL Learning: A Comparison of Foreign Language Anxiety Experienced by Monolingual and Bilingual Tertiary Students in the Lao PDR

    Science.gov (United States)

    Phongsa, Manivone; Mohamed Ismail, Shaik Abdul Malik; Low, Hui Min

    2018-01-01

    Foreign language anxiety is common among adult learners, especially those who lack exposure to the language that they are learning. In this study, we compared the foreign language anxiety experienced by monolingual and bilingual tertiary students in the Lao People's Democratic Republic (Lao PDR) who were learning English as a Foreign Language. The…

  14. PSYCHOLOGICAL AND PEDAGOGICAL FACTORS OF STUDENT SELF-STUDY ORGANIZATION ON ACQUIRING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Iryna Zadorozhna

    2016-12-01

    Full Text Available Psychological and pedagogical prerequisites of student self-study organization on acquiring foreign language communicative competence have been defined and characterized. It has been proved that self-study effectiveness depends on self-regulation and motivation. The latter is amplified by creating a situation of development, modelling personally meaningful learning context aimed at creating a real product; collaborative learning, incorporating modern technologies, using problematic tasks, regular feedback, professionally-oriented learning. On the basis of scientific literature analysis it has been concluded that self-regulation of future foreign language teachers has the following structure: defining objectives, modelling meaningful conditions, action programming, results evaluation, program correction. Ways of developing self-control, self-evaluation and self-correction have been analyzed in the article. Pedagogical preconditions of effective self-study are the following: student knowledge of efficient methods and procedures of foreign language learning; selection of procedures and strategies adequate to the defined goals; an appropriate level of student information culture; ability to manage time and control results; timely correction on the basis of current control and self-control.

  15. Foreign Languages and Careers

    Science.gov (United States)

    Honig, Lucille J.; Brod, Richard I.

    1974-01-01

    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…

  16. Student engagement and foreign language learning through online social networks

    NARCIS (Netherlands)

    Akbari, E.; Naderi, A.; Simons, P.R.J.; Pilot, A.

    2016-01-01

    Introduction Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement.

  17. Testing foreign language impact on engineering students' scientific problem-solving performance

    Science.gov (United States)

    Tatzl, Dietmar; Messnarz, Bernd

    2013-12-01

    This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language.

  18. THE PROBLEM OF MOTIVATION AND METHODS OF ITS INCREASE AT STUDENTS OF NOT LANGUAGE TRAINING DIRECTION IN TEACHING FOREIGN LANGUAGE

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    Olga A. Danilova

    2016-03-01

    Full Text Available Introduction: the article is devoted to such an actual today issue as increasing of motivation of students learning foreign languages in non-language faculties of a contemporary university. The authors identify the main reasons causing the low level of language preparation among students of non-linguistic directions of preparation, which include – lack of motivation for the implementation of utterance (dominated by a strong belief that in real life it is not useful; small vocabulary; poor knowledge (or ignorance of grammar of the language being studied; the fear of making a mistake (“psycholo gical barrier”. Materials and Methods: the methodological basis of the research are scientific methods such as observation and experiment. In addition, the authors used some other methods such as study of students’ performance (written, examinations, tests, essays, dictations, summaries, etc.; method of pedagogical experiment; modeling. Results: in order to change this situation, the authors suggest to activate the teaching and speech activity of students at two levels: 1 motivation and impelling (to form among students sustained motive (need to speak and 2 tentatively and research (to train the ability to independently select and apply language and speech means appropriated to conditions and social environment. One must skillfully combine both traditional and innovative approaches and methods in the teaching of foreign languages, among which the authors identify a number of basic: the so-called gambling technology (business and role-playing games, information and communication technologies (presentations, projects, online tutorials, webinars, Internet communication with foreign counterparts, meetings and discussions with native speakers, participate in competitions and others. Their alternation on pairs will maintain the attention and interest of students at a high level. Discussion and Conclusions: it is noted that a key role in this process is

  19. Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language.

    Science.gov (United States)

    Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K

    1991-01-01

    Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.

  20. ORGANIZATIONAL AND METHODICAL BASES OF MULTICULTURAL SELF-ORGANIZATION OF STUDENTS IN THE ADDITIONAL FOREIGN LANGUAGE EDUCATION

    Directory of Open Access Journals (Sweden)

    V N Kartashova

    2016-12-01

    Full Text Available The article deals with the organizational and methodical bases of multicultural self-organization of the linguistic personality of the student in terms of additional foreign language education. According to the authors’ opinion, the methodological basis is a dialogue of cultures as a philosophy of mutual understanding, mutual relations in today’s global environment. Changing the socio-cultural context of foreign language education paradigm allows you to select multicultural (teaching a foreign language on the principle of “native culture - the culture of the foreign language speaking country - the culture of the world” and active (the development and functioning of a person in the normal course of his activities, where the starting point is the introduction of man to the world of culture and his self-development approach as a priority. The contents of additional education is oriented towards the disclosure and a possible solution of specific problems in the educational practice, and based on the principles of humanism and diversification.The article analyzes the individual programs of additional education and professional training in the field of foreign languages, developed by universities in recent decades. The authors present the experience of the scientific and methodological development and implementation at the department of foreign languages and teaching methods of Bunin Yelets State University of the additional foreign language education system that provides the multicultural self-organization of the student’s linguistic personality. The description of the program of professional retraining “The multicultural self-organization expert in the field of business, management and tourism (English”, designed for the students of non-language training areas, is presented, too. The positive dynamics of mastering foreign languages, the development of global attitude of the linguistic personality to the culture and his/her cultural

  1. Just-in-Time Teaching: A Tool for Enhancing Student Engagement in Advanced Foreign Language Learning

    Science.gov (United States)

    Abreu, Laurel; Knouse, Stephanie

    2014-01-01

    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…

  2. PERSISTENCE AND ACADEMIC ACHIEVEMENT IN FOREIGN LANGUAGE IN NATURAL SCIENCES STUDENTS

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    Alexandr I Krupnov

    2017-12-01

    Full Text Available The article discusses the results of empirical study of the association between variables of persistence and academic achievement in foreign languages. The sample includes students of the Faculty of Physics, Mathematics and Natural Science at the RUDN University ( n = 115, divided into 5 subsamples, two of which are featured in the present study (the most and the least successful students subsamples. Persistence as a personality trait is studied within A.I. Krupnov’s system-functional approach. A.I. Krupnov’s paper-and-pencil test was used to measure persistence variables. Academic achievement was measured according to the four parameters: Phonetics, Grammar, Speaking and Political vocabulary based on the grades students received during the academic year. The analysis revealed that persistence displays different associations with academic achievement variables in more and less successful students subsamples, the general prominence of this trait is more important for unsuccessful students. Phonetics is the academic achievement variable most associated with persistence due to its nature, a skill one can acquire through hard work and practice which is the definition of persistence. Grammar as an academic achievement variable is not associated with persistence and probably relates to other factors. Unsuccessful students may have difficulties in separating various aspects of language acquisition from each other which should be taken into consideration by the teachers.

  3. DEVELOPMENT OF ECOLOGICAL CULTURE OF STUDENTS IN THE PROCESS OF INTERCULTURAL COMMUNICATION IN FOREIGN LANGUAGE

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    L. M. Andryukhina

    2017-01-01

    Full Text Available Introduction. High level of ecological culture in modern society is the most important condition of self-preservation and sustainable development of a human civilization. The processes of globalization force to consider environmental problems with a support on polycultural practice, to take into account national and regional peculiarities in their integrity. Thus, there is the need of the international cooperation not only at the government level, but also at the levels of expert communities, separate groups of society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies, materials and documents of the international forums, summits and conferences of the UN and UNESCO. The aim of this publication is to present the authors’ didactic complex of development tools of ecological culture of students, and to show the potential of teaching foreign languages (on the example of French for students’ ecological culture formation by means of development of cross-cultural communicative competence.  Methodology and research methods. Culturological approach has been chosen as a key approach for creation of integrative model of development of ecological culture. The methods involve: the system-based analysis of the content of ecological education; generalization of the theory and practice of implementation of the international strategies of ecological culture development and the analysis of efficiency of the pedagogical technologies intended for this purpose; modeling of the process of formation of ecological culture of students. The diagnostics of components of students’ ecological culture has been performed by means of internal questioning, observation, and comparative analysis of group interactions. Also, pedagogical ascertaining experiments, methods of pedagogical design for forms of the educational environment organization, design of the educational programmes, and methods of graphical

  4. Moving Bravely towards Mobile Learning: Iranian Students' Use of Mobile Devices for Learning English as a Foreign Language

    Science.gov (United States)

    Dashtestani, Reza

    2016-01-01

    In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this…

  5. Understanding by Design (UbD) in EFL Teaching: The Investigation of Students' Foreign Language Learning Motivation and Views

    Science.gov (United States)

    Yurtseven, Nihal; Altun, Sertel

    2016-01-01

    In today's world, where learning a foreign language is highly prioritized, it is an important prerequisite that education has components that are lasting, meaningful, and transferable to everyday life. Moreover, these components would have a positive influence on student motivation. The purpose of this study is to investigate students' language…

  6. Support for improving reading ability of a student, literate in a foreign language

    OpenAIRE

    Begić, Emina

    2014-01-01

    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...

  7. Foreign Language Education Levels in the Dutch Population.

    Science.gov (United States)

    Oud-de Glas, Maria; Peels, Fons

    1991-01-01

    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…

  8. The Relationship between the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) Scores and Academic Success of International Master's Students

    Science.gov (United States)

    Arcuino, Cathy Lee T.

    2013-01-01

    The purpose of this study was to examine if the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) are related to academic success defined by final cumulative grade point average (GPA). The data sample, from three Midwestern universities, was comprised of international graduate students who…

  9. Students classified as LD and the college foreign language requirement: a quantitative analysis.

    Science.gov (United States)

    Sparks, R L; Philips, L; Ganschow, L; Javorsky, J

    1999-01-01

    This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

  10. Foreign Language Houses: Identities in Transition

    Science.gov (United States)

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

    2011-01-01

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

  11. FOREIGN LANGUAGE PROGRAMS OFFERED IN TURKISH UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Bengül CETINTAS

    2016-10-01

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

  12. An analysis of various scholarly approaches to the acquisition of Chinese characters by students of Chinese as a foreign language

    DEFF Research Database (Denmark)

    Ptaszynski, Signe Overgaard

    2007-01-01

    Wang Bixia et al. (1997) and Jiang Liping (1998) investigated what learning strategies students of Chinese as a foreign language employ when learning Chinese characters. On the basis of their research they suggest what pedagogical methods the teacher should apply in order to make the task easier...

  13. Foreign Language Classroom Anxiety among China Chinese Students Undergoing the Laureate English Programme in INTI International University, Malaysia

    Science.gov (United States)

    Ampalagan, Meghavaani d/o; Sellupillai, Mogana d/o; Yap, Sze Sze

    2014-01-01

    The purpose of this study was to investigate the relationship between foreign language classroom anxiety (communication apprehension, test anxiety and fear of negative evaluation) among Mainland Chinese students undergoing the Laureate English Programme in INTI International University, Malaysia. The participants of this study consisted of 75…

  14. Exploration of the Attitudes of Freshman Foreign Language Students toward Using Computers at a Turkish State University

    Science.gov (United States)

    Akbulut, Yavuz

    2008-01-01

    The present study expands the design of Warschauer (1996) surveying freshman foreign language students at a Turkish university. Motivating aspects of computer assisted instruction in terms of writing and e-mailing are explored through an exploratory factor analysis conducted on the survey developed by Warschauer (1996). Findings suggest that…

  15. Using Media in the Foreign Language. Case Study Media Use of the Students of the Babes- Bolyai University, Romania

    Directory of Open Access Journals (Sweden)

    Meda MUCUNDORFEANU

    2010-01-01

    Full Text Available In the last few years, thanks to the Internet, access to foreign language media has become more and more easy, which is why the number of foreign language media users has increased. This research focuses on exploring the use of German speaking media by Romanian students from the German speaking departments of the Babes-Bolyai University in Cluj-Napoca. The theoretical background of the study is the Uses and Gratifications theory. The research methods applied were the focus group, followed by a survey applied to a representative number of students. Our research highlighted the fact that the students from German language programs often used German television and German websites. In regard to the German media in general, most respondents stated that they satisfy, in a very large mount, the needs described by the Uses and Gratifications model.

  16. Teaching vocabulary to elementary level students learning Russian as a foreign language: topic "My family and I"

    OpenAIRE

    Vesnina, L. E.

    2017-01-01

    The article describes a lesson "My Family and I" for elementary level students learning Russian as a foreign language. This topic is the first in the academic subject Russian Vocabulary. The article sums up the experience of teaching this subject to Chinese students learning Russian at the Ural State Pedagogical University. The content and the aims of the lesson "My Family and I", as well as the subject Russian Vocabulary, are based on the communicative approach to teaching Russian as a forei...

  17. Japanese attitudes towards foreign languages.

    Science.gov (United States)

    Abe, Keiko

    2004-01-01

    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.

  18. Metacognitive and language-specific knowledge in native and foreign language reading comprehension: an emprical study among Dutch students in grades 6, 8 and 10

    NARCIS (Netherlands)

    Schoonen, R.; Hulstijn, J.; Bossers, B.

    1998-01-01

    This article gives the results of a study among 685 students in grades 6, 8 and 10 in the Netherlands to whom we administered grade-appropriate measures of reading comprehension and vocabulary knowledge in their native language (NL), Dutch, as well as, in grades 8 and 10, in English as a foreign

  19. Beyond the “Handicapped” Label: Narrating Options to Teach Foreign Languages to Blind and Visually Impaired Students

    Directory of Open Access Journals (Sweden)

    Imperio Arenas González

    2012-12-01

    Full Text Available This article describes the research project carried out with a blind student, who studied French at a public university. The pedagogical experience over three years began in a classroom when a foreign language teacher and educator felt herself “handicapped,” as she had not been prepared for working with blind people. In order to put her student on the same level of other students in terms of study possibilities, the teacher entered the blind and visually impaired students’ world through Braille. She designed methodologies in order to encourage the autonomous learning of the foreign language as well as tried to motivate other blind or visually impaired people to acquire the same knowledge.

  20. Methodology of a Modern Foreign Language Lesson for Postgraduate Students of Technical Disciplines

    Science.gov (United States)

    Toporkova, Olga; Novozhenina, Elena; Tchechet, Tamara; Likhacheva, Tatiana

    2014-01-01

    The integration of Russia into the international common space of research and education accompanied by modernization of the national system of education puts forward new demands to postgraduate education. The processes of integration and modernization increase the importance of learning a foreign language for a future scientist. The article deals…

  1. Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

    Science.gov (United States)

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…

  2. Culture Input in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    胡晶

    2009-01-01

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

  3. Foreign Language Folio. A Guide to Cultural Resources and Field Trip Opportunities in the San Francisco Bay Area for Teachers and Students of Foreign Languages, 1983-85.

    Science.gov (United States)

    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,…

  4. Use of internet technologies for students' communicative competence development in the process of professional foreign language study in technical universities

    Science.gov (United States)

    Khasanova, A. N.

    2017-01-01

    Problems of mature thinking formation and development of foreign-language professional communicative competence of competitive graduates of technical universities are considered in the article. The most important factors influencing the achievement of high standard of knowledge, students' abilities and skills and increase of their abilities to establish deep meta-subject connections due to Internet technologies in the course of professional foreign language training are analyzed. The article is written on the basis of project material "Network School of National Research Nuclear University MEPhI" aimed at optimization of technological aspect of training. The given academic on-line program assigns to the teacher a part of an organizer who only coordinates creative, academic students' activity.

  5. Can memory training positively affect the skills of learning a foreign language and support learning English by older students?

    Directory of Open Access Journals (Sweden)

    Agata Kozak

    2012-12-01

    Full Text Available The experiment covered in this paper was conducted from November 2011 until February 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT project which was realised as a Grundtvig partnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English by senior students.

  6. Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

    Directory of Open Access Journals (Sweden)

    Belgin Aydin

    2012-01-01

    Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program

  7. Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students.

    Science.gov (United States)

    Sumskas, Linas; Czabanowska, Katarzyna; Bruneviciūte, Raimonda; Kregzdyte, Rima; Krikstaponyte, Zita; Ziomkiewicz, Anna

    2010-01-01

    Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project "Specialist English as a foreign language for European public health." The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future. MATERIAL AND METHODS. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. RESULTS. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47+/-1.14) and Polish (3.31+/-0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). CONCLUSIONS. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive

  8. Survey of Foreign Language Course Registrations and Student Contact Hours in Institutions of Higher Education, Fall 1970 and Summer 1971. Final Report.

    Science.gov (United States)

    Brod, Richard I.

    This study, the tenth in a series, presents college language registration and student contact hour data for all modern and classical language programs in the United States. The body of the report consists of 24 tables summarizing the data, and a directory of the 2,353 institutions that reported registrations in one or more foreign languages.…

  9. Nasreddin Hodja Tales May Inspire Turkish Foreign Language Gifted and Talented Students to Speak Better English

    Science.gov (United States)

    Yurtbasi, Metin

    2016-01-01

    This study deals with a special methodology to meet the special needs of Turkish gifted and talented students (GTS) in terms of improving their English oral proficiency. Most GTS are known to have been born also "gifted in languages". Their language awareness shows by their "communicative skills, creative flair and arguing and…

  10. Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages

    Science.gov (United States)

    Öztürk, Kadim

    2014-01-01

    Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…

  11. TEACHING MASTER STUDENTS OF THE DIRECTION «MUSICAL EDUCATION» TO CONDUCT A SCIENTIFIC DISCUSSION IN A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    V. V. Guzikova

    2018-01-01

    Full Text Available Introduction. In modern education, against the backdrop of rapidly increasing processes of informatization and globalization as well as the requirements of specialists’ mobility, one of the priorities is vocational-oriented education in foreign languages. It ensures the formation of students’ ability to communicate in foreign languages in specific professional, business, scientific spheres and situations, taking into account the peculiarities of their future profession. The aims of this article are the following: to reveal the peculiarities of the organization of teaching foreign languages in the master’s degree of a non-linguistic high school; to present effective methods, approaches, and techniques of working with master students of the direction of “Musical Education”. Methodology and research methods. In the process of the research, such theoretical scientific methods as analysis, synthesis, specification, and generalization were used. The experimental design of the present study was based on the concept of Lifelong Learning. The methods of interview, observation and testing were applied. Results and scientific novelty. The authors have developed a set of exercises for mastering the skills of conducting a scientific discussion by the master students of the direction “Music Education”. The proposed technique has a cross-disciplinary character. It is designed to teach the students how to effectively communicate with colleagues in a foreign (English language when performing professional tasks, including scientific and research activities. The samples of particular tasks are given. Practical significance. The research materials may be of interest to methodologists, educators, and teachers of the system of continuous professional education.

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

    African Journals Online (AJOL)

    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.

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

    Science.gov (United States)

    Sparks, R L; Miller, K S

    2000-01-01

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

  14. Neurology of foreign language aptitude

    Directory of Open Access Journals (Sweden)

    Adriana Biedroń

    2015-01-01

    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.

  15. Applying Language Learning Strategies in the Foreign Language Listening Comprehension: A Study of Islamic Senior High School Students

    Directory of Open Access Journals (Sweden)

    DIAN PERTIWI

    2018-05-01

    Full Text Available The main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. The population of this study was 138 eleventh grade students of Islamic Senior High School number 2 Palembang. The sample was all of eleventh grade students in social class. The total number of the student was 138. Since 16 students were absent, so the sample consisted of 122 students. To collect the data in order to measure the students’ language learning strategies and listening comprehension, SILL (strategy inventory in learning language and listening comprehension test from TOEFL Junior test were used in this study. The Pearson correlation was used in analyzing the data using SPSS 16. The result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. The result from listening comprehension test showed that most of the students were in very poor level. Furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011 was lower than r-table (0.1779 then the level of probability or sig. value (.902 was higher than .05. From the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of Islamic Senior High School number 2 Palembang.

  16. Effective Reading in a Foreign Language: An Experimental Reading Course in English for Overseas Students.

    Science.gov (United States)

    Hill, J. K.

    1981-01-01

    Describes experimental program at the Language Center of the University of Kent at Canterbury in which Belgian university students participated in a course designed to increase their English reading speed. Purpose of course was to decrease tendency to concentrate on every word. Results suggest the participating students made significant progress.…

  17. Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

    Directory of Open Access Journals (Sweden)

    Belgin Aydın

    2012-01-01

    Full Text Available This paper is concerned with the modifications implemented in a second year foreign language (FL reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help the students perceive reading positively free from the anxiety. This paper reports on the responses of students to the modifications implemented in the second year reading program. The participants of the study were 50 FL students who were in their second year at a state university in Turkey. All participants had already taken the first year reading course and were enrolled in the second year reading course. It was based on two qualitative research instruments. The first instrument was a semi-structured questionnaire administered to all participants. The second one was a semi-structured interview conducted with half of the participants to obtain more in depth information concerning the modifications that had been introduced. Both instruments revealed that students responded positively to the modifications introduced. The results of the study put forward that obtaining students’ opinions, giving them responsibility and involving them in decision making processes enhance their motivation, confidence and analytical skills while reading in a foreign language.

  18. Unsuccessful Study Habits in Foreign Language Courses.

    Science.gov (United States)

    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.…

  19. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

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    Ioana Claudia Horea

    2014-12-01

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

  20. South Korean University Students' Perceptions of Different English Varieties and Their Contribution to the Learning of English as a Foreign Language

    Science.gov (United States)

    Ahn, So-Yeon; Kang, Hyun-Sook

    2017-01-01

    This study explored South Korean university students' perceptions of different English varieties and their speakers, student attitudes towards the learning of English and its varieties, and the role of these attitudinal variables in the learning of English as a foreign language. One-hundred-one students who were enrolled in four sections of a…

  1. Language & Culture in English as a Foreign Language Teaching: a socio-cultural experience of some exchange students from Piauí Federal Institute

    Directory of Open Access Journals (Sweden)

    Giselda dos Santos Costa

    2018-04-01

    Full Text Available The internationalization of higher education has been dramatically intensified over the last fifteen years in Brazil, creating wide-ranging opportunities as well as threats and limitations in relation to foreign language teaching practices and the teaching of culture. Many linguists and anthropologists (BYRAM, 1997; KRAMSCH, 1993; MCKAY, 2003; JENKINS, 2005 have stated that for communication to be successful the use of language must be associated with other culturally appropriated behavior, not just linguistic rules in the strict sense. In this article, we discuss the problems related to internationalization, more specifically, the discussion revolves around the sociocultural challenges faced by some students of the Federal Institute of Piauí (IFPI regarding their experiences in the Science without Borders program spread through five countries. By using qualitative interviews, the results revealed that students had sociocultural problems which could be avoided if English teachers had worked in the language classroom before the execution of the exchange program.

  2. Foreign Language Attrition.

    Science.gov (United States)

    de Bot, Kees; Weltens, Bert

    1995-01-01

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

  3. Testing Foreign Language Impact on Engineering Students' Scientific Problem-Solving Performance

    Science.gov (United States)

    Tatzl, Dietmar; Messnarz, Bernd

    2013-01-01

    This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in…

  4. "Spanish as a Foreign Language" Teachers' Profiles: Inclusive Beliefs, Teachers' Perceptions of Student Outcomes in the TCLA Program, Burnout, and Experience

    Science.gov (United States)

    Rojas Tejada, Antonio J.; Cruz Del Pino, Raquel M.; Tatar, Moshe; Jimenez Sayans, Pablo

    2012-01-01

    The present study focuses on the Temporary Classroom of Linguistic Adaptation program (TCLA program) in which specialist teachers (Spanish as a foreign language teachers--SFL teachers) teach Spanish to immigrants who are not proficient in the language. We suggest that support for immigrant students in Spanish schools should adopt a new inclusive…

  5. Foreign Language Learners' Motivation and Its Effects on Their Achievement: Implications for Effective Teaching of Students Studying Japanese at Universiti Brunei Darussalam

    Science.gov (United States)

    Keaney, Minako; Mundia, Lawrence

    2014-01-01

    An increasing number of students at the University of Brunei Darussalam are studying the Japanese language. However, research on the relationship between learners' motivation and their achievement has not been given sufficient attention in Japanese foreign language education compared to English in Brunei. The present study, which utilized a…

  6. Linguistic coding deficits in foreign language learners.

    Science.gov (United States)

    Sparks, R; Ganschow, L; Pohlman, J

    1989-01-01

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

  7. VIDEO BLOGGING AS AN INNOVATIVE FORM OF THE PROJECT ACTIVITY IN FOREIGN LANGUAGE TEACHING TO JOURNALISM STUDENTS

    Directory of Open Access Journals (Sweden)

    M. V. Petrova

    2018-01-01

    Full Text Available Introduction. The appearance of new formats and ways of presenting information inevitably affects the educational process and leads to the necessity to revise the paradigm of pedagogical attitudes and tools of the teaching activity, which in turn generates a number of methodological and didactic problems to be solved. The relevance of the research topic is caused by the current tendency of the distribution of video blogging as an information activity tool that affects the educational environment. There is a steady development of video blogging (a special kind of blog, where the emphasis is made on video information as a new channel of communication in the educational services market, and using it as a separate form of non-educational project activity within the framework of mastering one or another academic discipline. In the conditions of deficiency of classroom hours and increase in student independent work, project-based education is becoming more and more demanded type of training. Currently, interdisciplinary projects are being widely disseminated at high school; these projects are aimed at vocational guidance for a foreign language, they meet the requirements of the new communication reality and the needs of modern educational systems. The aim of the publication is to consider video blogging as an innovative form of project-oriented learning a foreign language and to characterize the features of creating and implementing media content within the framework of a foreign language training course. Methodology and research methods. In the course the research, such theoretical scientific methods as analysis, synthesis, concretization, generalization, as well as hypothetical-deductive and design methods were applied. Results and scientific novelty. For the first time the article deals with the structure of video blogging as a project work and as a form of professionally oriented foreign language teaching as well, also there are formulated basic

  8. Learning Foreign Languages with ClipFlair: Using Captioning and Revoicing Activities to Increase Students' Motivation and Engagement

    Science.gov (United States)

    Baños, Rocío; Sokoli, Stavroula

    2015-01-01

    The purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This…

  9. DEVELOPING LISTENING SKILLS FOR IMPROVING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Iryna Lobachova

    2016-04-01

    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.

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

    Science.gov (United States)

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

    2013-01-01

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

  11. Culture in Foreign Language Teaching

    Science.gov (United States)

    Kramsch, Claire

    2013-01-01

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

  12. Foreign Language Learning in Sweden.

    Science.gov (United States)

    Orpet, Brian R.

    1984-01-01

    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)

  13. Strengthening Foreign Language Professional Organizations.

    Science.gov (United States)

    Dunham, Lowell

    1971-01-01

    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…

  14. Students classified as LD who received course substitutions for the college foreign language requirement: a replication study.

    Science.gov (United States)

    Sparks, Richard L; Philips, Lois G; Javorsky, James

    2002-01-01

    This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false.

  15. Workshop on Language Student Attrition

    National Research Council Canada - National Science Library

    Whelan, Bree

    2001-01-01

    Seventy individuals from Government agencies (military and civilian), academia, and contractor organizations attended all or parts of a Workshop on student Attrition held at the Defense Language Institute Foreign Language Center (DLIFLC...

  16. The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language

    Science.gov (United States)

    Lavalle, Pamela I.; Briesmaster, Mark

    2017-01-01

    Teachers of English as a foreign language (EFL) encourage students to take a more active role in the oral activities in the classroom through different strategies. This study examines the use of picture descriptions as a strategy to develop and enhance communication skills among the eighth-grade students attending a private English school in…

  17. The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

    Science.gov (United States)

    Balci, Özgül

    2017-01-01

    This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

  18. An Inventory of Foreign Language Cultural Resources.

    Science.gov (United States)

    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,…

  19. QUESTIONNAIRE ON FOREIGN LANGUAGE LEARNING STYLES FOR BUSINESS AND ENGINEERING STUDENTS

    Directory of Open Access Journals (Sweden)

    Suzana Carmen CISMAS

    2015-06-01

    Full Text Available Our current approach offers an opportunity to analyse the trends in a wide range of educational topics, policies and best practice over the past decade and to assess the challenges lying ahead. We hope that this body of data and information will serve as a valuable source for decision makers in various education areas. Reviewing and reforming educational strategies need to be performed so as to ensure access to high quality instruction and training for all citizens, thus facilitating long-term socio-economic growth and stability. This study analyses the main young adult English learning styles & strategies used in acquiring and improving the communicative competence in English for effectively meeting the demands of the future career. The labour market nowadays is characterized by rapid changes in technology, spectacular developments, higher standards and unprecedented mobility and comfort. All these have essentially changed the way we live and communicate, generating the need for lifelong learning, not only for jobs, but also for active and creative adaptation to the rhythm of common daily life. Foreign language(s communication competences, as well as computer skills, are indispensable for meeting the current employment standards.

  20. Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

    Science.gov (United States)

    Chou, Mu-Hsuan

    2016-01-01

    Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English…

  1. Foreign Language Learning in a "Monoglot Culture": Motivational Variables amongst Students of French and Spanish at an English University

    Science.gov (United States)

    Oakes, Leigh

    2013-01-01

    The study on which this article is based investigated reasons for learning a foreign language at university in a predominantly English-speaking environment (the UK). It examined the relative importance of motivational variables as theorised in the field of second language (L2) motivation, and the effect of first language (L1) and linguistic…

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

    Directory of Open Access Journals (Sweden)

    Meihua Liu

    2011-01-01

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

  3. Communicative – Activity Approach in Learning Foreign Language

    Directory of Open Access Journals (Sweden)

    Dariga A. Bekova

    2015-01-01

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

  4. PROSPECTIVE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE SOCIOCULTURAL COMPETENCE: MONITORING PRINCIPLES

    Directory of Open Access Journals (Sweden)

    Olena Ishutina

    2016-04-01

    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.

  5. Analyzing Student’s Attitude towards Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Karwan Talaat Rashid

    2017-06-01

    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.

  6. The Features of Using the Information Technologies to Solve the Problems of Teaching the Foreign Language for the Postgraduate Students

    Directory of Open Access Journals (Sweden)

    Marina Alexeevna Laskovets

    2014-05-01

    Full Text Available The strategy of forming a competitive linguistic space dictates a necessity to use modern IT and means of distance learning while teaching foreign languages to postgraduates of non-linguistics higher learning institutions. The problems of designing, implementation and support of the information security systems in the technologies of distant foreign language teaching become essential in a multidiscipline approach of teaching postgraduates.

  7. Cultural and social change of foreign students in Indonesia: The influence of Javanese Culture in Teaching Indonesian to Speakers of Other Languages (TISOL)

    Science.gov (United States)

    Saddhono, Kundharu

    2018-03-01

    Teaching Indonesian to Speakers of Other Languages (TISOL) program is increasingly in demand by people in various parts of the world. Foreign students learn a lot of Indonesian language in major cities in Indonesia. The purpose of this study is to explain the cultural and social changes of foreign students in Indonesia, especially in Java, which is following TISOL program. This study focused on the influence of Javanese culture on foreign students studying Indonesian in Java. Research method used is descriptive qualitative with ethnography approach. This research was conducted in TISOL program organized by in Central Java, East Java, and Yogyakarta. Sources of data used are documents and informants. The sampling technique used is purposive sampling. Purposive sampling is considered more capable to obtain complete data in the face of various realities. Data collection techniques are done by reviewing documents or records using content analysis techniques. Other techniques used are interview techniques with some students and lecturers to get data about the factors that affect the cultural and social changes of foreign students in Indonesia. Also, interviews were also conducted with teachers to request a different process in TISOL. The most common way used to improve validity in qualitative research is the triangulation technique. In this study used triangulation theory, triangulation method, and review of informants. The results show that using Javanese culture is very influential in the cultural and social changes of foreign students in Indonesia. Students become more enthusiastic and active in responding to learning in TISOL that is influenced by Javanese culture. The change comes from internal and external students. This change helps foreign students to understand Indonesian language and culture more comprehensively.

  8. Neurology of Foreign Language Aptitude

    Science.gov (United States)

    Biedron, Adriana

    2015-01-01

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

  9. Travel, emotion and identity: an exploration into the experiences of students in post 16 education for whom studying in English means working in a foreign language and culture

    OpenAIRE

    Underwood, M James

    2016-01-01

    This paper involves an exploration into the experiences of students in post 16 education taking traditional academic subjects, in the UK, for whom studying in English means working in a foreign language and culture. The students who formed the sample were high achieving students aged sixteen and seventeen from China, Vietnam and Thailand who had come to study in the UK in order to proceed to a British University. In the first part of this paper, the author proposes a conceptual framework suit...

  10. Enlightenment From Motivation In Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    张楠

    2015-01-01

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

  11. OF LANGUAGE EDUCATION POLICY AND CHILD FOREIGN ...

    African Journals Online (AJOL)

    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 ...

  12. International Business Culture: Merging Business with Foreign Language Cultural Expertise.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Alpar, Melek

    2013-01-01

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

  14. Using State Space Grids to analyze the dynamics of teacher-student interactions in foreign language classrooms

    NARCIS (Netherlands)

    Smit, Nienke; de Bot, Cornelis; van de Grift, Wim

    2016-01-01

    Many scholars have stressed the importance of the role of interaction in the language learning process (Kramsch, 1986; Van Lier, 1996; Ellis, 2000; Walsh, 2011). However, studies on classroom interaction between foreign language (FL) teachers and a group of FL learners are rare, because they are

  15. The Relationship of Korean Students' Age and Years of English-as-a-Foreign-Language Exposure with English-Reading Ability: A Cross-Age Study

    Science.gov (United States)

    Fitzgerald, Jill; Stenner, A. Jackson; Sanford-Moore, Eleanor E.; Koons, Heather; Bowen, Kimberly; Kim, Kee Hyung

    2015-01-01

    The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…

  16. Ugly Ducklings or Beautiful Swans? Exploring the Truths of Hard of Hearing Students' Foreign Language Learning Experiences in the Postsecondary Education

    Science.gov (United States)

    Liao, Yi-hung

    2010-01-01

    This study examines how specific experiences of disability (i.e. hearing loss) come into being and how they are articulated within foreign language educational practices. It particularly explores issues of social justice and equity regarding the discursive embracement of power relations and situated contextualization of hard-of-hearing students'…

  17. How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading without Meaning and the Simple View

    Science.gov (United States)

    Sparks, Richard L.; Luebbers, Julie

    2018-01-01

    Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and…

  18. Rewarding Foreign Language Learning: Effects of the Swedish Grade Point Average Enhancement Initiative on Students' Motivation to Learn French

    Science.gov (United States)

    Henry, Alastair

    2017-01-01

    In order to reinstate interest and motivation for learning foreign languages (FLs) other than English, the Swedish government has recently reformed the system for admission to higher education. Upper secondary students who continue with the FL learnt in secondary school are rewarded with extra credits that considerably enhance their grade point…

  19. The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners.

    Science.gov (United States)

    Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M

    1992-12-01

    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.

  20. An Analysis on Communication strategies Employed by Indonesian English as Foreign Language Adult Students

    Directory of Open Access Journals (Sweden)

    Nizar Mohamed

    2018-01-01

    Full Text Available As an EFL country, English Language Teaching (ELT in Indonesia should be more focused on developing students’ strategy, particularly communication strategy (CS. The reason is because these students are triggered by instrumental motivation in learning English. However, awareness toward CS should also be possessed by teachers so they can develop students’ CS through certain way. Unfortunately, it is rarely found English teacher who is aware about this notion. Thus, this study was conducted to provide data about initial CS of adult students in private university in Bali. According to experts, this age level has already got fully developed cognitive and linguistic capabilities. Thus, they are considered to be able to employ and use CS well. Through this study it is found that they possess 20 initial CSs out of 38 CSs from the referred taxonomy. The findings of this study could be beneficial for the development and novelty of future research concerning with CS and to enhance teachers’ awareness toward CS, particularly the ones who establish private course offering intensive speaking program as well as for the lecturers in the concerned university.

  1. Revisiting Problems with Foreign Language Aptitude

    Science.gov (United States)

    Safar, Anna; Kormos, Judit

    2008-01-01

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

  2. The Role of Hispanic America in the Teaching of Spanish as Foreign Language: Representations of Students and Teachers

    OpenAIRE

    Cruz, Mário; Araújo e Sá, Maria Helena

    2016-01-01

    We believe that with the positioning of Spanish as an international language and the prominent role of Hispano- American countries in the vitality and projection of this language (Mora-Figueroa, 1998), there is a need for the inclusion of linguistic and cultural varieties in the teaching and learning process of Spanish as Foreign Language, in a context where the Spanish varieties in course books and practices still prevail (cf. Kraviski, 2007). In this paper we propose an analysis of the r...

  3. Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students Helping students into, through, and beyond: reading strategies for english-as-a-foreign-language students

    Directory of Open Access Journals (Sweden)

    Sandra Mano

    2008-04-01

    Full Text Available Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language. Reading and writing research indicates that students do both activities more successfully if the process that readers and writers engage in is consciously activated to aid in the production of products. In writing instruction, this has led to a focus on facilitating the composing process through the introduction of pre-writing, composing, revising, and editing activities. Currently the same types of strategies are available to facilitate the reading process. Many of these, developed by individual teachers or projects such as the California Literature Project, aim to help students read challenging materials in their first language.

  4. THE ‘UNFORGETTABLE’ EXPERIENCE OF FOREIGN LANGUAGE ANXIETY

    Directory of Open Access Journals (Sweden)

    Morana Drakulić

    2015-09-01

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

  5. Students’ Attitudes towards Vocational Foreign Language Course

    OpenAIRE

    Ozer, Selda; Yılmaz, Ercan

    2016-01-01

    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...

  6. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

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

  7. A Comparative Analysis of Contracted versus Alphabetical English Braille and Attitudes of English as a Foreign Language Learners: A Case Study of a Farsi-Speaking Visually Impaired Student

    Science.gov (United States)

    Mobaraki, Mohsen; Nazarloo, Saber Atash; Toosheh, Elaheh

    2017-01-01

    In the educational system of Iran, in which English is a foreign language, the duration of primary school is six years. After that, these English as a foreign language students enter high school and start to learn English during an additional six-year period. In years seven and eight, English textbooks are embossed in alphabetic English braille;…

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

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2015-01-01

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

  9. Cognitive independence in foreign language learning

    Directory of Open Access Journals (Sweden)

    Maylín Rodríguez Sánchez

    2015-09-01

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

  10. The Implications of Virtual World Technology for K-12 Students in a Foreign Language Course of Study

    Science.gov (United States)

    Parrott, David L.

    2014-01-01

    The use of virtual world technology for language instruction is a recent development in education. The goal of this study was to provide a functioning 3D environment for German language students to experience as avatars. The student's impressions, attitudes, and perceptions of this learning activity would be recorded and analyzed to see if this…

  11. Crossing the Bridge: Foreign Language Students' Reciprocal Images in (Inter)Cultural Mediation between Portugal and Turkey

    Science.gov (United States)

    Basílio, Daniel; Araújo e Sá, Maria Helena; Simões, Ana Raquel

    2016-01-01

    This study intends to highlight the role that Foreign Language Education (FLE), particularly in the Higher Education context, can play so as to contribute to the rapprochement of two distant and still mutually unknown countries such as Portugal and Turkey. In this sense, it ultimately aims at supporting the training of intercultural speakers,…

  12. Do Foreign Language Learners Need Failures?

    Directory of Open Access Journals (Sweden)

    Joanna Kic-Drgas

    2016-06-01

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

  13. Using arcade games to engage students in the learning of foreign and mother languages

    Directory of Open Access Journals (Sweden)

    Adelina Moura

    2015-03-01

    Full Text Available It is imperative to continue thinking about and reinventing education because mobile technologies and the Web are redefining where, when and from whom we learn. Authors from different study fields have recognised the multiple possibilities of video games for language learning and for interdisciplinary use. Education can benefit from the potential of these artefacts if properly integrated into the educational process. This article describes a language learning experience based on electronic games – of the ARCADE type. This research has been carried out in order to study the learning of vocabulary, grammar and other school curriculum in Portuguese and French classes, both in Elementary and Vocational Education. The results show that video games have a positive impact on motivation for learning and cognitive development. Students’ perceptions show that ARCADE games were helpful in improving vocabulary and language skills. Interest in these games was the same for boys and girls, however further studies are needed.

  14. A Global Approach to Foreign Language Education.

    Science.gov (United States)

    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"…

  15. Foreign Language Education Policy on the Horizon

    Science.gov (United States)

    Hult, Francis M.

    2018-01-01

    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…

  16. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

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    I Made Purna Wijaya

    2015-11-01

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

  17. The Examination of Listening Anxiety Level of the Students Who Learn Turkish as a Foreign Language

    Science.gov (United States)

    Halat, Sercan; Özbay, Murat

    2018-01-01

    In 21st century which witnesses a range of extraordinary technological improvements; along with the world's turning into global-village-like place, it is a vital need that a common communication network being built up as a result of the interaction among the people whose nation, culture, language and beliefs differ drastically. With the aim of…

  18. Dictionary Culture of University Students Learning English as a Foreign Language in Turkey

    Science.gov (United States)

    Baskin, Sami; Mumcu, Muhsin

    2018-01-01

    Dictionaries, one of the oldest tools of language education, have continued to be a part of education although information technologies and concept of education has changed over time. Until today, with the help of the developments in technology both types of dictionaries have increased, and usage areas have expanded. Therefore, it is possible to…

  19. The Role of Gender in Foreign Language Learning Attitudes: Japanese Female Students' Attitudes towards English Learning.

    Science.gov (United States)

    Kobayashi, Yoko

    2002-01-01

    Analyzed data from research on Japanese high school students' attitudes toward learning English to investigate female students' more positive attitudes toward English learning. Girls' attitudes toward English were affected by a composite of Japanese social and educational elements (e.g., characterization of English as a woman-dominant choice at…

  20. Activities Contributing a Great Deal to the Students' Interactive Skills in Foreign Language Classes

    Science.gov (United States)

    Asatryan, Susanna

    2016-01-01

    While teaching speaking it is desired to provide a rich environment in class for meaningful communication to take place. With this aim, various speaking activities can contribute a great deal to students in developing their interactive skills necessary for life. These activities make students active in the learning process and at the same time…

  1. Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

    Science.gov (United States)

    Razak, Norizan Abdul; Yassin, Amr Abdullatif; Maasum, Tengku Nor Rizan Bt Tengku Mohamad

    2017-01-01

    This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The…

  2. The Foreign Language Learning Value Beliefs of Japanese Elementary School Students

    Science.gov (United States)

    Martin, Ron Reuel

    2013-01-01

    This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3…

  3. Mistake management in a foreign language classroom

    OpenAIRE

    Volkova, Ekaterina

    2012-01-01

    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....

  4. The implementation of industrial training in tertiary education in Malaysia: Objectives, realisations and outputs in the case of foreign language students

    Science.gov (United States)

    Machart, Régis

    2017-02-01

    The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training for their benefit. In the early 2010s, unemployment rates of Malaysian undergraduates were increasing, although the job market was quite flexible. In order to improve students' employability, Malaysian universities decided to restructure their curricula. Industrial training, or Latihan Industri (LI), became a new mandatory requirement for all future undergraduates of the new programmes from 2011. LI aims to match students' academic training with the needs of the private sector. However, most companies were not prepared to accept the first influx of trainees from all types of programmes (sciences, social sciences or the humanities) in 2014. Consequently, many students could not find an appropriate LI position in the field they were studying, and were placed in positions for which they were poorly prepared. At the end of their LI, students had to submit a logbook of their activities as well as provide a final report in which they were asked to evaluate their experiences. A content analysis of these reports from four foreign language students who did their LI in different sectors (finance, education, industry and retail) provides interesting insights into the different skills required by Malaysian employers, irrespective of their sector of activity. The analysis of the reports raises the question of the adequacy of the academic training of foreign language students for the Malaysian job market, and the transferability of their acquired language skills to their new work environment.

  5. Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

    Science.gov (United States)

    Jacob, Laura Beth

    2012-01-01

    Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…

  6. Students with a foreign background in Italian Initial Vocational Education and Training (IVET and the access to Italian as Second Language

    Directory of Open Access Journals (Sweden)

    Luisa Daniele

    2017-11-01

    Full Text Available This paper is based on the results of a 2014–2015 quantitative survey on a sample of 1,840 foreign students and 1,835 Italian students, of which, 41% of the Italians and 35% of those of foreign origins interviewed were female. The overall age was between 14 and 24, and these students attended courses in the Initial Vocational Education and Training (IVET system in six Italian Regions: Emilia-Romagna, Lazio, Lombardy, Sicily, Tuscany, and Veneto. Language is the central issue in the survey, both in relation to the construction of multicultural and transcultural identity, and as a bridge to combine localisms with the global dynamics of migration, in its "dialect" edition. Some conclusive reflections on the enhancement of multilingualism in the Initial Vocational Education and Training (IVET system are proposed for the development of national strategies in order to strengthen intercultural teaching and curricula.

  7. Native language predictors of foreign language proficiency and foreign language aptitude.

    Science.gov (United States)

    Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James

    2006-06-01

    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.

  8. Internet Anxiety among Foreign Language Learners

    Science.gov (United States)

    Aydin, Selami

    2011-01-01

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

  9. Contribution of Error Analysis to Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Vacide ERDOĞAN

    2014-01-01

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

  10. Do English Teaching Materials Foster Foreign Language Education Affectively?

    Science.gov (United States)

    Isik, Ali

    2018-01-01

    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…

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

    Science.gov (United States)

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

    2012-01-01

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

  12. Modern Approaches to Foreign Language Teaching: World Experience

    Science.gov (United States)

    Shumskyi, Oleksandr

    2016-01-01

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

  13. Video Dubbing Projects in the Foreign Language Curriculum

    Science.gov (United States)

    Burston, Jack

    2005-01-01

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

  14. A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

    Science.gov (United States)

    Liu, Hui-ju; Chen, Chien-wei

    2015-01-01

    This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary…

  15. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    Science.gov (United States)

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  16. The Use of Skype as a Synchronous Communication Tool between Foreign Language College Students and Native Speakers

    Science.gov (United States)

    Guerrero, Mario

    2012-01-01

    The rapid growth and interest of college students in Computer Mediated Communication and social media have impacted the second language learning and teaching process. This article reports on a pilot project that attempts to analyze the use of Skype as a synchronous communication tool in regard to the attitudes of students in learning a foreign…

  17. COMPARATIVE ANALYSIS OF EXISTING INTENSIVE METHODS OF TEACHING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Maria Mytnyk

    2016-12-01

    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.

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

    Science.gov (United States)

    Çakir, Ismail; Baytar, Birtan

    2014-01-01

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

  19. Teaching Strategies to Develop Inquiry and Literacy Skills: "Languaging" in Foreign Language Immersion Education

    Science.gov (United States)

    Husbye, Nicholas; Dorner, Lisa M.

    2017-01-01

    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:…

  20. The Impact of Expanding Advanced Level Secondary School Students' Awareness and Use of Metacognitive Learning Strategies on Confidence and Proficiency in Foreign Language Speaking Skills

    Science.gov (United States)

    Forbes, Karen; Fisher, Linda

    2018-01-01

    In an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy-makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils'…

  1. Examination of the Relationship between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety

    Science.gov (United States)

    Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

    2016-01-01

    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…

  2. FOREIGN LANGUAGE TEACHING WITH AUGMENTED REALITY APPLICATION

    OpenAIRE

    GÜNDOĞMUŞ, Niyazi; ORHAN, Gökhan; ŞAHIN, İsmail

    2016-01-01

    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...

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

    Science.gov (United States)

    Baharudin, Mazlina; Ikhsan, Siti Ajar

    2016-01-01

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

  4. Communication and Pragmatic Skills in Foreign Language Classes

    Directory of Open Access Journals (Sweden)

    Olda Xhepa BALLIU

    2015-12-01

    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.

  5. Educational Environment and Cultural Transmission in Foreign Language Teaching

    Science.gov (United States)

    Memis, Muhammet Rasit

    2016-01-01

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

  6. The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

    Directory of Open Access Journals (Sweden)

    Firooz Sadighi

    2017-10-01

    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.

  7. Language Learning Strategies in Second & Foreign Language Acquisition

    OpenAIRE

    TAKEUCHI, Osamu

    1991-01-01

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

  8. Foreign Language Learning, Motivation and the Market Economy

    Science.gov (United States)

    Diamantatou, Christina; Hawes, Thomas

    2016-01-01

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

  9. FOREIGN LANGUAGE FILMS IN LOUISIANA DEPOSITORIES.

    Science.gov (United States)

    BABINEAUX, AUDREY

    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…

  10. Foreign language proficiency and working memory capacity

    NARCIS (Netherlands)

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

    2006-01-01

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

  11. Aptitude for Learning a Foreign Language.

    Science.gov (United States)

    Sparks, Richard; Ganschow, Leonore

    2001-01-01

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

  12. Ethnography in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Huszti Ilona

    2004-08-01

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

  13. EFL Students' and Teachers' Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

    Science.gov (United States)

    Han, Turgay; Tanriöver, Ahmet Serkan; Sahan, Özgür

    2016-01-01

    Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students' attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously…

  14. Foreign language learning in immersive virtual environments

    Science.gov (United States)

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

    2012-03-01

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

  15. Learning foreign languages in teletandem: Resources and strategies

    Directory of Open Access Journals (Sweden)

    João A. TELLES

    2015-12-01

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

  16. Foreign Language Planning in Saudi Arabia: Beyond English

    Science.gov (United States)

    Payne, Mark; Almansour, Maram

    2014-01-01

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

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

    Institute of Scientific and Technical Information of China (English)

    WU Miao-ru

    2013-01-01

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

  18. RECOGNITION OF PECULIARITIES OF THE CONTINENT OF PART TIME STUDENTS FOR THE PURPOSE OF DEVELOPMENT OF COGNITIVE ACTIVITY AT LEARNING TO FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    S. N. Kaznacheeva

    2017-01-01

    Full Text Available Introduction. In the article the authors tackle the problem of identifying the features of the contingent of students of the extramural form of studies and identifying their motives for learning a foreign language. The main task of the higher education system in the Russian Federation is training of competent specialists ready for continuous professional education and professional mobility. The extramural form of education in higher educational institutions is one of the main forms of continuing education, which is currently considered as an effective, open and democratic form of vocational education. The problem of development of cognitive activity in modern education is considered together with the problem of personal growth, the success of students in learning, achievement and independence in a variety of activities. Cognitive activity is revealed through the motivation of a person to learn something new or unusual, which requires extra work and effort to add this information to the original database in long-term memory., The authors understand the term “foreign language cognitive activity” as the students' awareness of the consistent implementation of the hierarchy of short-term, medium and long-term goals for professional development.Materials and methods. The authors analyzed the set of first-year students in extramural department, since the study of a foreign language begins in the first year of higher educational institutions, they analyzed their age characteristics, as well as their motivation to enter  the university. The study was conducted on the basis of the Faculty of Management and Social and Technical Services of Nizhny Novgorod State Pedagogical University named after K. Minin. The study involved students enrolled in the 1st course in the areas of "Management" and "Tourism". The methods of investigation were determined by the tasks of the problem being solved. We used empirical methods (observation, questioning; statistical

  19. Communicative competencies in foreign languages: new students starting a pre-graduate course of studies, FCE-UNaM

    Directory of Open Access Journals (Sweden)

    Ana Inés Gervasoni

    2014-06-01

    Full Text Available The acquisition of communicative competences in English as a foreign Language is included in the study programs of English I and English II of the Administrative Secretarial Course at the FCE-UNaM, due to various regulations. Different levels of development are acquired by this inclusion. Professors in charge of these subjects have the impression that, according to the student’s previous knowledge, this development has an uneven impact on the actual classes. A complex panorama that requires a systematic study of the competences at the moment of entering the university and a closer look at a necessary articulation between the first year of the university and the preceding educational stages can be observed.

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

    Science.gov (United States)

    Baharudin, Mazlina; Sadik, Azlina Md

    2016-01-01

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

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

    Science.gov (United States)

    Turnball, Miles; Arnett, Katy

    2002-01-01

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

  2. Foreign Language Teaching and Cultural Identity.

    Science.gov (United States)

    Nasr, Raja T., Ed.; And Others

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

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

    Directory of Open Access Journals (Sweden)

    Abdel Rahim Hamid Mugaddam

    2012-07-01

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

  4. LANGUAGE SCHOOLS AND FOREIGN LANGUAGE STUDYING PROGRAMS IN PORTUGAL

    OpenAIRE

    Hritchenko, Iryna

    2017-01-01

    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...

  5. 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.

    Science.gov (United States)

    Sparks, R L; Ganschow, L

    1993-12-01

    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.

  6. Foreign-Language Study Still Required for Chemistry.

    Science.gov (United States)

    Chemical and Engineering News, 1983

    1983-01-01

    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)

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

    Science.gov (United States)

    Shang, Hui-Fang

    2017-01-01

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

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

    Science.gov (United States)

    Leslie, David; Russell, Hilary; Forbes, Allison

    2002-01-01

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

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

    Science.gov (United States)

    Tafaghodtari, Marzieh H; Vandergrift, Larry

    2008-08-01

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

  10. Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

    Science.gov (United States)

    Schneider, E; Ganschow, L

    2000-01-01

    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.

  11. Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school

    OpenAIRE

    Špačková, Klára

    2011-01-01

    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...

  12. Developing the Bilingual Competence in Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    T. A. Znamenskaya

    2013-01-01

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

  13. New Ways to Learn a Foreign Language.

    Science.gov (United States)

    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…

  14. The Implementation of A Flipped Classroom in Foreign Language Teaching

    OpenAIRE

    Ahmet BASAL

    2015-01-01

    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 ...

  15. Morphological strategies training: The effectiveness and feasibility of morphological strategies training for students of English as a foreign language with and without spelling difficulties

    Directory of Open Access Journals (Sweden)

    Eleni Griva & Dimitris Anastasiou

    2009-11-01

    Full Text Available The aim of this study was primarily to investigate the effects of morphological strategies training on students with and without spelling difficulties in English as a foreign language (EFL, but also to assess the feasibility of morphological strategies training in a classroom context. The intervention was piloted in the sixth grade of a Greek primary school: 23 Greek-speaking students, aged 11-12, were assigned to the treatment group receiving explicit teaching on inflectional and derivational morphemic patterns of English words. The control group, composed of 25 Greek-speaking students of the same age, attending a different classroom of the same school, was taught English spelling in a conventional (visual-memory based way. Both quantitative and qualitative methods were employed to gain insights: a pre- and post-test, an observation schedule, a student questionnaire and a teacher interview. The pre- and post-test results indicated that the metamorphological training yielded specific effects on targeted morpheme patterns. The same results were obtained from a sub-group of nine poor spellers in the treatment group, compared to a sub-group of six poor spellers in the control one. The observation data revealed that the metamorphological training promoted students' active participation and the questionnaire data indicated that students got satisfaction from their training. Finally, interview data highlighted that teachers considered the intervention as a feasible way of improving students' morphological processing skills in spelling.

  16. The method of global learning in teaching foreign languages

    Directory of Open Access Journals (Sweden)

    Tatjana Dragovič

    2001-12-01

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

  17. Linking Foreign Language to Occupational Education in a Rural High School: Foreign Language with Criminal Justice and Travel & Tourism.

    Science.gov (United States)

    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…

  18. Empirical study of the effects of discourse markers on the reading comprehension of Spanish students of English as a foreign language

    Directory of Open Access Journals (Sweden)

    Ana Cristina Lahuerta Martínez

    2009-12-01

    Full Text Available The aim of this work is to analyse how Spanish readers react to English discourse markers in a text. We carry out an empirical study in which we ask three research question: (a if there is any relationship between presence of discourse markers or absence of discourse markers and reading comprehension in English as a foreign language, (b if there is any relationship between the readers’ proficiency in English and the effect of the presence or absence of discourse markers on reading comprehension and, (c if there is any relationship between the readers’ age, sex, competence as learners and as learners of English, and the effect of the presence or absence of discourse markers on reading comprehension. The results obtained show that discourse markers enhance reading comprehension in foreign language reading, and that the more successful students tend to use discourse markers as aids to help their reading comprehension. This latter result is nevertheless limited by the possible effect of the readers’ familiarity with the topic of the text and points to a need for further investigation.

  19. A statistical analysis of individual success after successful completion of Defense Language Institute Foreign Language Center Training

    OpenAIRE

    Hinson, William B.

    2005-01-01

    "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...

  20. Cross-Language Mediation in Foreign Language Teaching and Testing

    Science.gov (United States)

    Stathopoulou, Maria

    2015-01-01

    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…

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

    Science.gov (United States)

    de Bot, Kees, Ed.; And Others

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

  2. The Iranian Foreign Language Practitioners‟ Perspectives about Iran‟s Foreign Language Education Policy

    Directory of Open Access Journals (Sweden)

    Naser Rashidi

    2018-03-01

    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.

  3. The Future of Foreign Language Instructional Technology: BYOD MALL

    Directory of Open Access Journals (Sweden)

    Jack Burston

    2016-05-01

    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.

  4. The motivational properties of emotions in Foreign Language Learning*

    Directory of Open Access Journals (Sweden)

    Mariza Mendez López

    2011-10-01

    Full Text Available Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.

  5. FROM UNDERGRADUATE STUDENT TO PROFESSIONAL TEACHER. AN ASSESSMENT OF THE NDEA INSTITUTES FOR UNDERGRADUATES PREPARING TO BECOME ELEMENTARY OR SECONDARY TEACHERS OF MODERN FOREIGN LANGUAGES.

    Science.gov (United States)

    AXELROD, JOSEPH

    A STUDY WAS MADE OF SEVEN NDEA INSTITUTES, GIVEN IN THE SUMMERS OF 1965 AND 1966 FOR UNDERGRADUATES PREPARING TO BE FOREIGN LANGUAGE TEACHERS, TO DETERMINE IF THESE INSTITUTES ARE AN EFFECTIVE SUPPLEMENT TO COLLEGE LANGUAGE PROGRAMS. INFORMATION SOURCES FOR THE STUDY WERE INSTITUTE DIRECTORS AND THEIR STAFF, VISITORS' OBSERVATIONS, AND…

  6. Undergraduate International Studies and Foreign Language Program

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    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…

  7. Communication Strategies in the Foreign Language Classroom

    Science.gov (United States)

    Houston, Tony

    2006-01-01

    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…

  8. The RIASEC Profile of Foreign Language Teachers

    Science.gov (United States)

    Swanson, Peter B.

    2008-01-01

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

  9. Auditory Processing Disorder and Foreign Language Acquisition

    Science.gov (United States)

    Veselovska, Ganna

    2015-01-01

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

  10. Investigating Foreign Language Learning Anxiety: A Case of Saudi Undergraduate EFL Learners

    OpenAIRE

    AL-KHASAWNEH, FADI MAHER

    2016-01-01

    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...

  11. Sequoyah Foreign Language Translation System - Business Case Analysis

    National Research Council Canada - National Science Library

    Ong, Wing S. S

    2007-01-01

    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...

  12. Project LINC: Supporting Lecturers and Adjunct Instructors in Foreign Language Classrooms

    Science.gov (United States)

    Scott, Sally S.; Edwards, Wade

    2012-01-01

    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…

  13. Learning Indicators of a Foreign Language in Spanish Public University. Case Study

    Science.gov (United States)

    Cáceres-Lorenzo, M-Teresa; Salas-Pascual, Marcos; Afonzo-de-Tovar, Isabel-Cristina; Vera-Cazorla, M-Jesús; Santana-Alvarado, Yaiza; Santana-Quintana, Cristina

    2017-01-01

    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…

  14. A Longitudinal Study of Motivation in Foreign and Second Language Learning Context

    Science.gov (United States)

    Ordem, Eser

    2017-01-01

    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,…

  15. Pedagogical Conditions of Multilevel Foreign Languages Teaching in Pedagogical Higher Education

    Science.gov (United States)

    Kadakin, Vasily V.; Shukshina, Tatiana I.; Piskunova, Svetlana I.; Babushkina, Larisa E.; Falileev, Alexander E.

    2016-01-01

    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…

  16. Singing can facilitate foreign language learning.

    Science.gov (United States)

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

    2014-01-01

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

  17. PSYCHOLINGUISTIC APPROACH TO FOREIGN LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Victoria Vadimovna Dobrova

    2013-09-01

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

  18. Foreign-Educated Graduate Nursing Students and Plagiarism.

    Science.gov (United States)

    Knowlton, Mary; Collins, Shawn Bryant

    2017-04-01

    Plagiarism is a concern related to students educated in countries other than the United States, where English is not the first language spoken. The authors' experience with plagiarism by a foreign-educated nursing student prompted an investigation into this topic. This article focuses on the occurrence of unintentional plagiarism, a common focus with foreign-educated students, addressing linguistic, as well as cultural, viewpoints. The findings from the literature on plagiarism among foreign-educated students are elicited and the article discusses strategies to help foreign-educated students learn about plagiarism and how to properly cite and reference sources. A variety of proactive strategies exist that can be used by both faculty and students to mitigate the occurrence of plagiarism by foreign-educated nursing students in higher education, starting with a clearer understanding of some of the antecedents to the problem of plagiarism. [J Nurs Educ. 2017;56(4):211-214.]. Copyright 2017, SLACK Incorporated.

  19. Teaching in a foreign language

    DEFF Research Database (Denmark)

    Preisler, Bent

    2008-01-01

    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[1] 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...

  20. Classroom Management in Foreign Language Education: An Exploratory Review

    Directory of Open Access Journals (Sweden)

    Diego Fernando Macías

    2018-01-01

    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.

  1. Dyslexia and the learning of a foreign language in school: where are we going?

    Science.gov (United States)

    Crombie, M A

    2000-01-01

    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.

  2. Metaphor and Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    单玲玲

    2005-01-01

    Metaphor is an important teaching tool in our teaching history. In this essay, I try to explain how to play a lesson around metaphor, and how to use metaphor for students' memory aids or vocabulary learning.

  3. Classroom Management in Foreign Language Education: An Exploratory Review

    Science.gov (United States)

    Macías, Diego Fernando

    2018-01-01

    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…

  4. Bringing Foreign Language Learning into the 21st century | Thomas ...

    African Journals Online (AJOL)

    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 ...

  5. The Didactics of Foreign Language Teaching with Multimedia

    NARCIS (Netherlands)

    Kanselaar, G.

    1993-01-01

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

  6. Students and Teachers' Reasons for Using the First Language within the Foreign Language Classroom (French and English) in Central Mexico (Razones de alumnos y maestros sobre el uso de la primera lengua en el salón de lenguas extranjeras (francés e inglés) en el centro de México)

    Science.gov (United States)

    Mora Pablo, Irasema; Lengeling, M. Martha; Rubio Zenil, Buenaventura; Crawford, Troy; Goodwin, Douglas

    2011-01-01

    The present study explores the use of the first language in a context of foreign language teaching. This qualitative research presents the classroom practice and points of view of French and English teachers and students within a public educational institute in central Mexico using the techniques of questionnaires and semi-structured interviews.…

  7. Pre-Service Preschool Teachers' Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

    Science.gov (United States)

    Fojkar, Mateja Dagarin; Skubic, Darija

    2017-01-01

    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…

  8. CORRELATION BETWEEN METACOGNITIVE STRATEGY, FOREIGN LANGUAGE APTITUDE AND MOTIVATIONS IN LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Novia Tri Febriani

    2017-11-01

    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.

  9. Gestures Enhance Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Manuela Macedonia

    2012-11-01

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

  10. Integrating Rapport-Building into Language Instruction: A Study of Korean Foreign Language Classes

    Science.gov (United States)

    Park, Mi Yung

    2016-01-01

    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…

  11. Developing Cultural Awareness in Foreign Language Teaching

    Science.gov (United States)

    Shemshadsara, Zahra Ghorbani

    2012-01-01

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

  12. The Value of Foreign Language in Business.

    Science.gov (United States)

    Stebinger, Arnold

    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…

  13. Meaning and direction in foreign language teaching

    Directory of Open Access Journals (Sweden)

    Luis Carlos Estrada Naranjo

    2005-02-01

    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.

  14. SOME CONSIDERATIONS ON FOREIGN LANGUAGE SYLLABUS DESIGN

    Directory of Open Access Journals (Sweden)

    Norica-Felicia BUCUR

    2014-05-01

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

  15. FOREIGN LANGUAGE LEARNING AND EDUCATION IN MINORITY CIRCUMSTANCES. PROBLEMS AND POSSIBLE SOLUTIONS

    Directory of Open Access Journals (Sweden)

    Szilvia Batyi

    2011-01-01

    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.

  16. tracing changes in pre-service English as a foreign language ...

    African Journals Online (AJOL)

    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.

  17. Algorithm of Lecturer’s Activity in Formation of Students’ Foreign Language Communicative Competence

    Directory of Open Access Journals (Sweden)

    A. I. Sorokina

    2005-01-01

    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.

  18. Predicting the Proficiency of Arabic and Persian Linguists Trained at the Defense Language Institute Foreign Language Center

    National Research Council Canada - National Science Library

    DeRamus, Nicole

    1999-01-01

    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...

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

    Science.gov (United States)

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

    2012-06-01

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

  20. A Qualitative Study on Foreign Language Teaching Anxiety

    OpenAIRE

    İpek, Hülya

    2018-01-01

    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...

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

    Directory of Open Access Journals (Sweden)

    Mazlina Baharudin

    2016-06-01

    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

  2. The Implementation of Industrial Training in Tertiary Education in Malaysia: Objectives, Realisations and Outputs in the Case of Foreign Language Students

    Science.gov (United States)

    Machart, Régis

    2017-01-01

    The large range of jobs that Malaysian undergraduates of foreign languages are often employed in after completion of their studies (education, tourism, banking, business, management, etc.) is not necessarily related to their major field of study. This situation often makes it difficult for lecturers to develop a comprehensive professional training…

  3. Psychological and pedagogical grounds for applying communicative method of teaching foreign languages in higher school with the purpose of realization of students professional orientation

    OpenAIRE

    Yavoruk, O.; Gridneva, S.

    2010-01-01

    The article deals with the notion of “professional orientation”, its components and levels. The principles of communicative method of teaching foreign languages are analyzed from psychological and pedagogical point of view. Expediency of applying the given method with the purpose of realization of students’ professional orientation is substantiated.

  4. Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas

    Science.gov (United States)

    Jia, Jinan

    2015-01-01

    The absence of Chinese culture in foreign language teaching has a strong impact on the exchange between different cultures, and is also an obstacle to intercultural communication competence training. In general, English teaching level in China frontier minority areas is far behind that in developed areas, and shows its own teaching and cultural…

  5. Cognitive aspects in games workshops for learning a foreign language

    Directory of Open Access Journals (Sweden)

    Claudia Ferrareto Lopes

    2014-08-01

    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.

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

    Science.gov (United States)

    Kluge, E. Alan

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

  7. IMPROVING STUDENTS’ EMPLOYABILITY CHANCES - FOREIGN LANGUAGE TRAINERS’ ROLE

    Directory of Open Access Journals (Sweden)

    Lucia-Mihaela GROSU

    2013-11-01

    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.

  8. A Foreign Language Learning Application using Mobile Augmented Reality

    Directory of Open Access Journals (Sweden)

    Florentin-Alexandru DITA

    2016-01-01

    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.

  9. Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success

    Science.gov (United States)

    Acar, Tülin

    2016-01-01

    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…

  10. Multi-User Domain Object Oriented (MOO) as a High School Procedure for Foreign Language Acquisition.

    Science.gov (United States)

    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…

  11. German Language Proficiency among Students of Business and Management in the Czech Republic and its Perception: The Importance of German Language Skills on the Labour Market and the Role of Universities in Foreign Language Training

    Directory of Open Access Journals (Sweden)

    Zinecker Marek

    2014-09-01

    Full Text Available This paper presents the results of an empirical study designed to map German language proficiency among students at Czech universities of business and management. The results of this empirical survey can be summarised as follows. First, the ability of students at Czech universities of business and management to communicate in German is poor, and exceeds the general German language proficiency of the Czech population only to an insignificant extent. Second, the school environment (the opportunity to learn the language, compulsory subject, language study motivation has a decisive influence on the respondents’ ability to communicate in German. Third, nearly three-quarters of the respondents perceive German as a language that is very or rather important for their profession and career growth. Fourth, almost two-thirds of the respondents consider the role played by a university of business and management in the improvement of German language proficiency rather or very important. In conclusion, the study proposes directions for the potential development of the national educational system in the area of German language proficiency of university graduates in business and management in the Czech Republic, with an emphasis on the concept of content and language integrated learning (CLIL. We believe that the survey results are also very important from the point of view of enterprises operating in the Czech Republic because of the very close economic relations between the Czech Republic and German-speaking countries.

  12. The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

    Science.gov (United States)

    Aharony, Noa

    2006-12-01

    The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

  13. Effect of Bayesian Student Modeling on Academic Achievement in Foreign Language Teaching (University Level English Preparatory School Example)

    Science.gov (United States)

    Aslan, Burak Galip; Öztürk, Özlem; Inceoglu, Mustafa Murat

    2014-01-01

    Considering the increasing importance of adaptive approaches in CALL systems, this study implemented a machine learning based student modeling middleware with Bayesian networks. The profiling approach of the student modeling system is based on Felder and Silverman's Learning Styles Model and Felder and Soloman's Index of Learning Styles…

  14. COOPERATIVE LEARNING AS A MEANS OF STIMULATING LIFE SKILLS IN PROFESSIONALLY-BIASED FOREIGN LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Alexander Komarov

    2016-02-01

    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.

  15. 29 CFR 500.78 - Information in foreign language.

    Science.gov (United States)

    2010-07-01

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

  16. 47 CFR 1.355 - Documents in foreign language.

    Science.gov (United States)

    2010-10-01

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

  17. Foreign language policy and the development of Mandarin Chinese ...

    African Journals Online (AJOL)

    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, ...

  18. Dyslexia and Learning a Foreign Language: A Personal Experience.

    Science.gov (United States)

    Simon, Charlann S.

    2000-01-01

    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…

  19. Current Approaches to the Teaching of Foreign Languages.

    Science.gov (United States)

    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…

  20. BLENDED TECHNOLOGY IN LEARNING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia Alexandrovna Kameneva

    2013-11-01

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

  1. CONTENT AND STRUCTURE OF FOREIGN LANGUAGE TEACHER'S INCLUSIVE COMPETENCE

    OpenAIRE

    O. S. Kazachiner

    2017-01-01

    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...

  2. Cooperative learning in the teaching of foreign language

    OpenAIRE

    Zíková, Johana

    2017-01-01

    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...

  3. The Effects of New Jersey's K-8 Foreign Language Authorization on K-5 Foreign Language Teaching: Two Teachers' Perspectives

    Science.gov (United States)

    Raymond, Robert B. L.

    2012-01-01

    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…

  4. Prospective Foreign Language Teachers' Preference of Teaching Methods for the Language Acquisition Course in Turkish Higher Education

    Science.gov (United States)

    GüvendIr, Emre

    2013-01-01

    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…

  5. Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about Their Students, Their Colleagues and Their Work

    Science.gov (United States)

    Cowie, Neil

    2011-01-01

    This study examines what contribution emotions make to the professional lives of experienced EFL teachers. Interviews with EFL teachers working in Tokyo universities revealed that the teachers had very positive feelings of emotional warmth regarding students, which they expressed through their identity as carers and moral guides. On the other…

  6. How Good EFL Learners Decrease Their Foreign Language Anxiety: A Solution for the EFL Students with High Anxiousness

    Directory of Open Access Journals (Sweden)

    Ali Wira Rahman

    2017-08-01

    Full Text Available This research is aimed to find out the solution of the anxiousness phenomenon that always attacks the EFL Learners particularly in Indonesia. In the future, this research is expected as main information for all students and lecturer or teachers of English to decrease the students’ anxiety in performing speaking. In long time ago until now, it becomes a big problem for all beginner students of English. The implementation of this research starting by doing observation to all class in the sixth semester students to find out some good EFL Learners. Researchers then consulting with the lecturer in determining the students to be the subject of this research. After finding the subject, interview session will be conducted to find out several information about their anxiousness. The data will be collected until limit of saturation. The last step of this research is doing analysis of the data were taken from observation and interview. The researchers will apply data reduction for the first step, the second is data display and the last will be drawing conclusion and verification of the data. The conclusion that being made will be verify by triangulation to get the validity of the result of this research.

  7. Significant Learning Experiences for English Foreign Language Students (Experiencias significativas para estudiantes de inglés como lengua extranjera)

    Science.gov (United States)

    Becerra, Luz María; McNulty, Maria

    2010-01-01

    This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink's (2003) taxonomy of significant learning: the human…

  8. Yabancı Dil Olarak Türkçe Öğrenenlerin Duygusal Algı Becerilerinin Değerlendirilmesi / Assessment of Emotional Literacy Levels of Students Learning Turkish as a Foreign Language

    Directory of Open Access Journals (Sweden)

    M. Furkan Uzan

    2018-03-01

    Full Text Available Abstract The aim of this research is to determine the level of emotional literacy skills of learners who learn Turkish as a foreign language and to examine them according to various variables. For this purpose, emotional literacy general and subscale skills levels of the students learning Turkish as a foreign language have been determined. It was investigated whether the emotional literacy skills of the students who learned Turkish as a foreign language showed a statistically significant difference according to the variables of sex, nationality and Turkish Language acquisition level. After this process, students who learned Turkish as a foreign language were interviewed and their views on emotional literacy were taken and interpreted. As a result of the research, it was determined that the general skill levels of emotional literacy of the students who learned Turkish as a foreign language were in the medium level. It has been determined that students who learn Turkish as a foreign language have difficulties in expressing their feelings and understanding the expressed emotions. And also it has been determined that they are weak in terms of vocabulary. It has been achieved that students who learn Turkish as a foreign language thinking emotional literacy skills are necessary for language teaching. Öz Bu araştırmanın amacı, yabancı dil olarak Türkçe öğrenen öğrencilerin duygusal algı (duygusal okuryazarlık becerisi düzeylerinin belirlenmesi ve çeşitli değişkenlere göre incelenmesidir. Bu amaç doğrultusunda, yabancı dil olarak Türkçe öğrenen öğrencilerin duygusal okuryazarlık becerisi genel ve alt boyut beceri düzeyleri belirlenmiş ve bu düzeyler arasında cinsiyet, uyruk ve Türkçe öğrenim seviyesi değişkenlerine göre istatistiksel olarak anlamlı bir farklılığın olup olmadığı incelenmiştir. Bu işlemin ardından yabancı dil olarak Türkçe öğrenen öğrencilerle görüşme yapılmış ve duygusal

  9. Text Manipulation Techniques and Foreign Language Composition.

    Science.gov (United States)

    Walker, Ronald W.

    1982-01-01

    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)

  10. SPECIFIC USE OF INFORMATION TECHNOLOGIES IN A BLENDED MODEL OF TEACHING FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Natalia A. Kameneva

    2014-01-01

    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.

  11. An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

    OpenAIRE

    Zhongshe Lu; Meihua Liu

    2015-01-01

    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...

  12. Mastering Foreign Language Competence of Ecology and Environment Managers for Mining Industry of Kuzbass

    Science.gov (United States)

    Greenwald, Oksana; Islamov, Roman; Sergeychick, Tatyana

    2017-11-01

    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.

  13. Impact of multimodality in reading comprehension of narrative texts in English as a foreign language (EFL in undergraduate students

    Directory of Open Access Journals (Sweden)

    Fernando Vera Millalén

    2014-11-01

    Full Text Available This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.

  14. The necessity of cultural knowledge during the foreign language studies

    OpenAIRE

    Kroteva, Marijana; Mirascieva, Snezana

    2010-01-01

    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...

  15. Sex differences in foreign language text comprehension : The role of interests and prior knowledge

    NARCIS (Netherlands)

    Bügel, K; Buunk, Abraham (Bram)

    1996-01-01

    The scores obtained by female students on the national foreign language examinations in the Netherlands have been slightly but consistently lower than those of male students. The present research among 2980 high school students tested the hypothesis that, owing to sex differences in prior knowledge

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

    Directory of Open Access Journals (Sweden)

    Zulfiya SAHIN

    2014-05-01

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

  17. The Potential of Incorporating Computer Games in Foreign Language Curricula

    Directory of Open Access Journals (Sweden)

    Jayakaran Mukundan

    2014-04-01

    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.

  18. Foreign language learning, hyperlexia, and early word recognition.

    Science.gov (United States)

    Sparks, R L; Artzer, M

    2000-01-01

    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.

  19. The Implementation of A Flipped Classroom in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Ahmet BASAL

    2015-10-01

    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.

  20. 76 FR 39076 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2011-07-05

    ... 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...

  1. 75 FR 43496 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2010-07-26

    ... 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...

  2. 77 FR 62223 - Board of Visitors Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2012-10-12

    ... 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...

  3. 76 FR 45543 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2011-07-29

    ... 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...

  4. Even Teachers Get the Blues: Recognizing and Alleviating Language Teachers' Feelings of Foreign Language Anxiety.

    Science.gov (United States)

    Horwitz, Elaine K.

    1996-01-01

    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'…

  5. Bilingual Lexical Interillumination in the Foreign Language Classroom

    Science.gov (United States)

    St. John, Oliver

    2010-01-01

    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…

  6. Foreign Language Training in the United States Peace Corps.

    Science.gov (United States)

    Kulakow, Allan

    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…

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

    Science.gov (United States)

    Thompson, Amy S.; Khawaja, Anastasia J.

    2016-01-01

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

  8. Chilean 12th graders’ Attitudes towards English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Eric Gómez Burgos

    2015-10-01

    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.

  9. New generation - new methods of foreign language teaching

    OpenAIRE

    KAPPAS A.ZH.

    2017-01-01

    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...

  10. Empowering the Foreign Language Learner through Critical Literacies Development

    Science.gov (United States)

    Keneman, Margaret

    2016-01-01

    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…

  11. 5 CFR 9901.364 - Foreign language proficiency pay.

    Science.gov (United States)

    2010-01-01

    ... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Foreign language proficiency pay. 9901... 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...

  12. "Piensa" twice: on the foreign language effect in decision making.

    Science.gov (United States)

    Costa, Albert; Foucart, Alice; Arnon, Inbal; Aparici, Melina; Apesteguia, Jose

    2014-02-01

    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.

  13. Psychological Features of Foreign Language Acquisition in Different Age Groups

    Directory of Open Access Journals (Sweden)

    N V Kudinova

    2011-06-01

    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.

  14. The Effects of Foreign Language Learning on Creativity

    Science.gov (United States)

    Ghonsooly, Behzad; Showqi, Sara

    2012-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  16. Foreign Students: Catalyst for Reducing Parochialism.

    Science.gov (United States)

    Mauch, James E.

    Foreign students make up an important, and growing, segment of higher education in the United States. Reasons why foreign students come to the United States to study include the following: (1) the United States offers a serious approach to higher education in which students receive appropriate training and generally are able to complete the…

  17. MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom

    Science.gov (United States)

    Abdous, M'hammed; Camarena, Margaret M.; Facer, Betty Rose

    2009-01-01

    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.…

  18. Sensitivity to the Learning Needs of Newcomers in Foreign Language Settings

    Science.gov (United States)

    Klein, Ana Maria

    2008-01-01

    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…

  19. The Use of Anime in Teaching Japanese as a Foreign Language

    Science.gov (United States)

    Han, Chan Yee; Ling, Wong Ngan

    2017-01-01

    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)…

  20. Vocabulary Teaching in Foreign Language via Audiovisual Method Technique of Listening and Following Writing Scripts

    Science.gov (United States)

    Bozavli, Ebubekir

    2017-01-01

    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…

  1. A Study on the Effects of Meditation on Anxiety and Foreign Language Vocabulary Learning

    Science.gov (United States)

    Önem, E. E.

    2015-01-01

    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…

  2. Second- and Foreign-Language Variation in Tense Backshifting in Indirect Reported Speech

    Science.gov (United States)

    Charkova, Krassimira D.; Halliday, Laura J.

    2011-01-01

    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…

  3. Medical education in a foreign language and history-taking in the native language in Lebanon – a nationwide survey

    Directory of Open Access Journals (Sweden)

    Vanda Abi Raad

    2016-11-01

    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.

  4. Socio-Pragmatic Problems in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    İsmail ÇAKIR

    2006-10-01

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

  5. Examination of the Relationship Between Autonomy and English Achievement as Mediated by Foreign Language Classroom Anxiety.

    Science.gov (United States)

    Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian

    2016-06-01

    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.

  6. Communication and Gamification in the Web-Based Foreign Language Educational System: Web- Based Foreign Language Educational System

    Science.gov (United States)

    Osipov, Ilya V.; Volinsky, Alex A.; Nikulchev, Evgeny; Prasikova, Anna Y.

    2016-01-01

    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…

  7. A Research into the Pedagogic Formation, Foreign Language and Computer Related Knowledge of Track and Field Trainers in Turkey

    Science.gov (United States)

    Pekel, Haci Ahmet

    2014-01-01

    Foreign language, computer programs and social network applications or web sites are widely used by many people nowadays for various aims. In the literature, the number of studies investigating over university departments of physical education or more specifically to say, taking sports students' and teachers' foreign language and social networking…

  8. The Role of Incidental Unfocused Prompts and Recasts in Improving English as a Foreign Language Learners' Accuracy

    Science.gov (United States)

    Rahimi, Muhammad; Zhang, Lawrence Jun

    2016-01-01

    This study was designed to investigate the effects of incidental unfocused prompts and recasts on improving English as a foreign language (EFL) learners' grammatical accuracy as measured in students' oral interviews and the Test of English as a Foreign Language (TOEFL) grammar test. The design of the study was quasi-experimental with pre-tests,…

  9. STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Gulnara Faritovna Kalganova

    2016-02-01

    Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

  10. THE ANXIETY OF LEARNING A FOREIGN LANGUAGE THAT INFLUENCES HIGH SCHOOL STUDENTS IN LEARNING FRENCH AS THE SECOND FOREIGN LANGUAGE “THE SAMPLE OF DENİZLİ” / LİSE ÖĞRENCİLERİNİN İKİNCİ YABANCI DİL FRANSIZCA ÖĞRENİMLERİNİ ETKİLEYEN YABANCI DİL KAYGISI “DENİZLİ ÖRNEĞİ”

    Directory of Open Access Journals (Sweden)

    Ertan KUŞÇU

    2016-08-01

    Full Text Available The purpose of this study was to investigate the reasons of French second foreign language learning anxiety levels of high school students. 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 work, it has investigated that whether learners’ parents’ education and occupation, sex, class and theirs success levels, and investigated the effects on the level of foreign language anxiety. Results revealed that learners’ anxiety levels were not affected by the mentioned factors. However, it was found that in some of the students, anxiety level was high, the students’ success was low. It was identified that secondary school students’ anxiety level influenced those learners’ academic performance.

  11. Innovative and Organized Approaches to Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Max Florian Hertsch

    2013-03-01

    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.

  12. ENHANCING INTERCULTURAL COMPETENCE THROUGH PROFESSIONAL COMMUNICATION IN FOREIGN LANGUAGES

    Directory of Open Access Journals (Sweden)

    Anna Horňáková

    2014-03-01

    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

  13. Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

    Directory of Open Access Journals (Sweden)

    Darija Skubic

    2017-12-01

    Full Text Available It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

  14. Teaching foreign language during adaptation process to European Union

    Directory of Open Access Journals (Sweden)

    Hidayet TOK

    2008-06-01

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

  15. A Read-Aloud for Foreign Languages: Becoming a Language Master (Read It Aloud).

    Science.gov (United States)

    Richardson, Judy S.

    1998-01-01

    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)

  16. 75 FR 47797 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2010-08-09

    ... 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...

  17. 77 FR 13571 - Board of Visitors, Defense Language Institute Foreign Language Center

    Science.gov (United States)

    2012-03-07

    ... 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...

  18. Proceedings, Pacific Northwest Council on Foreign Languages, Volume 28, Part 2: Second Language Teaching 77.

    Science.gov (United States)

    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…

  19. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

    Science.gov (United States)

    Wang, Yang; Liu, Chao

    2016-01-01

    This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

  20. The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages

    Science.gov (United States)

    Pei, Zhengwei; Wu, Yidi; Xiang, Xiaocui; Qian, Huimin

    2016-01-01

    This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart…

  1. Some Insights into Listening Strategies of Learners of English as a Foreign Language in Vietnam

    Science.gov (United States)

    Ngo, Nga Thi Hang

    2015-01-01

    This study investigated listening strategies used by students in different listening tasks and situations in an English as a foreign language (EFL) context. Thirty EFL students in a university in Vietnam were recruited for the study. The study aimed to explore what listening strategies EFL Vietnamese learners at university level used and why and…

  2. Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes

    Science.gov (United States)

    Busse, Vera; Walter, Catherine

    2013-01-01

    This article reports on a study involving first-year modern foreign languages students enrolled in German degree courses at two major universities in the United Kingdom. It explores the experience of these students from a motivational angle. A longitudinal mixed-methods approach was employed in order to address the time- and context-sensitive…

  3. A Profile of Foreign Language Majors Who Work, Study, and Travel Abroad.

    Science.gov (United States)

    Koester, Jolene

    1986-01-01

    Reports the findings of a nationwide survey of U.S. students majoring in a foreign language who study, work, and travel abroad. Presents a profile of these students which includes demographic characteristics, a description of motivational characteristics, the nature of intended international experience, the length of intended experience and its…

  4. Quick Response (QR) Codes for Audio Support in Foreign Language Learning

    Science.gov (United States)

    Vigil, Kathleen Murray

    2017-01-01

    This study explored the potential benefits and barriers of using quick response (QR) codes as a means by which to provide audio materials to middle-school students learning Spanish as a foreign language. Eleven teachers of Spanish to middle-school students created transmedia materials containing QR codes linking to audio resources. Students…

  5. Using Multiple Intelligences To Improve Retention in Foreign Language Vocabulary Study.

    Science.gov (United States)

    Anderson, Virginia B.

    The report describes an experiment for increasing retention of foreign language vocabulary by using multiple intelligence approaches and memory enhancement tools. The targeted population was approximately 100 seventh- and eighth-grade Latin students. Student difficulty with vocabulary retention had been ascribed to the teacher's emphasis on…

  6. The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

    OpenAIRE

    KARTAL, Erdogan; UZUN, Levent

    2015-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

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

    Science.gov (United States)

    Atmaca, Hasan; Günday, Rifat

    2016-01-01

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

  8. Changing Teacher Roles in the Foreign-Language Classroom.

    Science.gov (United States)

    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…

  9. Annotated Bibliography of Materials for Elementary Foreign Language Programs.

    Science.gov (United States)

    Dobb, Fred

    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…

  10. Types and frequency of use of strategies in the learning of English as a foreign language

    Directory of Open Access Journals (Sweden)

    Pilar FRANCO

    2010-06-01

    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.

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

    Science.gov (United States)

    Feldman, David

    1975-01-01

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

  12. Cognitive Neuroscience of Foreign Language Education: Myths and Realities

    Directory of Open Access Journals (Sweden)

    Ali Nouri

    2015-04-01

    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

  13. Watching Subtitled Films Can Help Learning Foreign Languages.

    Science.gov (United States)

    Birulés-Muntané, J; Soto-Faraco, S

    2016-01-01

    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.

  14. Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use.

    Science.gov (United States)

    Lien, Hsin-Yi

    2016-08-01

    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.

  15. Foreign Students in the United States: Policies and Legislation

    National Research Council Canada - National Science Library

    Haddal, Chad C

    2007-01-01

    Five years after the September 11, 2001, terrorist attacks by foreign nationals -- including several terrorists on student visas -- the security concerns over foreign student visas are being weighed...

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

    OpenAIRE

    Fakhri Mesri

    2012-01-01

    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...

  17. Role of Comparative Analysis in Cognitive Oriented Teaching Methods of Russian as Foreign Language

    Directory of Open Access Journals (Sweden)

    Diana M. Mironova

    2017-12-01

    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.

  18. Recruiting for Foreign Language Skills Strategies for the Air Force

    National Research Council Canada - National Science Library

    Higgins, Maureen B

    2008-01-01

    .... 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...

  19. Attitudes and Motivation in Early Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Jelena Mihaljević Djigunović

    2012-01-01

    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.

  20. Multidisciplinary Approach in Teaching Foreign Languages to Information Security Professionals

    Directory of Open Access Journals (Sweden)

    N. M. Nikiforova

    2012-12-01

    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.

  1. The importance of contrastive analysis in foreign language learning ...

    African Journals Online (AJOL)

    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 ...

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

    Science.gov (United States)

    Stanton, H. E.

    1978-01-01

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

  3. Inter-functional influence of culture and language during the process of foreign language teaching of teenagers

    Directory of Open Access Journals (Sweden)

    Ergeshali kyzy A.

    2017-01-01

    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.

  4. SOME ASPECTS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT IN THE SYSTEM OF CONTINUED PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    A. G. Gorbunov

    2017-01-01

    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

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

    Directory of Open Access Journals (Sweden)

    Ana B. Fernández-Guerra

    2014-03-01

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

  6. Learner Autonomy in Foreign Language Education and in Cultural Context

    OpenAIRE

    Ivanovska, Biljana

    2015-01-01

    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 ...

  7. TECHNOLOGICAL APPROACH TO TEACHING FOREIGN LANGUAGES IN TECHNICAL UNIVERSITIES

    Directory of Open Access Journals (Sweden)

    Mariia Kuts

    2016-11-01

    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

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

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    2011-01-01

    learn and teachers teach through the medium of a foreign language, that is, English. While there is obviously a linguistic dimension to it, it turns out that there is also a cultural dimension that should not be underestimated whether we teach in our first or a foreign language. Have you also noticed....... And in an interactive format, you will be invited to share your experience within this field and discuss possible solution to the problems identified....

  9. Inquiring into Culture in our Foreign-Language Classrooms

    Directory of Open Access Journals (Sweden)

    Damaris Castro

    2011-06-01

    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.

  10. Moral Judgement and Foreign Language Effect: When the Foreign Language Becomes the Second Language

    Science.gov (United States)

    Cavar, Franziska; Tytus, Agnieszka Ewa

    2018-01-01

    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…

  11. Anxiety about speaking a foreign language as a mediator of the relation between motivation and willingness to communicate.

    Science.gov (United States)

    Wu, Chia-Pei; Lin, Huey-Ju

    2014-12-01

    The purpose of this study was to examine whether anxiety about speaking a foreign language mediated the relation between motivation and a willingness to communicate among 107 Taiwanese students sampled from two public universities and one private university. A regression analysis indicated that motivation was negatively related to university students' anxiety about speaking a foreign language and positively related to willingness to communicate. Furthermore, anxiety about speaking a foreign language was negatively related to university students' willingness to communicate, and also partially mediated the relationship between motivation and willingness to communicate. The findings suggest that high motivation and low anxiety about speaking a foreign language are needed for Taiwanese students to demonstrate a stronger willingness to communicate.

  12. Revisiting the Foreign Language Classroom Anxiety Scale (FLCAS): The Anxiety of Female English Language Learners in Saudi Arabia

    Science.gov (United States)

    Al-Saraj, Taghreed M.

    2014-01-01

    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…

  13. Older Workers and the Motivation for Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Mateja Letnar

    2014-08-01

    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.

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

    Science.gov (United States)

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

    2012-11-01

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

  15. Personality factors as predictors of foreign language aptitude

    Directory of Open Access Journals (Sweden)

    Adriana Biedroń

    2011-12-01

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

  16. MEDIA EDUCATION IN FOREIGN LANGUAGE LESSONS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Iryna O. Taraba

    2018-04-01

    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.

  17. Ethnic Identity and Culture in Foreign Language Motivation

    DEFF Research Database (Denmark)

    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...

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

    Science.gov (United States)

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

    2016-01-01

    Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from enhanced cognitive control associated with language-switching in mixed-language contexts, an account that has not been tested yet. Here we assess predictions of the 2 accounts in 2 experiments with over 1,500 participants. In Experiment 1, we tested a central prediction of the emotional distance account, namely that the framing effect would be reduced at low, but not high, FL proficiency levels. We found a strong framing effect in the native language, and surprisingly also in the foreign language, independent of proficiency. In Experiment 2, we orthogonally manipulated foreign language use and language switching to concurrently test the validity of both accounts. As in Experiment 1, foreign language use per se had no effect on framing. Crucially, the framing effect was reduced following a language switch, both when switching into the foreign and the native language. Thus, our results suggest that reduced framing effects are not mediated by increased emotional distance in a foreign language, but by transient enhancement of cognitive control, putting the interplay of bilingualism and decision making in a new light. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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

    African Journals Online (AJOL)

    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 ...

  20. 17 CFR 232.306 - Foreign language documents and symbols.

    Science.gov (United States)

    2010-04-01

    ... 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...

  1. Understanding of Foreign Language Learning of Generation Y

    Science.gov (United States)

    Bozavli, Ebubekir

    2016-01-01

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

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

    Science.gov (United States)

    Watts, Noel

    1994-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  4. On Babies and Bathwater: Input in Foreign Language Learning.

    Science.gov (United States)

    VanPatten, Bill

    1987-01-01

    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)

  5. QUESTIONING FOREIGN LANGUAGE LEARNING IN ISLAMIC PRE-SCHOOL

    Directory of Open Access Journals (Sweden)

    Rohmani Nur Indah

    2011-10-01

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

  6. FOREIGN NURSING STUDENTS : THEIR PROFILE AND ...

    African Journals Online (AJOL)

    2010-07-12

    Jul 12, 2010 ... characteristics among international students. Such students ... Nursing-training institutions worldwide offer ... intercultural competence. ... context of local perceptions and practices. ... Foreign students' personal anecdotes about experiences of ... on clinical practice and the growth possibilities it offers in the.

  7. Student interest in cultural content of a foreign country

    Directory of Open Access Journals (Sweden)

    Katarina Krželj

    2016-02-01

    Full Text Available The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.

  8. TEACHING DIALOGUES IN THE PROCESS OF PROFESSIONALLY ORIENTED AND FOREIGN LANGUAGE EDUCATION

    Directory of Open Access Journals (Sweden)

    Zvyagintseva Elena Petrovna

    2013-05-01

    Full Text Available The article is devoted to the problems in acquisition of speaking skills among students in such a subject as Foreign Language basing on the technologies used at the university of economics. Relying on theoretical knowledge the authors describe different forms of teaching dialogues (e.g. role plays, discussions, brainstorming, case-study, situational tasks, conferences, etc.. Basing on empirical research the authors prove that using these teaching technologies helps student to reach significant progress in learning foreign languages. The research results are being introduced in the teaching methods of English language at Finance University under the Government of the Russian Federation (Moscow. They may also be used in teaching other foreign languages demanded among financiers and economists to be. As a result utilization of these methods in teaching dialogues can help to prepare the competitive specialists for Russian industries, to develop cooperation and collaboration among students, to motivate them for foreign language studying, to create the skills of critical thinking and social behaviour.

  9. Learning theories in computer-assisted foreign language acquisition

    OpenAIRE

    Baeva, D.

    2013-01-01

    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

  10. The Impulse of Class Tutoring Activities Evaluated in the Light of Foreign Language Teaching Methods

    Science.gov (United States)

    Erdogu Yilmaz, Sule

    2017-01-01

    Teaching Turkish as a foreign language (TTFL) has recently gained much importance in modern life. For some reason, a large number of people and students with dissimilar background come from other countries so as to start off a new life primarily in Istanbul and/or many other cities in Turkey. Many of whom need to ensure their arrival and long term…

  11. The "UIC German" Game App for the Enhancement of Foreign Language Learning--Case Study

    Science.gov (United States)

    Ryder, Robert; Machajewski, Szymon

    2017-01-01

    This qualitative case study reports the adoption of gamification in a college level foreign language courses. An exploratory approach allows the authors to describe how gamification was applied and what results were documented. A custom mobile app was adopted to increase engagement and interest of students in the specific field of study. External…

  12. Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

    Science.gov (United States)

    Kareva, Veronika; Echevarria, Jana

    2013-01-01

    In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

  13. An Investigation of "Cloze" Items in the Measurement of Achievement in Foreign Languages.

    Science.gov (United States)

    Carroll, John B.; And Others

    This study investigates the feasibility of using cloze procedure test items (in which a student supplies a word, letter, or phrase to fill a gap in a continuous text) for the written College Board foreign language achievement tests. An introduction which defines the problem, traces its history, and presents the overall design of the study is…

  14. Recoding Strategies of German Learners of English as a Foreign Language

    Science.gov (United States)

    Treutlein, Anke; Schöler, Hermann; Landerl, Karin

    2017-01-01

    This study investigated whether German learners of English as a foreign language (EFL) acquire additional recoding strategies that they do not need for recoding in the consistent German orthography. Based on the psycholinguistic grain size theory (Ziegler & Goswami, 2005) we expected students with little experience in EFL to use the same…

  15. Factors associated with foreign language anxiety : A study of Chinese university learners of Japanese and English

    NARCIS (Netherlands)

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

    2015-01-01

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

  16. The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

    Science.gov (United States)

    Isiguzel, Bahar

    2014-01-01

    The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative…

  17. Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

    Science.gov (United States)

    Moreno-López, Isabel; Ramos-Sellman, Aida; Miranda-Aldaco, Citlali; Gomis Quinto, Maria Teresa

    2017-01-01

    The researchers used qualitative and quantitative instruments to measure students' linguistic gains and their opinions and attitudes toward intercultural awareness while studying Spanish as a foreign language under four different pedagogical models: a traditional face-to-face classroom, face-to-face classes with a community-based learning…

  18. The Story of "Proyecto Papan"--Folktales and Their Potential for Foreign Language Education.

    Science.gov (United States)

    de Ramirez, Lori Langer

    1999-01-01

    Discusses the potential for stories in the foreign language curriculum, and presents results of a qualitative research study in which 22 stories from the oral traditions of Argentina, Colombia, and Mexico were presented to students in different formats: picture books, audiotapes, videotapes, a Web page, and a Hypermedia program. (Author/VWL)

  19. AN INVESTIGATION OF DIFFERENTIAL BINAURAL STIMULATION IN THE TEACHING OF A FOREIGN LANGUAGE.

    Science.gov (United States)

    VAN RIPER, CHARLES

    THIS STUDY DETERMINED WHETHER OR NOT DIFFERENTIAL BINAURAL STIMULATIONS CAN BE USED EFFECTIVELY TO IMPROVE PRONUNCIATION IN FOREIGN LANGUAGE TEACHING. THE OBJECTIVE WAS TO DETERMINE WHAT EFFECT HEARING SIMULTANEOUSLY THE TEACHER'S VOICE IN ONE EAR AND HIS OWN VOICE IN THE OTHER WOULD HAVE ON A STUDENT'S ABILITY TO COMPARE THE DIFFERENCES IN…

  20. Discussion and Outline of a Course on Methods of Teaching a Foreign Language.

    Science.gov (United States)

    Heiser, Mary

    This course, designed for instructing potential teaching assistants to teach college students a foreign language, concentrates on six major areas of preparation. A detailed outline covers: (1) course introduction and definitions, (2) applied linguistics, (3) approaches and methods, (4) testing, (5) classroom techniques, and (6) demonstrations.…

  1. The difficulties in teaching the foreign languages in technical universities and the ways of their overcoming

    Directory of Open Access Journals (Sweden)

    Grishina G. V.

    2016-04-01

    Full Text Available the article considers the main problems in teaching the foreign language for non-linguistic students at University. To achieve good results and to increase the quality of higher education, effective ways and methods of teaching are covered.

  2. Mobile-Based Chatting for Meaning Negotiation in Foreign Language Learning

    Science.gov (United States)

    Castrillo, María Dolores; Martín-Monje, Elena; Bárcena, Elena

    2014-01-01

    This paper analyzes the adequacy of mobile chatting via Whatsapp for the enhancement of a type of spontaneous and colloquial written interaction which has a strong connection with oral discourse. This is part of a research project undertaken with Spanish students of German as a foreign language with a beginner's or quasi-beginner's level. The…

  3. Can Synchronous Computer-Mediated Communication (CMC) Help Beginning-Level Foreign Language Learners Speak?

    Science.gov (United States)

    Ko, Chao-Jung

    2012-01-01

    This study investigated the possibility that initial-level learners may acquire oral skills through synchronous computer-mediated communication (SCMC). Twelve Taiwanese French as a foreign language (FFL) students, divided into three groups, were required to conduct a variety of tasks in one of the three learning environments (video/audio, audio,…

  4. Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia

    Directory of Open Access Journals (Sweden)

    Hanna Sundari

    2017-12-01

    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.

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

    Science.gov (United States)

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

    2013-01-01

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

  6. Foreign Language Listening Anxiety: A Self-Presentational View

    Science.gov (United States)

    Kimura, Harumi

    2017-01-01

    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…

  7. The role of text in teaching foreign languages

    Directory of Open Access Journals (Sweden)

    Tatyana A. Baranovskaya

    2014-01-01

    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.

  8. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Science.gov (United States)

    Nikitina, Larisa

    2011-01-01

    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…

  9. Class Cuisine: Food in the Foreign Language Class.

    Science.gov (United States)

    Rauschenberg, Gretchen S.

    1984-01-01

    Food can both interest students in a foreign culture and motivate them to broaden their interests. Cooking with students can take many forms. The students can cook in class if adequate preparations are made and permission is granted. Students can contribute toward the purchase of food for snacks and meals, and the cost can be kept to the price of…

  10. THE USE OF CRITICAL THINKING TECHNIQUE STUDYING A FOREIGN LANGUAGE AT A HIGHER EDUCATIONAL INSTITUTION

    Directory of Open Access Journals (Sweden)

    Надія Бреславець

    2014-04-01

    Full Text Available The article is devoted to the theoretical analysis of skills formation and to the use of critical thinking technique when studying a foreign language at a higher educational establishment. The essence, stages and phases of critical thinking technique have been highlighted, methods of its usage have been grounded. The process of investigation has revealed that introduction of critical thinking technique skills facilitates the increase of foreign language study effectiveness, livens up the work of the students aimed at achieving their personal goals of studies, calls the teachers to rethink the essence of the updated educational process.

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

    OpenAIRE

    Zulfiya SAHIN

    2014-01-01

    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...

  12. Application of the Elements of Problem-Based Learning in Professional Foreign Language Studies at LUHS

    Directory of Open Access Journals (Sweden)

    Liudmila Kirikova

    2014-06-01

    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.

  13. COMPUTER-MEDIATED COMMUNICATION IN FOREIGN LANGUAGE EDUCATION: Use of Target Language and Learner Perceptions

    Directory of Open Access Journals (Sweden)

    Nesrin OZDENER

    2008-04-01

    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.

  14. Bisogni linguistici dei discenti di italiano alla scuola di lingua e cultura italiana per stranieri di Siena (Linguistic Needs of Students of Italian at the School of Italian Language and Culture for Foreigners of Siena).

    Science.gov (United States)

    Maggini, Massimo; Parigi, Valerio

    1986-01-01

    Presents the results of a questionnaire administered to students of Italian at the School for Foreigners of Siena to determine the following: (1) student characteristics; (2) student motivations for studying Italian; (3) student interests; (4) student linguistic needs; and (5) student evaluation of the program. (CFM)

  15. The Politics of Teaching English as a Foreign Language.

    Science.gov (United States)

    St. Clair, Robert N.; Eiseman, James

    1981-01-01

    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)

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

    Directory of Open Access Journals (Sweden)

    Aina eCasaponsa

    2015-05-01

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

  17. The sociocultural aspects and the use of the simple present tense in the teaching of Spanish as a foreign language

    Directory of Open Access Journals (Sweden)

    Aniceto Vicente-Abad

    2017-04-01

    Full Text Available The present paper is an experience the author had in the teaching of Spanish as a foreign language during his three years as part of the educational brigade in the Commonwealth of the Bahamas. Its objective is to show how the students improved the use of the verb SER (TO BE. The teaching of Spanish as a foreign language in the English speaking countries has an outstanding significance since the students not only learn the linguistic content of the language but also the habits, customs, and culture of the Hispanic countries. Hence, it is essential to relate the use of the simple present in the teaching of Spanish as a foreign language with the sociocultural aspects that the students learn. The comprehension of this relationship should contribute to a better development of the oral expression of the students and the results obtained were outstanding.

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

    Science.gov (United States)

    Kartal, Erdogan; Uzun, Levent

    2010-01-01

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

  19. Significance of Literature in Foreign Language Teaching

    Science.gov (United States)

    Babaee, Ruzbeh; Yahya, Wan Roselezam Bt Wan

    2014-01-01

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

  20. Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety.

    Science.gov (United States)

    Lee, Shu-Ping; Su, Hui-Kai; Lee, Shin-Da

    2012-06-01

    This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.

  1. A formative approach to cultural content learning in intercultural foreign language teaching

    Directory of Open Access Journals (Sweden)

    Andrijević Maja M.

    2016-01-01

    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.

  2. Social Media: An Optimal Virtual Environment for Learning Foreign Languages

    Directory of Open Access Journals (Sweden)

    Rdouan Faizi

    2014-09-01

    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.

  3. Foreign Language Usage by Secondary Education EFL Teachers

    Directory of Open Access Journals (Sweden)

    Sophia Kakavoula

    2010-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Selami Aydın

    2009-04-01

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

  5. Thinking in a foreign language, fast and slow

    Directory of Open Access Journals (Sweden)

    Turula Anna

    2016-06-01

    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.

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

    Directory of Open Access Journals (Sweden)

    Olga Malova

    2016-10-01

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

  7. Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Marina Valeryevna Kuimova

    2015-02-01

    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.

  8. Students' Motivation toward Computer-Based Language Learning

    Science.gov (United States)

    Genc, Gulten; Aydin, Selami

    2011-01-01

    The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…

  9. Mother-Tongue Diversity in the Foreign Language Classroom: Perspectives on the Experiences of Non-Native Speakers of English Studying Foreign Languages in an English-Medium University

    Science.gov (United States)

    Bruen, Jennifer; Kelly, Niamh

    2017-01-01

    This paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native…

  10. The Spanish Foreign language teaching for specific purposes in The Formation of Physical Culture Professional

    Directory of Open Access Journals (Sweden)

    Liliana Valdés-Aragón

    2012-09-01

    Full Text Available This work is the result of an ended research about the Spanish foreign language teaching for specific purposes, that contains a proposal of theoretic methodological model based on interactive communicative tasks for speaking skills development in the students academic discourse, who are preparing as future professionals of Physical Culture. The model is derived of the dialectical materialistic interpretations of the interaction and the communication from diverse dimensions (philosophical, psychological, sociological, pedagogic and linguistic and it constitutes a theoretical contribution. In making of this work were used procedures and research techniques like oral records that facilitated to know the students' interlanguage and it was directed to check in what measure a correct use of the language was made. The contribution to Spanish's teaching as a foreign language for professional goals in the physical culture area, reflected in this work, precise the components of the teaching learning process and the teachers' and students' functions in an interactive process. It allows the students to express their ideas with correction and property making use of the scientific style and transactional functions of the language to be able to define, to describe, to argue, to synthesize, to narrate, to debate, among others. The making of a tasks program used in Spanish's teaching as foreign language, constitutes the practical contribution of the research carried out, as well as the application of the model in other courses of foreign languages for professional goals. The work in general sense is a professional experience directed to solve educational problems, particularly those related with the abilities of the Physical Culture professional of the country and the institution in question, where its results were applied during several courses.

  11. Pre-Service EFL Teachers' Beliefs about Foreign Language Learning

    Science.gov (United States)

    Altan, Mustafa Zulkuf

    2012-01-01

    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…

  12. Language learning strategy research and modern foreign language teaching and learning in England

    OpenAIRE

    Grenfell, Michael

    2005-01-01

    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...

  13. Belles-Lettres Reading Strategies in the Process of Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Alexander S. Komarov

    2015-01-01

    Full Text Available The article is devoted to some of the teaching strategies based on the peculiarities of belles-lettres text. The author of the article analyses the peculiarities of the belles-lettres text which exert influence on the process of teaching reading skills and thus should be taken into account by foreign language teachers in their work with this type of text. The author argues that teaching belles-lettres reading skills should be centered on the five-level communication process between writer and reader. The teacher's aim is to create or adjust a system of reading instruction within the five levels so that he/she could improve students' reading skills. In the article, it is stated that the process of teaching reading skills should be congruent with the process of interpersonal communication between writer and reader. The author outlines the content of the teacher's approach to the work with this type of text within the process of foreign language instruction. The author describes two approaches to teaching belles-lettres reading skills as well as shows the prospects for the subjective approach. He also states high productivity and effectiveness of the subjective approach in teaching foreign languages. The article shows the importance of involving students who specialize in sciences into the process of belles-lettres reading while studying a foreign language for specific purposes.

  14. The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners

    Directory of Open Access Journals (Sweden)

    Jean-Marc Dewaele

    2013-10-01

    Full Text Available 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 both dimensions are inversely related as Foreign Language Learning contexts are full of ambiguities which may contribute to anxiety. However, the relationship between FLCA and SLTA has been under-researched. The present study is an attempt to fill this gap by investigating the link between SLTA and FLCA in English of 73 secondary school students in Hong Kong. They filled out an online questionnaire consisting of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986 and the Second Language Tolerance of Ambiguity Scale (Ely, 1995. Statistical analyses revealed that FLCA, SLTA and Self-rated English proficiency predict half of the variance in each other; in other words, students who were more tolerant of second language ambiguity were less anxious in their EFL classes and they also felt more proficient.

  15. Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence

    Science.gov (United States)

    Eser, Oktay

    2014-01-01

    At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to…

  16. The Human Brain Does Not Need High Levels of Motivation to Learn a Foreign Language: Motivation Has Had Its Day

    Science.gov (United States)

    Green, Kieran

    2016-01-01

    Language is nature in action and something humans do. This literature review presents evidence from the literature that suggests that learning a foreign language in a classroom situation does not require high levels of student motivation. It is instead suggested that high levels of motivation are needed to make progress when a teacher is using…

  17. Bad Influence?--An Investigation into the Purported Negative Influence of Foreign Domestic Helpers on Children's Second Language English Acquisition

    Science.gov (United States)

    Leung, Alex Ho-Cheong

    2012-01-01

    This paper explores the purported negative influence of foreign domestic helpers (FDHs) on child second language acquisition (SLA) by studying Hong Kong Cantonese children's listening ability in second language (L2) English. 31 kindergarten third graders aged 4;6 to 6, and 29 first year secondary students aged 11-14 who have had a Filipino…

  18. Learner motivation in teaching and learning Chinese as a foreign language

    DEFF Research Database (Denmark)

    Ruan, Youjin

    -centred method, such as task-based teaching and learning or a method inspired by problem-based learning, can be employed as a motivating methodology to provide a supportive environment for language and culture learning (i.e., Chinese language and culture learning), particularly in an intercultural (or Danish......This PhD study explores the influence of teaching and learning methods on learner motivation in teaching Chinese as a foreign language in an intercultural (or Danish) context and illustrates how the learners are motivated to learn Chinese language and culture through task-based teaching...... and learning in a student-centred learning environment. Both qualitative and mixed methods approaches have been employed to examine learner motivation and the effects of certain teaching and learning methods (i.e. student-centred methods) in a given context. The findings have shown that a student...

  19. Integrating information and communication technologies in the process of foreign language teaching and learning

    Directory of Open Access Journals (Sweden)

    Natalia Serostanova

    2014-09-01

    Full Text Available The paper is an attempt to cover some of the issues of using information and commu-nication technologies (ICT in foreign languages teaching and learning (FLT/FLL on the basis of intercultural approach. The facilities of Internet along with computer programs, audio and video devices, interactive whiteboards and telecommunications are considered. Special attention is given to the peculiarities of telecommunication projects; the example of telecommunication project realization is represented. The advantages and disadvantages of distance language learning are considered. Besides, some difÞ culties that students and teachers come across during ICT-supported language education are also discussed.

  20. The foreign language effect on the self-serving bias: A field experiment in the high school classroom.

    Science.gov (United States)

    van Hugten, Joeri; van Witteloostuijn, Arjen

    2018-01-01

    The rise of bilingual education triggers an important question: which language is preferred for a particular school activity? Our field experiment (n = 120) shows that students (aged 13-15) who process feedback in non-native English have greater self-serving bias than students who process feedback in their native Dutch. By contrast, literature on the foreign-language emotionality effect suggests a weaker self-serving bias in the non-native language, so our result adds nuance to that literature. The result is important to schools as it suggests that teachers may be able to reduce students' defensiveness and demotivation by communicating negative feedback in the native language, and teachers may be able to increase students' confidence and motivation by communicating positive feedback in the foreign language.

  1. Phonological competence development in Italian as second/foreign language

    Directory of Open Access Journals (Sweden)

    Anja Zorman

    2017-12-01

    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.

  2. 9 CFR 381.128 - Labels in foreign languages.

    Science.gov (United States)

    2010-01-01

    ... 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...

  3. Motivation within the Information Processing Model of Foreign Language Learning

    Science.gov (United States)

    Manolopoulou-Sergi, Eleni

    2004-01-01

    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,…

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

    Science.gov (United States)

    Savell, Don P.

    1978-01-01

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

  5. The effectiveness of early foreign language learning in the Netherlands

    NARCIS (Netherlands)

    de Bot, Kees

    2014-01-01

    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

  6. National Identification and Intercultural Relations in Foreign Language Learning

    Science.gov (United States)

    Rivers, Damian J.

    2010-01-01

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

  7. Attitudes and Motivation in Early Foreign Language Learning

    Science.gov (United States)

    Djigunovic, Jelena Mihaljevic

    2012-01-01

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

  8. Flipping the Classroom in Teaching Chinese as a Foreign Language

    Science.gov (United States)

    Yang, Jia; Yin, Chengxu; Wang, Wei

    2018-01-01

    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…

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

    Institute of Scientific and Technical Information of China (English)

    殷彩

    2009-01-01

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

  10. Virtual Linguistic Personas and Foreign Language Teaching in Higher Education

    Science.gov (United States)

    Popova, T. P.; Nenasheva, T. A.

    2016-01-01

    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…

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

    Science.gov (United States)

    Krause, Julie

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

  12. Telecollaboration and Sociopragmatic Awareness in the Foreign Language Classroom

    Science.gov (United States)

    Martí, Natalia Morollón; Fernández, Susana S.

    2016-01-01

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

  13. The Effectiveness of Early Foreign Language Learning in the Netherlands

    Science.gov (United States)

    de Bot, Kees

    2014-01-01

    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…

  14. Improving the Traditional Testing Methods in Learning Foreign Languages

    DEFF Research Database (Denmark)

    Pachovski, Veno; Dimova, Slobodanka; Vaneva, Marjana

    2012-01-01

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

  15. Body in Mind: How Gestures Empower Foreign Language Learning

    Science.gov (United States)

    Macedonia, Manuela; Knosche, Thomas R.

    2011-01-01

    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…

  16. Advertisements: An Overlooked Resource in the Foreign Language Classroom.

    Science.gov (United States)

    Deutsch, Rena

    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…

  17. A Call to Action for National Foreign Language Capabilities

    Science.gov (United States)

    US Department of Defense, 2005

    2005-01-01

    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…

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

    Science.gov (United States)

    Ben Maad, Mohamed Ridha

    2016-01-01

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

  19. Online Games for Young Learners' Foreign Language Learning

    Science.gov (United States)

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

    2014-01-01

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

  20. Foreign Languages at the Pre-School Level.

    Science.gov (United States)

    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…

  1. Neural Correlates of High Performance in Foreign Language Vocabulary Learning

    Science.gov (United States)

    Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

    2010-01-01

    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…

  2. Reasons behind Young Learners' Learning of Foreign Languages

    Science.gov (United States)

    Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda

    2015-01-01

    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…

  3. The Role of "Outside" Organizations in Foreign Language Teacher Education.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Courtney, Louise

    2017-01-01

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

  5. Foreign Language Teaching and the Computer.

    Science.gov (United States)

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

    1986-01-01

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

  6. Foreign Language Workshop on French Culture.

    Science.gov (United States)

    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)…

  7. Foreign Language Teaching and Intercultural Citizenship

    Science.gov (United States)

    Byram, Michael

    2013-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Maryana М. Sidun

    2012-12-01

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

  9. Training of Future Civil Engineers in the Area of Foreign Language: Interaction of Educational Paradigms

    Directory of Open Access Journals (Sweden)

    Nordman Irina

    2017-01-01

    Full Text Available The article deals with problems of engineers’ training in higerh school. Problems in the organization of classroom and students’ independent work, in the area of evaluation and control as well as teaching recourses and training methods are pointed out. The role of foreign language in the training of future specialists in the field of construction is highlighted. The necessity of the use of settings of traditional and innovative educational paradigms when training of students in the specialization “Industrial and civil construction” on the discipline “Foreign Language” is proved. The interaction of traditional and innovative teaching resources, trraining methods, as well as evaluation and control means is shown. The conclusions on the effectiveness of interaction of traditional and innovative educational concepts when teaching a foreign language in technical universities are drawn.

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

    Science.gov (United States)

    Stott, Michael

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

  11. Foreign Language Learning using E-Communication Technologies in the Educational Sector

    Directory of Open Access Journals (Sweden)

    Andreea-Maria Tirziu

    2015-05-01

    Full Text Available E-communication places new demands on language, leading to interesting variations in written language use. E-mail, chats, online discussions and SMS messages use a language marked by traits of both informal speech and formal writing, a host of text-based icons and acronyms for handling social interaction and modifications in spelling norms. Objectives: The purpose of this article is to provide a framework on individuals’ possibilities to learn a foreign language using e-communication technologies. Approach: It shows the specialty literature that focuses on e-learning, with priority to e-communication. Results: Proper use of new technologies allows a more systematic integration of language, content and culture, and gives individuals unprecedented opportunities for autonomous learning. E-communication not only helps teachers and students to exceed linguistic, geographical and time barriers, but also to build bridges between native and foreign language programs. Implications: This research work is important for academics and students who use online technologies to teach or learn another language. Value: In this paper, we have identified that the use of new technologies consents learners to engage in forms of online communication, thus research becoming vital for success in their academic and professional pursuits.

  12. Trends and Prospects in Foreign Student Admissions.

    Science.gov (United States)

    Slocum, Joel

    1984-01-01

    One of the most important factors affecting the choices of many foreign students for study in the United States is the availability of financial aid. Availability of places and the competition for them vary. Access to undergraduate engineering programs is seen as almost impossible. (MLW)

  13. Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning.

    Science.gov (United States)

    Sparks, R L

    1995-01-01

    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.

  14. Teachers’ competences in the foreign language teaching/learning process

    Directory of Open Access Journals (Sweden)

    Douglas Altamiro Consolo

    2012-10-01

    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.

  15. Transfer and Generalizability of Foreign Language Learning

    Science.gov (United States)

    2009-02-01

    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

  16. Formative assessment in the foreign language classroom

    Directory of Open Access Journals (Sweden)

    Barbosa, Matheus de Almeida

    2015-01-01

    Full Text Available The objective of every good teacher is that students can have a successful and progressive performance throughout the course. However, there are times when what is taught in the classroom is not enough for the proper outcome of some students who may have some learning difficulties. “What should we do with these students?”, “how can we find the source of their real difficulty?” and “how to deal with such problems?” are common questions among teachers and about which we intend to reflect in this work. In order to do so, we decided to compare our students with a patient looking for medical care, in order to show him the steps to overcome the difficulties he might face

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

    Science.gov (United States)

    Brooks-Lewis, Kimberly Anne

    2014-01-01

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

  18. The problem of early learning of foreign languages in Germanspeaking countries in modern pedagogical science

    Directory of Open Access Journals (Sweden)

    Nataliia Kohut

    2017-03-01

    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.

  19. Foreign Language Teaching and Learning in the Netherlands 1500-2000: An Overview

    Science.gov (United States)

    Wilhelm, Frans

    2018-01-01

    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,…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Zhang, Xian

    2013-01-01

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

  2. Written Fluency Improvement in a Foreign Language

    Science.gov (United States)

    Nguyen, Le Thi Cam

    2015-01-01

    This article reports on a study which examined the effectiveness of a 7-minute writing technique whereby students regularly wrote as much as they could in 7 minutes three times a week for a period of 10 weeks. The study was conducted with four classes of first-year and third-year students at a university in Vietnam. The study looked at the…

  3. Come on and take a free ride : Contributing to public goods in native and foreign language settings

    NARCIS (Netherlands)

    Urbig, Diemo; Terjesen, Siri; Procher, Vivien; Muehlfeld, Katrin; Van Witteloostuijn, Arjen

    2016-01-01

    Business schools around the world must prepare their students for two realities: operating in an English-speaking business world and working in teams. As yet, there is limited understanding of how operating in a native or a foreign language impacts students' propensity to free ride in group

  4. Does Combining the Embodiment and Personalization Principles of Multimedia Learning Affect Learning the Culture of a Foreign Language?

    Science.gov (United States)

    Wang, Yanlin; Crooks, Steven M.

    2015-01-01

    The purpose of this study was to investigate how social cues associated with the personalization and embodiment principles in multimedia learning affect the learning and attitude of students studying the culture of a foreign language. University students were randomly assigned to one of two experimental conditions that consisted of an…

  5. Come on and take a free ride : Contributing to public goods in native and foreign language settings

    NARCIS (Netherlands)

    Urbig, D.; Terjesen, S.; Procher, V.; Muhlfeld, K.S.; van Witteloostuijn, A.

    Business schools around the world must prepare their students for two realities: operating in an English-speaking business world and working in teams. As yet, there is limited understanding of how operating in a native or a foreign language impacts students' propensity to free ride in group

  6. DEVELOPMENT OF FOREIGN LANGUAGE STYLISTIC COMPETENCE OF FUTURE PHILOLOGISTS: GRAMMATICAL ASPECT

    Directory of Open Access Journals (Sweden)

    Олена Вовк

    2015-05-01

    Full Text Available The article studies a grammatical aspect of developing stylistic competence of students of linguistic departments. Particularly, the stylistic competence which is defined as a capacity to create adequate utterances under natural conditions of communication according to a concrete situation is characterized. To highlight the importance of acquiring stylistic competence the levels of speech development of an individual are indentified and the stages of teaching grammar are differentiated. The approaches to teaching stylistic grammar are characterized within a communicative framework and relevant skills are elucidated. The role of functional styles in teaching a foreign language is clarified. The idea of teaching students to be able to make register shifts and mixture of speech registers in the process of foreign language competence acquiring are highlihgted. The theoretical principles are illustrated with the appropriate examples of exercises.

  7. The Foreign Language Teacher as "Con Artist."

    Science.gov (United States)

    Hughes, Jean S.

    A teacher's experiences in acquiring realia (mostly food-related) for her junior high school French classes are described. The collection of realistic props proved to be both a small adventure in itself and the source of a rewarding change in classroom instruction. The use of a simulated store, in which students bought and sold the imitation food,…

  8. MEMORY OPERATION AND ATTENTION CONCENTRATION FEATURES OF BUILDING PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATIVE STRATEGIES IN PERSPECTIVE PROGRAMMERS

    Directory of Open Access Journals (Sweden)

    Ірина Семеряк

    2015-09-01

    Full Text Available Memory operation and attention concentration features of building professionally oriented foreign language communicative strategies in perspective programmers have been analyzed in the article. The features of functioning and role of short-term, sensory, operational, long-term, semantic memory in the process of building foreign language professionally oriented communicative strategies in students majoring in programming have been in the spotlight of the author’s attention. Special conditions for successful memorizing of studying material by students have been identified. In the course of the pilot study it has been proven that active methods of teaching / learning enchance high concentration and makes it possible to activate long-term memory and, as a result, reflect necessary studying material in it. The impact of concentration on the efficiency of building professionally oriented foreign language communicative strategies in perspective programmers has been grounded. Mechanisms of concentration of students majoring in programming on studying activity have been analyzed.

  9. PEER TUTORING IN LEARNING A FOREIGN LANGUAGE AS A NON-MAJOR

    Directory of Open Access Journals (Sweden)

    E. A. Makarova

    2017-01-01

    Full Text Available Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee».The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university.Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation.Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more

  10. Actions and reflections on the use of a WhatsApp group for foreign language learning

    Directory of Open Access Journals (Sweden)

    Gabriela Marques-Schäfer

    2016-10-01

    Full Text Available The potential of mobile technology is being increasingly investigated. The advantages of these technologies go beyond the low-cost, high connectivity and portability. These are devices that can be accessed and used by students anywhere at any time, regardless of permissions teachers and educational institutions. Given this new situation, the purpose of this work is to report on an E-Mentoring Project which had the support of the WhatsApp application. By forming a group, students of Portuguese and German could practice language skills acquired in the classroom, interact about their daily lives in a foreign language and send messages and images files. In addition, students could count on the support of a virtual tutor and a teacher to be able to express in the target language, ask questions of grammar and vocabulary and still receive corrective feedback when requested.

  11. The Design of Video Games in the Implementation of Malay Language Learning among Foreign Students in an Institution of Higher Learning

    Science.gov (United States)

    Rosman, Fuziah; Alias, Norlidah; Rahman, Mohd Nazri Abdul; Dewitt, Dorothy

    2015-01-01

    This study aims at reviewing the curriculum design by including video games in the implementation of the Malay language course at an Institute of Higher Learning. The objective of this study is to obtain expert opinion on the expected manner of implementation of video games in learning the Malay language. The Fuzzy Delphi technique (FDM) is used…

  12. Wiki-based Collaborative Learning Experience in a Foreign Language Blended Course

    OpenAIRE

    Krasnova, Tatiana Ivanovna; Gorbatova, Tatiana Nikolaevna; Kudryashova, Aleksandra Vladimirovna; Popova, Anna Nikolaevna

    2016-01-01

    The article emphasizes the educational potential of wikis for learning foreign languages. It focuses on students’ collaboration based on integration of different types of activities within a highly motivating blended learning environment where learners can interact and share their ideas. The study aims to understand if wikis could enhance online collaboration and positively affect students’ attitudes to group work. It tries to explore the level of participation and contribution of students in...

  13. The Model of Blended Learning and Its Use at Foreign Language Teaching

    OpenAIRE

    A. A. Kudysheva; A. N. Kudyshev

    2013-01-01

    In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

  14. A longitudinal study of adult foreign language learning

    DEFF Research Database (Denmark)

    Nielsen, Andreas Højlund; Horn, Nynne Thorup; Sørensen, Stine Derdau

    Models of speech learning suggest that adaptations to foreign language sound categories should happen early in the acquisition process. Results from laboratory language training show effects on non-native perception within one to three weeks of training. Results from linguistic immersion studies...... 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...

  15. Constructing a Voice in English as a Foreign Language: Identity and Engagement

    Science.gov (United States)

    Nasrollahi Shahri, Mohammad Naseh

    2018-01-01

    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,…

  16. Students’ Perceptions on a Good Tertiary Foreign Language Teacher

    Directory of Open Access Journals (Sweden)

    Siti Tarwiyah

    2013-11-01

    Full Text Available This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication & Broadcasting department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.

  17. Teaching Idioms in German as a Foreign Language Lesson

    Directory of Open Access Journals (Sweden)

    Lucija Križaj

    2013-12-01

    In my opinion that is how, with sufficient knowledge and use of idioms, students also get to know and learn about the culture of the target language - which by itself culturally connects them closer to the language. Key words: phrase, phraseodidactic, phraseodidactic step, teaching, lesson plan.

  18. Creating an Authentic Learning Environment in the Foreign Language Classroom

    Directory of Open Access Journals (Sweden)

    Larisa Nikitina

    2011-01-01

    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.

  19. Culture: The Basis for Learning Business in a Foreign Language

    OpenAIRE

    Hager, Michael

    2012-01-01

    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...

  20. The University of Saint Louis’ Foreign Language Program: Introspections and Realizations

    Directory of Open Access Journals (Sweden)

    Emmanuel James P. Pattaguan

    2016-08-01

    Full Text Available This study was meant to present an evaluation of the delivery of the University of Saint Louis’ Foreign Language Program-Mandarin Chinese. Using descriptive research design, coupled with focus group discussion with the students in total enumeration, data along the different aspects of the teaching and learning of Mandarin Chinese, was ascertained using a developed and validated questionnaire. The student-respondents have evaluated the following areas: 1.Objectives of the Lesson/Course 2 Lesson Strategies 3 Lesson Assessments 4 Student Engagement 5 Learning Resources and Environment 5 Classroom Management 6 Outcomes. Moreover, the grades of the students along two major assessments-oral and written were also looked into to validate the perceptions of students along outcomes. In addition, a structured interview with the teachers was also conducted to provide further information. Looking within, data gathered and analyzed reveals that the University’s Foreign Language Program with the offering of Mandarin Chinese is generally very satisfactory along all areas evaluated. The oral and written examination results as reflected in the grades of the students show that the students have gained adequate skills in both oral and written Mandarin Chinese, although among all areas, it’s the written Mandarin that got the lowest mean rating among all items under “outcomes”. From the foregoing, realizations have been made that while the evaluation is generally very satisfactory using the scale, there is a need for the University to look into specific items under the major areas by way of designing intervention programs to further improve the delivery of the current foreign language program to its students. Moreover, an in-depth study of the same can be expanded to other classes delivered by Filipino professors.