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Thematische Bibliographien / Acquisition : learning second and foreign languages

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Auswahl der wissenschaftlichen Literatur zum Thema „Acquisition : learning second and foreign languages“

Autor: Grafiati

Veröffentlicht am 22. Februar 2025

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Zeitschriftenartikel zum Thema "Acquisition : learning second and foreign languages"

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Cumming, Alister, Bill Vanpatten und James F. Lee. „Second Language Acquisition/Foreign Language Learning“. Modern Language Journal 75, Nr. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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Yurchenko, Margarita. „Developing Functional Literacy as Part of Second Language Acquisition“. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2023, Nr. 4 (25.12.2023): 466–75. http://dx.doi.org/10.21603/2542-1840-2023-7-4-466-475.

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Functional literacy is an important skill that can be developed in a second language classroom at secondary and high school. This article introduces a functional literacy program of advanced training for teachers of foreign languages. The author used axiological, personal-activity, and interdisciplinary approaches with non-participant observation methods and pedagogical modeling to analyze legal norms, school standards, and foreign and domestic publications. The program offers a single school-university track represented as a course of professional training for teachers of foreign languages at the Siberian Institute of Management, Novosibirsk. Teachers of foreign languages donated their teaching and learning experience in preparing students for state exams in foreign languages and functional literacy development. The study revealed some gaps in the academic standardization, advanced training for teachers, and methodological support for Second Language at school. The author identified vectors of prospective development in the field of functional literacy as school, as well as the reasons behind the passive attitude of most school teachers to functional literacy development. Advanced training in this sphere should be compulsory and interdisciplinary. The connection between functional literacy, state exam diagnostics, and teachers’ competences is of exceptional importance in Russian education and requires more continuity.

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Babakulova, Dilrabo. „Adult And Child Learning Second Language Differences“. American Journal of Applied sciences 03, Nr. 01 (26.01.2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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Abduganiyeva, Khusnida. „Theories of foreign and second language acquisiton“. Зарубежная лингвистика и лингводидактика 2, Nr. 5 (15.09.2024): 31–35. http://dx.doi.org/10.47689/2181-3701-vol2-iss5-pp31-35.

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Theories of foreign and second language acquisition examine how learners acquire languages beyond their native tongue. These theories offer insights into the cognitive, social, and environmental factors that influence language learning. While some theories emphasize innate abilities, others focus on the importance of interaction, cognitive development, or the role of external input and social contexts. This article presents observations on how language learners from diverse backgrounds learn English in different ways.

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Mohammed, Ibtisam Jassim. „Learner Differences in Second Language Acquisition“. Journal of Tikrit University for Humanities 27, Nr. 8 (04.11.2020): 43–55. http://dx.doi.org/10.25130/jtuh.27.8.2020.22.

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This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and styles. Some second language learners make rapid and apparent progress while others progress very slowly and with difficulties, in this respect there are several important areas where the learners may show differences from each other. These include: age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.

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Shamsi, Ahmad Fawzi. „The Motivating Factors of Second Language Acquisition for Young Learners“. Journal of Studies in Education 9, Nr. 3 (15.08.2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.

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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.

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Jin, Mengran. „A Study of Students Learning a Second Language Early in School“. Journal of Education, Humanities and Social Sciences 10 (05.04.2023): 164–68. http://dx.doi.org/10.54097/ehss.v10i.6910.

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With increasing international communication, the importance of foreign language learning is generally increasing, and there is a trend toward teaching foreign languages at younger ages. However, the question of whether and, if so, what effect age has on second language acquisition, especially the acquisition of pure speech, and what age is optimal for language acquisition has become a hot topic of debate among educators, but no definitive conclusion has been reached to date. This paper studies students learning a second language early in school. The critical period theory of second language acquisition, the effects of various age groups on second language acquisition, and the connection between age factors and second language acquisition are all discussed in this paper. Based on theoretical research, the strengths and weaknesses of second language learners in different age groups are analyzed and compared, and reasonable educational systems and teaching strategies are developed for this purpose.

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Myles, Florence. „The development of theories of second language acquisition“. Language Teaching 43, Nr. 3 (10.06.2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.

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Yu, Rongmei. „Culture in Second or Foreign Language Acquisition“. Journal of Language Teaching and Research 11, Nr. 6 (01.11.2020): 943. http://dx.doi.org/10.17507/jltr.1106.10.

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Many theorists have pointed out that in real world communication, the usage of a language is always colored by a cultural norm so that the language used in communication can be understood by the majority of a cultural community or society. The relationship between language usage and cultural norms or pragmatic rules can never be broken in communication. In cross-cultural communication, the differences in pragmatic rules, communicative strategies, cross-cultural psychology among other may become problematic areas in learning a second or foreign language. Consequently, making the differences known to both learners and teachers is of paramount importance in teaching and learning a second or foreign language. By addressing and discussing some cultural-specific factors in teaching and learning a second or foreign language, this thesis aims to provide useful learning factors in which learners frame meaning in a second or foreign language and thus emphasize the importance of teaching culture to second or foreign language learners, it also tentatively provide some instructional strategies for teaching culture in second or foreign language acquisition (SLA/FLA) classroom.

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Aljumah, Fahad Hamad. „Second Language Acquisition: A Framework and Historical Background on Its Research“. English Language Teaching 13, Nr. 8 (31.07.2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.

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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.

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Dissertationen zum Thema "Acquisition : learning second and foreign languages"

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Johnson, Brianne J. McManness Linda M. „Foreign language learning : an exploratory study on the external and internal influences affecting success /“. Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/3959.

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Guillory, Helen E. (Helen Elizabeth). „Computer Applications to Second Language Acquisition“. Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.

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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.

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Chen, Yih-Lan. „Motivation and language learning strategies in learning English as a foreign language /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Thacker, Josie Eileen. „The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students“. BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8759.

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The purpose of this study was to examine how motivation and anxiety within learners studying a foreign language are affected by a participant's language requirement (whether a participant has a language requirement as part of their education), language class level, and language learning environment (those with traditional classroom verses significant in- country experience). The current study surveyed and analyzed the responses of 124 students currently enrolled in a language class at Brigham Young University. Self- reported survey results demonstrate the relationship between motivation and anxiety with relation to language class level, language learning experience, and language requirement fulfillment. Further analyses were done in order to explore the interaction of different types of motivation (instrumental, integrative, intrinsic and resultative) and different types of anxiety (classroom, text anxiety and fear of negative evaluation) on the three factors examined in this study. Results indicated that there was a significant difference in motivation for participants whose major required taking foreign language courses and those whose major did not require a foreign language. Specifically, the results of the sub types of motivation (integrative, intrinsic, instrumental, and resultative) indicated that those that were required to take the language as a requirement had higher instrumental motivation than those that were not required to take a foreign language. The second significant finding of this study is that there was no effect on motivation and anxiety levels of participants with regard to language class level with one exception. Students at the 200 level had greater language class anxiety and lower resultative motivation than the other levels did. The third significant finding was that significant in- country experience did not affect motivation or anxiety. These results demonstrate that several factors may influence students' motivation and anxiety levels when learning a foreign language.

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Lyu, Yeonhwan. „Simulations and Second / Foreign Language Learning: Improving communication skills through simulations“. See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.

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Knudsen, Lina. „Dyslexia and Foreign Language Learning“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.

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This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.

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Zhao, Huajing. „Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school“. Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.

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Kim, Joo-hae. „Foreign language listening anxiety : a study of Korean students learning English /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004305.

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金裕璟 und You-kyong Kim. „The learning experience of Koreans learning Cantonese as a second language“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945041.

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Yang, Li. „A web-based approach to learning expressions of gratitude in Chinese as a foreign language“. Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2425.

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This study investigates the effects of instruction delivered via a learner-centered, self-access website on the learning of expressions of gratitude by L2 Chinese learners across proficiency levels. Three research questions are addressed: (1) whether the web-based instruction facilitates students' learning of Chinese expressions of gratitude, (2) whether the effects of instruction vary across proficiency levels, and (3) how L2 learners regard the use of the website as a learning tool. Based on the noticing hypothesis and the pragmatic consciousness-raising approach, a pragmatics website was developed that provided explicit instruction on how to appropriately express gratitude in Chinese and offered awareness-raising exercises and activities for practice. It was structured in eight instructional units and two review sessions. To address the three research questions, this study adopted a pretest-posttest design to include two groups of learners who differed in their proficiency in the Chinese language. The two groups of learners received pragmatics instruction delivered via the self-access website over five weeks. Two weeks prior to the instruction, all learners were asked to complete (1) the language contact profile (LCP) for eliciting their demographic information and their contact with Chinese outside the classroom, (2) a local standardized Chinese proficiency test (CPT) for assessing their proficiency in Chinese, (3) discourse completion tasks/tests (DCT) for soliciting their production of Chinese expressions of gratitude, (4) metapragmatic assessment tasks (MAT) for eliciting their metapragmatic assessment of thanking responses provided, and (5) retrospective interviews for soliciting learners' explanations of their assessments in the MAT. On a weekly basis during the treatment period, learners wrote reflective e-journals in response to prompt questions provided by the researcher, which helped track learners' self-access study progress and their on-going perceptions of the website. One week after the online instruction, all learners were also asked to complete the same types of questionnaires (i.e., the DCT and the MAT) and retrospective interviews for assessing their pragmatic development. Results showed that after receiving the web-based instruction, all learners produced more appropriate expressions of gratitude and used more varied thanking strategies in their responses, regardless of their proficiency. Learners' assessments of Chinese expressions of gratitude became more target-like and their metapragmatic awareness was also promoted. However, higher-level learners seemed to have benefited more from the instruction in their production of Chinese expressions of gratitude than lower-level participants, and the higher-level group demonstrated an overall higher level of pragmatic awareness than the lower-level group after the online instruction. But no significant difference was found between the two groups in terms of learners' metapragmatic assessments. In addition, participants responded positively to the website and put forward constructive suggestions to improve it. Finally, this study interpreted the findings based on cognitive processing theories, proposed both theoretical and pedagogical implications, and discussed the limitations of this study and directions for future research.

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Bücher zum Thema "Acquisition : learning second and foreign languages"

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Bill, VanPatten, und Lee James F, Hrsg. Second language acquisition/foreign language learning. Clevedon, Avon, England: Multilingual Matters, 1990.

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Janusz, Arabski, Hrsg. On foreign language acquisition and effective learning. Katowice: Wydawn. Uniwersytetu Śląskiego, 2007.

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Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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Miles, Turnbull, und Dailey-O'Cain Jennifer, Hrsg. First language use in second and foreign language learning. Bristol, UK: Multilingual Matters, 2009.

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Miles, Turnbull, und Dailey-O'Cain Jennifer, Hrsg. First language use in second and foreign language learning. Bristol: Multilingual Matters, 2009.

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Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Janusz, Arabski, und Polska Akademia Nauk. Oddział w Katowicach. Komisja Językoznawstwa., Hrsg. On foreign language learning: Selected papers. Wrocław: Zakład Narodowy im. Ossolińskich, 1989.

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Bielska, Joanna. Between psychology and foreign language learning. Katowice: Wydawn. Uniwersytetu Śląskiego, 2000.

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Fernando, Rubio, Hrsg. Self-esteem and foreign language learning. Newcastle, UK: Cambridge Scholars Pub., 2007.

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Janusz, Arabski, Hrsg. Studies in foreign language learning and teaching. Katowice: Wydawn. Uniwersytetu Śląskiego, 1998.

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Buchteile zum Thema "Acquisition : learning second and foreign languages"

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Arabski, Janusz. „Stages in the Acquisition of Foreign Lexis“. In Second Language Learning and Teaching, 121–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31954-4_9.

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Krüger, Maleika. „Theory of Second Language Acquisition“. In Media-Related Out-of-School Contact with English in Germany and Switzerland, 51–93. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-42408-4_4.

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AbstractThe scientific field of second language acquisition (SLA), as it emerged in the 1970s, is concerned with the conditions and circumstances in which second and foreign language learning occurs. Although sometimes used synonymously, the terms second language and foreign language describe two different aspects: a second language refers to the official language within the country of residence, which is not a person’s mother tongue. This is, for example, the case for immigrant children who learn the language of their parents’ homeland before or while learning the language of their country of residence as a second language in school or kindergarten.

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Fotiou, Constantina, und Natalia Pavlou. „The Role of Motivation in Learning Cypriot Maronite Arabic“. In Advances in Second/Foreign Language Acquisition, 171–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_8.

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Naito, Yuka. „Does Musical Training Influence Perceptual Learning of Japanese Pitch Accent? The Case of Native Italian Speakers“. In Advances in Second/Foreign Language Acquisition, 1–18. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_1.

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Rokita-Jaśkow, Joanna, und Małgorzata Pamuła-Behrens. „1. Policy and Practice in Early Foreign Language Learning: The Case of Poland“. In Early Instructed Second Language Acquisition, herausgegeben von Joanna Rokita-Jaśkow und Melanie Ellis, 11–25. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-004.

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Wrembel, Magdalena. „Foreign Accent Ratings in Third Language Acquisition: The Case of L3 French“. In Second Language Learning and Teaching, 31–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-24019-5_3.

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Cerri, Stefano A., Elena Cheli und Angus McIntyre. „Nobile: Object-Based User Model Acquisition for Second Language Learning“. In Intelligent Tutoring Systems for Foreign Language Learning, 171–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_11.

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Król-Gierat, Werona. „11. Investigating the Self- Concept of Children with Special Educational Needs in the Context of Foreign Language Learning“. In Early Instructed Second Language Acquisition, herausgegeben von Joanna Rokita-Jaśkow und Melanie Ellis, 206–24. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-016.

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Ziębka, Justyna. „Pragmatic Aspects of Culture in Foreign Language Learning“. In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 263–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_19.

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Elgar, Ann Gillian. „Culture Through Literature in Foreign Language Teaching“. In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 139–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_11.

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Konferenzberichte zum Thema "Acquisition : learning second and foreign languages"

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Djumanazarova, Ziyada. „INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION: INSIGHTS FROMLIGHTBOWN AND SPADA'S RESEARCH“. In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/zanm3511.

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The process of learning a second language is influenced by a wide range of factors. Among these factors, individual differences play a crucial role, which include age, gender, personality, learning styles, etc. It is undeniable that individual differences of language learners have a big influence on their performance in acquiring a foreign language. Therefore, understanding and being aware of these variations among students greatly aids instructors in their work as educators. This paper focuses on individual variation in language learners and discusseshow language instructors' awareness of these characteristics of their students enhances the teaching of second languages based on the research conducted by Lightbown and Spada, and it concludes that this is a valuable supportive tool in SLA.

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Zubayda, Anarkulova, und Jamoatova Sarvinoz. „PROBLEMS IN SECOND LANGUAGE ACQUISITION AND LITERACY DEVELOPMENT“. In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-06.

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Ibodullayevna, Toshova Khurshida, und KHASANOV ASLIDDIN ABDIMUROTOVICH. „Importance of needs analysis in second language acquisition“. In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-73.

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A needs analysis is one of the most crucial and main stages that assists to identify the learner’s desires, needs, and area of their weakness and strength. Moreover it helps to define their preferences, language level to design productive and successful. teaching and learning atmosphere. According to Burksaitiene (2008) needs analysis is the key to collect insider’s view of the ESP situation (p.330) and the views of chosen learners are of utmost importance. Dudley –Evans (2001) also stated that the main aim of the ESP course is to meet the explicit needs of the learners. It is believed that improving learner’s language proficiency to succeed on their field and academic field is based on a learner-centered approach. Saragih (2014) states that needs analysis is vitally important in designing teaching materials for English for Specific Purposes (p. 59). Therefore, collecting sufficient information concerning learners’ wants, needs and wishes is central to reach intended results that we set in front of us as a teacher.

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Fazio, Alessandra, und Emanuele Isidori. „TECHNOLOGY-ENHANCED LEARNING AND CLIL FOR PHYSICAL EDUCATION“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-144.

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The aim of this paper is to show a preliminary analysis to develop an effective model to enhance teaching and learning foreign languages through technology-supported CLIL (Content and Language Integrated Learning) approach in the field of physical education. This is the first exploratory phase of a project held at the university of Foro Italico titled "Technology-supported Teaching and Learning for CLIL in Physical Education: in Search of an effective Model" in which we intend to explore the possibility of applying augmented/virtual reality-based tools to CLIL teaching/learning in the context of physical education and sport sciences. The research question aims to explore which technology has a more significant impact on knowledge and content acquisition and can be more easily transferred into a CLIL class. Therefore, we will outline an explorative investigation to highlight the use of augmented reality (AR) as a pedagogical tool to support teaching/learning a foreign language through Physical Education (PE) using a combination of CLIL and TBLT approaches. First, this paper will review the current literature on the application of technology-related educational theories (i.e., "Situated Cognition Theory", "Experiential Learning", "Anchored Instruction Theory", TBLT and CBLT approaches). Second, it may be hypothesized that a model for effective foreign language acquisition through physical education to promote understanding, knowledge acquisition and activate productive skills can be developed and some examples of good practices will be provided. The challenge is not only to highlight the implications of the use of the technology-supported CLIL approach and physical education, but to bridge the gap between language and content acquisition through the use of specific technological tools. Finally, in line with the European language policy aimed at enhancing linguistic and cultural diversity as an asset, this study aims at promoting effective professional communication in a multilingual and intercultural perspective.

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Sivtseva, Natalia, Svetlana Latysheva, Zhanna Songolova und Elena Solodkova. „E-LEARNING RESOURCES AS A MEANS OF ORGANIZING STUDENTS' INDEPENDENT WORK“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-150.

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The participation of Russia in global processes and the necessity of its integration into European and global educational spaces have caused the urgent modernization of the national educational system. Currently, due to the two-level system "Bachelor - Master" provided by the Bologna declaration modern methods of teaching related to increased academic freedom become generally available for the Russian educational system. Students have the opportunity to study at foreign universities and receive their second diplomas there. These changes led to higher academic mobility, which is considered to be a factor improving the quality of education. Thus, a lot of attention is paid not only to the issues of professional training of technical specialists; the problem of foreign language acquisition comes to the fore. This is relevant throughout all the levels of education and carrier on a nationwide scale, as not only students can get education abroad, specialists who are fluent in foreign languages can present the results of their scientific work to their foreign colleagues, improve their qualifications, studying foreign technical developments, etc. In this regard, it was decided to include the final state exam in a foreign language in the curriculums of Irkutsk National Research Technical University (INRTU). This article is an attempt to justify the relevance and topicality of such an innovation, to describe the structure of the state exam; it presents the assessment of students' retained knowledge, which makes it possible to assess their level of language proficiency effectively. The necessity of transition from the traditional exam format to a format that allows assessing students' potential and level of language proficiency required by a specialist is proved. Students' willingness to pass such an exam depends not only on their acquisition of general foreign language competence, it presents their ability to work with scientific professionally-oriented literature in a foreign language, the level of their oral and written scientific communication skills that require knowing principles of business communication. Besides, one of the main tasks of a foreign language teacher training students for such an exam is to expand and strengthen interdisciplinary connections for the development of students' professional foreign language competences. Thus, as there appears a need to organize students' independent preparation for the exam (the gap between the classroom sessions and the exam is three terms), the article pays great attention to the development of electronic resources that provide high-quality independent training for students.

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Soare, Ioanlaurian, und Mariacristina Munteanubanateanu. „MOBILE-LEARNING, MOTIVATION AND FOREIGN LANGUAGE LEARNING AT UNIVERSITY LEVEL AND AS AN EMPLOYEE. A CONTRASTIVE STUDY“. In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-235.

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Motivation plays a decisive role in foreign language learning (FLL), whereas language learning itself is a complex process influenced by a great number of internal and external/cognitive and affective factors. Researches on motivational issues and language learning have been made in the area of second language acquisition (SLA) and foreign language learning (FLL) (Gardner and Lamber, 1972). Here we can indentify several types of motivation within language learning. The present study concentrates on three types of motivation (pragmatic-communicative, affective and integrative) (Mihaljevic,1991; Mihaljevic Djigunovic,1998) and focuses on FLL and mobile-learning, as a part of e-Learning. E-learning, as well as other new technologies, has enjoyed a spectacular growth in the recent years. Some decades ago, in both education and training, predictions about new forms of learning turned out to be inaccurate (Chambers, 1999), since a new branch has already made its own way within the learning universe: mobile learning. This new form of learning can be defined as the use of portable devices which include smartphones, personal digital assistants and handheld devices. It goes without saying that mobile learning is a novelty and relies on the use of wireless technology in the communication between teacher and student. This paper explores the use of mobile devices in FLL and the motivational issue in two contrastive ways: students at a state university on one hand and senior students (actually, company-employees) on the other hand. The study compares in what way mobile learning influences their motivation in acquiring a language. Different factors - such as gender, age, social enviromnent, team work are taken into consideration. In either cases there is a case study. The languages the subjects are studying are: French and German. The research involves also a determined period of time. The results showed, interestingly enough, a certain homogenity within the groups. From a motivational point of view, there was a predominat tendency towards pragmatic-communicative motivation whereas the use of mobile learning has increased considerably enough student?s attitude towards language learning.

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Humeniuk, Iryna, Olha Prokopova, Oksana Maksymets und Anastasiia Polishchuk. „Language acquisition for ESP students with suggestopedia method application“. In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf006.

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As a result of global changes in the world, the role of a foreign language in the education system has altered. From an ordinary university subject, a foreign language has turned into one of the basic elements of the modern education system, a means to achieve professional realization for the individual. These changes demand new approaches and methods of teaching. The paper is dedicated to the issues of non-traditional methods of language acquisition in non-linguistic universities, namely the suggestopedia method for ESP students of engineering specialties considering perspectives of lifelong learning. Lifelong learning is supposed an important factor in sustainable development at the global, national, and local levels. The research widens the standards to progress speaking competence. A total of 80 undergraduate students of engineering majors at the Podillia State University (Ukraine) completed the mandatory ESP course in the 2021-2022 academic year and were involved in the experiment, being divided into two groups: the first group, where the traditional approach to mastering conversational skills was applied, and the second one, which practiced a communicative approach to language learning. Based on the results of the experiment, the hypothesis regarding the effectiveness of the communicative approach to learning a foreign language as opposed to the traditional approach to learning has been justified. The conducted research proves the effectiveness of the suggestopedia method for improving speaking skills as a way of developing the linguistic competence of students and leading to obtaining lifelong learning habits.

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Istrate, Ana mihaela. „BRIDGING THE GAP BETWEEN EDUCATION AND TECHNOLOGY IN FOREIGN LANGUAGE TEACHING“. In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-146.

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The present study tries to explain the challenges faced by the language teachers during the last twelve months of online teaching. Starting from the definition of synchronous e-learning and understanding the new role and importance of computer mediated language learning, the article explains how grammatical competencies and vocabulary acquisition, two important components of second language acquisition are affected by the new teaching and learning environment. At the same time, the study reviews some of the important literature in second language acquisition, trying to accommodate the theoretical framework with the difficulties of foreign language synchronous e-learning classes, through Microsoft Teams platform, during the last twelve months, which have been a real challenge not only for students, but also for the language teachers, who have been transformed into online facilitators, a position that we have never been used to. Last but not least, the article enumerates the technical difficulties as well as the useful instruments that the Microsoft tool offers to a language facilitator and the way they can successfully be incorporated in the learning process. Being at an important moment when all the theoretical argumentations, related to synchronous or asynchronous e-learning, have been put into practice, we realize that some of the theories were not feasible, or others, which seemed extremely futuristic, are now the new normal teaching and learning environment. Last but not least, the article focuses on the intrinsic and extrinsic motivation as well as student satisfaction with the new learning environment. The transfer of academic studies into the virtual space was a forced move, which in turn urged us focus our studies and research into the motivation and satisfaction of our students. It will help as in the near future adapt the curriculum and methods to the new challenges that we are faced with.

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GRIDNEVA, E. A., und I. A. LOPATKINA. „FACTORS INFLUENCING THE STUDY OF GERMAN AS A SECOND FOREIGN LANGUAGE AT A TECHNICAL UNIVERSITY“. In СЛОВО, ВЫСКАЗЫВАНИЕ, ТЕКСТ В КОГНИТИВНОМ, ПРАГМАТИЧЕСКОМ И КУЛЬТУРОЛОГИЧЕСКОМ АСПЕКТАХ, 477–80. Chelyabinsk State University Publishing House, 2024. http://dx.doi.org/10.47475/9785727119631_477.

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In the presented article, the author tried to most fully analyze and describe the main factors influencing the study of German as a second foreign language at a technical university. The research is based on more than twenty years of experience in the relevant field. An analysis of learning behavior and the learning process is carried out as a fundamental condition for optimal learning. By analyzing the factors influencing the learning process, it is possible to identify potential errors and adapt and optimize the learning process accordingly. The work briefly characterizes cognitive, social and affective factors. Particular attention is paid to the factor of motivation. The main approaches to increasing student motivation, especially during distance learning, are described. The author evaluates such concepts that are often found in the literature as “potential for language acquisition”, “effective learning strategies”, “learning style”, “support strategies”, “type of perception”. There are visual, auditory and motor or tactile learning styles that can be attributed to certain types of learners. Support strategies include strategies that influence willingness to exert effort, motivation, attention, and coping with failure. Within these strategies, a distinction can be made between external and internal resource management strategies.

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Grujić, Tatjana. „L2 TENSE TRANSFER IN EFL LEARNING“. In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.

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Berichte der Organisationen zum Thema "Acquisition : learning second and foreign languages"

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Sahat, Nazatul S., Xiao Lin Xia, Yang Yang Liu und Yu Lin Kang. Visualizing the Effects of Emotions on Foreign Language Learning and Second Language Acquisition: A Bibliometric and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2023. http://dx.doi.org/10.37766/inplasy2023.11.0062.

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BAGIYAN, A., und A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.

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Chorna, Olha V., Vita A. Hamaniuk und Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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