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Thematische Bibliographien / Learning second and foreign languages

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Learning second and foreign languages“

Autor: Grafiati

Veröffentlicht am 22. Februar 2025

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Zeitschriftenartikel zum Thema "Learning second and foreign languages"

1

Camps, Joaquim, und Heidi Byrnes. „Learning Foreign and Second Languages“. South Atlantic Review 65, Nr. 1 (2000): 168. http://dx.doi.org/10.2307/3201936.

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Xusanxoja O’gli, Khusanov Khasanjon. „Objectives Of Teaching English As A Second Language In Uzbekistan“. American Journal of Social Science and Education Innovations 02, Nr. 10 (30.10.2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.

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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.

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Bepievi, Naira. „Teaching a Second (Foreign) Language in Diverse Classes“. International Journal of Multilingual Education X, Nr. 3 (11.11.2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.

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DZHUMANOVA, L. S., und A. E. DARIBAEVA. „LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH“. Iasaýı ýnıversıtetіnіń habarshysy 123, Nr. 1 (15.03.2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.

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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.

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Cao, Xuanming, Jiayi Tian, Keyi Wang und Lan Wang. „Exploring Foreign Language Learning Motivation“. Communications in Humanities Research 3, Nr. 1 (17.05.2023): 972–77. http://dx.doi.org/10.54254/2753-7064/3/2022746.

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Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.

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Zhang, Dai und Wang. „Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment“. Sustainability 12, Nr. 4 (11.02.2020): 1302. http://dx.doi.org/10.3390/su12041302.

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

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Engin, Ali Osman. „Second language learning success and motivation“. Social Behavior and Personality: an international journal 37, Nr. 8 (01.09.2009): 1035–41. http://dx.doi.org/10.2224/sbp.2009.37.8.1035.

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The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.

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Gharba, Ahmed. „ROLES AND JUSTIFICATIONS OF USING E-LEARNING FACILITIES IN LEARNING ARABIC AS A SECOND LANGUAGE“. مجلة منار الشرق للتربية و تكنولوجيا التعليم 3, Nr. 4 (20.12.2024): 11–22. https://doi.org/10.56961/mejeit.v3i4.813.

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Learning languages through e-learning is one of the most challenging things that people face in their lives, whether they are students, professionals or travelers. With e-learning, individuals can improve their foreign languages in an easy and effective way. There are many language applications available on the Internet, which help learners learn foreign languages easily and effectively. These applications also allow learners to learn the language in a fun and interactive way, and provide a wide range of language materials, such as lessons, games and language exercises. Learners can improve their foreign languages through live online lessons, where teachers and trainers can be found online, who provide private lessons online. And learn from them remotely, and get feedback and comments on their language skills. They also provide diverse and easily available educational materials, and help learners to continuously improve their language skills. Taking advantage of e-learning in learning languages has many advantages, as it provides a personal and effective learning experience, and allows learners to learn the language at any time and from anywhere they see fit. In this article, we will discuss how to use e-learning in teaching Arabic as a second language to non-Arabic speakers. A descriptive research design was used in order to obtain a scientific information on the topic.

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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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Hodunko, L. „Organization Of Foreign Languages Tecahing At All Stages Of School And Higher Education In The Czech Republic“. Zhytomyr Ivan Franko state university journal. Рedagogical sciences, Nr. 2(88) (30.03.2017): 91–95. http://dx.doi.org/10.35433/pedagogy.2(88).2017.91-95.

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The article analyzes the organizational and contents aspects of learning foreign languages in the Czech Republic and defines the modern achievements in shaping the contents of foreign language education. It was specified on the features of the lifelong learning of foreign languages in primary and secondary schools and the distribution of teaching hours to examine the first and second foreign languages. The features of learning foreign languages at universities were taken into consideration. It was justified the introduction of bilingual education in European integration and mobility. The attention was paid on reducing the dominant role of the Russian language and the increasing importance of English and other foreign languages.

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Dissertationen zum Thema "Learning second and foreign languages"

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Mohammed-Ali, Ahmed Shakir. „Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English“. Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.

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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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Скирда, Тетяна Сергіївна. „Simultaneous learning of two foreign languages: English, Spanish“. Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.

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The study considers the concept of bilingualism, the essence of which is the coexistence and interaction of two languages within one language environment, the learning of the Spanish language is analyzed, which ranks it as the second language in business after English one. Today, students of higher education institutions often choose Spanish as a second foreign language. Thus, knowledge of two foreign languages makes it possible quickly reach the international level of professional activity and master the intercultural communication of many countries.
У нашому дослідженні розглянуто дефеніцію двомовності, сутність якої полягає у співіснуванні і взаємодії двох мов у межах одного мовного середовища, здійснено аналіз вивчення іспанської мови, як другої іноземної мови, яка посідає друге у діловому середовище місце після англійської мови. Сьогодні студенти закладів вищої освіти найчастіше вибирають вивчення іспанської мови як другої іноземної мови. Отже, володіння двома іноземними мовами дають можливість швидко вийти на міжнародний рівень професійної діяльності та оволодіти міжкультурною комунікацією багатьох країн.

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Kiziltepe, F. Zeynep. „Attitudes and motivation in second language learning“. Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363374.

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5

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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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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Freeman, Mike. „Time factors as predictors of success in language learning : a study of background variables and language learning activities“. Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843702/.

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The present research examines the importance of time factors as predictors of success in language learning. Time factors are periods of time which students spend on language learning. The research addresses four main questions: (1) what is the nature of the relationship between language learning and time; (2) what is the relative importance of time factors to language learning; (3) to what extent can time factors predict success in language learning; and (4) what do students spend most time on? A group of 118 students of French and EFL at the Universities of Sussex and Brighton completed a questionnaire during the period March to May 1995. This questionnaire collected data on the periods of time students spent on language learning and on student proficiency levels, using self-report instruments. This data was triangulated with similar data collected from 23 interviewees, and 6 case-study students. The results of a correlational analysis indicated that total hours of study and active residence was the best predictor of student proficiency, and that there seemed to be a logarithmic relationship between this predictor and proficiency. The best multiple regression model accounted for 67% of variance in proficiency levels. Students of French spent most time on classwork and homework, whereas the EFL students spent most time chatting to non-native speakers and listening to the radio.

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Ludke, Karen M. „Songs and singing in foreign language learning“. Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5500.

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Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual di erences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults’ beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group di erences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the e ects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents’ opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning.

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Wold, James B. „Difficulties in learning English as a second or foreign language“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JWold2006.pdf.

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

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

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

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L, Jikal Ryan, und Raner Samantha A, Hrsg. Second languages: Teaching, learning and assessment. Hauppauge, NY: Nova Science Publishers, Inc., 2009.

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Heidi, Byrnes, Hrsg. Learning foreign and second languages: Perspectives in research and scholarship. New York: Modern Language Association of America, 1998.

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Buchteile zum Thema "Learning second and foreign languages"

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Hinton, Leanne. „Learning and Teaching Endangered Indigenous Languages“. In Second and Foreign Language Education, 213–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_18.

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Hinton, Leanne. „Learning and Teaching Endangered Indigenous Languages“. In Second and Foreign Language Education, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_18-1.

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Jedynak, Małgorzata. „Gifted Visually Impaired Children Learning Foreign Languages“. In Second Language Learning and Teaching, 337–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_21.

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4

Tellier, Angela, und Karen Roehr-Brackin. „2. Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning“. In Learning Foreign Languages in Primary School, herausgegeben von María del Pilar García Mayo, 22–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-004.

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Nijakowska, Joanna. „Multisensory Structured Learning Approach in Teaching Foreign Languages to Dyslexic Learners“. In Second Language Learning and Teaching, 201–15. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_14.

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Fernandez, Suzanne, und Margaret Gearon. „Community Language Learning in Australia“. In Second and Foreign Language Education, 225–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_19.

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Fernandez, Sue, Margaret Gearon und Michael Clyne. „Community Language Learning in Australia“. In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_19-1.

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Oxford, Rebecca L. „Conditions for Second Language (L2) Learning“. In Second and Foreign Language Education, 27–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_4.

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Oxford, Rebecca L. „Conditions for Second Language (L2) Learning“. In Second and Foreign Language Education, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_4-1.

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Jelaska, Zrinka, und Lidija Cvikić. „3. Young Learners of Croatian as a Second Language: Minority Language Speakers and Their Croatian Competence“. In Early Learning of Modern Foreign Languages, herausgegeben von Marianne Nikolov, 30–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691477-005.

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Konferenzberichte zum Thema "Learning second and foreign languages"

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Samoilov, Rowan. „Collaborative Vlogging as an Activity for Foreign/Second Language Students: A Literature Review“. In Výzkum v didaktice cizích jazyků, 75–92. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-4.

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In this review, I will present empirical studies that focused on the use of vlogging as a collaborative productive activity and research designs employed in these studies as well as their findings. The review will serve as a basis for my future research on the possible impact of vlogging on student learning strategies. According to existing literature, vlogging can improve students’ collaboration and provide other benefits for language learners.

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Špiříková, Helena. „Využití komparace s mateřštinou ve výuce angličtiny a výzkum jazykového transferu: přehledová studie“. In Výzkum v didaktice cizích jazyků, 93–118. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0534-2023-5.

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This review study maps studies dealing with language interference and how it affects the production of a foreign language. The studies prove that the mother tongue is not only an obstacle while acquiring the second language, but also a support which can be used in the process of learning, by using comparisons with the mother tongue, for example.

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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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Abdiyeva, Sayida. „NOVEL STRATEGIES IN TEACHING ENGLISH AS A SECOND LANGUAGE“. 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/fogv7215.

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Teaching strategies are techniques or approaches that educators employ to support learning and assist students in meeting their learning goals. Employing innovative strategies to teach English help students learn language effectively. It further makes the teaching-leaning process more efficient and interesting. The methods used to accomplish these goals might differ greatly and be adjusted to meet the requirements and learning preferences of certain individuals or groups of pupils. Innovative teaching strategies can support students' learning objectives and help them learn effectively. Learning may be facilitated and students can benefit from a variety of instructional strategies. The present paper presents learning strategies that are often implemented in teaching English such as cooperative learning, problem-based learning and project-based learning.

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Kaskova, Margarita, Nelly Chernova und Olga Ustinova. „INTENSIFICATION METHODS IN TEACHING A SECOND FOREIGN LANGUAGE“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0131.

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Zhihai, Fu. „Distance Learning for Foreign Language Teaching“. In 2010 Second International Conference on Multimedia and Information Technology. IEEE, 2010. http://dx.doi.org/10.1109/mmit.2010.114.

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7

Ionita, Mirela, und Doina Asan. „LEARNING FOREIGN LANGUAGES BY USING MOBILE APPS WITHIN INTEGRATED EDUCATIONAL PLATFORMS“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-100.

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Using digital resources has become common practice in teaching and learning foreign languages since e-learning or blended learning are an inherent part of the educational process in the contemporary ,,digital" society. Especially the so-called ,,digital natives" are willing to integrate technology into their daily activities, studying included. The advantages of miniaturizing have turned mobile learning into an alternative way of acquiring knowledge. The instant access to information resources, regardless of the existence of a time or space entirely devoted to studying, has contributed to customizing the learning processes, in accordance with personal needs and abilities. Mobile applications available on mobile phones, smartphones or tablets have been integrated into the educational offers of language learning since they enhance learning autonomy. As a result, in this article we intend to present an overview of mobile apps used in foreign languages m-learning. Firstly, we shall discuss differences and similarities between mobile apps and integrated platform apps, and secondly, we shall address the impact of mobile apps on developing receptive and productive skills. To be more specific, we shall analyze the opportunities provided by mobile apps in teaching German as a foreign language to beginners, through the investigation of those materials which integrate this high-tech facility. The usefulness of this approach lies in the benefits analysis of mobile apps in the process of acquiring foreign languages, for both students and teachers. Moreover, this article is an invitation to ponder over the transforming capacity of authors and methodologists when dealing with the society's changes that inevitably affect the learning processes.

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Urkevica, Daina, und Linda Daniela. „Foreign Language Teaching Development in Framework of Technology Enhanced Learning“. In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.56.

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Learning foreign languages is more and more necessary both in formal and informal education because of co-operation between countries and trying to understand foreign cultures. It helps to know better the culture of language speakers. Cultural approach teaching foreign language is important getting acquainted the country as a whole. Remote teaching is continuing since beginning of pandemic. Online classes are still organized and study process is gaining new appearance. Changes in the learning process because of remote learning influence both learners and teachers. Foreign language teaching methods are important keeping attention of students and studying in most efficient way. It is possible to offer new educative approaches as technology enhanced learning as one of the possibilities for individual studies. The virtual reality can be used even in foreign language learning – there are some existing programs in virtual reality already. It is very essential that students and teacher study with pleasure and keep that feeling during the process of studies and that improves study results. Qualitative research methods with open-ended questionnaire and content analyses is used. Study design is grounded theory. Research group is 9 adult students who study Swedish the second year.

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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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Besnard, Christine. „SHOULD FOREIGN/SECOND LANGUAGES BE TAUGHT IMPLICITLY OR EXPLICITLY? HOW CAN THE PAST ENLIGHTEN THE PRESENT?“ In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1946.

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Berichte der Organisationen zum Thema "Learning second and foreign languages"

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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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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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Shalatska, Hanna M., Olena Yu Zotova-Sadylo und Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson und Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Ye, Feifei. Validity, Reliability, and Concordance of the Duolingo English Test. Duolingo, Mai 2014. http://dx.doi.org/10.46999/eixn6416.

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Duolingo has developed a computer adaptive test of English competency for non-native English learners. This research study of the validity and reliability of the Duolingo English Test was independently conducted from February-April of 2014. The study lasted for approximately eight weeks. Participants were recruited from Duolingo users who studied English, international students in several United States universities, and people who took Test of English as Foreign Language (TOEFL) at several TOEFL centers in China. Participants were at least 18 years of age and had taken the TOEFL within the last 18 months. Participants filled out a survey in the beginning of the study to provide information of their demographics such as age, gender, native language, and education background, experience in learning English, and most importantly, the date and location of taking the TOEFL iBT as well al their TOEFL scores. The participants were directed to complete the Duolingo English Test at the end of the survey. Two weeks later, the participants were instructed via email to fill out a second survey and the Duolingo English Test for the second time. Main results: • Participants’ scores on the Duolingo English Test correlated substantially with their TOEFL total scores, and moderately with TOEFL section scores, with higher correlations for the TOEFL Speaking and Writing sections. This provides criterionrelated evidence of validity of the Duolingo test scores. • Participants’ scores on the first Duolingo English Test correlated highly with their scores on a second test two weeks later, indicating that Duolingo test scores are reliable with a good test-retest reliability coefficient. • Duolingo English Test scores were linked with TOEFL total scores to find the comparable scores from the two tests that have similar percentile rank. Duolingo English Test scores are on a scale of 0–100 and TOEFL scores are on a scale of 0–120. For international students to apply for studying in US universities, the minimum cut-off score of TOEFL iBT is 80 and a more selective cut-off score is 100, corresponding to scores 50 and 72 respectively on the Duolingo English Test.

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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна und Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan und Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan und Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha und Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.

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