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Journal articles on the topic 'Beijing Second Foreign Language Institute'
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1
Gu, Yongqi. "National Research Centre for Foreign Language Education, Beijing Foreign Studies University." Language Teaching 45, no. 2 (February 24, 2012): 263–67. http://dx.doi.org/10.1017/s0261444811000589.
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The National Research Centre for Foreign Language Education (NRCFLE) attached to Beijing Foreign Studies University (www.sinotefl.ac.cn/) is a key research institute in the humanities and social sciences in universities approved by the Ministry of Education (MOE) of the People's Republic of China. It was formally set up and approved in September 2000. After a decade of dedicated hard work, the centre has become an applied linguistics hub of research and training unrivalled in China, and co-hosted AILA2011, the 16th World Congress in Applied Linguistics in August 2011. The current director of the centre, WEN Qiufang, currently presides over the China English Language Education Association, another co-host of AILA2011. The centre publishes two journals, one of them, Foreign Language Teaching and Research, being pre-eminent in the field in every key journal index in China, as well as being the only journal in applied linguistics and foreign language education to feature in the MOE's 2010 Distinguished Journals in Humanities and Social Sciences.
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Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.
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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.
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Solodkova, Irina M., Elena V. Grigorieva, and Liliya R. Ismagilova. "Shaping the quality of second language learning: Students’ perspective." SHS Web of Conferences 48 (2018): 01071. http://dx.doi.org/10.1051/shsconf/20184801071.
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The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.
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Gaitniece, Lasma. "ORGANIZATION OF THE PEDAGOGICAL COOPERATION PROCESS FOR CHINESE STUDENTS IN THE LATVIAN LANGUAGE AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 433. http://dx.doi.org/10.17770/sie2019vol3.3749.
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It is self-evident that in the second decade of the 21st century more and more students are involved in mobility: knowledge is acquired beyond the borders of their country, as well as studying new foreign languages - not only the language of the great nations alone. Students' goal is not only to enrich their knowledge and intellectual potential but also ensure more opportunities for themselves in the labour market. Twenty students from the Beijing International Study University (Beijing International Studies University; BISU) have acquired Latvian language as a foreign language as well as other human-oriented subjects related to Latvia during the 2017/2018 academic year at the Riga Technical University (RTU). For teaching staff this is a big challenge: they need to find a new approach, students from different countries must be treated differently, choosing different teaching tools and pedagogical methods, and constantly thinking about pedagogical cooperation process. This is important not only for successful communication, but also for the advanced new knowledge and skills transfer to students. The article is dedicated to finding out the peculiarities of the organization of the pedagogical cooperation process for Chinese students in the classes of the Latvian language as a foreign language.
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Hou, Jinxiang. "Catchwords as markers of change in China." English Today 23, no. 3-4 (October 2007): 50–53. http://dx.doi.org/10.1017/s0266078407003100.
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ABSTRACTA CATCHWORD is a lexical item or phrase, whether created within a particular language or adopted from foreign languages through translation or transliteration or a combination of the two. In Chinese discourse, catchwords spread rapidly within a particular group of people at a particular time and in a particular context (cf. Gu Wei, 2004): a definition from work undertaken at the Institute of Applied Linguistics (founded in 2002 at the Beijing Language and Culture University). The topic is the subject of a treatise, ‘The longitudinal study of catchwords in newspapers’ and is one of the items on the agenda of the Tenth Five-Year Plan, for consideration by the Chinese Language and Characters Committee. Zhang Pu (2003), a professor of language information processing at Beijing Language and Culture University has argued that ‘[a] catchword is not only a lexical phenomenon, but also indicates people's values from a cultural psychology point of view, as well as reflecting social reality’.
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Luo, Qingyue, and Wensheng Deng. "A Survey of English Learning Based on M-learning—Case Study of Students of Grade 2017, BIPT." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 840. http://dx.doi.org/10.17507/tpls.0907.14.
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In the contemporary time, mobile devices are particularly popular among college students; so does it on Beijing Institute of Petrol-chemical Technology. And the paper aims to make clear of English learning involved the students of Grade 2017, BIPT, by using mobile equipment. It adopts survey study to the students in the project, which focuses on the detailed investigation, such as gender, program, application, time, length, place, material, style, major and effect, and etc. Based on the results of the data about the students’ application of mobile devices into English learning, the survey is likely to give tips to the students and provide Dept. of Foreign Languages and other relevant departments of BIPT with some suggestion, which is of significance to improve English teaching and learning.
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Verspoor, Marjolijn. "Symposium: Dynamic systems/Complexity theory as a new approach to second language development." Language Teaching 45, no. 4 (August 22, 2012): 533–34. http://dx.doi.org/10.1017/s0261444812000213.
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Presented at the 16th World Congress of Applied Linguistics (AILA), Beijing Foreign Studies University, China, 24 August 2011.The goal of the symposium was to show that a Dynamic systems/Complexity theory (DST) perspective will provide important insights into the L2 developmental process. Kees de Bot (University of Groningen) introduced the symposium by outlining the basic characteristics of a dynamic system: all factors or variables involved in language development are interconnected, interact with each other over time, and affect each other differently over time on different time scales. Initial conditions such as the learner's L1, motivation or level of proficiency are crucial and systems self-organize over time. Development is not linear and learners are not all the same, so variability and variation are the norm.
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Zi, Weili, and Yiling Zhou. "Research-based College English Blended Teaching of Fashion Major: A Case Study of Beijing Institute of Fashion Technology." International Journal of Contemporary Education 3, no. 2 (July 20, 2020): 55. http://dx.doi.org/10.11114/ijce.v3i2.4935.
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With the further development of “the reform and open”, and the strategically stable advancement of “going out”, there is increasingly demand for foreign language talents and foreign language education. Research-based College English Blended Teaching just adapts to the national demand for international fashion talents with the international vision and the ability to participate in the international competition, which also provides us with opportunity to integrate the information technology with subject teaching. With the A-level class of grade 2018 from Beijing Institute of Fashion Technology (BIFT) as the case, the blended teaching theory as the guidance, this research presents the way of practice in research-based college English blended teaching by making use of the instrumental features of college English with the aim of cultivating students' professional research ability and academic communication ability. The study shows that remarkable results have been achieved in research-based blended teaching after three-semester practice-students could independently deliver academic presentation and conduct research in English individually or collaboratively in the professional field. The practice and exploration of the efficiency in research-based College English blended teaching could enhance the ability of academic presentation and academic writing of fashion majors, and promote their academic achievements for high-quality international fashion talents. Therefore, research-based College English blended teaching, integrating English skills with professional knowledge, is proved to be definitely instructive, implicational and exemplary to reform college English teaching in fashion field.
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Song, Lihui. "Identity Switching for Teaching Reflection — Example from Waikato Institute of Technology." Theory and Practice in Language Studies 10, no. 1 (December 24, 2019): 91. http://dx.doi.org/10.17507/tpls.1001.13.
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The purpose of reflective teaching is to examine teaching process and improve teacher’s teaching ability. The reflective teaching course of Waikato Institute of Technology offers teachers an experience to learn a second language as fresh students. Through the process of a new foreign language learning practice, personal reflection, group discussion, personal reflective writing and teacher’s guidance, the teacher trainees are hoped to get a better understanding of students’ learning process, which can inspire college English teaching in China.
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Liu, Meihua. "Motivation to Study a Second Foreign Language: A Case of Chinese University Learners of German." Journal of International Education and Practice 2, no. 4 (January 13, 2020): 10. http://dx.doi.org/10.30564/jiep.v2i4.1333.
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Not much research has been done on motivation to study a second, third or even fourth foreign language though learners of such languages have been increasing. To contribute to this, the present study examined German learning motivation of Chinese university students at different proficiency levels. A total of 297 German learners at three different proficiency levels at a university in Beijing filled in the questionnaires, of whom 191 answered the open-ended question and 50 were informally interviewed. Analyses of the data revealed the following major findings: (1) most respondents at each proficiency level had limited access to and little chance to use German, liked the language, studied it (very) hard and did not think the language was difficult, (2) students at different proficiency levels studied German for similar reasons such as major study/research, further education, future career, interest in foreign language learning and German, and (3)students at higher proficiency levels perceived German to be more difficult and worked harder on it. Students at higher proficiency levels were both integratively and instrumentally more motivated to study German and had greater motivation intensity as well. It is clear that students at different proficiency levels were motivated to study German and that students at the advanced level tended to be more integratively motivated than those at the beginning level. Based on these findings, some suggestions are discussed.
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Seregina, Tatiana, Svetlana Zubanova, Viktor Druzhinin, and Guzalia Shagivaleeva. "The Role of Language in Intercultural Communication." Space and Culture, India 7, no. 3 (November 25, 2019): 243–53. http://dx.doi.org/10.20896/saci.v7i3.524.
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Intercultural dialogue as a critical component of modern society should contribute to the self-identification of a person in the cultural space. This research aims to demonstrate the importance of multiculturalism— learning a second language in the Russian system of higher education. To accomplish the research objectives, 78 students were recruited at Tula State University, 158 students at Kuban State University and 152 technical students at Moscow Aviation Institute. Analysing and comparing experiments on learning a second language, the findings determine the effective methods and forms of teaching. In doing so, the research foregrounds some forms of effective teaching and indicates the ways to achieve them. In other words, the findings made it possible to identify the effective strategies for teaching a foreign language both in local and global level.
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Ewa Półtorak. "PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA." Neofilolog, no. 53/2 (December 30, 2019): 263–80. http://dx.doi.org/10.14746/n.2019.53.2.8.
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The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
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Kaskova, Margarita, and Olga Demina. "Texts rendering into a foreign language. Distant learning experience." E3S Web of Conferences 295 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129505014.
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This article examines the effectiveness of pedagogical techniques and means of stimulating educational motivation during the classes “Rendering and annotating text in a foreign language” in distant learning in higher education. Experimental training was conducted to test the effectiveness of the authors’ electronic text rendering tutorial for students learning Italian as a second language. The experiment was carried out among the 2-nd and 3-rd year students of the Linguistics department in the Institute of Foreign Languages of the RUDN University in the 2019-2020 and 2020-2021 academic years. Currently e-learning has successfully integrated into the system of traditional education and is no longer seen as an alternative. The authors of this article focused on a combination of resources and tools from the Microsoft Teams platform and elaborated tutorial on rendering to motivate learners with distant learning. The article describes pedagogical practices for enhancing the motivation of students. We are talking about texts for rendering all major genres, functional styles, various topics, taking into account the level of students’ preparedness. With the aim of involving students in rendering activities and active expression of their own opinion, the researchers used an “ interpretive abstract “and included the paragraph “ OPPINIONE “ as its component. Experimental verification, its results and conclusions showed that combined rendering training based on e- tutorial developed by the authors and Microsoft Teams platform activates students’ motivation and contributes to their involvement in the process. The experiment showed another strong point of distant learning: it made a great contribution to the development of students’ independence, self-discipline and responsibility. 220.
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Jusuf, Michelle Nikita. "ANALISIS EFEKTIVITAS EXPO DAN OPEN HOUSE SERTA MINAT CALON SISWA INDONESIA DAN ASING PADA ENGLISH FIRST (EF) MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 11, no. 2 (September 17, 2018): 21–26. http://dx.doi.org/10.32812/jibeka.v11i2.41.
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At this time, it is known that in the era of globalization people are required to have such a useful provision like the foreign language skills such as English. Many foreign language education institutions also have been established in Indonesia as well as in Malang for example English First (EF), The British Institute (TBI), Institute for Language and Education Professionals LIA (LBPP LIA). Therefore, many language institutions that hold promotions in attracting students and one of them is English First (EF). There are two research problem: First, how is the differences in the effectiveness of the expo and open house to increase the number of students at the EF. Second, how is the differences in the effectiveness of expo and open house on the interests of prospective Indonesian and foreign students at EF. As this study used quantitative methods.
In this research expo looks much more effective at getting students while held this event compared to the open house. In the expo can also be obtained advantages that could be closer to prospective customers and get a better response compared with the approach using the email or telephone. Effectiveness of the expo and open house at the interests of prospective Indonesian students and foreign students at the EF did not have a significant difference. In this case means that the two candidates both Indonesian and foreign students also have a passion for learning in EF.
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Markova, Elena M., and Roman Kvapil. "Teaching Russian in a closely-related Slovak environment." Russian Language Studies 19, no. 2 (December 15, 2021): 191–206. http://dx.doi.org/10.22363/2618-8163-2021-19-2-191-206.
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The article discusses features of studying Russian as a foreign language in schools in Slovakia. The relevance of the research is determined by the fact that the new socio-political conditions in which Russian is studied as a second foreign language competing with other languages have brought about changes in the status, goals, motives for study, content, approaches to selecting, grouping and presenting material, the methodological concept of teaching. The aim of the work is to identify the features of teaching Russian as a second foreign language in a closely related Slovak language environment. The authors drew on the method of comparison and collation, the method of application (overlaying fragments of language systems), method of component analysis, method of word-formation analysis, methods of analysis of official statistical, sociolinguistic data. In the course of the study, the data of the State Institute for Education Statistics and Forecasts of the Slovak Republic, the peculiarities of Slovak students motivation for learning the Russian language were analyzed, a comparative analysis of the main lexical and grammatical phenomena of the Russian and Slovak languages was carried out. The research resulted in identifying the specifics of Russian as a Slavic language in the status of a second foreign language, the extent of its demand in school practice in Slovakia, reviewing the motives for studying it, and, on the basis of this, developing requirements for selecting, grouping, and studying lexical and grammatical material. The authors see the prospects for teaching the Russian language in Slovakia in combining the system-structural and linguoculturological approaches.
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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.
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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
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Malova, Natalia Vladimirovna. "Professional communication in a foreign language: designing a practical workshop for bachelors." Samara Journal of Science 6, no. 3 (September 1, 2017): 293–96. http://dx.doi.org/10.17816/snv201763307.
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The following paper discusses the actual task of modern technical specialist training: getting him/her ready to communicate professionally in a foreign language. Practice requests are naturally reflected in the development of curricula and programs of higher professional education. The author demonstrates the urgency of the task in connection with the constantly changing foreign language professional communication, especially computer-mediated part of it. The author identifies two main approaches to the organization of studies at the university: changing the structure, content, methods of the course Foreign Language and the development of new courses of the curriculum. Within the framework of the second approach, the process of designing an educational and methodical complex for a professional communication course on the basis of a process approach is considered in some detail. The paper emphasizes the importance of using professional skills of prospective specialists to increase the effectiveness of the educational process, in particular, the development of copyright audio and video materials. The workshop for audio engineers, developed by the author of the paper, is successfully used in the educational process of Samara State Institute of Culture.
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Liu, Meihua. "L2 Motivation, Demographic Variables, and Chinese Proficiency among Adult Learners of Chinese." Journal of Language and Education 6, no. 2 (June 30, 2020): 120–31. http://dx.doi.org/10.17323/jle.2020.10341.
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The present research explored L2 motivation, demographic variables and Chinese proficiency among adult learners of Chinese as a second language. A total of 83 international students studying in a Chinese university in Beijing answered the 54-item L2MSS questionnaire and a Demographic Questionnaire. Analyses of the data revealed the following findings: a) the L2MSS scales were significantly highly related to one another and highly reliable, b) ideal L2 self was significantly correlated with gender and the number of foreign languages learned (NFLL); integrativeness was significantly positively related to NFLL, c) the whole sample, as well as male and female participants, scored high on all L2MSS scales and had (great) motivation to study Chinese, d) female respondents held significantly more favorable perceptions of their ideal selves than their male peers, and e) L2SSM had no predictive effect or interactive effect with demographic variables on the students’ Chinese proficiency. Nevertheless, length of stay in China and gender proved to be powerful positive predictors for the latter. Evidently, the L2MSS scales are important dimensions of L2 motivation and closely related to second/foreign language learning. Understandably, it is necessary to continuously explore, understand and enhance students’ L2 motivation.
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Batu, Purnama Nancy Lumban, and Wida Cahyaningrum. "Outdoor Learning for Cadets of Maritime Higher Education Institute: The Students' Perspective." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 6, no. 02 (September 25, 2020): 36–41. http://dx.doi.org/10.35569/biormatika.v6i02.798.
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This paper aims to describe how motivation, attitude, input, and exposure affect learners anxiety in students uptake in acquiring English. The participants of this study are adult learners who have learned English averagely for more than ten years. Studies on SLA have illustrated that learners' anxiety could hinder them from acquiring a second or a foreign language. As an effort to reduce the tension and anxiety, a set of out-of-classroom learning activities was conducted. It was then observed how the students gradually loosened their anxiety and gained more confidence in expressing themselves in English throughout the activities
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Obeid, Rana. "Second Language Writing and Assessment: Voices from Within the Saudi EFL Context." English Language Teaching 10, no. 6 (May 27, 2017): 174. http://dx.doi.org/10.5539/elt.v10n6p174.
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This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.
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Horváth, Györgyi. "Towards a Methodology of the Intercultural Teaching of Hungarian Literature to Speakers of Hungarian as a Second/Foreign Language." Hungarian Cultural Studies 6 (January 12, 2014): 148–63. http://dx.doi.org/10.5195/ahea.2013.118.
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Although there are many Hungarian Studies scholars teaching literature to Hungarian language learners around the world, there are practically no resources available about what is happening in these classes, and what linguistic, literary and cultural challenges they pose for students and teachers. In her study, Györgyi Horváth discusses her ten-year teaching experience as a teacher of Hungarian literature to Hungarian language learners within the Hungarian Studies Program, a one-year off-site university program offered to international students, accredited by the University of Pécs, and hosted by the Balassi Institute, Budapest. She discusses the institutional and program framework she worked in, gives a detailed account of the linguistic, literary and especially the cultural competencies that were in play in these courses, and also formulates some general methodological insights about teaching Hungarian literature to language learners. Horváth concludes that teaching literature cross-culturally widens the cultural horizons of students as well as of their teachers, offering them a space for increased cultural awareness and self-reflection.
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Küçükler, Halil. "Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning." English Language Teaching 11, no. 7 (June 20, 2018): 142. http://dx.doi.org/10.5539/elt.v11n7p142.
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The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.
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Maisaroh, Siti. "Interferensi Sintaksis Bahasa Ibu terhadap Keterampilan Berbicara Bahasa Arab (Studi Kasus Mahasiswa Pendidikan Bahasa Arab STAI Syaichona Moh. Cholil Bangkalan)." Syaikhuna: Jurnal Pendidikan dan Pranata Islam 9, no. 2 (October 26, 2018): 157–80. http://dx.doi.org/10.36835/syaikhuna.v9i2.3256.
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Arabic is the second language that has to be learned in formal education institution and also becomes compulsory subject for students of Arabic department. Each language has different elements that make the students are difficult to master foreign language (Arabic). Moreover, language mastery must have four language skills where composition is one of skills in language. This article explains the result of the research concerns with the Indonesian language syntactical interference on Arabic speaking. Based on the result of the research, the ability of speaking or Arabic conversation still influenced by Indonesian language, even thought many students are able to speak with the appropriate grammar (nahwu and shorof) especially for the students of Arabic Department of Syaichona Moh. Cholil State Institute of Islamic Studies Bangkalan.
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Wahyu, Gede Eka, and Ni Putu Evi Wahyu Citrawati. "The Investigation of Request Strategies By EFL Learners of The International Institute of Tourism and Business Denpasar." Humanis 25, no. 2 (May 22, 2021): 145. http://dx.doi.org/10.24843/jh.2021.v25.i02.p03.
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Communicative competence has been the goal teaching of a second or foreign language. In acquiring the language, speakers of language also acquire the rules of knowledge and choose the speech acts when communicating with others. This study aimed to investigate the act of request strategies and request perspectives produced by the student of The International Institute of Tourism and Business Denpasar. There are fifty students’ involved in the study with intermediate level in their English proficiency. The data is collected with a written Discourse Completion Test (DCT) which has ten request situations. Soshana Blum Kulka and Olshtain’s (1984) theory is used to categorize the speech acts produce in analyzing data. The result of the project showed that most of the students use internal modification and the number of students external modification in their speech acts.
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Imamovna Sokolova, Inna, and Ilyuza Vasilovna Gilmutdinova. "FORMATION OF THE RESEARCH SKILLS OF STUDENTS DURING STUDYING THE FOREIGN LANGUAGE (ENGLISH) AT THE UNIVERSITY." Humanities & Social Sciences Reviews 7, no. 6 (November 15, 2019): 33–37. http://dx.doi.org/10.18510/hssr.2019.768.
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The purpose of the article is to research the influence of English lessons and students’ scientific conferences on the formation of the research skills of university students.Materials and methods: The second-year students of the Institute of Psychology and Education, Kazan Federal University took part in the study. In the process of study, the following research methods were used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience; pedagogical observations of the process of foreign language education at the university, interviews, and questionnaires.Results of the research: There were identified the key research skills for university students. The initial and final level of the formation of the research skills during the academic year was measured. The results show that the lessons of the foreign language (English) along with the participation in student’s conference influence effectively on the research skills formation.
Applications: This research can be used for the universities, teachers, and students.
Novelty/Originality: In this research, the model of Formation of the research skills of students during studying the foreign language (English) at the university is presented in a comprehensive and complete manner.
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Romaniuk, Svitlana Zakharivna. "Theoretical and Methodological Basics Teaching Ukrainian in a Foreign-Language Environment: Comparative Aspect." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0014.2518.
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The article substantiates and characterizes the role of the native lan-guage in formation and development of the ethnocultural community of immigrants and their descendants in the country of settlement/birth and in its foreign environment. Theoretical and methodological principles of teaching Ukrainian as a foreign/second language by ethnic Ukrainian in the western diaspora in the second half of the XX-early XXI century. It has been found out that this process takes place under the influence of the official/state language). It has been established that in these coun-tries, ethnic Ukrainians have formed a system of teaching the Ukrainian language, starting with kindergarten/room and finishing with universi-ties. Language acquisition begins with the development of oral speech (preference is given to formation of communicative competencies of pupils/students), then pupils learn to read and write and gradually ac-quire a knowledge of its basic linguistic concepts and categories and master the skills of their practical use. The main goal of the native lan-guage education of Ukrainians in the diaspora is to ensure free posses-sion of the younger generations of foreign Ukrainians in all vital situa-tions, in communication with Ukrainians on all continents of the planet. It is established that the foundations of Ukrainian lingvodidactics in the mid-40's of the twentieth century was laid by the Canadian teacher Illia Shklianka. His ideas found continuation in scientific works, text-books and pedagogical activity of Maria Deiko, Yar Slavutych, Roma Franko, Bohdan Shkandrii and other educators of the Western Ukra-inian diaspora. Today they are fruitfully developed by Romana Bedriy, Olenka Bilash, Maria Savdyk, employees of the Ukrainian Language Center of Canadian Institute of Ukrainian Studies at the University of Alberta, other educational and scientific institutions and establishments where Ukrainian language is studied. The main goal of their activity is to create an appropriate language environment for children, pupils and students who learn Ukrainian by means of modern methods and tech-nologies, innovative educational resources, including those made in Ukraine.
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Hall, Robert A. "165 Broadway – A crucial node in American Structural Linguistics." Historiographia Linguistica 18, no. 1 (January 1, 1991): 153–66. http://dx.doi.org/10.1075/hl.18.1.05hal.
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Summary During the Second World War, the United States Armed Forces Institute (USAFI) provided language teaching manuals and dictionaries for military and civilian use. From 1 July 1943 through 30 June 1945, this work was concentrated at an office which was located at 165 Broadway, New York City, and which was headed by a group of young, vigorous, and well trained linguists. The author provides a list of the personnel of this group and describes their activities and their relations with other developments in linguistics at that time and thereafter. Emphasis is placed on the crucial rôle of the ‘165 Broadway’ group in the application of structural linguistic analysis to the teaching of foreign languages in the United States in following decades.
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Zhenya, Wang. "A contrastive analysis of vocabulary teaching Australian and Chinese university settings." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 268–80. http://dx.doi.org/10.1075/aralss.12.16zhe.
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Abstract Vocabulary learning is an aspect of language learning. However, in language classrooms vocabulary teaching can be practiced in different ways in different contexts. This paper first describes and compares vocabulary teaching at BUAA (the Beijing University of Aeronautics and Astronautics) and CUT (Curtin University of Technology) in Australia and then examines the causes of the methodological differences found in vocabulary teaching in these two educational institutions. In these two universities, methodological differences exist in vocabulary teaching at the levels of both formal instruction and classroom interaction. In the formal instruction of vocabulary teaching, these two universities exhibit different characteristics at the presentation, repetition and exploitation stages. The contrast between foreign and second language teaching, the cultural and educational contexts in which the target language is taught, the way in which the learners’ first language is learned, the linguistic distance between the learner’s native and target languages, and learner and teacher characteristics cause to a greater or lesser extent the methodological differences observed in vocabulary teaching in the two universities in question.
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Benő, Attila. "Multilingualism and Education in Transylvania." Acta Universitatis Sapientiae, Philologica 7, no. 3 (December 1, 2015): 25–36. http://dx.doi.org/10.1515/ausp-2015-0052.
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Abstract The topic of this paper is the situation of language skills and a determining factor of it in minority context: languages of instruction in Transylvania. Presenting the socio-demographic context and the status of languages as they are manifested in language skills. Language skills are presented referring to mother tongue skills, second and foreign language competence. The paper emphasizes that the connection between schooling, education, and language usage is evident in the case of minority languages since the instruction in minority languages is a key factor for the maintenance of the language. The empirical data used in the paper come from several sources, most important of them being a sociolinguistic survey in a representative sample of Hungarians in Transylvania carried out by The Romanian Institute for Research on National Minorities (Cluj/Kolozsvár) in 2009.
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Baydikova, Natalia L. "Social demand of society as a factor of specifying the goals of foreign language teaching in technical university." Science and School, no. 3, 2020 (2020): 115–25. http://dx.doi.org/10.31862/1819-463x-2020-3-115-125.
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The structure of the article is determined by the logic of designing the goals of foreign language teaching in a technical university. The highest level of generality of goals reflects the social demand of society as a whole and is presented in the Federal State Educational Standard of Higher Education. At the second level of goal formulation (Model Discipline Programs), they are specified according to the needs of the spheres of economics. In the development of Work Programs of Discipline within the framework of teaching in a specific university, final clarification of goals is required depending on the requirements of regional employers (the third level of specification of goals). In order to clarify the objectives of teaching foreign language to students of technical universities taking into account the requirements of the regional labour market, a questionnaire was conducted in 2019 for graduates of the National Research University „Moscow Institute of Electronic Technology,” working in a specialty in enterprises in the field of exact technologies in Zelenohrad (Moscow). The questionnaire showed that in addition to the four types of speech activities specified in the Model Programs on Foreign Language for Non-Language Universities, engineers use interpretation and translation in their professional activities. The rating of types of foreign language speech activity in descending order of their importance for professional activity of the engineer is as follows: reading – auditing – translation – writing – speaking. The most demanded professional foreign-language tasks in all types of speech activities (except translation) are solved by modern engineers in communicative situations using information technologies.
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Akbar Khansir, Ali, and Afsaneh Salehabadi. "Study of Consonant Pronunciations Errors Committed by EFL Learners." English Literature and Language Review, no. 55 (May 15, 2019): 48–56. http://dx.doi.org/10.32861/ellr.55.48.56.
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As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.
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Derba, Svitlana. "PROFESSIONAL PRODUCTION (PEDAGOGICAL) PRACTICE IN FOREIGN STUDENTS AND MASTER'S COURSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 10–12. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-10-12.
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The article deals with the basic principles of organization of conducting of professional-production (pedagogical) practice for foreign students of the second year of magistracy of the Institute of Philology of Kyiv National Taras Shevchenko University. The main tasks of this practice, the features of "passive" and "active" parts of pedagogical practice are formulated. The competences of foreign students, who are formed during the internship, are considered. Compulsory academic discipline The postgraduate professional practice (with a distance from theoretical studies) is separated from theoretical studies in the fourth semester of the master's program, lasts 6 weeks and is calculated for 270 hours (9 credits). Students are required to attend 10 lectures and practical classes in the higher education institution (Ukrainian, which they are taught as basic) and independently conduct the practical training in the undergraduate courses of the specialty "Ukrainian language and translation" or at the preparatory department, as well as to prepare a detailed plan specialty classes. The questionnaire that students fill out after attending lectures or practical classes of other teachers of the Ukrainian and Russian languages as foreign languages, as well as the structure of the detailed syllabus of self-conducted practical training for foreign students of bachelors is offered. The article proposes a plan of a detailed synopsis, which prepares students for independent practical training in Ukrainian as a foreign language.
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Widanta, I. Made Rai Jaya, Putu Dyah Hudiananingsih, Anak Agung Raka Sitawati, and I. Wayan Dana Ardika. "Pragmatic Errors and Transfer of Foreign Learners of Indonesian: The Case of Refusals." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 501. http://dx.doi.org/10.17507/jltr.1003.13.
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Pragmatic transfer, an emerging part of interlanguage pragmatics (ILP), has been receiving serious attention from applied linguists currently. This study was aimed at investigating pragmatic errors and pragmatic transfer learners made and effect of second language (L2) proficiency to their pragmatic transfer. Eighteen students of Darmasiswa who have been learning Indonesian language and culture form Bali State Polytechnic (PNB) and from Teacher Training Institute of Saraswati Tabanan, Bali, Indonesia were involved as research participants. Discourse completion test (DCT) consisting of nine situations designed with sociocultural aspect of power, distance, and rank of imposition (PDR) was used to elicit data of refusal strategies. The data were analysed to see pragmatic errors, pragmatic transfer, and effect of L2 proficiency on participants’ pragmatic transfer. Result of analysis revealed that learners’ pragmatic competence was still low. They were pragmalinguistic and sociopragmatic errors made dealing with Indonesian noun phrase (NP) structure, the use of verb, noun, prepositions which are very different from English patterns. Moreover, pragmatic transfer was frequently made due to learners’ shortage of L2 pragmatic proficiency and learners’ L1 cultural knowledge. In addition, learners’ pragmatic transfer was found to be strongly influenced by learners’ L2 proficiency.
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Khalawi, Abrar, and Maha Halabi. "An Inquiry into Saudi EFL Teachers and Students’ Perceptions of EFL Virtual Classes and Its Relation to Learner Autonomy." International Journal of English Language Education 8, no. 2 (May 20, 2020): 57. http://dx.doi.org/10.5296/ijele.v8i2.17065.
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The purpose of this research paper is to explore Saudi foundation-year teachers and students’ perceptions of the use of virtual classes for teaching or learning English as a Foreign Language (EFL) at the English Language Institute (ELI) in King Abdulaziz University (KAU). The data for this study was collected through questionnaires from a total of 20 teachers and 22 students. The survey was conducted during the second semester of the academic year 2019-2020, and the data was analyzed quantitatively. The overall results of the questionnaires demonstrate that the majority of teachers and students held positive attitudes towards EFL virtual classes, however, they prefer face-to-face classrooms. Additionally, some participants admitted the huge role virtual classes play in improving learners’ autonomy.
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Parvizi, Gholam Reza, Jafar Mashayekh, and Yasser Saremi. "On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners." Journal of Studies in Education 6, no. 4 (October 31, 2016): 60. http://dx.doi.org/10.5296/jse.v6i4.9712.
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It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills.
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Kupferberg, Irit. "DIFFERENTIAL EFFECTS OF EXPLICIT INSTRUCTION ON SECOND LANGUAGE ACQUISITION.Rick de Graaff. Leiden: Holland Institute of Generative Linguistics, 1997. Pp. 234. NLG 40 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 117–18. http://dx.doi.org/10.1017/s0272263100241053.
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Is there an interface between explicit and implicit knowledge in L2 acquisition? Rick de Graaff's doctoral dissertation tests this question in an experimental study from a weak interface position. This position indicates that explicit knowledge has a facilitative role in the acquisition of implicit knowledge when it engages the attention of learners and makes them notice input features (Schmidt, 1990). De Graaff studies the effect of explicit computer-aided self-instruction on the acquisition of morphosyntax in Experanto (an artificial language, based on Zamenhoff's Esperanto) and Spanish (as a foreign language) by adult native speakers of Dutch. Acquisition is tested in interaction with five intervening factors that constitute a controlled linguistic, psychological, and pedagogic context (i.e., complexity of structures, rule-based learning in syntax and exemplar-based learning in morphology, familiarity with the structures, availability of explicit knowledge, and learners' aptitude). Experanto is chosen to control for the influence of previous knowledge and contact outside class, and Spanish is chosen to make the results more generalizable.
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Rubene, Diana, and Andris Kazjukevičs. "Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość." Acta Baltico-Slavica 36 (July 26, 2015): 279–86. http://dx.doi.org/10.11649/abs.2012.018.
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Polish philology at the Daugavpils University – yesterdays and present In 1991, in the Daugavpils Pedagogical Institute was opened the first group of Polish. This was the beginning of the studies of Polish language not only in Daugavpils, but also in the Second Republic of Latvia. Students of the first groups had possibility to receive a diploma of specialist teaching Polish language from Polish and Russian, as well as Russian literature. In 2005 was created the program “Bachelor of Polish philology with a second foreign language”. After receiving a bachelor’s degree in Polish philology students have possibility to continue their education at two-year master’s degree. Currently, the “Polish Studies” among the universities of Latvia proposes only Daugavpils University. Every year Polish language institution is organizing an international conference “Polish-Baltic cultural associations”, which involved researchers from the Polish and Baltic countries. In 2010 at the Daugavpils University was opened Centre of Polish Language and Culture, which functions as a center for education and research. Polish philology at the Faculty of Humanities of the Daugavpils University support Polish Embassy, Foundations “Semper Polonia” and “Pomoc Polakom na Wschodzie” and the Association “Wspólnota Polska”.
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Ignatova, E. M. "GENDER-BASED WORD DERIVATION: FEMININE VARIATIONS OF OCCUPATION TITLES AS SEEN BY MGIMO STUDENTS (EXPERIMENTAL STUDY)." Philology at MGIMO 20, no. 4 (December 20, 2019): 40–49. http://dx.doi.org/10.24833/2410-2423-2019-4-20-40-49.
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The article represents the results of an experimental study conducted in the autumn of 2018 in Moscow State Institute of International Relations (MGIMO University), which embraced 107 undergraduate and master degree students, studying German as the main foreign language. The study was aimed to bring out conservative and inventive trends in forming feminine gender markings (“feminatives”). An additional aim was to prove the anticipation that the morphological norms of the studied language (German) and foreign language cultural norms can transfer themselves onto the language of a student who is a Russian native speaker. For the study the method of a two-stage survey was chosen, the results of which were further processed utilizing IBM SPSS statistical software package. In the first stage the surveyed students were asked to build a feminine form for 60 denominations of professions or occupations given in a masculine form; in the second stage the surveyed were offered the list of variants to appraise through the prism of the language norm. The results obtained show that the forms belonging to the grammatical norm of the Russian language were statistically dominant. The anticipation that the norms of a studied language (German) can interfere with the speech culture of Russian native speakers was proven only partially. Occasional creative forms found in the survey replies reflect the balance existing between conservative and inventive linguistic trends.
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Rosyid, Muhammad Kholilur, Moch Sulthoni Faizin, Nazahah Ulin Nuha, and Zakiyah Arifa. "Manajemen Perencanaan Pembelajaran Aktif di Lembaga Kursus Bahasa Arab Al-Azhar Pare Kediri." LISANIA: Journal of Arabic Education and Literature 3, no. 1 (June 28, 2019): 1–20. http://dx.doi.org/10.18326/lisania.v3i1.1-20.
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Al-Azhar is one of the famous foreign language courses in Pare Kediri. This research is conducted because Al-Azhar Course Institute has interesting programs, and some teaching staff are native Arabs (Yemen), and use fun methods that make it easier for students to understand and Arabic quickly. This study aims to describe the planning and design of learning in Al-Azhar course institutions. This study uses qualitative research with descriptive methods. Data collection is done by observation, interview and documentation. Data is obtained from informants who are instructors at the Al-Azhar Course Institute. Data analysis in this study consists of 3 stages, namely: Data Condensation, Data Display, and Conclusion Drawing / Verification. The results obtained in this study are: First, the planning carried out by the Al-Azhar course institution is a type of project planning, and top-down planning. Second, the design of learning that is carried out is initiated by placement test, then determines the material that is in accordance with students' abilities, and finally evaluates.
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Liu, Meihua. "A Study of Chinese University English Majors’ L2 Motivational Self." Theory and Practice of Second Language Acquisition 6, no. 2 (December 23, 2020): 67–85. http://dx.doi.org/10.31261/tapsla.8326.
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As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generallyhighly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.
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Mansory, Mazin. "The Meaning and Practice of Professionalism of EFL Teachers in the Saudi Context." English Language Teaching 12, no. 1 (December 25, 2018): 194. http://dx.doi.org/10.5539/elt.v12n1p194.
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During the Preparatory Year Program (PYP) year, the English Language Institute (ELI) concentrates on raising the level of English of new students so that they are able to adequately cope with studying in their desired department in the following years. Such a drastic change in the institution’s goals has led to some changes in the professional development programme in order to handle these new changes. For the first part of this research study, a review of the past and current research studies on professional development and professional identity issues will be presented. The second part of this paper will report on a small-based inquiry conducted with four (two male and two female) ELI teachers aiming to explore two important and related issues. First, there is the issue concerning the role of English as a Foreign Language (EFL) teachers in planning and structuring the professional development programmes offered by the ELI, while the second looks to examine the professional identity of the teachers as sensed by the teachers themselves. In the third and final section, a reflection on how this inquiry can lead to the awareness of the teachers’ role (male and female) in training and professional development programmes as well as professional identity perceived by the teachers, which ultimately, should lead to a much deeper interpretation of the status of the English language teacher profession.
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Cancino, Marco. "Increasing EFL Learner Participation through Eliciting Language: Insights from Conversation Analysis." Journal of Language and Education 6, no. 2 (June 30, 2020): 76–90. http://dx.doi.org/10.17323/jle.2020.10304.
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The idea that interaction shapes learning in the second language classroom by increasing opportunities for participation, and that teachers can achieve this by adequately eliciting language from learners has been discussed in the literature. However, research specifying interactional resources deployed by teachers when eliciting language from their learners has been scarce. To this end, the present study used conversation analysis to examine the interactional resources produced in the elicitation of questions belonging to a specific lesson stage, namely, the ‘classroom context mode’ (CCM). In the CCM, fluency and meaningful exchanges are encouraged, and learners are prompted to talk about their feelings, emotions, and experiences, which represent a fruitful interactional juncture for eliciting learner language. The data collected in the present study come from four teachers and their students in an adult English as a foreign language (EFL) classroom at a language institute in Chile. The participants were audio-recorded over a total of six lessons that were delivered as part of a 10-week course. From the analysis, two novel elicitation resources, namely the ‘effective management of closed questions’ and the ‘use of open referential questions as initiators of CCM’, were found to promote a facilitator-oriented approach to teaching. The pedagogical value of these resources is discussed in terms of their potential for initiating and sustaining a CCM, and their inclusion in a framework that seeks to develop teachers’ classroom interactional competence.
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Kodri, Fachrukrozie. "The Effect of Anxiety and Classroom Interaction on English Speaking Performance." ELT-Lectura 5, no. 1 (February 20, 2018): 19–25. http://dx.doi.org/10.31849/elt-lectura.v5i1.919.
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This experimental study aims to investigate the effect of anxiety and classroom interaction on English speaking performance. This research was conducted in Perbanas Institute-Jakarta involving 32 students who were selected using simple random sampling. Using Foreign Language Classroom Anxiety Scale (FLCAS), 16 students were identified as students with high anxiety and 16 other students were grouped as students with low anxiety. Then, in practicing speaking skill, a combination of students with low and high anxiety were regrouped into the controlled group which was dominated by lecturer-learners interaction and experimental group which was dominated by learner-learners interaction. Using 2 X 2 two-way anova, the data was analysed. The findings revealed that: first, the anxiety influenced the English speaking performance; second, the classroom interaction affected English speaking performance; however, there was no interaction between anxiety and classroom interaction on English speaking performance.
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Lukšaitė, Ingė. "Stipendiaries of the Calvinist Church of the Grand Duchy of Lithuania and its Synod in Foreign Universities in the 17th Century." Lithuanian Historical Studies 16, no. 1 (December 28, 2011): 29–50. http://dx.doi.org/10.30965/25386565-01601003.
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The article analyses the organisation of higher education by the Calvinist Church of the Grand Duchy of Lithuania (Unitas Lituaniae) in the 17th century, in the period of the weakening of the Reformation, covering the first half of the 17th century, and the second half of the century, when Evangelicals became a religious minority. Research reveals that the education of young people at foreign universities was funded by private means, collected in the districts and accumulated by the Synod. This article also investigates the formation of the institution of international alumni at the Synod of the Calvinist Church, which became part of the system of education of that Church. The stipendiaries had to make up for the financial aid by working at locations assigned by the Synod. The continuous operation of the institute of international alumni at the Synod for more than a century permitted cultural contacts and simultaneously promoted the infusion of new ideas into the evolution of Lithuanian culture. The most important of the latter included the formation of groups of clergymen and school teachers with a university education; the nurturing of Adomas Rasijus’ (ca 1575–1627/8) projects for the adjustment of the social structure and the refinement of the education system in Lithuania by the establishment of academic grammar schools for the nobility and merchants from Lithuania with special syllabi; the encouragement of S.B. Chylinski to translate the Bible into Lithuanian in the middle of the 17th century in Franeker and London; understanding the importance of the Lithuanian language as a written language and the language of the Holy Scripture; the possibility to get acquainted with the translation, text and commentaries of the Dutch Statenbijbel; the encouragement to complete the translation of the New Testament into the Lithuanian language and publish it in 1701; planning the translation of a commentary to the Dutch Statenbijbel into Polish.
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Hashamdar, Mohhamad, and Maryam Maleki. "The Effects of the Instruction of Self-regulation Strategies and Critical Thinking Strategies on the Second Language Vocabulary Achievement among Iranian EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 148. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.148.
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The present study was set to investigate the effects of the instruction of self-regulation strategies (SSs) and critical thinking strategies (CTSs) on the second language (L2) vocabulary achievement among Iranian English as a Foreign Language (EFL) learners. In so doing, ninety intermediate level adult female students in a language institute in Tehran were selected as the main participants of the study according to their performance on the Preliminary English Test (PET). The participants were divided into three equal and homogenized groups (i.e., one control group and two experimental groups). The learners in all groups underwent pretesting, intervention, and post testing. The experimental groups were provided with the instruction of self-regulation strategies and critical thinking strategies, whereas the control group did not receive any instruction in self-regulation or critical thinking strategies. The effects of the two experimental interventions on the L2 vocabulary achievement of the EFL learners were measured. Furthermore, the degree of the improvement of both of these strategies was also studied via comparing the students’ achievement scores on pre- and post-tests of CTSs and SSs. Analyses of one-way ANOVA, post-hoc Scheffe’s tests, and paired-samples t-tests were used to analyze the collected data. The results of data analyses revealed that applying critical thinking strategies as instructional aid had a significant impact on EFL learners’ L2 vocabulary achievement. Likewise, the findings revealed that the instruction of self-regulation strategies significantly improved EFL learners’ vocabulary achievement. Moreover, it was found that self-regulation strategies were more effective than critical thinking strategies in helping the EFL learners develop their L2 vocabulary.
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Masoumi Mayni, Setareh, and Shamala Paramasivam. "Use of L1 in the Iranian EFL Classroom." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 34–45. http://dx.doi.org/10.34293/education.v9i2.3581.
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By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.
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Nejad, Maryam Sharafi, Shohreh Raftari, and Lin Siew Eng. "Exploring the Effectiveness of Critical Thinking on Vocabulary Learning by Malaysian EFL Learners." Journal of Studies in Education 6, no. 2 (May 30, 2016): 213. http://dx.doi.org/10.5296/jse.v6i2.9520.
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<p>Based on the findings of previous studies which highlight the role of vocabulary knowledge in English as a Foreign Language/English as a Second Language (EFL/ESL) learners’ learning process, this study is aimed at exploring<strong> </strong>the effectiveness of critical thinking on vocabulary learning by Malaysian EFL learners. .To achieve the purpose of this study, 60 male undergraduate EFL learners studying English at Asian EFL Academy Language Institute in Pinang were selected after administering Preliminary English Test.To examine whether there is a significant difference between experimental and control group, two parallel versions of Vocabulary Knowledge Scale (Pribakht & Wesche, 1993) were used as pre-test and post-test. The participants in experimental group were instructed on how to employ critical thinking strategies on vocabulary learning. The results of the post-test showed that the experimental group who received formal instruction based on the critical thinking strategies revealed the prominent <a href="https://www.google.com.my/search?newwindow=1&biw=1366&bih=609&q=define+development&sa=X&sqi=2&ved=0ahUKEwjsxaLZw_nLAhVMFJQKHWTjC10Q_SoIHjAA">development</a> and interest in vocabulary learning. The t-test also indicated a significant difference between the performance of the control and experimental group.</p>
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Jiang, Wei, Jiankai Zhou, Yangping Gao, and Yintong Wang. "Exploring Methods of the Sustainable Development for Safety Engineering International Course." Sustainability 13, no. 9 (May 10, 2021): 5291. http://dx.doi.org/10.3390/su13095291.
Full textAbstract:
To improve the effectiveness of the international course for safety engineering at China University of Mining & Technology (Beijing) (CUMTB), we explored sustainable development methods, co-occurrence analysis, statistical analysis, and questionnaire survey methods in a discussion of the international course’s current state and problems. First, the international course’s research topics and trends were analyzed. Second, other Chinese universities with international courses in safety engineering were counted. Finally, the international courses in safety engineering at CUMTB were analyzed from three aspects: teachers, teaching content, and course effect. The results show that there is a developing trend in international course research focusing on specific disciplines. For the safety engineering international course at CUMTB, foreign university teachers are the first choice for course instruction; however, the language barrier is a primary problem. In terms of teaching content, students are more interested in their intended employment fields and lack an understanding of various research fields. The course meets the students’ expectations but can still be improved. According to the results, we conclude that bilingual teaching by ethnic Chinese university teachers leads to more efficient knowledge acquisition. A guidance course and a survey of students’ employment intentions should be added before the course. Through these measures, the international course’s effectiveness and quality can be improved to better realize sustainable development.
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Rashtchi, Mojgan, and Parisa Yazdani. "Intentional vocabulary learning via WhatsApp: Does the type of input matter?" English Language Teaching Educational Journal 3, no. 2 (September 1, 2020): 118. http://dx.doi.org/10.12928/eltej.v3i2.2370.
Full textAbstract:
Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional learning and retention of words. To this end, 50 female EFL learners in two intact classes (n1=n2=25) were selected from a language institute in Khorramabad, Iran. The groups were randomly assigned to two treatment conditions. The results of a general English proficiency test verified their homogeneity at the outset. A standardized teacher-made vocabulary test assured the researchers that the words were unfamiliar to the learners. After the twelve-session treatment, which was integrated with conventional English teaching classes, another standardized vocabulary test was administered once immediately after the intervention and the second time after a two-week interval. The Friedman repeated measures analysis showed a significant difference between the pretest and posttests. However, the results of the statistical analyses showed no statistically significant differences between the participants' performances on the immediate and delayed posttests. Thus, the researchers concluded that the participants had not forgotten the words from the first to the second posttest indicating the efficacy of intentional vocabulary learning. Additionally, no significant differences were found between the two groups showing the similar impacts of the input modality. The study has implications for EFL teachers and educators whose focus is on TEFL.
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HMELJAK SANGAWA, Kristina. "Foreword." Acta Linguistica Asiatica 2, no. 2 (October 23, 2012): 5–6. http://dx.doi.org/10.4312/ala.2.2.5-6.
Full textAbstract:
It is my pleasure to introduce this thematic issue dedicated to the lexicography of Japanese as a second or foreign language, the first thematic issue in Acta Linguistica Asiatica since its inception.Japanese has an outstandingly long and rich lexicographical tradition, but there have been relatively few dictionaries of Japanese targeted at learners of Japanese as a foreign or second language until the end of the twentieth century. With the growth of Japanese language teaching and learning around the world, the rapid development of very large scale linguistic resources and language processing technologies for Japanese, a new generation of aggregated, collectively developed or crowd-sourced resources evolving in the context of the social web, a shift from static paper to constantly developing electronic resources, the spread of internet access on hand-held devices, and new approaches to the use of language reference resources stemming from these developments, dictionaries and other reference resources for learners, teachers and users of Japanese as a foreign/second language are being developed and used in new ways in different user communities. However, information about such developments often does not reach researchers, lexicographers, dictionary users and language teachers in other user communities or research spheres. This special issues wishes to contribute to the spread of such information by presenting some recent developments in this growing field.Having received a very lively response to our call for papers, not all papers selected for publishing could fit into this issue, and part of them will be included in the December issue of ALA, which is also going to be dedicated to Japanese lexicography.The first round of papers included in this issue presents a varied cross-section of current JFL lexicographical work and research. All papers in this issue point out the relative scarcity of appropriate reference works for learners of Japanese as a foreign language, especially when compared to lexicographical resources for Japanese native speakers, and each of the endeavours presented here confronts this lack with its own original approach. Reflecting the paradigm shift in Japanese language research, where corpus research is again playing a central role, most papers presented here take advantage of the bounty of newly available corpora and web data, most prominent among which is the Balanced Corpus of Contemporary Written Japanese developed by the National Institute for Japanese Language and Linguistics in Tokyo, and which is used by Mogi, Pardeshi et al. and Sunakawa et al. in their lexicographical research and projects, while Blin taps data for his research from the web, another increasingly important linguistic resource.The first two papers offer two perspectives on existing Japanese dictionaries. Tom Gally in his paper Kokugo Dictionaries as Tools for Learners: Problems and Potential points out the drawbacks of currently available Japanese dictionaries from the perspective of learners of Japanese as a foreign language, but at the same time offers a very detailed and convincing explanation of the merits of monolingual Japanese dictionaries for native speakers (kokugo dictionaries), such as their comprehensiveness, detailedness and quantity of contextual information, when compared to bilingual dictionaries, which make them a potentially useful resource even for an audience they are not targeting - foreign language learners. His detailed explanation of possible uses and potential hurdles and pitfalls learners may encounter in using them, is not only accurate and informative, but also of immediate practical value for language teachers and lexicographers.Toshinobu Mogi, in his paper Towards the Lexicographic Description of the Grammatical Behaviour of Japanese Loanwords: A Case Study, investigates the lexicographic description of loanwords in Japanese reference works and notes how information offered by currently available dictionaries, especially regarding the grammatical aspects of loanword use, is not sufficient for learners of Japanese as a foreign language. After pointing our the deficiencies of current dictionary descriptions and noting how dictionaries sense divisions do not reflect the frequency of different senses in actual use, as reflected in a large-scale representative general corpus of Japanese, he uses a fascinatingly detailed analysis of the behaviour of a Japanese loanword verb to describe a corpus-based method of lexical description, based on the correspondence between usage forms and senses, which could be used for the compilation of Japanese learners' dictionaries meant for the reception and production of Japanese.The second part of this special issue is composed of four reports on particular aspects of ongoing lexicographical work targeted at learners of Japanese as a foreign language.Prashant Pardeshi, Shingo Imai, Kazuyuki Kiryu, Sangmok Lee, Shiro Akasegawa and Yasunari Imamura in their paper Compilation of Japanese Basic Verb Usage Handbook for JFL Learners: A Project Report, after pointing out - as other authors in this issue - the lack of a detailed and pedagogically sound lexicographical description of Japanese basic vocabulary for foreign learners, propose a corpus-based on-line system which incorporates insights from cognitive grammar, contrastive studies and second language acquisition research to solve this problem. They present their current implementation of such a system, which includes audio-visual material and translations into Chinese, Korean and Marathi. The system also uses natural language processing techniques to support lexicographers who need to process daunting amounts of corpus data in order to produce detailed lexical descriptions based on actual use.The next article by Marcella Maria Mariotti and Alessandro Mantelli, ITADICT Project and Japanese Language Learning, focus on the learner's perspective. They present a collaborative project in which Italian learners of Japanese compiled an on-line Japanese-Italian dictionary using a purposely developed on-line dictionary editing system, under the supervision of a small group of teachers. One practical and obvious outcome of the project is a Japanese-Italian freely accessible lexical database, but the authors also highlight the pedagogical value of such an approach, which stimulates students' motivation for learning, hones their ICT skills, makes them more aware of the structure and usability of existing lexicographic and language learning resources, and helps them learn to cooperate on a shared task and exchange peer support.The third project report by Raoul Blin, Automatic Addition of Genre Information in a Japanese Dictionary, focuses on the labelling of lexical genre, an aspect of word usage which is not satisfactorily presented in current Japanese dictionaries, despite its importance for foreign language learners when using dictionaries for production tasks. The article describes a procedure for automatic labelling of genre by means of a statistical analysis of internet-derived genre-specific corpora. The automatisation of the process simplifies its later reiteration, thus making it possible to observe lexical genre development over time.The final paper in this issue is a report on The Construction of a Database to Support the Compilation of Japanese Learners’ Dictionaries, by Yuriko Sunakawa, Jae-ho Lee and Mari Takahara. Motivated by the lack of Japanese bilingual learners' dictionaries for speakers of most languages in the world, the authors engaged in the development of a database of detailed corpus-based descriptions of the vocabulary needed by learners of Japanese from beginning to advanced level. By freely offering online the basic data needed for bilingual dictionary compilation, they are building the basis from which editors in under-resourced language areas will be able to compile richer and more up-to-date contents even with limited human and financial resources. This project is certainly going to greatly contribute to the solution of existing problems in Japanese learners' lexicography.