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Journal articles on the topic 'English a a foreign language'
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Salim, Wan Iman Wan, Vijayaletchumy Subramaniam, and Arbaayah Ali Termizi. "Foreign Language Anxiety (FLA) in English Language Classroom." International Journal of Languages, Literature and Linguistics 3, no. 1 (March 2017): 5–12. http://dx.doi.org/10.18178/ijlll.2017.3.1.101.
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Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.
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Grounds, Richard A. "English Only, Native-Language Revitalization and Foreign Languages." Anthropology News 48, no. 8 (November 2007): 6–7. http://dx.doi.org/10.1525/an.2007.48.8.6.
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Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.
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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.
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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.
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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.
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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.
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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Sebba, Mark. "‘English a foreign tongue’." Journal of Language and Politics 16, no. 2 (March 21, 2017): 264–84. http://dx.doi.org/10.1075/jlp.14026.seb.
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Abstract The 2011 UK Census was the first ever to ask a question about language in England. The period during which the census was planned coincided with a period of intense politicisation of the language issue, which had previously not been a major point of controversy. The census results showed that 98.3% of the adult population either spoke English as their ‘main language’, or could speak it well or very well. In 4% of households no adults spoke English as a main language. These statistics produced an intense media reaction focussed on the number of people who supposedly could not speak English, with some high-level misunderstandings about what the figures meant. This paper discusses the pervasiveness in the census process of ideologies about language, and how an apparently honest attempt to collect information for service providers was used to justify anti-immigration discourse and the reduction of services for non-speakers of English.
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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.
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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.
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Prasetyaningrum, Ari, Zahratul Fikni, and Laila Wati. "English Foreign Language Students’ Strategies in Overcoming Speaking Problems." VELES Voices of English Language Education Society 4, no. 1 (April 25, 2020): 94–103. http://dx.doi.org/10.29408/veles.v4i1.1914.
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Kurniawan, Nova Adi, and Sai'in Sai'in. "“How Difficult English Is!” (An Attitude in Learning English for Non-English Students)." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.
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English is one of the foreign languages taught from elementary to university. However, English is to be unswallowed bitter pill for non-English students. This is caused by the growing concepts of negative attitude about English, “English is frightening, English is hard to study, etc.” Attitude plays a vital role in learning any disciplines of knowledge includes English. Developing competencies and skills of English will not be achieved without noticing the supporting factors. In line with, this article discusses the concept of attitude, language attitude, students’ attitudes toward English, and the factors that influence students’ attitudes toward English as a foreign language.
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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.
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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.
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Fei, Wang. "Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China." JOURNAL OF ADVANCES IN LINGUISTICS 10 (October 5, 2019): 1569–75. http://dx.doi.org/10.24297/jal.v10i0.8444.
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The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.
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Onysko, Alexander. "Exploring discourse on globalizing English." English Today 25, no. 1 (March 2009): 25–36. http://dx.doi.org/10.1017/s0266078409000054.
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ABSTRACTA case study of discourse on anglicisms in German.“By recognizing our uncanny strangeness, we shall neither suffer from it nor enjoy it from the outside. The foreigner is within me, hence we are all foreigners. If I am a foreigner, there are no foreigners.” (Julia Kristeva, Strangers to Ourselves (1991)).Is Kristeva's dissolution of the notion ‘foreign’ also applicable to language? The nature of language as a semiotic system of arbitrarily bound units of meaning and form determines the essential foreignness of signifier and signified. As such, every linguistic unit is indeed intrinsically foreign on the level of designation and, thus, there is no foreign language. On the surface of human communication, however, incomprehensibility among speakers can emerge as a criterion of foreignness. The perception of the foreign in language is particularly tied to situations of contact between different language-cultural areas. Such contact can occur internally in a multilingual speaker or can be observed externally as happening in the speech community. In both ways, crucial to language contact is a perceived intertwining of linguistic units from at least two distant, i.e. incomprehensible, codes culturally rooted in diverse speech communities.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.
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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Pateşan, Marioara, and Dana Zechia. "Foreign Language Education in the Military." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (June 1, 2018): 351–55. http://dx.doi.org/10.1515/kbo-2018-0114.
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Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad
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Cenoz, Jasonc. "Age differences in foreign language learning." ITL - International Journal of Applied Linguistics 135-136 (January 1, 2002): 125–42. http://dx.doi.org/10.1075/itl.135-136.06cen.
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Abstract This article is based on the results of a project that analyses the linguistic development of English as a third language at different ages in a bilingual program. Specifically, it examines the influence of the age of introduction of English as a foreign language on general proficiency. Participants were 60 secondary school students who had Basque and/or Spanish as their first language and Basque as the language of instruction except for the subjects Spanish and English. All the students had studied English for six years but they had started learning English at different ages. Half of the students started learning English in grade 6 and the other half in grade 3. All the participants completed a battery of tests and questionnaires including different measures of proficiency in English: story telling, listening comprehension, composition, grammar and cloze test. The results indicate that older learners present a higher level of proficiency in English. The differences between older and younger students are discussed as related to several factors involved in foreign language learning.
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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Riyanti, Dwi. "THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.
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Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.
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Shestopalova, I. "THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (2019): 56–59. http://dx.doi.org/10.17721/1728-2217.2019.41.56-59.
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The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization
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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (February 11, 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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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Jyothi, Dr M. "Learning English as a Foreign / Second Language: A Critique." SMART MOVES JOURNAL IJELLH 4, no. 5 (September 22, 2017): 6. http://dx.doi.org/10.24113/ijellh.v4i5.1345.
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A knowledge of the English Language has become an object of importance in relation to its application in various walks of life. A complete command over the language could be possible where the varied meanings of usage of words, idioms and phrases according to the changing circumstances and situations are comprehensively elucidated to learners. In the twentieth century there is the phenomenon of the native speakers of English being outnumbered by the non-native speakers considerably. There are as many as 1500 millions users of English as a second language. Of these, an estimated 18 million users are in India. The Indian users of English are spread all over India. Though the users of English are spread all over India. English in India has a pan-Indian character. Though the users of English in India make use of the charastic role of English, yet there is no complete homogeneity. The variation in the use of English is partly due to the vast linguistic diversity in the country. It is estimated that there are as many as fifteen major languages and 1652 languages and dialects spoken in India. The ethnic variety of proficiency tend to contribute to the lack of homogeneity in Indians’ use of English. Against this back ground, Indian users of English language, lack intelligibility in communicating English language as it ought to be communicated like native speakers of English. This kind of situations often noticed by the native speakers who claim that they use only Standard English. Standard English is defined by H.C.Wyld as a certain vareity of English “spoken within certain social boundaries, with an extraordinary degree of uniformity, all over the country”. It is neither a regional nor social dialect, but its use confers a social change on the speakers. Every educated Englishmen speak it as it is the widely accepted dialect. It is the English spoken in southern England and it remains to be the language of the cultured and educated people living in south of the River Thames. It is the speech heard among men who have bee
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Ahmad, Ayaz, Sana Hussan, and Muhammad Safiullah. "Foreign Languages’ Planning in the Post-Taliban Afghanistan." Global Social Sciences Review III, no. II (June 30, 2018): 21–40. http://dx.doi.org/10.31703/gssr.2018(iii-ii).02.
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This paper analyses the management of foreign languages in the language planning of Afghanistan after the fall of Taliban. The analyses assess the suitability of foreign languages performing developmental and peace-making roles in domains where distribution of power is contested by the Afghan ethnolinguistic groups. Primary data of the paper comes from a questionnaire based survey and followup interviews. Analysis reveals the presence of various modern languages such as French, German, Russian and English in Afghanistan. The acceptance of foreign languages especially English is overwhelming in Afghanistan. Among foreign languages, English happens to be the most vigorous and promising language. However, a significant portion of Afghans oppose the growing influence and power for the foreign languages in Afghanistan. The paper notes, an uneven spread of English as the dominant foreign language in Afghanistan. Therefore, foreign languages' role in development and peacemaking may not be achieved due to lack of equal access. The paper recommends a wide-range of interventions to help in making foreign languages a resource for development and peacemaking. The intervention includes social, economic and political equality and equal opportunities in learning of foreign languages. It is also emphasised that the promotion of local languages is not to be affected by the availability of foreign languages.
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Avhustiuk, Mariia M. "PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 26–34. http://dx.doi.org/10.25264/2415-7384-2021-12-26-34.
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The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). Our findings suggest that significant English language anxiety is experienced by many students. Finally, some implications for the next studies are proposed.
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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.
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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.
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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.
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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.
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Kingstone, Sydney. "“Scottish”, “English” or “foreign”." English World-Wide 36, no. 3 (October 19, 2015): 315–47. http://dx.doi.org/10.1075/eww.36.3.02kin.
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This paper provides the first perceptual dialectology survey of Scotland. Respondents from the northeast fishing town of Buckie were asked to mark and label dialect areas on a map, and to rate 12 government regions on five scales: “degree-of-difference”, “correctness”, “pleasantness”, “broadness” and “sounding Scottish”. Based on the results of the survey, Scottish dialect perceptions could be placed into three main cultural dimensions: : (i) “Scottishness”, the “Good Scots/Bad Scots” distinction; (ii) “Englishness”, the cultural prominence of the Scotland-England border; and (iii) “Foreignness”, the influence of other languages on its islands. The conflicting responses regarding correctness offer a glimpse into different aspects of linguistic (in)security in Scotland. These findings provide a means of understanding Scotland’s current perceived linguistic landscape through significant regional and cultural dimensions.
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Kang, Hyeon-Seok. "Changes in English language policy in Kim Jong-un's North Korea." English Today 36, no. 1 (June 25, 2019): 30–36. http://dx.doi.org/10.1017/s0266078419000191.
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One of the most important components of a country's language policy is its planning on foreign languages and its decisions regarding which foreign language(s) to choose and teach to its people in the nation's school system (Cenoz & Gorter, 2012). The government generally makes a selection among the candidate languages on the basis of the languages' perceived economic and socio-political value inside and outside the country. However, the socio-economic power and prestige of languages are variable and bound to change over time (Wright, 2004). For this reason, changes are almost always observed in any country's foreign language policy.
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Saidjalalova, Sayyora, and Zulfizar Karimova. "COMPARATIVE STUDY OF FOREIGN AND NATIVE LANGUAGES." Scientific Journal of Polonia University 32, no. 1 (April 3, 2019): 107–9. http://dx.doi.org/10.23856/3213.
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This work is focused on a formation of students’ cognitive interest to learn foreign languages, namely English language. Moreover, it is considered that increasing influence of scientific presentation of English language on all types of science, culture, art, and literature becomes main the issue of teaching. Obviously, foreign languages learning approach should be noticeably enhanced, taking into account the emphasis on the development of the oral speech of any student in order to use the language within their specialty. Another problem which is raised in this paper is contrasting and comparative analysis of two languages, native and learning.
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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.
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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
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(IJIE), International Journal on Integrated Education, and Sobirova Robiyaxon Maxamatismoyilovna. "Enhancing students motivation in Learning English Language for non-philology students." International Journal on Integrated Education 3, no. 11 (November 5, 2020): 41–44. http://dx.doi.org/10.31149/ijie.v3i11.820.
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We all know that ensuring the quality of foreign language teaching of the younger generation, radically improving the system of training specialists fluent in foreign languages, the development of foreign languages that meet international educational standards. Training is one of the goals of the ongoing educational reform in our country. In order to identify and identify opportunities for language teaching, the teacher's knowledge, creativity, ability to arouse students' love for their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, implementation of measures to improve the level and quality of training of highly qualified teachers of foreign languages for secondary schools, vocational colleges and academic lyceums, higher education institutions in accordance with international standards. At the same time, it should be noted that each language studied has its own rules and secrets. In order to become a professional who meets international standards, the learner is required to ignore the most delicate layers of language.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan." International Journal of Applied Linguistics and English Literature 6, no. 4 (May 2, 2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.
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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.
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Rahayu, Acep, Unang,. "The importance of mastering foreign languages in developing hospitality and tourism industries." Journal of Business on Hospitality and Tourism 1, no. 1 (December 28, 2015): 9. http://dx.doi.org/10.22334/jbhost.v1i1.5.
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This study aims at offering some thoughts that cultural differences influence a great deal in hospitality and tourism industries. In Indonesia English is a second language whereby occupational background in the past still dominates our language structure. Indonesia was occupied by the Dutch for 3 and half decades then by the Japanese for 3 and half years. Lacking of vocabulary items, Indonesian Language still use foreign languages such those borrowed from Dutch, English, Italian, Portuguese and Arabic.Cultural differences also influences Indonesian way of using the English expressions at hospitality industries. Mastering foreign languages is very important in developing hospitality industries in Indonesia. The main findings of my research are : those motivated students learn foreign languages better, those having good learning strategies master foreign languages better, and those mastering foreign languages work successfully at hospitality and tourism industries.
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Юлія Данилова, Наталія Лєбошин, and Ольга Савченко. "SYSTEMATIC APPROACH IN LEARNING ENGLISH TO DEVELOP LANGUAGE COMPETENCIES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 45–55. http://dx.doi.org/10.31499/2307-4906.3.2020.219089.
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The subject matter of this article is a systematic approach as a methodological basis for teaching a foreign language. The object is the conceptual framework, means and ways of developing language skills and communicative competencies in the context of the academic subject “Foreign language”. To study the literature on the target issues and to sum up the obtained data, such general theoretical methods as the analysis and synthesis method, comparative historical analysis and cause-and-effect analysis were used. The goal of this study is to systematize the general principles of the systematic approach to learning a foreign language and, in the context of the systematic approach, focus on lexical and grammatical components of the language as a system so that university students can master them in a logical and consequential way. In the course of the study, the following tasks were solved: certain principles and ways of teaching a foreign language were considered, the importance to focus on developing lexical and grammatical component of speech competence while learning a foreign language was substantiated, the means aimed at mastering lexical and grammatical material in the context of the systematic approach were systematized so that communication skills be developed while learning English. Conclusions. The systematic approach in learning foreign languages is the main, holistic and most effective way of teaching since it makes it possible to identify all the parameters and relationships of the language components. In the context of the systematic approach, a language system is considered as a set of interconnected linguistic components, therefore, individual structures and elements cannot be viewed and interpreted fragmentarily, it is necessary to take into account the properties of the entire language system. The systematic approach to learning foreign languages is a more advanced technique of teaching since the methodology of teaching the language components in the context of the systematic approach provides the most optimal development of speech skills, abilities and communication competencies.
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Siregar, Masitowani. "Students' Translation Use in English Foreign Language (EFL) Learning." SALTeL Journal (Southeast Asia Language Teaching and Learning) 3, no. 1 (May 9, 2020): 47–50. http://dx.doi.org/10.35307/saltel.v3i1.47.
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The study was conducted to describe the students’ translation use in English Foreign Language Learning (EFL). The subject of the study was 100 students English Educational Study Program Languages and Arts Faculty, Universitas Negeri Medan. 40 Students were selected as the sample. The instruments used to collect data were questionnaire and interview. The data analysis indicated that English Department Students as foreign language learners used translation activities during their learning process such as, to comprehend reading text, to write English texts, to speak English, to understand vocabularies, to understand English grammar, to understand idioms and phrases and to understand the instructions of teachers. More attention should be given than to help the students’ skills and understanding through the translation process.
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Ali Al-oglah, Thara Mahmoud. "Teaching and Learning English as a Foreign Language." International Journal of English Language Teaching 5, no. 2 (July 20, 2018): 57. http://dx.doi.org/10.5430/ijelt.v5n2p57.
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The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.
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Baş, Melike, and Betul Bal Gezegin. "Metaphors of English as a foreign language." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 2–8. http://dx.doi.org/10.18844/gjflt.v7i1.2403.
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Abstract
This study aims at investigating the conceptual metaphors of students on English as a foreign language. Participants are students of English (n=80) at Amasya University preparatory classes. Students’ metaphors are collected via metaphor elicitation sheets with the prompt “English is like ... because ...” and analysed both qualitatively and quantitatively. The findings reveal a variety of underlying conceptualizations that reflect different individual mappings across conceptual domains such as PRODUCT, INNOVATION, INSTRUMENT, HARDSHIP, NEED, OBLIGATION and JOURNEY. The results show that students generally have positive views on English as a foreign language, and they consider it as a necessity in their lives. The study is significant in the sense that it emphasizes the use of metaphor as an efficient cognitive tool to better grasp students’ beliefs of their foreign language. Additionally, it provides an opportunity for the teachers to better understand how language students perceive English as a foreign language.
Keywords: Foreign language teaching, English, metaphor.
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Trubitsyna, Olga M., Olha Kanibolotska, Iryna Y. Zozulia, Alla S. Stadnii, and Maryna Y. Martynenko. "Professional Foreign-Language Training as a Component of Higher Vocational Education." International Journal of Higher Education 9, no. 7 (August 7, 2020): 187. http://dx.doi.org/10.5430/ijhe.v9n7p187.
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Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
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Utkir, Muradov, Kadirova Nilufar, Ikramova Ra’no, and Kuchkeldiyeva Umida. "The Role Of Motivation In Learning Foreign Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 8, 2020): 14–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-04.
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This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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LGH, Kathryn A. Hall, Mary Cae Spalding, Lynn M. Walford, Frances L. Rothchild, and Patricia Jana. "The Round Table: English and Foreign Language." English Journal 78, no. 2 (February 1989): 79. http://dx.doi.org/10.2307/819139.
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박진규. "Issues in Foreign Language (English) Gifted Education." Studies in English Language & Literature 34, no. 3 (August 2008): 223–46. http://dx.doi.org/10.21559/aellk.2008.34.3.012.
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Patty, Gabrielle M. "Foreign-Language Study for Graduate English Majors." College English 51, no. 7 (November 1989): 688. http://dx.doi.org/10.2307/377904.
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Roberts, Tim, Michael Sostheim, and Mikio Kubota. "fMRI of english as a foreign language." NeuroImage 13, no. 6 (June 2001): 593. http://dx.doi.org/10.1016/s1053-8119(01)91936-6.
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Benko, Rina, and Anna Martinović. "Inclusive education in English foreign language classrooms." Strani jezici 50, no. 1 (2021): 111–34. http://dx.doi.org/10.22210/strjez/50-1/5.
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Solita, Reka, Alamsyah Harahap, and Azhar Aziz Lubis. "Teacher Talk in English Foreign Language Classroom." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 302–16. http://dx.doi.org/10.33369/jeet.5.2.302-316.
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This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.
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Wulandari, Dwi, and Afif Noor. "Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity." E3S Web of Conferences 202 (2020): 07043. http://dx.doi.org/10.1051/e3sconf/202020207043.
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This study is aimed at looking at how the environment of foreign language learnings affect the identity formation of the teenage learning them. English and Arabic languge, the language learnt formally by teenage at madrasa, are compared to find out which influences what in learners identity. The study shows that learners see both languages in a positive attitude, though in a different manner. English is seen with pretty much respct of the symbols of modernization, and therefore the learners are more cautious in using them, although some studies report that there is no negative influence of English on learners’ identity. On the other hands, Arabic language is easily view as part of learners’ identity as it is closely related with Islam. Though the learners perceive the language in a quite different manner, the result of their learning aimed at communication show quite similar result, as both processes show the difficulty in enhancing quick achivements.
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Piasecka, Liliana. "Foreign Language Students’ Perceptions of Their Identity." Theory and Practice of Second Language Acquisition 5, no. 1 (June 30, 2019): 93–112. http://dx.doi.org/10.31261/tapsla.2019.05.06.
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Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.