Journal articles on the topic 'English as 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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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Angwah, Julius, and Emmanuel Tangong. "Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language." Global Academic Journal of Linguistics and Literature 4, no. 5 (September 29, 2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.
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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.
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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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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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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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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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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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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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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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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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Vélez Salas, C. Martin. "Decolonizing Foreign Language Education." International Journal of Literacy, Culture, and Language Education 3 (October 6, 2022): 81–84. http://dx.doi.org/10.14434/ijlcle.v3i.35386.
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Interdisciplinary pedagogical interventions in second language education take time to be produced. Reading Mignolo’s Local Histories/Global Designs and Gloria Anzaldúa’s Borderlands/La frontera more than ten years ago in my doctoral studies, I would start envisioning curricular and pedagogical interventions among future generalist and bilingual teachers in Texas. There is no doubt that the critical scholarship published in English on the teaching and learning of English and other additional colonial and Indigenous languages taking issues of power has been producing important contributions in the last twenty years. In this urgent envisioning journey, we find that newer scholarship in our field continues deconstructing these issues of power and language, now framing these interventions considering a decolonial turn in the social sciences and humanities, and which incorporates noncolonial epistemologies in this dialogue (Dos Santos, 2014).
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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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Shimo, Etsuko. "A historical analysis of modern Japan’s exclusively English-focused foreign language education policies." European Journal of Language Policy: Volume 14, Issue 1 14, no. 1 (April 1, 2022): 109–29. http://dx.doi.org/10.3828/ejlp.2022.7.
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This paper discusses foreign language education policies in the school system in the Meiji (1868-1912) and Taisho (1912-1926) eras in Japan. The country’s current exclusively English-focused policies in secondary school foreign language education were officially established with the enactment of the Middle School Teaching Rule Outline in 1881, in which English was listed as the only foreign language subject. German and French were added later, but their status was not as stable. In several policymaking-related meetings, such as the Upper-level Education Committee (1896-1913) and the Research Education Committee (1913-1917), exclusively English-focused foreign language education received criticism. However, the outcomes of meeting discussions always favoured English education. By examining discussions in the two committees and the Extraordinary Committee for Education (1917-1919), which succeeded those two, this paper notes that two factors contributed to the policy consequences: the purpose of foreign language education and the number of foreign languages for students to learn. The purpose of middle school education was prescribed as to provide male students with the most important higher-level general education and that of higher school education as to provide the complete achievement of higher-level general education. The purpose of foreign language education was not necessarily compatible with general education. Moreover, by adopting the One Foreign Language Principle, Japan’s foreign language education inescapably became almost entirely English-focused to the detriment of other languages. The paper concludes by examining the assumptions that Japan’s foreign language education policies have made about the Plural Foreign Language Principle.
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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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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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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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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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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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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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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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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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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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Mašić, Adela, and Senad Bećirović. "Attitudes towards learning English as a foreign language." Journal of Linguistic and Intercultural Education 14, no. 2 (December 15, 2021): 85–106. http://dx.doi.org/10.29302/jolie.2021.14.2.5.
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In the environment of ongoing changes in the theory and methodology of teaching, students have a central role, and their attitudes are essential in improving teaching and learning outcomes. It is believed that a learner’s attitude towards learning languages directly determines their success or failure in learning a language. This research aims to examine high school students' attitudes towards learning English as a foreign language and how these attitudes influence their achievement. The research sample consisted of 206 Bosnian high school students attending all four high-school grades. The questionnaire was used to collect the necessary data on attitudes toward learning English as a foreign language. The MANOVA results showed that gender, age, GPA and GPA in English have a statistically significant effect on the combined dependent variables of students' attitudes towards learning English as a foreign language. Additionally, the results indicated that language attitudes are a significant predictor of the students' overall achievement in learning English as a foreign language. Therefore, understanding learners' attitudes will help both teachers and curriculum developers design programs that meet the objectives and improve students' academic achievement.
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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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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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Kong, Xiangjun, and Yifeng Liu. "COMPARATIVE STUDY OF ENGLISH AND RUSSIAN FOREIGN LANGUAGE WORDS." Chronos 7, no. 4(66) (June 13, 2022): 90–92. http://dx.doi.org/10.52013/2658-7556-66-4-26.
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With the international cultural and economic exchange, some changes have occurred in the languages of different countries, and the increase in the number of foreign-language words has become a common phenomenon. The study of foreign words in English and Russian is based on a comparative study of English and Russian foreign words, a comprehensive and in-depth study of the historical process and influence of foreign words in the two languages is conducted.
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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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Alfaeni, Ifan, Abdul Muin Bahaf, and Tatu Siti Rohbiah. "Emotional Intelligence on Learning English as English Foreign Language." English Education, Linguistics, and Literature Journal 1, no. 2 (December 28, 2022): 75–79. http://dx.doi.org/10.32678/ell.v1i2.6556.
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The focus of this study was on students' emotional intelligence when learning English as a foreign language in the eleventh grade of MA Al-Khairiyah Pipitan's social sciences major. The goal of this study was to find out why students felt frightened, nervous, and uninterested in studying English, as well as how to overcome their emotional intelligence. The participants in this study were ten men and women in their eleventh year of MA Al-Khairiyah Pipitan specializing in social sciences (5 males and 5 females). The researcher has only taken one class and is a social science major. This study was designed as a descriptive qualitative study, with data gathered through observation and interviews. The results revealed that students' emotional intelligence was divided into four categories: apprehensive (42.75%), nervous (26%), embarrassed (19.75%), and not confident (5.25%). Students have their own strategies for dealing with their emotions. As a result, many students had anxiety when learning English and the only method to overcome emotional intelligence was to study hard about English
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Sadouki, Fatiha. "The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning." Romanian Journal of English Studies 18, no. 1 (December 1, 2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.
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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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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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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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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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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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Vetoshkin, Andrey Aleksandrovich, Svetlana Ivanovna Piskunova, Lyudmila Mikhailovna Boyarkina, Olga Aleksandrovna Nikishina, and Elena Aleksandrovna Davydova. "Discussion as a modern educational technology in teaching English." Revista Tempos e Espaços em Educação 15, no. 34 (February 25, 2022): e17324. http://dx.doi.org/10.20952/revtee.v15i34.17324.
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The main function of the education connected with foreign languages is to provide the learners with qualified knowledge according to their future carrier. The paper deals with the problem of methodological organization of teaching a foreign language in the form of a discussion. The discussion provides more opportunities for intellectual and creative development of schoolchildren through mastering their foreign language communicative competence. The chapter touches upon the peculiarities of competency-based approach, learning motivation and use of the discussion method in teaching. The responsibilities of a teacher at the stages of planning, moderating and the final stage are highlighted. Some examples of using the author’s learning materials in foreign language lessons are given. In the research process, the following methods were used: analysis and generalization of domestic and foreign pedagogical, psychological and methodological literature on the use of discussion in teaching foreign languages; study and generalization of the pedagogical experience of teachers of the Evseviev Mordovia State Pedagogical University on the use of discussion in teaching foreign languages; quantitative and qualitative data processing methods. The effective discussion is a good practice for English speaking students. It helps to develop students’ communication competence on all levels of language: phonetic, lexical and grammatical.
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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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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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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.
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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.
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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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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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(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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Bezliudnyi, Oleksandr. "PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 29–35. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244174.
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The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well.
Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.
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Makhmudova, Olesya Yuryevna. "THE ROLE OF FOREIGN LANGUAGE BORROWINGS IN ENGLISH LANGUAGE." European Science Review, no. 11-12 (2022): 25–27. http://dx.doi.org/10.29013/esr-22-11.12-25-27.
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Ivanova, Aleksandra. "Difficulties in teaching the second foreign (English) language to students studying oriental language as their major at NEFU, Yakutia, Russia." SHS Web of Conferences 134 (2022): 00107. http://dx.doi.org/10.1051/shsconf/202213400107.
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The Far Eastern Federal District of Russia, including the Republic of Sakha (Yakutia), is located in close proximity to the Asia-Pacific region, which explains the demand in specialists who know oriental languages. One of the oriental languages (Japanese, Chinese or Korean) is studied at the head university of the republic, and English is the language of business communication. In secondary educational institutions of Yakutia, English is the first foreign language, and students study it as a second foreign language in the university. The goal of this study is to identify the main difficulties of learning English as a second foreign language by bilingual students studying the oriental language (Japanese, Chinese or Korean) as their major. The study analyzed domestic and foreign literature, professional educational programs of the North-Eastern Federal University in Yakutsk, characteristics of students from the indigenous population of Yakutia. It was substantiated that the more difficulties in mastering the subject, the stricter the requirements for mastering the educational material.