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Journal articles on the topic 'Hanoi Foreign Language College'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

Wilkerson, Carol. "College Faculty Perceptions About Foreign Language." Foreign Language Annals 39, no. 2 (May 2006): 310–19. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02268.x.

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2

Ganschow, Leonore, Richard L. Sparks, James Javorsky, Jane Pohlman, and Andrea Bishop-Marbury. "Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?" Journal of Learning Disabilities 24, no. 9 (November 1991): 530–41. http://dx.doi.org/10.1177/002221949102400905.

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3

Sparks, Richard L., Leonore Ganschow, Marjorie Artzer, David Siebenhar, and Mark Plageman. "Language Anxiety and Proficiency in a Foreign Language." Perceptual and Motor Skills 85, no. 2 (October 1997): 559–62. http://dx.doi.org/10.2466/pms.1997.85.2.559.

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Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.
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Al - Noori, Bushra Saadoon. "Teaching English as a Foreign Language in Iraq." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 409–46. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp409-446.

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Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.
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5

Gorell, Lynn Carbon, and Sally Sieloff Magnan. "Challenges in the 1990s for College Foreign Language Programs." Modern Language Journal 77, no. 1 (1993): 96. http://dx.doi.org/10.2307/329570.

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Combier, Elizabeth. "Foreign Language: Reading Proficiency in College Using Children's Books." International Journal of Learning: Annual Review 13, no. 4 (2006): 1–6. http://dx.doi.org/10.18848/1447-9494/cgp/v13i04/44855.

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Philips, Lois, Leonore Ganshow, and Reed Anderson. "The College Foreign Language Requirement: An Action Plan for Alternatives." NACADA Journal 11, no. 1 (March 1, 1991): 51–56. http://dx.doi.org/10.12930/0271-9517-11.1.51.

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Foreign language requirements for college admission and/or graduation often pose problem for students with learning disabilities. This paper describes an action plan for the implementation of foreign language waiverlsubstitution policies and procedures to assist students and university staff in resolving the dilemmas that a foreign language requirement may pose.
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8

Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Chametzky, Barry, and Melanie Shaw. "Activities to Integrate Internet Usage in College Foreign Language Classes." Ubiquitous Learning: An International Journal 2, no. 1 (2010): 13–20. http://dx.doi.org/10.18848/1835-9795/cgp/v02i01/40444.

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10

Sparks, Richard L., James Javorsky, and Lois Philips. "College Students Classified with ADHD and the Foreign Language Requirement." Journal of Learning Disabilities 37, no. 2 (March 2004): 169–78. http://dx.doi.org/10.1177/00222194040370020701.

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FitzPatrick, Richard C., and Anthony L. Liuzzo. "MANHATTAN COLLEGE/ACTFL STUDY OF THE FOREIGN LANGUAGE TEACHING PROFESSION." Foreign Language Annals 20, no. 6 (December 1987): 575–78. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03060.x.

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12

Bischof, Deborah Lokai, David I. Baum, Jodi M. Casabianca, Rick Morgan, Kathleen A. Rabitea, and Krishna Tateneni. "Validating AP Modern Foreign Language Examinations Through College Comparability Studies." Foreign Language Annals 37, no. 4 (December 2004): 616–22. http://dx.doi.org/10.1111/j.1944-9720.2004.tb02427.x.

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13

Goodman, Joan F., Barbara Freed, and William J. McMannus. "The Measurement of Foreign Language Learning Disabilities in College Students." Journal of Learning Disabilities 21, no. 7 (August 1988): 429–30. http://dx.doi.org/10.1177/002221948802100707.

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14

Sparks, Richard L., and James Javorsky. "Students Classified as LD and the College Foreign Language Requirement." Journal of Learning Disabilities 32, no. 4 (July 1999): 329–49. http://dx.doi.org/10.1177/002221949903200407.

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15

Sparks, Richard L., Lois Philips, Leonore Ganschow, and James Javorsky. "Students Classified as LD and the College Foreign Language Requirement." Journal of Learning Disabilities 32, no. 6 (November 1999): 566–80. http://dx.doi.org/10.1177/002221949903200608.

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16

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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17

Wang, Sa. "Research on Independent Learning Model Foreign Language on Multimedia Network." Advanced Materials Research 971-973 (June 2014): 2603–6. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2603.

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Foreign English is a basic and very important course that is widely designed in China to meet the needs of our social development and international communication. As the Internet develops and gets popularization rapidly, it has offered more abundant English teaching and learning resources and made the teaching mode and contents more rich and varied. The thesis studies and explores the application of Internet to college English class teaching, as well as the further reformation that will promote the development of college English class teaching.
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18

Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Anxiety about Foreign Language among Students in French, Spanish, and German Classes." Psychological Reports 82, no. 3 (June 1998): 1007–10. http://dx.doi.org/10.2466/pr0.1998.82.3.1007.

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The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.
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19

GANSCHOW, LEONORE, RICHARD L. SPARKS, REED ANDERSON, JAMES JAVORSHY, SUE SKINNER, and JON PATTON. "Differences in Language Performance among High-, Average-, and Low-Anxious College Foreign Language Learners." Modern Language Journal 78, no. 1 (March 1994): 41–55. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02013.x.

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20

Kim, Enhye. "A Study on Learning Ethics of Foreign Language Education in College." Journal of Humanities and Social sciences 21 10, no. 3 (June 30, 2019): 691–702. http://dx.doi.org/10.22143/hss21.10.3.49.

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21

MAXIM, HIRAM H. "Integrating Textual Thinking into the Introductory College-Level Foreign Language Classroom." Modern Language Journal 90, no. 1 (March 2006): 19–32. http://dx.doi.org/10.1111/j.1540-4781.2006.00382.x.

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22

Sternfeld, Steven. "The Applicability of the Immersion Approach to College Foreign Language Instruction." Foreign Language Annals 21, no. 3 (May 1988): 221–26. http://dx.doi.org/10.1111/j.1944-9720.1988.tb01064.x.

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23

Rios-Font, Wadda C. "Proficiency or Exposure?: Rethinking Foreign Language Requirements within College Curriculum Reviews." Hispania 100, no. 1 (2017): 16–29. http://dx.doi.org/10.1353/hpn.2017.0002.

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24

Downey, Doris M., Lynn E. Snyder, and Barbara Hill. "College students with dyslexia: persistent linguistic deficits and foreign language learning." Dyslexia 6, no. 2 (April 2000): 101–11. http://dx.doi.org/10.1002/(sici)1099-0909(200004/06)6:2<101::aid-dys154>3.0.co;2-8.

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25

Liu, Meihua, and Bin Wu. "Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers." SAGE Open 11, no. 2 (April 2021): 215824402110165. http://dx.doi.org/10.1177/21582440211016556.

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This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.
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26

Guan, Lina. "A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 766. http://dx.doi.org/10.17507/tpls.0807.07.

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The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.
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27

Hsiao, Tsung-Yuan. "Unidimensionality of the Chinese Version of the Foreign Language Reading Anxiety Scale." Perceptual and Motor Skills 95, no. 3 (December 2002): 927–33. http://dx.doi.org/10.2466/pms.2002.95.3.927.

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Previous research showed the Foreign Language Reading Anxiety Scale is reliable and valid for assessing reading anxiety in groups of American college students beginning study of French, Japanese, or Russian. Because Saito, Horwitz, and Garza (1999) reported that reading anxiety tends to vary with the target language, the present investigation examined the factorial validity of the Chinese version of the scale in college students of English as a foreign language in Taiwan. Confirmatory factor analysis with maximum likelihood method supports the unidimensionality of the scale, which is reliable and valid for eliciting reading anxiety of Chinese college foreign language learners and for predicting their global language performance. This study suggests exploring how language proficiency, culture, and topic familiarity may be related to such anxiety.
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28

Izumi, Masuko, Sadahiko Ikenra, and Takeko Itakur. "The Language Laboratory and Teaching English at the College Level in Japan." IALLT Journal of Language Learning Technologies 13, no. 3-4 (February 5, 2019): 11–24. http://dx.doi.org/10.17161/iallt.v13i3-4.9222.

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A recommendation made by the Central Council on Education inJapan states that in foreign language education the main concentrationshould be placed on the development of practical abilities. LanguageLaboratory facilities are becoming widespread in Japan as one of the mosteffective methods of meeting the needs of foreign language training.
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29

Chiang, Yung-Nan. "Foreign Language Anxiety in Taiwanese Student Interpreters." Meta 54, no. 3 (October 16, 2009): 605–21. http://dx.doi.org/10.7202/038318ar.

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Abstract Although anxiety has been found to be a key variable in both interpretation performance and second language (L2) acquisition, there has been virtually no dialogue between these two fields. In order to bridge this gap, this study investigated Taiwanese undergraduate student interpreters’ foreign language (FL) anxiety using Horwitz, Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale. Results showed that (1) Taiwanese student interpreters did have FL anxiety despite the language facility expected from them; (2) the scope of their FL anxiety was slightly less prevalent than regular Asian L2 learners, as widespread as American L2 learners, and more far-reaching than European L2 learners; and (3) the level of their FL anxiety was slightly less severe than in most of the university students from several cultural groups with various L2s, except for American college students of Arabic and Russian. Implications for pedagogy and future research are suggested.
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30

Price, Joseph, and Carolyn Gascoigne. "Current Perceptions and Beliefs Among Incoming College Students Towards Foreign Language Study and Language Requirements." Foreign Language Annals 39, no. 3 (October 2006): 383–94. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02895.x.

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31

Khan, Muhammad Saleem. "The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students." English Language Teaching 9, no. 5 (April 10, 2016): 134. http://dx.doi.org/10.5539/elt.v9n5p134.

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<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>
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32

Nguyen, Hanh Thu. "Silence is Gold?: A Study on Students’ Silence in EFL Classrooms." International Journal of Higher Education 9, no. 4 (June 1, 2020): 153. http://dx.doi.org/10.5430/ijhe.v9n4p153.

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The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.
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33

Lusin, Natalia. "Successful College and University Foreign Language Programs, 1995?99: AA-Granting Institutions." Profession 2006, no. 1 (January 2006): 219–38. http://dx.doi.org/10.1632/prof.2006.2006.1.219.

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34

Bailey, Phillip, Anthony J. Onwuegbuzie, and Christine E. Daley. "Using learning style to predict foreign language achievement at the college level." System 28, no. 1 (March 2000): 115–33. http://dx.doi.org/10.1016/s0346-251x(99)00064-0.

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35

Dong, Ying, Robert H. Stupnisky, and J. Colleen Berry. "Multiple causal attributions: An investigation of college students learning a foreign language." European Journal of Psychology of Education 28, no. 4 (March 22, 2013): 1587–602. http://dx.doi.org/10.1007/s10212-013-0183-4.

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36

Gahunga, Olive. "Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?" Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 47–60. http://dx.doi.org/10.5750/bjll.v2i0.14.

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This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.
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37

Clark, John L. "Curriculum renewal in school foreign language learning." Australian Review of Applied Linguistics 9, no. 1 (January 1, 1986): 14–42. http://dx.doi.org/10.1075/aral.9.1.02cla.

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Abstract “But you, who are wise, must know that different Nations have different conceptions of things and you will therefore not take it amiss, if our ideas of this kind of education happen not to be the same as yours. We have had some experience of it. Several of our young people were formerly brought up at the colleges of the northern provinces; they were instructed in all your sciences; but when they came back to us, they were bad runners, ignorant of every means of living in the woods .... neither fit for hunters, warriors, nor councellors, they were totally good for nothing. We are, however, not the less oblig’d by your kind offer, tho’ we decline accepting it: and, to show our grateful sense of it, if the gentlemen of Virginia will send us a dozen of their sons, we will take care of their Education, instruct them in all we know, and make men of them”. (Response of the Indians of the six nations to a suggestion that they send boys to an American college, Pennsylvania, 1744).
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38

Terfa, Miressa Amenu. "APPLYING COOPERATIVE LEARNING TO COLLEGE STUDENTS TO ENHANCE THEIR COMMUNICATIVE SKILLS." International Journal of Applied Research in Social Sciences 2, no. 3 (September 2, 2020): 71–78. http://dx.doi.org/10.51594/ijarss.v2i3.161.

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Cooperative learning has proved to be an effective method for both teachers and students and it has been found to have many positive benefits to foreign language teaching. This paper was aimed at applying cooperative learning to college students for English as a foreign language (EFL). The participants of the study were summer three Art students of Mettu College of Teachers Education. Accordingly, all participants were selected through purposive sampling techniques for the questionnaire and Focus group discussion. Qualitative data were obtained and analyzed qualitatively. The major findings of this study suggested that cooperative learning helped significantly to enhance the college learners’ oral communicative skills and their motivation toward learning English as a Foreign Language (EFL). Furthermore, the findings revealed students’ contradictory views regarding native language use and whether CL could help them improve their language skills. Sometimes, students switched to their native language to clarify points or communicate with group members since, as noted in the observations, a large percentage of language classrooms allowed students to use their native language during group discussion.
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39

Chen, Hongping, and Yu Zhang. "Research on the Teaching of College Comprehensive English Based on Production-oriented Approach." English Literature and Language Review, no. 512 (December 25, 2019): 184–87. http://dx.doi.org/10.32861/ellr.512.184.187.

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Production-oriented approach (POA) is a kind of teaching theory aiming at overcoming the disadvantages of "separation of learning and application" in foreign language teaching in China. With Chinese characteristics, it is suitable for middle and senior foreign language learners. In order to improve the teaching effect of current College English Comprehensive English, this paper will proceed from the current situation of College English teaching, based on the teaching concept of POA, explore the applicability of POA in College English comprehensive classroom, and carry out the teaching design from the three stages of pre-class, while class and after class. In addition, this paper puts forward targeted teaching suggestions for the teaching of College Comprehensive English course, in order to take the classroom as a practical process of cultural and language socialization, truly implement the concept of humanistic quality education, and cultivate a number of foreign language talents needed by the society.
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40

Hubert, Michael D. "US University Learner Attitudes towards Foreign Language Writing." ISRN Education 2012 (March 4, 2012): 1–8. http://dx.doi.org/10.5402/2012/815493.

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Language acquisition research strongly suggests that writing is essential to modern language instruction. Current best practice dictates that some form of target language writing be part of almost every type of foreign language (FL) course. However, FL instructors often receive complaints from students concerning the writing required in different FL courses. Many instructors appear to believe that their students have negative attitudes towards FL writing, and that negative attitudes may hurt student motivation. This paper reports on a survey of 759 FL students enrolled at a midsized university in the western United States. These students were asked to describe their FL writing assignments, their personal FL writing, and their attitudes towards the importance of writing to their language acquisition. Results indicate overall very positive attitudes towards FL writing among these students, as well as plans reported by the majority of students to continue to write in their FL after college.
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41

Diamantatou, Christina, and Thomas Hawes. "Foreign Language Learning, Motivation and the Market Economy." Journal of Education and Learning 5, no. 1 (December 30, 2015): 95. http://dx.doi.org/10.5539/jel.v5n1p95.

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<p>This study explores UK students’ motivation to study foreign languages, linking unrewarding past learning experiences with attrition rates and posing questions about the influence of official policy and socially structured conditions. 31 Further Education college students were given a questionnaire based on Gardner’s (1975) Attitude/Motivation Test Battery and this revealed that a high percentage even of motivated students withdrew voluntarily. We sent questionnaires to all those who had terminated their courses prematurely, leading to the finding that all respondents were in fact false-beginners, had already studied a foreign language at school, and now described the experience as unrewarding. This not only suggests that foreign language students face major challenges, but also that those variables related to the past emotional context around their studies may unfortunately trump positive motivation to learn. They may create negative expectations that finally extinguish this motivation itself.</p>
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42

Blashevska, Alla, Marіana Lukіanchuk, and Maііa Fedorets. "FORMATION OF FOREIGN LANGUAGE COMPETENCE BY MEANS OF PROJECT TECHNOLOGY AT THE SESSIONS OF THE COURSE "FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES" IN PEDAGOGICAL COLLEGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 52–57. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-52-57.

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The article deals with the problem of the formation foreign language competence for students in pedagogical college by means of project technology in the process of teaching the course "Foreign language for professional purposes". It defines the didactic foundations and proposes the practical solutions of this problem through the implementation of educational projects of different types. The essence of the project technology, its main tasks, functions, stages of organization and conditions of its implementation in the educational process in pedagogical college, which provides the quality of the foreign language competence formation, are analyzed in detail. In the article the process of the project based learning implementation is presented, the typology and themes of the educational projects that are the most suitable ones for implementation in the course “Foreign language for professional purposes” are suggested, in order to provide the conditions for the individual students’ self-realization, which involves the design of the trajectory of personal and professional development. Also it was set out the following tasks: to analyze the components of the project method, to substantiate scientific bases of project method implementation, to do conclusions about ways of its use in the process of training the foreign language communication in the process of the future teacher preparation.
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43

Dmitriev, Dmitry V., and Andrey V. Borisov. "USING PODCASTS TO CREATE STUDENTS’ MOTIVATION TO STUDY A FOREIGN LANGUAGE." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 220–25. http://dx.doi.org/10.34216/2073-1426-2020-26-2-220-225.

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The article is devoted to the study how podcasts can motivate students to study a foreign language. Having analyzed research by both domestic and foreign scientists, the authors reveal the essence of the concept “podcast”, describe the didactic capabilities of podcasts and characterize the types of motivation necessary for learning a foreign language. It was revealed that more than half of the 1st year students studying at the university after college do not have the necessary motives for improving the foreign language and believe that they have already received all the necessary skills in college. Podcasts were introduced into the educational process to solve this problem. In the article the authors describe the experience of using podcasts to create students’ motivation to learn English. Podcasts were used while teaching the English language in the university and in the process of students’ independent work during the whole semester. The study showed that podcasts are a powerful motivational tool, involving a large number of students into the process of learning the English language and making this process interesting, informative and effective.
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44

Palinkašević, Radmila, and Jovana Brkić. "Exploring the relationship between language learning beliefs and foreign language classroom anxiety." Research in Pedagogy 10, no. 2 (2020): 367–84. http://dx.doi.org/10.5937/istrped2002367p.

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Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.
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45

Andre, Elise, Judith Liskin-Gasparro, and June K. Phillips. "Academic Preparation in Foreign Language: Teaching for Transition from High School to College." Modern Language Journal 72, no. 2 (1988): 216. http://dx.doi.org/10.2307/328246.

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46

Manarpiis., NoelB. "PERCEPTIONS AND ATTITUDES OF FILIPINO COLLEGE LEARNERS TOWARD SPANISH AS A FOREIGN LANGUAGE." International Journal of Advanced Research 5, no. 8 (August 31, 2017): 452–66. http://dx.doi.org/10.21474/ijar01/5078.

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47

Yang, Minseok, and Hojun Lee. "The Relations between the graduation of Foreign Language High school and College Life." Korean Educational Administration Society 37, no. 1 (April 30, 2019): 227–49. http://dx.doi.org/10.22553/keas.2019.37.1.227.

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48

Bell, Sherry Mee, R. Steve McCallum, Emily R. Kirk, Katherine Sager Brown, Emily J. Fuller, and Katrinda W. Scott. "Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students." Assessment for Effective Intervention 35, no. 1 (November 18, 2008): 54–60. http://dx.doi.org/10.1177/1534508408326206.

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49

Adara, Reza Anggriyashati. "Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 1–24. http://dx.doi.org/10.32533/02101(2018).

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Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]
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50

Adara, Reza Anggriyashati. "Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 1–24. http://dx.doi.org/10.32533/02101.2018.

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Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]
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