Journal articles: 'Language skills'

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LIMBACK, E. REBECCA. "Language Skills." Journal of Business and Technical Communication 5, no. 3 (July 1991): 300–306. http://dx.doi.org/10.1177/1050651991005003005.

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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (June 19, 2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.

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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.

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GĂITĂNARU, Ştefania Daniela. "LANGUAGE SKILLS AND THE NEW CURRICULUM." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 34–41. http://dx.doi.org/10.26520/peijes.2019.1.1.34-41.

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Malkawi, Nibal, and Tamara Krishan. "Utilization of Teaching Language Skills Across the Curriculum for Developing Language Skills to Rich Academic Content in All Subjects." World Journal of English Language 13, no. 1 (December 28, 2022): 312. http://dx.doi.org/10.5430/wjel.v13n1p312.

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This study is based on the involvement of language skills among the students in academics. Language skills improvement can help individuals manage their communication with others, increasing their confidence level. The objectives have been developed to determine the need for language skill development in the curriculum. High-level negotiations with native languages are managed through academic language improvement. The application of Krashen’s monitor model and Hardlry's theory of language development can help manage the language learning opportunities for students in academics. The use of the secondary research method has helped uncover the importance of using language skills in future development. The qualitative analysis has helped in analyzing the data and finding appropriate results for the study. This study aimed to discover students' creativity in order to maintain language skill development. The inclusion of issues such as lack of interest among the students is affecting the proficiency of the educational system. Moreover, the use of the language skill helps in managing communication, through which the ideas of the students are increased. This aids in the development of critical thinking processes in students in order to improve their skills.

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Nisa, Putu Prinda D’amour. "Application of mandarin language module for improving language speaking skills." Journal of Applied Studies in Language 3, no. 2 (December 8, 2019): 178–86. http://dx.doi.org/10.31940/jasl.v3i2.1354.

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Baum, Gerald L. "Abbreviated Language Skills." Chest 119, no. 2 (February 2001): 322. http://dx.doi.org/10.1378/chest.119.2.322.

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Girolametto, Luigi, Elaine Weitzman, and Janice Greenberg. "Facilitating Language Skills." Infants & Young Children 19, no. 1 (January 2006): 36–46. http://dx.doi.org/10.1097/00001163-200601000-00005.

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SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW, and NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency." Applied Psycholinguistics 30, no. 4 (October 2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overall L2 proficiency and most L2 proficiency subtests. However, L1 word decoding was the best predictor of L2 word decoding skills. Early L1 skills, L2 motivation, or L2 anxiety added a small amount of variance to the prediction models. Findings suggested that language-related variables are the most robust predictors of L2 proficiency. Results are discussed in the context of long-term cross linguistic transfer of early L1 skills to later L2 aptitude and L2 proficiency.

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., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (April 7, 2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current efforts to incorporate literary work into language instruction undoubtedly increase students' serious thinking in such a way that they may easily grasp a specific language. This paper explains that Learning literary work in a classroom not only teaches students about a tale but also teaches them about how languages are formed and how that structure affects meaning. A literary work allows a pupil to see the languages of real-life situations. They absorb linguistics components' thoughts, ideas, and experiences, which provide realistic touches and assist them in holistically learning languages. It has also been discovered that incorporating literary works into the teaching knowledge process can help students improve their micro-and macro-linguistic abilities for future growth.

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Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.

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The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.

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Zabarjad, Kakhorova. "The Role Of Language Competence In The German Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 404–6. http://dx.doi.org/10.37547/tajssei/volume02issue12-69.

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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.

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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.

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Bute, Dr Amol. "Language Laboratory: Communication Skills." International Journal of English Literature and Social Sciences 7, no. 2 (2022): 289–92. http://dx.doi.org/10.22161/ijels.72.40.

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White, Hilary. "Promoting spoken language skills." Practical Pre-School 2005, no. 54 (July 2005): 1–3. http://dx.doi.org/10.12968/prps.2005.1.54.39882.

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Oxford, Rebecca L., David C. Lee, M. Ann Snow, and Robin C. Scarcella. "Integrating the language skills." System 22, no. 2 (May 1994): 257–68. http://dx.doi.org/10.1016/0346-251x(94)90061-2.

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Villanueva, Tiago. "Improving your language skills." BMJ 327, Suppl S2 (August 1, 2003): 0308301. http://dx.doi.org/10.1136/sbmj.0308301.

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Grow, Laura, and Linda LeBlanc. "Teaching Receptive Language Skills." Behavior Analysis in Practice 6, no. 1 (June 2013): 56–75. http://dx.doi.org/10.1007/bf03391791.

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Yendir Qizi, Davlatova Mukhsina. "THE IMPORTANCE OF PRODUCTIVE SKILLS IN LEARNING LISTENING SKILLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 11, 2022): 234–42. http://dx.doi.org/10.55640/eijmrms-02-10-43.

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The article returns to the pretended listening abilities in second language mastering by testing the impression of tuning in as responsive expertise. It contends that listening can be made useful by consolidating show-in study hall errands to bring out additional useful elements of learning. To launch the execution of the show, a listening movement is proposed with a system. The article opens another exchange in the academic characterization of language abilities through re-picturing what students can perform during listening undertakings also as how this presentation can extend our ordinary thinking about the idea of language practice.

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PALERMO, FRANCISCO, ARIANA M. MIKULSKI, RICHARD A. FABES, CAROL LYNN MARTIN, and LAURA D. HANISH. "Cross-language associations and changes in Spanish-speaking preschoolers’ English and Spanish academic abilities." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 347–70. http://dx.doi.org/10.1017/s0142716416000217.

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ABSTRACTWe examined the cross-language relations among Spanish-speaking preschoolers’ (N= 125;Mage = 53 months,SD= 4.58) English and Spanish vocabulary, letter–word, and math skills; the changes they exhibited in those skills during 1 year of preschool; and the extent to which Spanish skills were associated with English skill gains. The results revealed that children's Spanish and English vocabulary skills were unassociated across languages, whereas their letter–word and math skills were positively associated. Children exhibited gains in vocabulary, letter–word, and math skills in English, with letter–word and math skills in Spanish at the start of preschool being positively associated with the development of those skills in English. Children also gained math skills in Spanish. However, their Spanish vocabulary and letter–word skills did not appear to change. Vocabulary skills showed positive within-language relations with children's letter–word and math skills. The findings highlight cross-language linkages between Spanish-speaking preschoolers’ academic skills in English and Spanish and how Spanish skills associate with their English academic readiness.

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Irawan, Yusup. "PERGESERAN KECAKAPAN BERTUTUR DI KALANGAN MAHASISWA BAHASA AKIBAT INTERAKSI BAHASA INDONESIA, BAHASA DAERAH, DAN BAHASA ASING." tuahtalino 15, no. 1 (July 27, 2021): 1. http://dx.doi.org/10.26499/tt.v15i1.2226.

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This study aims to examine the existence of language shifts through shifts in speaking skills due to interactions between Indonesian, regional languages, and foreign languages. The data collection technique used is the recording technique as the main technique, while the interview and direct observation techniques are additional techniques. The respondents of this study were 34 students of the Indonesian language study program and the foreign language study program. Speech data were analyzed with three aspects of oral language skills, namely (2) speech tempo (prosody or intonation), (2) fluency, and (3) lexical (Itkonen, 2010:15-17). The results of the analysis show that there has been a shift in speaking skills from regional languages to Indonesian for all groups of respondents. Even students who are engaged in foreign languages are on average more fluent in foreign languages than in regional languages. These are indicators of a shift in regional languages to Indonesian and a shift in regional languages to foreign languages among this group of students. It can be formulated that the lower the speaking skill of a language is mastered by the speaker, the more vulnerable the language is to be shifted by a language that is more capable of being mastered by the speaker.

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Mirzakhmedova, Hulkar Vasilovna OrMiHulkar Vasilovna, Kudratulla Sharipovich Omonov, and Nadira Tashmirzaevna Khalmurzaeva. "METHODS OF IMPROVING LANGUAGE SKILLS USING MEDIA SOFTWARE." Journal of Central Asian Social Studies 02, no. 03 (May 31, 2021): 47–55. http://dx.doi.org/10.37547/jcass/volume02issue03-a8.

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Today, fast and high-quality teaching of foreign languages to staff is becoming a daily task. The role of computer and pedagogical software in carrying out this task is invaluable. To this end, the article provides an analysis of the effective methods, advantages and disadvantages of using such pedagogical software tools - Rosetta Stone, Lingualeo, SmartNotebook. It also discusses the normative and legal acts on the teaching of foreign languages, Presidential Decrees and Orders, their practical expression and pedagogical software and their mechanisms of study in foreign languages.

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NASUTION, JAMALUDDIN. "ANALISIS KESULITAN PEMELAJAR BAHASA INDONESIA BAGI PENUTUR ASING (BIPA) DI SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES (SAMSIFL), UZBEKISTAN PADA 4 KETERAMPILAN (SKILLS) BERBAHASA." Jurnal Ilmiah Aquinas 3, no. 1 (January 31, 2020): 27–40. http://dx.doi.org/10.54367/aquinas.v3i1.629.

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This research entitles â€œThe Analysis of Difficulties of IndonesianÂ Â Language for Foreign Speakers (ILFS) Students in Samarkand State Institute of Foreign Languages, Uzbekistan toward 4 Language Skillsâ€. There are some language skills, i.e.; (1) listening skills), (2) speaking skills, (3) reading skills, and (4) writing skills.These language skills are the basic of language uses. As a whole, the difficulties faced by students vary, such as intelligence physical and psychologist factors; intelligence, talent, interest, motivation, and ways of learning) and non-intelligence factors. There are internal and external factors as well (family, school, society factors). This study is to know; (1) what the most difficult language skills students understand, (2) the reasons of students at the difficulties in the language skills, and (3) how the students face their difficulties. The method of this study is descriptive, conducted in ILFS class of English Program and Translation Program at Samarkand State Institute of Foreign Languages, Uzbekistan. The numbers of students are 35 (9 males and 26 females). The time of this study was semester II in 2019, and data was taken in March 2019. Technic of collecting data is using test and interview as well as the evaluation sheet in semester I as the diagnostic data of studentsâ€™ difficulties toward 4 language skills. Data analysis consists of qualitative and quantitative. The lowest average mark is of listening (61.68), speaking (69.07), writing (71.89), and reading (76.29).From the questionnairesâ€™ sheet given to the students, it can be concluded that; students like Indonesian language (85.71%), the pronunciation of Indonesian language is different to source language (65.71%), symbols/letters writing in Indonesian language is not different (80.00%), there is no difficulty in uttering Indonesian language words (77.14%), guidance book used in learning process is good and helpful Indonesia (91.43%), in listening, speaker speaks very fast (97.14%), difficulties in listening (94.29%), there is no difficulty in readingskills (85.71%), there is no difficulty in writing skills (80.00%), there is difficulty in speaking skills (71.43%), the most liked language skills in learning is reading (57.14%), the most hated language skills in learning is listening (94.29%), the most difficult language skills in learning is listening (88.57%), the easiest language skills in learning is reading (71.43%),and the studentsâ€™ action facing the difficulties in learning Indonesian language is asking the teacher (85.71%). It is expected that the ILFS teaching concerns on studentsâ€™ difficulties firstly and give motivation during the teaching process in order that the students are motivated to learn Indonesian language.

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Bornstein, Marc H., Chun-Shin Hahn, and Diane L. Putnick. "Long-term stability of core language skill in children with contrasting language skills." Developmental Psychology 52, no. 5 (May 2016): 704–16. http://dx.doi.org/10.1037/dev0000111.

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Yeshimbetova, Z., and Zh Kulekenova. "STRATEGIES TO DEVELOP STUDENTS’ READING COMPREHENSION SKILLS." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 70–72. http://dx.doi.org/10.51889/2020-4.1728-7804.13.

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The article considers the problems of developing students' reading comprehension skills in learning a foreign language Reading is the most important skill in English language in comparison with other language skills in acquiring language. If students are good at reading, they will be good at other language skills (writing, speaking, and listening). For this reason teachers of English language should focus on this skill and know strategies to develop this skill, how to work on it, how to improve learners’ reading skills and how to organize the process of acquiring the language at the lessons while working with the text.The main stages of working at reading text and activities to develop learners’ reading comprehension are suggested in the article.

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Aripova Xalima Aripovna. "Reading as one of the significant language skills." International Journal on Integrated Education 3, no. 7 (July 16, 2020): 54–57. http://dx.doi.org/10.31149/ijie.v3i7.473.

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Commissaire, Eva, Adrian Pasquarella, Becky Xi Chen, and S. Hélène Deacon. "The development of orthographic processing skills in children in early French immersion programs." Written Language and Literacy 17, no. 1 (April 11, 2014): 16–39. http://dx.doi.org/10.1075/wll.17.1.02com.

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Children learning to read in two languages are faced with orthographic features from both languages, either unique to a language or similar across languages. In the present study, we examined how children develop orthographic processing skills over time (from grade 1 to grade 2) with a sample of Canadian children attending a French immersion program and we investigated the underlying factor structure of orthographic skills across English and French. Two orthographic processing tasks were administered in both languages: lexical orthographic processing (e.g. choose the correct spelling from people–peeple) and sub-lexical orthographic processing (e.g. which is the more word-like vaid–vayd?), which included both language-specific and language-shared orthographic regularities. Children’s performances in sub-lexical tasks increased with grade but were comparable across languages. Further, evidence for a one factor model including all measures suggested that there is a common underlying orthographic processing skill that cuts across measurement and language variables. Keywords: orthographic processing; reading; French immersion; bilinguals; second language learners

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Vysotska, Oksana. "WRITING SKILLS: CHALLENGES AND SOLUTIONS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 208–11. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-208-211.

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Ability to communicate in writing in a foreign language is required for any educated professional in our modern globalized world. It allows people to get a prestigious job, to participate in international projects and exchange programmes, to get education, etc. For that foreign language proficiency level should be higher than the Intermediate one (B2+), including writing skills. It is this level that allows people to live, study or work independently in a country where and when this particular foreign language is used for communication However, the results of examinations aimed at assessing the writing proficiency of Ukrainian school and university students demonstrate that their writing skills are not developed enough and leave much to be desired. Both teachers and learners consider writing to be the most difficult skill of the four main basic skills as it requires control over a number of variables simultaneously, over the content and the form, i.e., to know what to write about and how to write about it. The present article focuses on the specific features of writing which make it challenging, makes an attempt to analyze the writing challenges Ukrainian students face and to present some recommendations about what may be done by teachers of foreign languages to improve the situation.

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Al Farisi, M. Firas, and Godefridus Bali Geroda. "Improving Speaking Skills in English through Advertising Language." Borneo Educational Journal (Borju) 2, no. 2 (August 29, 2020): 55–59. http://dx.doi.org/10.24903/bej.v2i2.626.

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The entry of social life, human communicate with Language, there are many Languages made by agreement from the community of people, in the era of industrial technology, Advertising Language is one of the Languages that use ability to speak, The ability to handle conversations in real-time through advertising skills. The purpose of this study is to investigate features of advertising Language as a method of learning speaking English. This paper utilized Observation and Interview to gather the data. There are take Primary and Secondary data. The results of this study show the used of Advertising Language on the video assignment by the students are containing the features of advertising Language, and the result of the interview session that student helpful with the advertising Language to speech and supporting that can improve speaking English skills. Advertising Language have basic representations of perception that are interesting. Therefore, the researcher found that the function of the advertising Language features used had helped the subject speak both consciously and unconsciously, as a result of observations and in-depth interviews, the students have their own narrative that they fully supported the advertising Language itself use as a method of improving speaking English skills on the future.

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Koponen, Tuire, Kenneth Eklund, and Paula Salmi. "Cognitive predictors of counting skills." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 410–28. http://dx.doi.org/10.5964/jnc.v4i2.116.

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Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill.

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Chowdhury, Takad Ahmed. "Book Review: Integrated Language Skills: Writing." BELTA Journal 5, no. 1 (June 1, 2021): 43–45. http://dx.doi.org/10.36832/beltaj.2021.0501.04.

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Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

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Riordan, Emma. "Language education for non-native speaker language teachers." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 44–55. http://dx.doi.org/10.35903/teanga.v24i0.42.

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For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

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Darancik, Yasemin. "Students’ Views on Language Skills in Foreign Language Teaching." International Education Studies 11, no. 7 (June 28, 2018): 166. http://dx.doi.org/10.5539/ies.v11n7p166.

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The four basic language skills, listening, reading, speaking and writing are indispensable parts of a language teaching. For successful and effective education and training in foreign language courses, these four basic language skills need to be developed and reinforced in accordance with the level and needs of the learners. The aim of the research is to reveal how the students who are learning foreign languages approach the four basic language skills in general terms, their opinions about the feelings and thoughts, and thus identify important problems within this subject. The problem is not to determine the position of four core skills in foreign language teaching, or to question its definition, but the problem is to show how the students approach and master these four basic skills. This research is a qualitative study and the data that is the basis of the research has been prepared with the help of a questionnaire to determine the opinions of the university students studying foreign language teaching about the four basic language skills. The results of the research have shown that the skills that students most want to develop, pay attention to and feel lacking are speaking skills. Students will be more successful and willing in foreign language lessons when they hear and understand it correctly and they can speak it correctly and effectively. This study reveals how important these skills are for verbal communication and how much it is necessary to acquire them with different approaches and methods in foreign language lessons.

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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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Alenazi, Oudah. "Language Courses as Potential Indicators of Translation Performance: An Exploratory Study." International Journal of English Linguistics 9, no. 2 (February 24, 2019): 145. http://dx.doi.org/10.5539/ijel.v9n2p145.

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Linguistic competence is a key factor in the preparation of translation students. Although translation competence encompasses linguistic competence, the interaction between the two calls for empirical exploration. This study examines whether students’ performance, particularly in language skills, can be a potential indicator of the quality of their translations. A total of forty-eight translation students from a college of languages and translation in the Kingdom of Saudi Arabia were recruited to participate in the study. Students marks in previous language skills courses were statistically correlated with their marks in the final exam of a translation course. The results indicated a significant positive association between two language skills, namely grammar and reading, and students’ competence in translation. The writing skill, however, showed no significant impact on students’ performance in translation. This study has practical implications for students in translation programmes, teachers of language skills courses in these programmes, and those in charge of curriculum.

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Simon-Cereijido, Gabriela, and Lucía I. Méndez. "Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 537–50. http://dx.doi.org/10.1044/2018_lshss-17-0058.

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Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.

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Priyana, Joko. "ADAPTING LEARNING MATERIALS TO FACILITATE A BALANCED ACQUISITION OF LANGUAGE SKILLS, VALUES, AND 21ST CENTURY SKILLS." Diksi 27, no. 2 (December 23, 2019): 143–49. http://dx.doi.org/10.21831/diksi.v27i2.29036.

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(Title: Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21st Century Skills). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Hence, the learning materials should be adapted before being used so that the learning materials do not only promote the acquisition of language skills and values, but also 21st century skills. There are a number of alternatives of that teachers can use in adapting the learning materials to promote the acquisition of 21st century skills. Some of the alternatives include adapting the task input, activity/procedure, setting, and learner role and adding tasks to units and units to the textbook. Keywords: learning material, language skill, values and 21st century skill

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Krishna, Devina. "Importance of Language Laboratory in Developing Language Skills." JURNAL ARBITRER 8, no. 1 (April 22, 2021): 101. http://dx.doi.org/10.25077/ar.8.1.101-106.2021.

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The present paper deals with the importance of language laboratory in developing language skills. It basically presents how language labs are useful in developing language skills of the learners. Apart from the classroom lectures that students attend, the practical classes held in language labs hone their ability to comprehend language in a better manner. The present paper discusses the importance of these labs, benefits the receivers receive and why there is an urgent need for more such labs in academic institutions.

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BLACK, BRIAN. "Using language games to develop pre-language skills." Journal of the British Institute of Mental Handicap (APEX) 10, no. 3 (August 26, 2009): 100–101. http://dx.doi.org/10.1111/j.1468-3156.1982.tb00059.x.

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Hercik, Petr, Eva Milkova, and Dagmar El-Hmoudova. "Language Skills Development in E-learning Language Courses." Procedia - Social and Behavioral Sciences 182 (May 2015): 653–59. http://dx.doi.org/10.1016/j.sbspro.2015.04.803.

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Imgrund, Caitlin M., Diane F. Loeb, and Steven M. Barlow. "Expressive Language in Preschoolers Born Preterm: Results of Language Sample Analysis and Standardized Assessment." Journal of Speech, Language, and Hearing Research 62, no. 4 (April 15, 2019): 884–95. http://dx.doi.org/10.1044/2018_jslhr-l-18-0224.

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Purpose Preschoolers born preterm are at an increased risk for the development of language impairments. The primary objective of this study was to document the expressive language skills of preschoolers born preterm through 2 assessment procedures, language sample analysis, and standardized assessment. A secondary objective was to investigate the role of nonlinguistic factors in standardized assessment scores. Method The language skills of 29 children born preterm (mean gestational age of 31 weeks) were compared to a group of 29 preschoolers born full term. Language samples were collected during free play and objective measures of semantic and grammatical skills were calculated. Likewise, grammatical and semantic measures of language were obtained from a standardized assessment. Information on nonlinguistic factors, including attention, hyperactivity, and nonverbal intelligence quotient, was also collected. Results The results of analyses of variance indicated that the children in the PT group had significantly poorer performance than the children born full term on all of the measures of language skill obtained from the language sample analysis. Group differences were found for only 1 measure of language skill obtained from the standardized assessments. Nonverbal factors were not found to account for group differences in assessment scores. Conclusions Generally, the children born preterm performed more poorly when language skill was measured via language sample analysis than standardized assessment. These findings underscore the importance of using language sample analysis in conjunction with standardized assessment in the evaluation of children's developing language skills.

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LIN, Wenshuang. "TARGET DIMENSIONS OF BULGARIAN LANGUAGE TEACHING IN CHINA: LANGUAGE SKILLS, GENERAL KNOWLEDGE AND INTERDISCIPLINARITY." Ezikov Svyat volume 18 issue 3, ezs.swu.v18i3 (2020): 96–100. http://dx.doi.org/10.37708/ezs.swu.bg.v18i3.9.

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Teaching Bulgarian language and literature in China has a history of nearly 60 years. During this period, the discussion about the concept and methodology of foreign language teaching has never stopped, which concerns the orientation of language teaching – language skills, general knowledge or interdisciplinary competence. Following the trend for reforming the curriculum, teaching Bulgarian at Beijing Foreign Studies University applies the new concept of teaching within the development of the curriculum and the new teaching methods in order to achieve new goals and requirements. To a great extent, the structural reform of Bulgarian language teaching reflects the evolution of the concept of foreign language education. From 1961 to the 2000s, the main features of the curriculum were generality and skill-based, which focused greatly on basic and linguistic skills, as well as on the grammatical knowledge and the general knowledge related to Bulgaria and the Bulgarian language. From the beginning of the 21st century, even though language skills courses still account for a large proportion of the curriculum, the types of courses have been gradually diversified, reflecting the transition from language skill-based to knowledge-oriented, and then to cross-cultural ability-oriented. By achieving the transition, Bulgarian language teaching in China currently is realized in three target dimensions – language skills, general knowledge and interdisciplinary.

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Garrouste, Christelle. "Language Skills and Economic Returns." Policy Futures in Education 6, no. 2 (January 2008): 187–202. http://dx.doi.org/10.2304/pfie.2008.6.2.187.

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Nassaji, Hossein. "Researching language skills and strategies." Language Teaching Research 25, no. 3 (May 2021): 333–35. http://dx.doi.org/10.1177/13621688211019599.

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Bhavana, A. R. "Honing language skills using Blogs." i-manager's Journal on School Educational Technology 4, no. 3 (February 15, 2009): 30–33. http://dx.doi.org/10.26634/jsch.4.3.585.

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Werner, Oswald. "Ethnographers, Language Skills and Translation." Anthropology News 44, no. 3 (March 2003): 7. http://dx.doi.org/10.1111/an.2003.44.3.7.1.

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Lacroix, Robert, and François Vaillancourt. "Language Skills and Earnings Inequalities." Language Problems and Language Planning 11, no. 1 (January 1, 1987): 35–45. http://dx.doi.org/10.1075/lplp.11.1.04lac.

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RESUME Attributs linguistiques et revenus de travail: Problèmes de mesurement et explications économiques L'effet des attributs linguistiques sur les revenus de travail doit être mesuré à l'aide des méthodes d'analyse multivariée plutôt qu'en utilisant des tableaux croisés et ce car cette dernière méthode associe aux attributs linguistiques des effets résultants de d'autres déterminants du revenu. Pour utiliser l'analyse multivariée on doit modéliser le processus de détermination de revenu. Ceci peut être fait à l'aide de la théorie économique qui peut expliquer les écarts de revenus entre groupes linguistiques. Nous faisons appel à des données sur les revenus de travail de 1973 des diplômés universitaires du Québec pour appuyer notre argumentation. Nous montrons que les résultats tirés des tableaux croisés different fortement de ceux de l'analyse multivariée et qu'un cadre d'analyse offre/demande fournit des prédictions qui se vérifient dans le cas de l'anglais et du français au Québec. RESUMO Lingvoscioj kaj enspezaj malegalecoj: Problemoj de mezurado kaj ekonomia eksplikado Mezurante la efikon de lingvoscioj al salajroj, oni pli guste uzu analizon plurvariantan ol kructabelan, car la kructabela misatribuas al la lingvoscio salajrajn efïkojn kiuj rezultas de aliaj influoj. Por uzi la plurvariantan analizon oni devas modeli la procezon de salajro-kaúzado. Oni povas tion fari per la teorio ekonomia, kiu povas ekspliki lingvo-rilatajn malegalecojn de salajroj. Ni uzas statistikojn pri la salajroj en 1973 de universitat-diplomitoj en Kebekio por apogi ci-tiujn asertojn. Ni montras ke kructabelaj kaj plurvariantaj rezultoj tre malsimilas kaj ke analiza bazo de ofertado kaj mendado donas konfirmeblajn prognozojn pri la angla kaj franca lingvoj in Kebekio.

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Hutchins, Shelley D. "Language Skills Blossom From STEM." ASHA Leader 22, no. 5 (May 2017): 24–25. http://dx.doi.org/10.1044/leader.lml.22052017.24.

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Vance, Rebecca. "Assessment of Matthew's Language Skills." Seminars in Speech and Language 14, no. 02 (May 1993): 91–99. http://dx.doi.org/10.1055/s-2008-1064161.

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Shaw, Sherry, Nadja Grbić, and Kathy Franklin. "Applying language skills to interpretation." Interpreting. International Journal of Research and Practice in Interpreting 6, no. 1 (May 27, 2004): 69–100. http://dx.doi.org/10.1075/intp.6.1.06sha.

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Journal articles on the topic 'Language skills'

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