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Journal articles on the topic 'Learning second and foreign languages'
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1
Camps, Joaquim, and Heidi Byrnes. "Learning Foreign and Second Languages." South Atlantic Review 65, no. 1 (2000): 168. http://dx.doi.org/10.2307/3201936.
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Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.
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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.
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Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes." International Journal of Multilingual Education X, no. 3 (November 11, 2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.
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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some morphological and syntactic peculiarities, which should be known and taken into account when studying/teaching this language in diverse classes. In order to better guide the teaching/learning process, this work will analyze the ways and methods of overcoming grammatical difficulties. It should be taken into account the circumstance that in most Indo-European languages there is no category of behavior and contact. Comparative methods explain some of the characteristics of verbs, verbal nouns, prepositions, and other categories. In addition to theoretical material, the work will take into account practical exercises that will be of interest to both teachers and students.
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DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
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The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
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Cao, Xuanming, Jiayi Tian, Keyi Wang, and Lan Wang. "Exploring Foreign Language Learning Motivation." Communications in Humanities Research 3, no. 1 (May 17, 2023): 972–77. http://dx.doi.org/10.54254/2753-7064/3/2022746.
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Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.
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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (February 11, 2020): 1302. http://dx.doi.org/10.3390/su12041302.
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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.
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Engin, Ali Osman. "Second language learning success and motivation." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1035–41. http://dx.doi.org/10.2224/sbp.2009.37.8.1035.
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The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.
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Gharba, Ahmed. "ROLES AND JUSTIFICATIONS OF USING E-LEARNING FACILITIES IN LEARNING ARABIC AS A SECOND LANGUAGE." مجلة منار الشرق للتربية و تكنولوجيا التعليم 3, no. 4 (December 20, 2024): 11–22. https://doi.org/10.56961/mejeit.v3i4.813.
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Learning languages through e-learning is one of the most challenging things that people face in their lives, whether they are students, professionals or travelers. With e-learning, individuals can improve their foreign languages in an easy and effective way. There are many language applications available on the Internet, which help learners learn foreign languages easily and effectively. These applications also allow learners to learn the language in a fun and interactive way, and provide a wide range of language materials, such as lessons, games and language exercises. Learners can improve their foreign languages through live online lessons, where teachers and trainers can be found online, who provide private lessons online. And learn from them remotely, and get feedback and comments on their language skills. They also provide diverse and easily available educational materials, and help learners to continuously improve their language skills. Taking advantage of e-learning in learning languages has many advantages, as it provides a personal and effective learning experience, and allows learners to learn the language at any time and from anywhere they see fit. In this article, we will discuss how to use e-learning in teaching Arabic as a second language to non-Arabic speakers. A descriptive research design was used in order to obtain a scientific information on the topic.
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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.
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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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Hodunko, L. "Organization Of Foreign Languages Tecahing At All Stages Of School And Higher Education In The Czech Republic." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 91–95. http://dx.doi.org/10.35433/pedagogy.2(88).2017.91-95.
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The article analyzes the organizational and contents aspects of learning foreign languages in the Czech Republic and defines the modern achievements in shaping the contents of foreign language education. It was specified on the features of the lifelong learning of foreign languages in primary and secondary schools and the distribution of teaching hours to examine the first and second foreign languages. The features of learning foreign languages at universities were taken into consideration. It was justified the introduction of bilingual education in European integration and mobility. The attention was paid on reducing the dominant role of the Russian language and the increasing importance of English and other foreign languages.
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Bozinovic, Nikolina, and Josko Sindik. "Language proficiency for careers in tourism and learning different second foreign languages." Turizam 17, no. 3 (2013): 121–30. http://dx.doi.org/10.5937/turizam1303121b.
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Nawrocka-Fisiak, Jadwiga. "Foreign and second language learning." System 13, no. 2 (January 1985): 170–72. http://dx.doi.org/10.1016/0346-251x(85)90028-4.
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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.
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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.
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Ismoiljonov, Sh. "Second language learning motivation." Ренессанс в парадигме новаций образования и технологий в XXI веке, no. 1 (May 30, 2022): 170–71. http://dx.doi.org/10.47689/innovations-in-edu-vol-iss1-pp170-171.
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In today's world, where foreign language has become so important recently and the borders are becoming more transparent day by day in the global world, he draws attention to the fact that foreign language is a necessity for every student who wants to cross national borders, and besides the cultural accumulation that learning a foreign language adds to one's self, self-confidence and a stance. It should be emphasized that it means.
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Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.
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Sadouki, Fatiha. "The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning." Romanian Journal of English Studies 18, no. 1 (December 1, 2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.
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Koppensteiner, Jürgen, Heidi Byrnes, and Jurgen Koppensteiner. "Learning Foreign and Second Languages: Perspectives in Research and Scholarship." Die Unterrichtspraxis / Teaching German 33, no. 1 (2000): 88. http://dx.doi.org/10.2307/3531077.
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Anton, Christine, and Heidi Byrnes. "Learning Foreign and Second Languages: Perspectives in Research and Scholarship." Rocky Mountain Review of Language and Literature 53, no. 2 (1999): 115. http://dx.doi.org/10.2307/1348221.
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Oxford, Raquel, and Heidi Byrnes. "Learning Foreign and Second Languages: Perspectives in Research and Scholarship." South Central Review 18, no. 1/2 (2001): 130. http://dx.doi.org/10.2307/3190308.
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Abduganiyeva, Khusnida. "Theories of foreign and second language acquisiton." Зарубежная лингвистика и лингводидактика 2, no. 5 (September 15, 2024): 31–35. http://dx.doi.org/10.47689/2181-3701-vol2-iss5-pp31-35.
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Theories of foreign and second language acquisition examine how learners acquire languages beyond their native tongue. These theories offer insights into the cognitive, social, and environmental factors that influence language learning. While some theories emphasize innate abilities, others focus on the importance of interaction, cognitive development, or the role of external input and social contexts. This article presents observations on how language learners from diverse backgrounds learn English in different ways.
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Dassanayake, Noel. "Teacher Perceptions on Using Translanguaging for Teaching Second and Foreign Languages in Sri Lanka." Journal of Education, Society & Multiculturalism 5, no. 1 (June 1, 2024): 49–71. http://dx.doi.org/10.2478/jesm-2024-0004.
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Abstract The linguistic landscape of Sri Lanka underwent dramatic transformations owing to the influence of Indic languages and the colonization which resulted in increased language contact and hybridization of local languages. Advancements in digital and commercialization of language learning increased the demand for second and foreign language education. Whether language planning and education have undergone changes in par with the transformations in the linguistic landscape is questionable. Approaches and methodologies of second and foreign language learning in Sri Lanka remain entrenched in hegemonic practices of post-colonial language education. Taking on a convergent parallel design, the present study explored the potentials of incorporating translanguaging into second and foreign language education in Sri Lanka. Teachers of English as a second language and three other foreign languages were selected as the key informants of the study. Recognizing language as a transformative entity from a sociolinguistic stance, the study employed dynamic systems theory to evaluate the significant transformations of the linguistic landscape in Sri Lanka juxtaposed with developments in language studies. The findings have revealed that although the teachers have identified the need for shifting towards inclusive language education that recognizes the significance of learners’ native language repertoire, the language education system is still entrenched in the conservative approaches. Teaching learning material and ideologies attached to second and foreign languages education have become ‘leg irons’ that constrain adaptation into the new language environment. National scale linguistic landscape surveys, transformations in methodologies, localized learning material and long-term language policy and planning initiatives are key requirements for ensuring inclusive, equitable and decolonized language education.
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Yurchenko, Margarita. "Developing Functional Literacy as Part of Second Language Acquisition." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2023, no. 4 (December 25, 2023): 466–75. http://dx.doi.org/10.21603/2542-1840-2023-7-4-466-475.
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Functional literacy is an important skill that can be developed in a second language classroom at secondary and high school. This article introduces a functional literacy program of advanced training for teachers of foreign languages. The author used axiological, personal-activity, and interdisciplinary approaches with non-participant observation methods and pedagogical modeling to analyze legal norms, school standards, and foreign and domestic publications. The program offers a single school-university track represented as a course of professional training for teachers of foreign languages at the Siberian Institute of Management, Novosibirsk. Teachers of foreign languages donated their teaching and learning experience in preparing students for state exams in foreign languages and functional literacy development. The study revealed some gaps in the academic standardization, advanced training for teachers, and methodological support for Second Language at school. The author identified vectors of prospective development in the field of functional literacy as school, as well as the reasons behind the passive attitude of most school teachers to functional literacy development. Advanced training in this sphere should be compulsory and interdisciplinary. The connection between functional literacy, state exam diagnostics, and teachers’ competences is of exceptional importance in Russian education and requires more continuity.
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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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Ilić, Jelena, Aleksandra Vojvodić, and Jasmina Jovanović. "The motivation of the students of the School of Engineering Management when learning a second language." Serbian Journal of Engineering Management 7, no. 2 (2022): 62–68. http://dx.doi.org/10.5937/sjem2202062i.
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This paper deals with the motivation behind learning a second foreign language seen from the point of view of teaching second foreign language in private tertiary institutions in Serbia. A survey has been conducted in one tertiary institution among its students who can choose between two second foreign languages, namely French and Spanish. The survey aimed at discovering internal drivers behind the motivation to learn additional foreign languages with a view of adapting the curricula to the needs and priorities of students in order to achieve better learning outcomes. The results of the survey show that although there are slight differences in internal drivers between those two languages, the main drivers remain the same - professional development, personal development and desire to immerse oneself in another culture. The teachers were able to adapt their curricula to better meet the needs of students and to leverage this particular interplay between intrinsic and extrinsic, or integrative and instrumental, motivations of their students.
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Buivydienė, Vaida, and Regina Žukienė. "Applying the Communicative Methodic in Learning Lithuanian as a Second Language." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 23–31. http://dx.doi.org/10.3846/coactivity.2007.31.
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One of the strengths of European countries is their multilingual nature. That was stressed by the European Council during different international projects. Every citizen of Europe should be given the opportunity to learn languages life long, as languages open new perspectives in the modern world. Besides, learning languages brings tolerance and understanding to people from different cultures. The article presents the idea, based on the experience of foreign language teaching, that communicative method in learning languages should be applied also to Lithuanian as a foreign language teaching. According to international SOCRATES exchange programme, every year a lot of students and teachers from abroad come to Lithuanian Higher Schools (VGTU included). They should also be provided with opportunities to gain the best language learning, cultural and educational experience. Most of the students that came to VGTU pointed out Lithuanian language learning being one of the subjects to be chosen. That leads to organizing interesting and useful short-lasting Lithuanian language courses. The survey carried in VGTU and the analysis of the materials gathered leads to the conclusion that the communicative approach in language teaching is the best to cater the needs and interests of the learners to master the survival Lithuanian.
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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.
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This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.
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The theoretical achievement in the field of foreign language learning in the 1950s and early 1960s remained related to the practical side of language teaching. Moreover, The idea of the need for foreign language teaching methodologies for a theory of learning has remained constant since the occurrence of educational reform movements of the late nineteenth century. To come to terms with the current developments in the field of foreign language learning, it is necessary to trace the recent history of the research carried out in this regard. Therefore, we will focus in this article on tracking the most important theoretical assets of foreign language teaching methods, and monitoring the evolution of language teaching and learning methods. This is done to distinguish between two approaches to language teaching; first, Direct teaching that negates the overlap of the learned and acquired language during foreign language instruction. And second Mediated teaching in which the second language is taught through the first language. Through this, we will monitor the cognitive cross-fertilization between acquiring the first language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language teaching. And we will monitor the foundations on which each approach is based separately to discover the commonalities between them and the contrast between them. We will then contribute to building a new conception of foreign language learning by making use of the translation action inherent in the procedures adopted in most of these approaches. This is mainly evident in the difference between the necessity of adopting the first language or not during the teaching and learning of the foreign language. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, Direct teaching, Mediated teaching
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Kanecki, Przemyslaw. "Specific pedagogical features of learning a second foreign language: Experience of Central Asian universities." Scientia et societus 3, no. 1 (April 26, 2024): 21–30. http://dx.doi.org/10.69587/ss/1.2024.21.
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Mastering foreign languages expands the possibilities of communication and cooperation with international partners, which determines the relevance and significance of investigating the specific features of language competence in modern education. The purpose of this study was to examine the specific features of pedagogical activity in the field of language education, considering the challenges and requirements determined by the dynamics of the 21st century. This study employed the methods of systematic analysis, comparison, generalisation, and survey. The study found that learning a second foreign language for Central Asian university students is of immense importance for their educational, professional, and personal development. It was found that this process helps students to expand their language repertoire and increase opportunities for intercultural communication. Furthermore, the study highlighted that learning foreign languages contributes to the development of international cooperation and intercultural understanding, which is key to successful functioning in a global environment. The study found that a combination of conventional and modern language learning methods contributes to the comprehensive development of language skills and achievement of better learning outcomes. The study found that the conditions of the 21st century require higher education institutions to actively introduce modern digital technologies into learning foreign languages. The use of digital tools, such as virtual reality (VR), helps to create an engaging and effective learning environment that stimulates student motivation and promotes individual development. The survey of teachers found that a variety of methods and approaches to language teaching contributes to the development of students’ language and communication skills. The findings of this study can be used by universities in Central Asia to improve foreign language learning programmes, develop more effective teaching methods and organise the learning process
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Gazizova, Alfia, Nailya Mingazova, and Vitaly Subich. "Teaching a Second Foreign Language in the Russian School." SHS Web of Conferences 48 (2018): 01001. http://dx.doi.org/10.1051/shsconf/20184801001.
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Development of international cooperation which led to the inclusion of the second foreign language into the compulsory discipline list, according to the Federal Standards of Basic Education of the Russian Federation, raises the questions of radical changes, directions and conditions of teaching foreign languages which influence the formation of multilingual personality. The paper is aimed at looking into the peculiarities and problems of teaching a second foreign language in the Russian school in terms of goal-setting and the organization of educational process. The study is based on the experience of 22 schools in the Republic of Tatarstan, having been realized through investigating academic papers, official documents, contemplation of the educational process, etc. The results of the study reflect the organizational and methodological issues of foreign language teaching in the Republic (starting time of studying, duration of learning a foreign language, teaching staff, means of teaching, methodological basis, etc.) as well as the demand for learning European and oriental languages. The authors point out the relevance of better conditions for teaching a second foreign language (creating of organizational models, definition of the course length, etc.) and defining the objectives, connected with the contents of the academic discipline, efficiency of teaching a foreign language and the professional qualities of the teacher, his competence.
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Masitoh, Siti, Zakiyah Arifa, Nur Ila Ifawati, and Diana Nur Sholihah. "Language Learning Strategies and the Importance of Cultural Awareness in Indonesian Second Language Learners." Journal of Language Teaching and Research 14, no. 2 (March 2, 2023): 436–45. http://dx.doi.org/10.17507/jltr.1402.20.
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This study examined the foreign/second-language learning strategies employed by eight Indonesian learners learning different languages (English, Chinese, and Arabic) and the role cultural awareness played in determining these strategies. The strategy inventory for language learning was used to record the participants’ learning strategies, and in-depth interviews were conducted to determine their cultural awareness acquisition when learning the foreign/second language and the effects this cultural awareness had on determining their language strategies. It was found that six main learning strategies were being used by the participants, and the interview data revealed that participants became more aware of the cultural aspects of their languages when reading authentic texts, communicating with native speakers, and attending their language courses. Cultural awareness was found to encourage participants to be selective learners when choosing learning materials and when using certain learning strategies. The results of this study broaden the insights of education practitioners and can guide foreign/second language teachers/lecturers in directing their students to use certain learning strategies.
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Rybalka, N. V., and K. I. Mykhalchenko. "PHONETIC INTERFERENCE IN LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 1 (28) (July 21, 2024): 5–12. http://dx.doi.org/10.33274/2079-4835-2024-28-1-5-12.
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Objective. The objective of the article is to define the essence and content of the concept of "phonetic interference"; identify the conditions for the occurrence of interference, the forms and features of its manifestation during the study of German as a second foreign language after English, and identify methodical ways to overcome it. Methods. The main scientific results are obtained using such research methods as theoretical and comparative analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. A person learning a foreign language sets himself the goal of mastering one or several languages as best as possible. Accordingly, there is an unwanted transfer from one language to another, due to which the process of language acquisition often suffers from violations. But as in any other case, transference has two types: positive and negative transference (interference). Most linguists are mostly concerned with negative transfer, because the interference of one language into another is easily felt and known. Negative transference/interference is caused by a deviation from the norm. This means that the transfer of phonetics, grammar or vocabulary from a language that an individual has already mastered will lead to errors when learning a new foreign language. Mastery of one language can also facilitate mastery of another, which is equivalent to positive transfer. However, positive transference is often difficult to perceive. As a result of the similarity of languages, students, as a rule, when learning a new language, borrow phonetic, morphological or grammatical rules from the language they studied before. If borrowing or, accordingly, transfer helps and brings relief to the new language, then we can talk about positive transfer. In order to communicate well and understand other people in a new language, it is necessary to pronounce the sounds of the language, words and expressions correctly. In the "Ukrainian - English - German" trinity, the native language, mastered in a natural language environment, occupies a dominant place, and the level of mastery of it is, of course, much higher than that of foreign languages. The individual has a lower level of each system following the native language. However, a mediocre command of a second and/or third language does not prevent an individual from being considered multilingual, as he is able to switch codes, alternately use different language systems and communicate at a level that is accessible to him. Each subsequent language experiences the influence of the previous one, so bilingualism and multilingualism inevitably lead to interference. According to some scientists, phonetic interference is one of the most difficult and urgent problems of modern linguistics. The study of accent or phonetic deviations in the system of the secondary language of bilinguals is especially relevant for determining the acceptability or unacceptability of certain phonetic deviations in non-native speech. References: Anisimova, O. (2011). Do problem dydaktychnoho zistavlennia kontaktuiuchykh mov u protsesi navchannia druhoi inozemnoi movy [To the problems of didactic comparison of contact languages in the process of learning a second foreign language]. Pedagogy of creative personality formation in higher and secondary schools. Zaporizhzhia, Issues 15(68), pp. 51–57. Demianenko, O. Ye. (2005). Fonetychna interferentsiia pid chas vzaiemodii zvukovykh system ridnoi, neridnoi ta inozemnoi mov [Phonetic interference during the interaction of sound systems of native, non-native and foreign languages] Science and education: science and practice. Magazine, 1–2, pp. 110–112. Kardash, V. (2016). Riznoaspektni doslidzhennia movnoi interferentsii [Different aspects of language interference studies]. Young scientist, no. 2, pp. 280–283. Available at: http://molodyvcheny.in.ua/files/journal/2016/2/66.pdf Rybalka, N. V. (2024). Problema interferentsii pry navchanni nimetskoi movy yak druhoi inozemnoi [The problem of interference in teaching German as a second foreign language]. Modern engineering and innovative technologies, Issue №31, Part 4, 134-139. Available at: https://www.moderntechno.de/index.php/meit/issue/view/meit31-04/meit31-04 Alexiadis, Georgios (2008). Zwischensprachliche Interferenzerscheinungen innerhalb der kontrastiven Linguistik und der Neurolinguistik am Beispiel Deutsch Dissertation zur Erlangung des Doktorgrades der philologisch-historischen Fakultät der Universität Augsburg. Augsburg. 163 S. Flege, J. E., Yeni-Komshian, G. H. & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), pp.78-104.
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Furu, Adél. "Paths to Learning Second Languages in Finland." Romanian Journal for Baltic and Nordic Studies 12, no. 2 (December 15, 2020): 137–47. http://dx.doi.org/10.53604/rjbns.v12i2_8.
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This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the following research questions: How does the English-language teaching line serve the international families? How does Finland develop successful teaching practices and what problems of implementation does it face? What are the challenges of teaching the pupils’ mother tongue and a second language (L2) (Finnish, Swedish, English, Russian etc.) at different levels of education? What are the differences between acquiring a Finnish or an international degree concerning adult education? The methodology chosen for this article is a comparative study and it is used to showcase the differences between the Finnish and English second language instruction in Finland. In regard to the theoretical framework to second or foreign language acquisition, learning and teaching, I embrace linguistic, cognitive and sociocultural frameworks and approaches
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Maslova, Y. V. "SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH." Educational Psychology in Polycultural Space 55, no. 3 (2021): 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.
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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.
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Jyothi, Dr M. "Learning English as a Foreign / Second Language: A Critique." SMART MOVES JOURNAL IJELLH 4, no. 5 (September 22, 2017): 6. http://dx.doi.org/10.24113/ijellh.v4i5.1345.
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A knowledge of the English Language has become an object of importance in relation to its application in various walks of life. A complete command over the language could be possible where the varied meanings of usage of words, idioms and phrases according to the changing circumstances and situations are comprehensively elucidated to learners. In the twentieth century there is the phenomenon of the native speakers of English being outnumbered by the non-native speakers considerably. There are as many as 1500 millions users of English as a second language. Of these, an estimated 18 million users are in India. The Indian users of English are spread all over India. Though the users of English are spread all over India. English in India has a pan-Indian character. Though the users of English in India make use of the charastic role of English, yet there is no complete homogeneity. The variation in the use of English is partly due to the vast linguistic diversity in the country. It is estimated that there are as many as fifteen major languages and 1652 languages and dialects spoken in India. The ethnic variety of proficiency tend to contribute to the lack of homogeneity in Indians’ use of English. Against this back ground, Indian users of English language, lack intelligibility in communicating English language as it ought to be communicated like native speakers of English. This kind of situations often noticed by the native speakers who claim that they use only Standard English. Standard English is defined by H.C.Wyld as a certain vareity of English “spoken within certain social boundaries, with an extraordinary degree of uniformity, all over the country”. It is neither a regional nor social dialect, but its use confers a social change on the speakers. Every educated Englishmen speak it as it is the widely accepted dialect. It is the English spoken in southern England and it remains to be the language of the cultured and educated people living in south of the River Thames. It is the speech heard among men who have bee
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Sura, Nataliya. "Adult Education in Foreign Languages: Interactive Settings, Models, Practice." Education and Pedagogical Sciences, no. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.
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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.
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Gafni, Ruti, Dafni Biran Achituv, and Gila Rahmani. "Learning Foreign Languages Using Mobile Applications." Journal of Information Technology Education: Research 16 (2017): 301–17. http://dx.doi.org/10.28945/3855.
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Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners’ attitudes towards the process of learning, and more specifically in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology : The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application and filled in before and after questionnaires. The other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. The second group answered another questionnaire tailored to more experienced users. The findings were analyzed using IBM SPSS version 22, and a model was examined with Partial Least Squares Structural Equation Modeling. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application enhanced the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. However, some statistically significant differences were found between the groups, referring to the characteristics of the application, among them ubiquity, lack of human feedback and simplicity of use. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is an opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research Further examination is needed in different cultures, in order to understand if the findings are universal.
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O´G´Li, Boybutaev Jaxongir Egamberdi. "PSYCHOLOGICAL FEATURES OF LEARNING FOREIGN LANGUAGES OF EMPLOYEES OF INTERNAL AFFAIRS BODIES." Frontline Social Sciences and History Journal 02, no. 10 (October 1, 2022): 32–39. http://dx.doi.org/10.37547/social-fsshj-02-10-05.
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The factors influencing on the successful studying of a foreign language are viewed in the article. The author shows their correlation and influence on the process of studying of a foreign language. The methodical and psychological aspects of studying of a foreign language are examined in the article. Various types of psychological barriers that arise among cadets in the process of learning a second language are considered, some views of domestic and foreign psychologists on this topic are analyzed, and strategies for overcoming such psychological barriers are determined. The study of a foreign language is influenced by both objective factors: age, gender, ability to learn languages, social factors, etc., as well as subjective, affective factors or filters, such as motivation, personal attitude to a new subject and the process of its assimilation, anxiety, self-confidence and self-esteem. The effectiveness of learning and mastering a foreign language, its further professional use, in addition to the talent of the teacher to use the correct methodology for presenting and activating educational material, the ability to build trusting relationships with students and create a comfortable environment for them in the classroom, largely depends on the psychological state of the students themselves, on the ability to change the prevailing ideas about their abilities to assimilate and freely use foreign language speech both in the classroom and in real life.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Berthelé, Raphael, Peter Lenz, and Elisabeth Peyer. "Predicting foreign language skills based on first languages: The role of lexical distance and relative morphological complexity." Poznan Studies in Contemporary Linguistics 58, no. 3 (September 1, 2022): 419–48. http://dx.doi.org/10.1515/psicl-2022-0020.
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Abstract Research on adult second language learning shows the importance of the linguistic proximity of acquired languages to the target language as a predictor of learning. Not much research has been done on the impact of linguistic distance in foreign language learning settings. We analysed the speaking, writing, listening, and reading skills of multilingual 14-year-old French learners (N = 409) in a German-speaking context who indicated at least one language other than German as (a) L 1. Using mixed-effect models, we tested associations between linguistic contrasts between French and the individuals’ first languages and their success on tests of French as a foreign language. The models also controlled for motivation, curriculum-related variables as well as social, economic and educational background information. Results show a small effect for lexical distance with all four skills, while relative morphological complexity seems negligible. The study therefore shows that the impact of lexical distance is measurable not only in immersive second language learning settings, but also in foreign language instruction settings with very limited exposure to the target language.
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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.
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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.
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Shamrai, Olena, and Nataliia Skrypnyk. "Peculiarities of teaching a second/third foreign language based on English." Bulletin of Kharkov National Automobile and Highway University 1, no. 105 (May 31, 2024): 120. http://dx.doi.org/10.30977/bul.2219-5548.2024.105.1.120.
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Problem. The article deals with general issues relating to the main features of teaching a second or third foreign language (German and French, based on English) to students specializing in applied linguistics. A short list of similarities and differences between English, German and French in the context of their learning is given. This study presents an overview of the concept of multilingual education and analyses the main methods of teaching a third language. The problems associated with teaching a second foreign language are not sufficiently revealed, as this discipline is not very widespread in non-language educational institutions. It generally holds that the methodology of teaching a second foreign language does not differ from that of teaching a first foreign language, except that the second language is taught to a lesser extent. This approach does not take into account a number of characteristics that affect the effectiveness of learning the subject. Goal. The aim is to present the main features of teaching the second/third foreign language (German and French based on previously learnt English) to students majoring in Applied Linguistics. The relevance of the study is determined by the need to find more effective methods of teaching a second foreign language. Methodology. To achieve this goal, a number of research methods were used: theoretical analysis and generalization of pedagogical and methodological sources on the issues of third language teaching didactics and the concept of multilingual education. The term «multilingualism» is used in official European terminology to refer to both the linguistic diversity of a society and the ability of a person to speak several languages. The concept of "multilingual education" applies to both the development of an individual language repertoire and to «plurilingual education» i.e., education in a context of linguistic and cultural diversity. English, German and French have many things in common: Latin spelling and lexical similarities. All three languages contain many cognates - words that are similar in spelling and pronunciation and mean the same thing. All of these languages have a subject-verb-object syntactic structure. Consequently, the main problems in learning a second/third language after learning English, in the context of three foreign languages in contact with the mother tongue, are interference not only from the mother tongue but also from the second/third language, as well as positive language transfer, given that they both belong to the same Roman language group. Originality. The modern didactic approaches to multilingualism cause a major change not only in the way we teach, but also in the way we learn, develop curricula, and train future professionals. Practical value. The integration of work on language representation and multilingual learning, as well as explaining the plurilingual didactic approach to students, will make the language learning process more focused on students' real skills, more flexible and more creative.
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Arvidsson, Klara, and Hugues Engel. "How do high-achieving students learn languages online?" Nordic Journal of Language Teaching and Learning 12, no. 1 (September 3, 2024): 154–68. http://dx.doi.org/10.46364/njltl.v12i1.1201.
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The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.
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Carrick, Oliver, and Jessica Lorena Mera Bolaños. "Evolutionary language learning." Esferas 4 (April 6, 2023): 30–41. http://dx.doi.org/10.18272/esferas.v4i.2785.
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This essay discusses the development of a language learning program for the local community on the island of San Cristóbal in the Galapagos Islands. Second and third language skills are very important to residents of the Galapagos due to the islands’ dependency on the tourism sector. In pursuit of UN Sustainable Development Goal Four, Quality Education, the Department of Foreign Languages has implemented formal English and French as a Foreign Language education programs for children, adolescents and adults on San Cristóbal. USFQ’s Language Department in the Galapagos is small, but has used bespoke course design based around communicative functions to meet the needs of different groups within the local community.
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Shamsi, Ahmad Fawzi. "The Motivating Factors of Second Language Acquisition for Young Learners." Journal of Studies in Education 9, no. 3 (August 15, 2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.
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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.
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Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.
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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 549–51. http://dx.doi.org/10.14746/ssllt.2018.8.3.1.
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Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).
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Hu, Zhihua, and Maria Teresa Roberto. "Reflexão sobre a Formação em Duas Línguas Estrangeiras (Inglês e Uma Outra Língua) pelas Universidades Chinesas e Proposta da Disciplina de Tradução Inglês – Português para os Licenciandos em Português." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 247–72. http://dx.doi.org/10.5007/2175-8026.2020v73n1p247.
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The training of two foreign languages (usually English and another foreign language) by the Chinese universities can date back to the 1980s (Sun, 2015:91). Nevertheless, there are still some parts which need to be improved, such as the lack of adequate materials, and the insufficiency of disciplines linking knowledge of two foreign languages, for example, the disciplines on comparison, contrast and possible translation between the two foreign languages. Without such disciplines, students can only study the two languages separately, which not only increases the student's task, but also is not conducive to activating the positive transfer (Wang, 2012; Li, 2012) of English knowledge in learning a second foreign language. In addition to presenting and discussing the training of two foreign languages by the Chinese institutions, in this work, we also want to propose an English - Portuguese translation discipline for Chinese bachelor students of Portuguese. In support of this, our considerations are based on the discussion of training of two foreign languages.
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Jalaluddin, Mohammad. "Use of Multimedia Tools to Assist English Language Teaching and Learning as a Second Language." Technium Social Sciences Journal 52 (December 8, 2023): 253–58. http://dx.doi.org/10.47577/tssj.v52i1.10219.
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Course books are the most popular way to learn foreign languages. However, in the 21st century, there are other ways to learn languages, such as multimedia tools. The use of the Internet, newspapers, radio, or television can be an alternative to traditional language learning methods.The rapid advancement of science and technology, such as multimedia technology, has made it possible to explore this new teaching method more effectively. In reality, multimedia technology plays a vital role in the teaching of English language, particularly in the context of non-native speaking English. It also helps non-native English speakers of language teachers to understand how to use it effectively. The use of multimedia in foreign language teaching has grown steadily, and it has greatly improved the quality of teaching and learning. To effectively teach a foreign language, the traditional method is insufficient. We ought to reconsider the way we teach and accept their impersonal quality as a type of instruction. Thus, we can legitimately use contemporary educational technology to achieve the goal of teaching languages. Nowadays, almost everyone uses multimedia tools to help them with daily tasks. For example, some people get ready to leave the house to the beat of the radio's music, while others can't imagine having breakfast without reading the newspaper and so on.
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Horwitz, Elaine K. "Foreign and second language anxiety." Language Teaching 43, no. 2 (March 3, 2010): 154–67. http://dx.doi.org/10.1017/s026144480999036x.
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The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.
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Rahayu, Acep, Unang,. "The importance of mastering foreign languages in developing hospitality and tourism industries." Journal of Business on Hospitality and Tourism 1, no. 1 (December 28, 2015): 9. http://dx.doi.org/10.22334/jbhost.v1i1.5.
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This study aims at offering some thoughts that cultural differences influence a great deal in hospitality and tourism industries. In Indonesia English is a second language whereby occupational background in the past still dominates our language structure. Indonesia was occupied by the Dutch for 3 and half decades then by the Japanese for 3 and half years. Lacking of vocabulary items, Indonesian Language still use foreign languages such those borrowed from Dutch, English, Italian, Portuguese and Arabic.Cultural differences also influences Indonesian way of using the English expressions at hospitality industries. Mastering foreign languages is very important in developing hospitality industries in Indonesia. The main findings of my research are : those motivated students learn foreign languages better, those having good learning strategies master foreign languages better, and those mastering foreign languages work successfully at hospitality and tourism industries.