Journal articles on the topic 'Students, Foreign – Case studies'
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Negara, Cahya Kusuma, Dewa Ayu Eka Agustini, and Luh Diah Surya Adnyani. "The perception of foreign language students toward the implementation of inclusive education." Journal of Research on English and Language Learning (J-REaLL) 2, no. 2 (May 2, 2021): 76. http://dx.doi.org/10.33474/j-reall.v2i2.10235.
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This research aimed to describe the implementation of inclusive education and identify the challenges students might have in English courses at SMK N 3 Singaraja. The research subjects were students with disabilities and regular students who studied at XI MM 2 (Multi-media). This research was a case study that used the descriptive qualitative method. The data collection was done by conducting a questionnaire and interview guide sequentially. The student's perception was measured from 3 aspects, namely perceiver, target, and social setting. The result from the questionnaire and interview was analyzed continuously and described descriptively. This research showed that students with disabilities and regular students have a good perception of inclusive education implementation. However, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. It implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students.
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Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.
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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
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Lee, Yun Ju. "Returning Foreign Students Who Dropped Out A Case Study on Studying in Korea." Association of Global Studies Education 14, no. 4 (December 31, 2022): 141–68. http://dx.doi.org/10.19037/agse.14.4.06.
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This study is to analyze the meaning of studying in Korea for foreign students who drop out after returning to their home country. To this end, the experience of studying in Korea was qualitatively explored for 7 foreign students who came to Korea to study but quit their studies midway and returned to their home country. In particular, in order to understand in depth the personal experience, meaning, and importance of foreign students studying in Korea, the study was divided into the preparation process for studying in Korea, life in Korea, dropout, and current life after returning. In addition, an in-depth analysis was conducted on how to utilize the capital for studying in Korea in their own countries after returning. As a result, 'Korean Wave and advanced Korea' in preparation for studying in Korea, 'accumulation and awareness of experience' in studying in Korea, 'maladjustment and COVID-19' in dropout, and 'study abroad capital and transformative learning' in current life after returning was able to derive. This study expands on previous studies focusing on the dropout factors of foreign language students to investigate the dropout factors of foreign language students.
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Ermolova, T. V., A. V. Litvinov, N. V. Savitskaya, and O. A. Krukovskaya. "COVID-19 and students' mental health: foreign studies." Современная зарубежная психология 10, no. 1 (2021): 79–91. http://dx.doi.org/10.17759/jmfp.2021100108.
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This analytical review provides a broad outline of the historically significant process of consolidating the global scientific community in the face of the threat posed to the psyche of children and young people by the COVID-19 pandemic. The formation of vector data arrays, revealing aspects and prevalence of mental disorders of children, provoked by a pandemic, is shown. In the majority of students, the additional neuro-psychological load led to increased anxiety, depressive states, post-traumatic stress, decreased learning capacity. There are studies of the psyche of students in families in connection with the phenomenon of screen-time (time spent at the computer screen), the presence of comorbid disorders, narrowing of communication, closing schools. The importance of adequate parenthood for children's mental well-being, educational strategy for parents, volunteers, nurses is shown. The direction of telepsychiatry as a remote care tool has been demonstrated. Pilots of the concept of mental disorders of students against the background of the pandemic are presented. The questions about the delayed cumulative effect of mental disorders in students and the continuing incompleteness of knowledge about it are also raised.
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Mićović, Dragoslava, and Lidija Beko. "Polysemy-related problems in ESP students: A case study." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 3 (2022): 123–44. http://dx.doi.org/10.5937/zrffp52-32382.
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Detected as a problem in foreign language learning, polysemy has been a subject of many various studies and from many various aspects. The problem of polysemy is particularly important in English for Specific Purposes, or in our case English for Police Purposes, since it very often gets unnoticed by learners. Having learnt one meaning in a General English course, learners are usually unaware that the same word can have a new meaning in technical texts. The aim of the case study is to examine to what extent the students can recognize the senses of polysemous words in different contexts and if the level the particular meaning is associated with (according to the CEFR) influences the percentage of correct/incorrect answers. We used a questionnaire and a self-designed vocabulary test to collect the data both about the participants and their practical knowledge of polysemy. The study was conducted with a group of I-year students of Forensic Engineering at the University of Criminal Investigation and Police Studies. The results obtained should help improve the course of English for Police Purposes.
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Jošt, Saša, and Andrej Stopar. "Perception of Foreign Phonemes: The Case of Slovene Students of English." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 1 (June 30, 2019): 47–76. http://dx.doi.org/10.4312/elope.16.1.47-76.
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The study focuses on assessing the state of foreign phoneme acquisition by foreign language (FL) students at the end of their undergraduate studies. To determine whether they prioritise vowels over consonants, a perception experiment was devised that focuses on the phonemes in Standard Slovene and General British reported as most problematic for Slovene learners of English. Thirty-three Slovene students of English were tested, along with a positive and a negative control group (CG). A set of stimuli was tested using the AX discrimination method; the participants listened to 60 phonemic contrasts, played in a pseudo-randomised order. The results foregrounded the most problematic phonemes which act as perceptual magnets. Analysis shows that the students can discriminate foreign phonemes well, and that they consistently perform better in discriminating vocalic contrasts.
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Holubnycha, L. "Case studies as one of the communication methods of foreign language teaching law students." Проблеми законності, Вип. 135 (2016): 245–53.
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Голубнича, Людмила Олександрівна. "Case studies as one of the communication methods of foreign language teaching law students." Problems of Legality, no. 135 (December 15, 2016): 245–53. http://dx.doi.org/10.21564/2414-990x.135.78232.
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Lasauskienė, Jolanta, Xiangou Wang, and Yiwei Zhang. "Intercultural Competence as a Premise for Professional and Personal Teacher Development: the Case of Master Degree Studies in Music Education." Pedagogika 125, no. 1 (April 13, 2017): 81–96. http://dx.doi.org/10.15823/p.2017.06.
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The aim of the article is to analyse intercultural experience of foreign students enrolled in Master study programmes of Music Education, revealing tendencies in expression of intercultural competence and possibilities of its development in the university. The sample of the research included 27 foreign Master’s degree students (Chinese) of the Department of Music of the Faculty of Education at Lithuanian University of Educational Sciences.
The research problem is determined by the question how intercultural competence of foreign Master students – future music educators – is expressed and what possibilities of its development at university are observed.
Research methods. The data was collected in accordance with the method of written student reflections. The analysis of qualitative data was done through qualitative content analysis.
The following conclusions are drawn in the article:
Contemporary music educators have to be ready to conduct research, to critically evaluate and creatively improve current educational environment in terms of cultural, artistic and educational needs. Intercultural competence of music educators is determined as a person’s quality, an aggregate of knowledge, skills and attitudes that are necessary for successful activity of music educators in the context of interaction among different cultures.
The results of the qualitative content analysis revealed that the foreign Master’s degree students in Lithuanian University of Educational Sciences relate music educator’s intercultural competence with knowledge and understanding of cultural phenomena, foreign language skills, involvement in musical cultural activities, ability to communicate with representatives of other cultures as well as with attitudes and personal qualities that facilitate music educator’s activities. Foreign students envisage a significant importance of intercultural knowledge, cultural identity and learning from other cultures to intercultural competence of music educators.
Studies abroad are considered to be a priority factor in music educator’s intercultural competence, which encourages learning of other cultures, confirms importance of foreign language skills and opens a path towards personal and professional improvement. The results of the qualitative content analysis highlighted that the academic environment (study content and methods, relations between university teachers and students) has the most considerable impact on intercultural competence development.
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TURLYBEKOV, B. D. "FEATURES OF USING THE CASE STUDY METHOD IN TEACHING A FOREIGN LANGUAGE IN HIGHER EDUCATIONAL INSTITUTIONS." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 131–42. http://dx.doi.org/10.47526/2022-2/2664-0686.11.
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The article deals with the use of the case study method that is considered to be one of the modern and actively used methods of interactive teaching of foreign languages in higher educational institutions.The case study method is a type of method that develops critical thinking and interpersonal communication skills. This method can be used to encourage students to use the scheelt language effectively. The authors believe that the case study method allows you to apply theoretical knowledge in practice. The article emphasizes that case studies require students to actively develop many skills. The authors believe that due to the fact that the types of case studies differ depending on the level of language skills of students, it is necessary to correctly choose the type of problem lesson according to the level of knowledge of the same group. For the purpose of a more communicative approach, much attention is paid to identifying the specifics of using cases in teaching a foreign language. Examples of the use of cases in the lessons for the formation of speech activity and speech skills are given. Case studies are considered a good motivation for students, as various case studies are aimed at the overall intellectual development and communicative potential of students and teachers. Case studies develop various practical skills, such as creative problem solving and decision-making.
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Verkulevičiūtė - Kriukienė, Daiva, and Angelija Bučienė. "International Academic Exchange of Students and Teaching Staff in Human Geography Study Field: The Case of Klaipėda University / Visuomeninės geografijos studijų krypties studentų ir dėstytojų tarptautiniai akademiniai mainai: Klaipėdos universiteto atvejis." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac 5 (November 6, 2017): 91–103. http://dx.doi.org/10.15823/ge.2017.8.
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The participation in Erasmus and Erasmus+ programmes is the most popular form of mobility among the university teachers and other academic staff as well as students. The geographers of Klaipėda University can study in more than 20 universities of different regions of Europe, and the geography of studies expands from year to year. While studying in foreign countries, they not only deepen their knowledge, but also broaden the geographic scope, acquaint with new people and cultures, strengthen the knowledge of foreign language. From the other side, the students of foreign universities, having been chosen the geographic modules at Klaipėda University, have a possibility to see and learn about the nature of Western Lithuania, social and economic objects, the cultural environment. According to the foreign students, the studies are organized so, that academic staff is able to collaborate with each student immediately, and the atmosphere of studies is very good. Besides the foreign students, Klaipėda University receives also the foreign academic staff, organizes the international practices, develops the projects, and the academic staff of Klaipėda university has a possibility to visit the universities of foreign countries. Those visits give the invaluable benefit to the teachers, because one can receive more experience, and the newly adopted methods may be applied at Klaipėda University.
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Komayha, Lama, and Jihanne Tarhini. "Impact of Learning Content on Secondary Students’ Motivation to Learn English In Lebanese Public Schools: Three Case Studies." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (November 3, 2020): 151–66. http://dx.doi.org/10.47631/mejress.v1i2.77.
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Purpose: The aim of this research is to investigate the effect of “the learning content” on “students’ motivation” in learning English as a foreign language. Approach/Methodology/Design: A mixed-method design was employed in this study to explore the correlation between the two variables from the perspective of teachers and students. The sample included three secondary public schools in the region of Mount Lebanon. Six classes were examined in each school. Qualitative data was obtained from the interview answers of 18 grade eleven English teachers and 18 one-session class observations in the three schools. Quantitative data was obtained from questionnaires of 355 grade eleven students in the three schools. Findings: Interviews and observations’ content analysis indicated that students show a high level of motivation when they perceive the content as interesting, relevant, and beneficial. Surveys’ SPSS analysis revealed the existence of a strong positive significant correlation between the learning content and students’ motivation. Practical Implications: The study investigates the effect of one of the repeatedly mentioned factors of students’ motivation and demotivation in learning English as a foreign language “the learning content”. Originality/value: It is recommended for teachers and educators to adjust the learning content according to students’ needs and interests in order to create chances of success and achievement for students, build students’ competence, relate students to their society, and allow technology integration.
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Pereviznyk, B. O., N. A. Dzhavadova, and O. V. Pokryshko. "INCIDENCE OF COVID-19 AMONG INTERNATIONAL STUDENTS OF TERNOPIL NATIONAL MEDICAL UNIVERSITY: A QUESTIONNAIRE STUDY." Вісник медичних і біологічних досліджень, no. 2 (September 2, 2021): 127–30. http://dx.doi.org/10.11603/bmbr.2706-6290.2021.2.12346.
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Summary. SARS-CoV-2 became a global pandemic challenge for billions of people by reaching people of different nationalities and age groups. Ukraine lists 80470 foreign students who are enrolled into university studies. Ternopil National Medical University (TNMU) includes 2414 foreign students who are enrolled in university studies with the biggest majority of Indian students.
The aim of the study – to assess the incidence of COVID-19 in students and identify the possible predisposing factors for disease appearance among the foreign students of TNMU.
Materials and Methods. The study included 641 medical students of TNMU from different countries. The questionnaire included 8 questions to evaluate the presence of risk factors among TNMU foreign students and identify the percentage of students who were already exposed to COVID-19.
Results. The amount of students that proved PCR-confirmed COVID-19 infection since the start of the pandemic equaled 7.17% (n=46). An evident contact with COVID-19 case prior to the personal disease appearance was proved by only 11.85 % of students (n=76). PCR-confirmed cases in families of TNMU foreign medical students equaled 14.35% (n=92).
Conclusions. General incidence of COVID-19 among foreign students of TNMU is low. It is influenced by multiple factors including healthy lifestyle, small amount of smokers, and absence of chronic respiratory problems, current lockdown measures, good physical and mental health status.
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Eastmond, Nick, and Jeffrey Mitchell. "Working Smarter: Two Case Studies Using Foreign Language as a Tool and Subject Matter as Focus." CALICO Journal 7, no. 4 (January 14, 2013): 19–25. http://dx.doi.org/10.1558/cj.v7i4.19-25.
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A recent trend in foreign language instruction makes use of a content-based approach, where a particular subject is taught in the target language. Students receive help in the language, but their main efforts are directed toward the mastery of a particular set of content. Advantages to this approach are (1) increased efficiency, i.e., instead of leaching or studying for two classes--a language class and one in the content area--only one class is involved, and (2) increased motivation, because some area of content is taught, presumably with applicability in the life of the student. Such an approach is not new, as it has been used in the advanced literature courses and as the model followed by the typical foreign student in a university setting. In the past, however, this approach has been reserved for only the most advanced students. This paper argues that such an approach can be undertaken much earlier in the language learning of most students, and that it can pay remarkable dividends by injecting a measure of reality into language courses. Two case studies demonstrate how a content-based approach can be used; one in a university setting and one in a military setting. In both cases, the increased challenge and motivation for students and teachers alike are apparent.
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Hien Trang, Ngo Thi. "WHY AND HOW UNIVERSITY STUDENTS APOLOGIZE TO THEIR LECTURERS: THE CASE OF UNIVERSITY OF FOREIGN LANGUAGE STUDIES, VIETNAM." Journal of Nusantara Studies (JONUS) 2, no. 2 (December 31, 2017): 79. http://dx.doi.org/10.24200/jonus.vol2iss2pp79-87.
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Apology plays an important role in maintaining social relationships. This paper aims to examine apology strategies employed by students of University of Foreign Language Studies, Vietnam when apologizing to their English language lecturers. A total of 300 students completed the questionnaires which seek to explore their engagement in apology. Among the 300 respondents who completed the questionnaires, 100 students admitted that they wrote apology emails in English to their lecturers at least once during the last three academic semesters. The emails were also analysed to closely examine the apology utterances. Quantitative and qualitative methodologies were employed to analyze the apology utterances and questionnaire data, focusing on the reasons why the students apologized, and the strategies employed in seeking the apology. Data analysis reveals that the students apologized mainly for cheating in exams, being late for classes, showing disrespect to the lecturers and being absent from classes. In terms of apology strategies, the students mostly employed the strategies of Illocutionary Force Indicating Device (expression of the apology), Promise of forbearance and Accounts (telling what has happened). The students tended to use email when apologizing for serious offences and they preferred to meet the lecturers face-to-face for the less serious ones.Keywords: Apology strategy, email, lecturers, students, VietnamCite as: Trang, N.T.H. (2017). Why and how university students apologize to their lecturers: The case of University of Foreign Language Studies, Vietnam. Journal of Nusantara Studies, 2(2), 79-87.
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Botwina, Renata, and Oksana Borys. "COMMUNICATIVE APPROACH IN PRACTICE: THE CASE OF THE UKRAINIAN STUDIES DEPARTMENT AT THE UNIVERSITY OF WARSAW, POLAND." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 290–94. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-290-294.
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The growth of international market, business and travel around the world has resulted in English being an integral part of university curricula. Teaching English in the way that is not only motivating but also corresponding to the needs of the global market university graduates are about to face has become mandatory for higher education institutions. This paper aims at presenting a modern approach to teaching foreign languages to students studying at the Department of the Ukrainian Studies at the University of Warsaw, Poland. The specifics of the didactic work of lecturers teaching English and Ukrainian languages are presented with a view to a cultural diversity in groups. The Department offers students a rich program that gives them a thorough education both in Ukrainian and English languages. The authors show how they deal with various problems resulting from language interference, heterogeneous groups and cultural differences in their teaching practice. Motivating students to learn English with a view to a cultural context is of special importance since it results not only in interesting lessons, but also in students willing to deepen their knowledge of the English-speaking countries. A special attention is given to the Communicative Approach which has proved to be beneficial both for teachers and students. Moreover, the authors give practical solutions how to motivate students to learn foreign languages effectively.
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Zhengguo, Zhu, Lin Lili, and Zhu Wenzhong. "Research on the Education System of Business English Courses Based on the Case of GDUFS." Higher Education Studies 6, no. 2 (May 10, 2016): 127. http://dx.doi.org/10.5539/hes.v6n2p127.
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<p>In order to develop a more scientific education system of Business English courses, this paper studies the case of Guangdong University of Foreign Studies (GDUFS, one of Chinese top-three foreign language universities) by questionnaires. The result shows that: 1) Most of the students hope that the school could add more business courses in the curriculum setting, as it can help them to find better jobs or it will be more consistent with their interests and expectations when they decide to choose this major. 2) Students hope that they have more opportunities to practice their English listening, speaking and business practice skills. 3) There are many difficulties when students are learning business English, so the school should add some related courses to help students to deal with these problems. Based on the empirical analysis and the findings of this research, some suggestions are proposed for the improvement of the education system.</p>
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Salimi, Esmaeel Ali, and Mitra Farsi. "Program Evaluation of the English Language Proficiency Program for Foreign Students A Case Study: University of the East, Manila Campus." English Language Teaching 9, no. 1 (November 30, 2015): 12. http://dx.doi.org/10.5539/elt.v9n1p12.
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<p>This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in the College of Arts and Sciences and how it addresses the need for an improved academic performance of the foreign students. This study was conducted in the University of the East, Manila campus, particularly in the Graduate School in three groups. All the three groups of respondents have passed the ELPPFS before their admission to UE Graduate School and was enrolled second semester of 2011-2012 in their respective Master and Doctorate courses. Our results show that the three groups of respondents assess that there are significant positive changes in their academic performance as a result of their training in the ELPPFS program. Moreover, there are significant positive changes in the academic performance of the three groups of respondents as a result of their ELPPFS training . The prevailing conditions of foreign students enrolled in degree programs of UE Graduate School with respect to the level of their academic performance clearly show satisfactory evaluation marks.</p>
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Bouvet, Eric, and Elizabeth Close. "Online reading strategy guidance in a foreign language." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 7.1–7.19. http://dx.doi.org/10.2104/aral0607.
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This paper reports on an online guided reading program designed and developed by the authors, and implemented in class conditions. The program allows students to read a short story from a computer screen and obtain immediate support, in the form of suggested problem-solving strategies designed to help them overcome the lexical and grammatical difficulties commonly encountered by intermediate language students, at local text level, during the reading process. Based on the analysis of case studies of readers, the chief objective of this study is to gauge the pedagogical relevance of the guided reading program and suggest that it facilitates intermediate language students’ first encounters with literary texts.
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Bouvet, Eric, and Elizabeth Close. "Online reading strategy guidance in a Foreign Language." Australian Review of Applied Linguistics 29, no. 1 (2006): 7.1–7.19. http://dx.doi.org/10.1075/aral.29.1.05bou.
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This paper reports on an online guided reading program designed and developed by the authors, and implemented in class conditions. The program allows students to read a short story from a computer screen and obtain immediate support, in the form of suggested problem-solving strategies designed to help them overcome the lexical and grammatical difficulties commonly encountered by intermediate language students, at local text level, during the reading process. Based on the analysis of case studies of readers, the chief objective of this study is to gauge the pedagogical relevance of the guided reading program and suggest that it facilitates intermediate language students’ first encounters with literary texts.
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Ibrahim, Rawezh Mohammed, and Latif Yahya Hamad. "Investigating Foreign Language Speaking Anxiety among the Kurdish EFL Students: A Case Study at a Public University." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 60, no. 1 (March 13, 2021): 77–92. http://dx.doi.org/10.36473/ujhss.v60i1.1294.
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In the English as a Foreign Language EFL contexts from different settings, the issue of language learning anxiety has been extensively studies and investigated. However, in the Kurdish settings a few studies carried out about this issue, specially about speaking anxiety in English classes. Therefore, the aim of the present study is to investigate the level, major factor of foreign language speaking anxiety among the Kurdish EFL students and the students’ perspectives about foreign language speaking anxiety in the context of a university in Kurdistan. For achieving the study purpose, first year students (N=91) from English Department at a state university participated. The data regarding the level of EFL speaking anxiety gathered through administering a questionnaire (Foreign Language Anxiety Classroom Scale FLCAS) by (Horwitz et al. 1986), as well as through a semi-structured interview with the participants (N=18). The quantitative data were analyzed through descriptive statistics by using the SPSS software program (version 25), and the qualitative data were analyzed by content analysis. The results of the quantitative data illustrated that the students experienced a moderate level of EFL speaking anxiety, and the qualitative data confirmed the results whilst the participants perceived speaking as the most anxiety provoking factor. It was also found that fear of making mistakes, fear of negative evaluation, fear of speaking in front of others and immediate questions were as the major causes of the students’ speaking anxiety. This research contributes to the literature as it is the first to target FL speaking anxiety among Kurdish freshmen EFL learners.
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Kim, Eunjin. "Case studies for presentation class to be targeted for the foreign students : Focusing on the Case of undergraduate studies college of liberal arts." Journal of General Education 7 (June 30, 2018): 115–42. http://dx.doi.org/10.24173/jge.2018.06.7.4.
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Abu-Rabia, Salim, and Lesley Lanir. "Case studies of learning disabled students with deficient syntactic control in English as a foreign language." Journal of Research in Special Educational Needs 10, no. 3 (August 24, 2010): 227–36. http://dx.doi.org/10.1111/j.1471-3802.2010.01164.x.
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Tosun, Bahadır Cahit, and Mehmet Akif Balkaya. "Google Meet and Foreign Language Teaching: Anxious Already?" World Journal of English Language 12, no. 8 (October 25, 2022): 334. http://dx.doi.org/10.5430/wjel.v12n8p334.
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The present study is quantitative research that attempts to scrutinize the drawbacks and acceptable ways of using a prominent online meeting platform, Google Meet, while determining its role in view of students’ perceptions as far as foreign language teaching and anxiety is concerned. Using online meeting programs can be considered to be an amusing and a versatile solution at first step. Yet, during the COVID-19 pandemic such platforms despite being a great remedy for the continuation of education on the one hand, were tested whether they would manage to substitute face-to-face education environment at the required level. While the previous studies prior to the pandemic could provide only limited and regional case studies carried out around the globe, those which are implemented in the wake of it will constitute a determining pattern regarding its use for utmost benefits or harm. Therefore, the real contribution or negative effects of such platforms will emerge depending on the further studies similar to the current one. Hence, in conformity with the purpose of the study, first a case specific Likert type scale was constructed utilizing inferential statistics to provide a better projection. Then, the scale was applied to 130 university students attending the English Language Literature Department of a state university to find out solutions for two fundamental research questions. As the results were analyzed through descriptive statistics, the findings of the study denoted different perspectives of students which would provide beneficial results for the upcoming interests of foreign language teaching field.
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Ali, Suad Abdelwahid Fadlallah. "Analysis of Foreign Learners’ Lexical Errors: A Case Study of Kassala University." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 30, 2021): 171–82. http://dx.doi.org/10.32996/ijllt.2021.4.6.20.
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The aim of this paper is to identify the types of lexical errors made by learners in Sudan in producing English words. To achieve these purposes, the researcher offered three questions. The data was gathered from free compositions writing test. The study sample consists of 50 students enrolled in the Department of English language at Kassala University. To answer the study questions, the frequency tables and percent were used. The findings of the study indicate that the students committed errors resulting from mother tongue interference and other factors such as overgeneralization and incomplete application of rules. Recommendations are suggested that lexical errors still need more studies and investigation because it is a very wide area and very difficult one.
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Lomotey, Benedicta Adokarley. "Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish." Legon Journal of the Humanities 32, no. 1 (August 27, 2021): 49–81. http://dx.doi.org/10.4314/ljh.v32i1.3.
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This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.
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Burdușel, Eva-Nicoleta, Song Shaofeng, and Li Caiyue. "Intercultural Communication in Teaching Chinese to European Students." Management of Sustainable Development 7, no. 2 (December 1, 2015): 39–41. http://dx.doi.org/10.1515/msd-2015-0029.
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Abstract The major goal of the present study is to highlight to tight connection and interdependency between language and culture from both theoretical and applied perspectives, with special focus on the reciprocal influence and impact on teaching Chinese language and literature to foreign students, particularly in the European context. Famous scholars have wisely noted the sine-quanon relation of society, culture, history, geography and language evinced in the process of communication, at large, and most notably in translation, literary studies and language learning, which are complex processes requiring a thorough and conscious immersion in the context of the language. The paper also includes a case study on teaching Chinese language and culture to foreign students.
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Mussaa, Dana, and Aigul Niyazova. "Teaching English as a Foreign Language to Kazakhstani Students by Means of DER and Case-Study Method." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 104–13. http://dx.doi.org/10.18844/prosoc.v3i3.1539.
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In the context of teaching English as a foreign language in Kazakhstan, there are several problems that students come across: Lack of language environment, lack of motivation and interest, age-related features in groups, language barrier, lack of practice, and interference. This paper reports on an investigation of information and communication technologies (ICT) and specifically focuses on the technology of digital education resources (DER) in classroom language teaching. In 2014, DER was adapted and further developed by Kazakhstani pedagogies for teaching school subjects. The use of ICT and DER are strongly encouraged in recent Kazakhstani and European methodological literature. We take into consideration the possibilities of experiment conduction where DER is used in teaching English speaking in the context of the active case-study method. The advantages of case-study method are considered in European studies as it promotes the process of language interaction and solving case problems both individually and in sub-groups. The students with native Kazakh and Russian languages from secondary schools in Astana took part in these experimental studies. The investigation was multi-methodological, combining classroom teaching experience, cases for students’ oral language practice, focus groups and questionnaires. Analyses revealed the effectiveness of proposed approach of teaching English as foreign language and combining the use of the case-study method and DER.Keywords: ICT; DER; case study;
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Villafuerte, Jhonny S., Maria A. Rojas, Sandy L. Hormaza, and Lourdes A. Soledispa. "Learning Styles and Motivations for Practicing English as a Foreign Language: A Case Study of Role-play in Two Ecuadorian Universities." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 555. http://dx.doi.org/10.17507/tpls.0806.01.
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This action research studies the Ecuadorian university students’ learning styles and motivations to practice English as a Foreign Language through Role-play. The sample is composed of 158 students from two national universities located in the Coastal region of Ecuador. They took part of Role-play practices in the English as a Foreign Language course during 2016-2017. The instruments applied were the Social Software Survey Used with Undergraduate Students; and a questionnaire designed ad hoc, by the research team named Likert Questionnaire Learners’ Motivations for Practicing English through Role-play. The results show participants' openness to cooperative learning and task-based learning. It is concluded that the learning styles that participants prefer is working in groups; situation that favours the implementation of English as a foreign language practices through role-play.
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Chou, I.-Chia. "Exploring Taiwanese Students’ Perceptions of Active Explicit Vocabulary Instruction: A Case Study in an English Medium Course." International Journal of Education and Literacy Studies 6, no. 1 (January 31, 2018): 17. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.17.
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Vocabulary knowledge is considered important in second and foreign language learning because learners’ insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive approach. The current study attempted to implement an interactive explicit vocabulary instruction in an English-medium course in Taiwan. Students’ attitudes and perceptions on the implementation were explored. Data were collected using both quantitative and qualitative methods via questionnaires and interviews. Fifty-six students participated in this study. The results showed that students had positive attitudes toward this approach. In addition, students’ interview feedback demonstrated the most and least appreciated aspects of this approach. Educational and pedagogical suggestions for English-as-a-Foreign-Language (EFL) teachers were given.
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Samarxhiu, Suzana. "Case study on the Analysis of Albanian Students’ English Copular Clause Errors." International Journal of Human Resource Studies 5, no. 1 (March 28, 2015): 174. http://dx.doi.org/10.5296/ijhrs.v5i1.7333.
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The main aim of this study is to analyze some difficulties that Albanian students face when using the English copular clauses.The acquisition of a foreign language is not an easy process, but it is difficult and progressive. As a result, students have difficulties in this long journey of the learning process. Part of this journey is even the errors. Analyzing the latter ones, we understand that it is difficult to find their source, given that the errors of the students are of different natures. But, one of the main sources in the fallibility of linguistic rules is the influence of the mother tongue. This fact is already proven by researchers, as well as teachers involved in the teaching process of a foreign language. Through our studies, it emerged that Albanian students most frequently make errors in structures designed by copular constructions in English. This happens because the Albanian students use the English copular clauses, based on their linguistic intuition of the native language and not the rules of English grammar. The researcher was motivated to make a study on the kinds of errors that Albanian students make, while using these English linguistic constructions. Copular Clauses, Errors, Second Language Acquisition
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Domagała-Zyśk, Ewa, and Agnieszka Kłos-Dacka. "Learning a foreign language by cochlear implant users." Special School LXXVIII, no. 1 (February 28, 2017): 17–27. http://dx.doi.org/10.5604/01.3001.0009.7155.
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Learning a foreign language is a special challenge for students with hearing impairments as it requires not only developing necessary strategies to learn all language skills in another language, but also overcoming specific perceptual and performance difficulties. The methodology of foreign language teaching to students with hearing impairments describes this process with reference to deaf and hard-of-hearing students of various ages who have various degrees of hearing impairment and who use various communication techniques. However, experiences relating to foreign language learning by people with cochlear implants have not been studied so far. These are students with unique characteristics whose hearing impairments are usually severe or profound and, at the same time, whose functioning is similar to the functioning of hard-of-hearing people thanks to their cochlear implants. It is assumed that their full inclusion in education in mainstream schools and social integration are possible.The article presents the issue of teaching the English language as a foreign language to students with hearing impairments who use cochlear implants (three case studies), especially in the context of the level of independent learning, beliefs concerning foreign language learning, foreign language classroom anxiety or lack of anxiety, and the scope of learning to read, write, speak and listen in a foreign language. In the study, a questionnaire designed by the authors was used as well as the scale FLCAS (Horwitz, Horwitz, Cope, 1986), autonomous scale (Macaskill, Taylor, 2010) and subscale BALLI (Horowitz, 1999).
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Yücel, Doğan. "Yabancılara Türkçe Öğretiminde Bir Materyal Geliştirme Örneği: Döndür-Geç." International Journal of Social Sciences 6, no. 25 (July 25, 2022): 239–45. http://dx.doi.org/10.52096/usbd.6.25.15.
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Implementation of plans, programs and curricula in foreign language teaching is possible with methods and techniques. Some physical supplementary teaching materials such as word cards, toys, color cards, etc. have been developed for these methods and techniques. Grammar teaching is an area that students find boring in general. A supplementary course material named Dönder-Geç has been prepared in order to enrich the teaching and keep the student's interest alive. This tool consists of three interlocking circles. There are 150 verb conjugations in five simple tenses with five different case suffixes and six personal pronouns. There are 30 conjugations for each case suffix and it is a tool with 25 different sentence possibilities in total, with five case suffixes appearing in front of each personal pronoun. How this tool is made and how to use it is discussed in the study and comments are made. Key words: Turkish as Foreign language, teaching Turkish to foreigners, foreign language teaching material.
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Sanina, S. P. "The problems of learning geography: overview of foreign studies." Современная зарубежная психология 8, no. 1 (2019): 17–27. http://dx.doi.org/10.17759/jmfp.2019080102.
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The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an integral course, and in primary school as a separate academic discipline. It is possible to develop spatial and systematic thinking in students and to shape their worldviews by means of a school course in geography. However, the current state of this school subject does not meet the expectations of educators and scientists. The analyzed studies demonstrate the drop of interest to learning geography, as it is thought to be difficult. Particular attention is paid to the analysis of possible difficulties that students with mild disabilities may confront with in the course of their study of geography. We describe how to cope with potential problems and describe the teaching methods which are the most efficient and effective in improving the quality of geographical education. All studies are of great importance for the practice of education, because geographically literate person is able to take care of our planet, appreciate it, live harmoniously in a closely interdependent world
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Crowley-Vigneau, A., A. A. Baykov, and E. Kalyuzhnova. "“That’ll Teach Them”: Investigating the Soft Power Conversion Model through the Case of Russian Higher Education." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 1 (February 7, 2022): 120–40. http://dx.doi.org/10.31992/0869-3617-2022-31-1-120-140.
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While the international environment remains characterized by the desire of states to strengthen their position, the literature has revealed a growing preference for soft power instruments over military intervention. Higher education has been repurposed as a tool to achieve foreign policy goals, with many states embracing the international norm on world-class universities in an attempt to improve their international competitiveness and their image abroad. This paper considers the soft power conversion model of higher education and attempts to determine its effectiveness through a case study devoted to Russian Higher Education. A survey of foreign students starting their studies and of another finishing their studies in three leading Russian universities reveals that receiving a higher education in Russia may contribute to aligning students’ positions with the Russian perspective on international issues diffused in these universities as was confirmed by surveying a control group of Russian students. These preliminary findings suggest that the benefits of internationalizing national higher education systems are not just reserved to the norm initiators (US, UK) but extend to second wave norm adopters (Russia, China).
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YAO, Don. "Do Male Students Use More Language Learning Strategies than Female Students? A Case Study of ESL Students in Macau." Asia-Pacific Journal of Humanities and Social Sciences 01, no. 04 (January 31, 2022): 140–57. http://dx.doi.org/10.53789/j.1653-0465.2021.0104.018.
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Language Learning Strategies as a pluralistic strategic system always attach great importance to second language learning, and it has attracted broad scholarly research since the 1970s. Given that students differ from person to person in their adoption of learning strategies, gender differentiation has arisen in the LLSs. However, a review of previous studies has revealed insufficient research on gender differences in China. This paper then investigated the use of LLSs by a group of Chinese ESL learners (M=92; F=96). Results showed that female students more frequently used strategies than male students, and they both used metacognitive strategies the most and memory strategies the least. In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation, and memory strategies presented the weakest. To sum up, students may learn English more efficiently and effectively with proper learning strategies. Students with gender differentiation will use more valuable strategies when learning a foreign language; teachers may teach students with their actual needs with the help of learning strategies. In this vein, second language learning could be achieved and sustained reasonably.
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Pozzo, María Isabel. "Foreign Students as a Tool for Promoting Intercultural Learning in High School: A Case Study in Argentina." International Journal of Diversity in Education 12, no. 3 (2013): 63–89. http://dx.doi.org/10.18848/2327-0020/cgp/v12i03/58052.
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Hoa, Phan Van, and Ngo Thi Hien Trang. "MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG." VNU Journal of Foreign Studies 36, no. 6 (December 31, 2020): 175. http://dx.doi.org/10.25073/2525-2445/vnufs.4637.
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Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.
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Eroğlu, Süleyman, Sercan Alabay, and Hakan Keklik. "A Study on the Usage of Verb’s Complements with Cases by French Bilingual Somalian Students Learning Turkish as a Foreign Language." International Education Studies 15, no. 2 (March 18, 2022): 113. http://dx.doi.org/10.5539/ies.v15n2p113.
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An important part of the grammatical proficiency of students learning Turkish as a foreign language is the use of verb complements in terms of case suffixes used with verbs. The suffixes that determine the relations between nouns and verbs that make up the two main word categories of Turkish are case suffixes. Noun case suffixes, whose main function is to connect nouns to verbs, are one of the most difficult subjects for students learning Turkish as a foreign language. However, there are few studies on teaching noun case suffixes to foreign students. The aim of this study, which was prepared based on the deficiency in the relevant literature, is to determine the usage levels of noun case suffixes in the oral expressions of French bilingual Somalian students learning Turkish. The study group of the research consists of 25 Somalian Somali students studying at the B1, B2 and C1 levels at Bursa Uludag University Turkish Teaching Center in the 2019-2020 academic year and voluntarily participated in this research. The data obtained within the scope of this research, which was designed as a qualitative case study, were analyzed according to the suffix category that provides the relationship between the noun case suffixes and the verbs in the sentence. Other functions of the noun case suffix that provide the connection between nouns and nouns, nouns and prepositions are excluded from the scope of the study. The research data obtained by the semi-structured interview technique were analyzed using frequency analysis, which is one of the sub-techniques of content analysis. As a result of the study, it was determined that 25 French bilingual Somalian students learning Turkish made mistakes at a rate of about half when using the verbs with case suffixes, and they used the nominative case with the least mistakes.
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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.
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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
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Sutherland, Richard. "Inexpensive Use of the Videodisc for Proficiency: An Attempt to Link Technology and Teachers." CALICO Journal 4, no. 1 (January 14, 2013): 67–80. http://dx.doi.org/10.1558/cj.v4i1.67-80.
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This article illustrates an inexpensive use of videodisc technology in the foreign language classroom for proficiency and provides information on foreign language discs. It gives directions for combining disc materials with a given text to produce a proficiency-oriented syllabus. It also shows a simple technique for individualizing videodisc instruction. It concludes with case studies of students who learned German via individualized instruction mediated by videodisc materials.
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Abdykhalykova, Akzhan. "Modern Technologies in Foreign Language Teaching: The Case of L.N. Gumilyov Eurasian National University." Economics and Culture 16, no. 2 (December 1, 2019): 39–45. http://dx.doi.org/10.2478/jec-2019-0020.
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Abstract Research purpose. The teacher of higher education should motivate students to use modern information technology training to study the discipline and develop professional competencies in foreign language teaching. The purpose of this research is to highlight the problem of finding the optimal didactic capabilities of modern information technologies used for improving the system of training specialists in the field of foreign languages teaching and to discuss the results of current studies in this direction. Design/Methodology/Approach. The authors summarized the relevant literature and results of the research and teaching experience. The main theoretical methods of research are modelling and designing the process of incorporating modern information technologies into foreign language teaching at the university. Theoretical methods are supplemented by empirical methods, such as observation, survey, testing, experimental work and methodological analysis. Findings. The article reveals the main components of the system of using modern technologies of foreign languages teaching at Theory and Practice of Foreign Languages Department of L.N. Gumilyov Eurasian National University. The article presents a description of training and monitoring online programs, their approbation in real conditions of pedagogical activity, the results of a pedagogical experiment, which proves the effectiveness of using modern technologies in the training of foreign and second language students. Originality/Value/Practical implications. The electronic educational materials, recommendations developed by the authors, can be used in the teaching of foreign language and can serve as a basis for the development of information, communication and instrumental provision in other subjects. The need for further research is as follows: to create online platforms, multimedia and testing programs and to develop variants of using modern technologies in foreign language teaching.
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Tupá, Magdaléna, and Karol Krajčo. "Immigration of physicians to Slovakia – case study." Problems and Perspectives in Management 17, no. 4 (December 19, 2019): 262–73. http://dx.doi.org/10.21511/ppm.17(4).2019.22.
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The lack of physicians is a serious problem in the Slovak Republic (SR More than 5,000 physicians will be missing in the health care system in the next two years. From the report on health care status in Slovakia, according to OECD (2017), the state of health care in the country achieves very negative results in the indicators related to the human and financial resources of the monitored sector (mortality of newborns, preventable and avoidable mortality, urgent traffic, and others). The study was based on the analysis of the labor market situation in the health care sector for the profession of physician in the SR to identify the state and future need of physicians working in Slovakia, find possible solutions to the identified situation and determine which pull and push factors are the most important. The contribution of the study will be based on the analysis to suggest the ways to facilitate the employment of foreign doctors in Slovakia. The problem of the lack of specialists was considered in two directions of solving it on account of the flow of specialists from other countries: stimulation in order for the foreign medical students to stay in the country after their studies; engagement of foreign qualified doctors. Real situation with doctor stuffing in the Slovak Republic was evaluated, the forecasts until 2022 were made, the proposals on improving the management in solving this problem at the state level were made.
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Marčun Kompan, Andreja. "Dvojno izjemni učenci: glasbeno talentirani učenci s posebnimi potrebami / Twice-exceptional students: musically gifted special needs students." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 16, no. 32 (November 26, 2020): 59–74. http://dx.doi.org/10.26493/2712-3987.16(32)59-74.
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The article focuses on twice-exceptional students; that is, to those students who, on the one hand, face either obstacles or deficiencies or disorders and are mostly referred to as students with special needs, and on the other hand are musically gifted. In order to get a slightly clearer insight into the music education of twice-exceptional students, some foreign and domestic studies are presented, focusing on different groups of musically gifted students who are also special needs students. Furthermore are summarized the basic findings of case studies from Slovenian music schools, conducted as part of a doctoral research. These show how basic music education is experienced by teachers, parents and students who have successfully showed musical talent by passing the preliminary exam, and at the same time have a variety of special needs.
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Alyan, Abedrabu A. Abu. "Thesis Writing Challenges Facing Palestinian EFL Master’s Students: A Qualitative Case Study." International Journal of English Language Teaching 10, no. 5 (February 15, 2022): 38–49. http://dx.doi.org/10.37745/ijelt.13/vol10n53849.
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This study probed challenges of writing thesis among Palestinian English as a foreign language (EFL) master’s students (MA). A qualitative case study was employed, and the data were collected through in-depth semi-structured interviews. The participants were eighteen MA students and ten supervisors from the department of English at the Islamic University of Gaza. The main findings identified in the study included, among others, selecting an appropriate research topic, limited research and methodology training, linguistic and academic writing inadequacies, insufficient feedback from supervisors and course instructors, and limited resources and online digital materials. To minimize these challenges and empower MA students, the study offered some recommendations and suggestions for further future studies.
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Pavelescu, Liana Maria, and Bojana Petrić. "Love and enjoyment in context: Four case studies of adolescent EFL learners." Studies in Second Language Learning and Teaching 8, no. 1 (March 27, 2018): 73–101. http://dx.doi.org/10.14746/ssllt.2018.8.1.4.
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This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
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BURMAKINA, Nataliia. "Case study as the method for foreign language communicative competence formation of master’s degree students of “ecology” speciality." Humanities science current issues 1, no. 36 (2021): 234–38. http://dx.doi.org/10.24919/2308-4863/36-1-37.
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SYTNYK, Olha. "Case Study method implementation in the students’ project activities in the process of foreign monologue speech skill formation." Humanities science current issues 3, no. 37 (2021): 195–99. http://dx.doi.org/10.24919/2308-4863/37-3-30.
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Nilsson, Maria. "Foreign language anxiety." Apples - Journal of Applied Language Studies 13, no. 2 (March 19, 2019): 1–21. http://dx.doi.org/10.17011/apples/urn.201902191584.
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Although foreign language anxiety is a widely studied construct assumed to develop from negative experiences of language instruction, few researchers have focused on young learners in this regard. This multiple case study investigates levels and triggers of language anxiety in Swedish primary classrooms under rather favorable learning conditions with a supportive, non-competitive atmosphere, and without formal knowledge requirements or grades. A total of 225 learners, aged 8–12, studying English as their first foreign language completed a self-report questionnaire, a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986), eliciting learners’ reactions to oral classroom participation. Foreign language anxiety was found along a continuum among learners. To investigate similarities and differences among students of differing anxiety levels, they were grouped into three categories: low, medium and high anxiety. The high anxiety group included 18.2% of learners, and for most of them, this anxiety was situation-specific and closely related to their own oral performance during English lessons. However, many classroom situations triggered language anxiety in other learners as well. It may therefore be advisable for teachers to reflect on common classroom practices that induce anxiety, rather than viewing language anxiety as a disadvantageous characteristic of individual learners. The results call for in-depth studies of classroom contexts where language anxiety develops. Moreover, the study’s contribution encompass new perspectives on research methodology with respect to young learners and in relation to foreign language anxiety.
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Serpikova, N. V., and M. B. Serpikova. "STUDENTS’ NATIVE LANGUAGE AS A MEANS OF DEVELOPING LINGUISTIC COMPETENCE IN A FOREIGN LANGUAGE." Russian Journal of Multilingualism and Education 12 (December 25, 2020): 77–88. http://dx.doi.org/10.35634/2500-0748-2020-12-77-88.
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Our experience of working with students of a transport (technical) university shows that many of them have serious problems in learning foreign languages. Students will not be able to realize their potential in future professional activities, involving foreign-language partners, since poor knowledge of a foreign language prevents them from establishing business contacts. The object of our research was linguistic competence as the basis for developing a communicative competence. Having analysed the existing linguistic and methodological literature, the educational process including learning English and French as a FL2 and the reasons for the students’ poor knowledge of foreign languages, we came to the conclusion that the problem does not lie solely with the small number of school hours or poor knowledge obtained at school. The lack of linguistic competence results from the insufficient knowledge acquired from native language studies, it is one of the main reasons for the poor proficiency of students in foreign languages. Students are not familiar with linguistic terminology in their native language, and this fact greatly complicates explanation of the grammar of the studied foreign language. The purpose of this paper is to focus the attention of university teachers on the need to work with students to master Russian and foreign language terminology in the framework of a comparative approach, which is one of the main methods of teaching a foreign language, as it expands the general language awareness and develops the “linguistic flair”of students.