Academic literature on the topic 'Students, Foreign – English-speaking countries'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Students, Foreign – English-speaking countries.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Students, Foreign – English-speaking countries"
1
Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.
Full textAbstract:
This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
2
Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.
Full textAbstract:
This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
3
Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.
Full textAbstract:
EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
4
Kithinji, Winfred K., and Adam I. OHirsi. "Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities." East African Journal of Education Studies 5, no. 1 (February 21, 2022): 66–76. http://dx.doi.org/10.37284/eajes.5.1.560.
Full textAbstract:
In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.
5
Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (June 22, 2020): 27–35. http://dx.doi.org/10.51787/imse202000104.
Full textAbstract:
Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.
6
Amiruddin, Amiruddin. "English Speaking’s Barriers of Foreign Learners." JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 3 (August 24, 2022): 402. http://dx.doi.org/10.29210/30032073000.
Full textAbstract:
The ability to speak English in the era of Fourth Industrial Revolution is necessary for learners. However Gaining the ability of speaking English is still challenging for a lot of learners who live in English as Foreign Language countries. Most of learners find it difficult to speak English due to some barriers. The objective of this study is to explore English speaking’s barriers which face by foreign learners. The method used in this study is literature research method. To collect the data the writer used some references from articles, book, e book, and all the data related to this study. Based on the result and discussion, the writer concluded that the way of students gaining their speaking skill through learning, the exposure to English, the differences in grammar and phonology, anxiety, and motivation are some of barriers that foreign learners face in speaking English.
7
Nugraha, Lasmi Septiyanti, Faridah Faridah, Sabaruddin Sabaruddin, and Atmarani Dewi Purnama. "Kelas Praktis English Public Speaking." PENDIMAS: Jurnal Pengabdian Masyarakat 1, no. 1 (July 22, 2022): 1–5. http://dx.doi.org/10.47435/pendimas.v1i1.1067.
Full textAbstract:
English is a universal language because it is used by most of the countries in the world as the main language. In addition, English is one of the important international languages to be mastered or learned. In terms of education, teaching foreign languages is also a challenge. How to make students understand easily and quickly not to feel bored with the material given. Practical classes are one way to easily teach public speaking. Practical English Public Speaking Class is a method of improving speaking skills in English which is packaged in practical classes in order to create a more pleasant atmosphere. The main objective of this practical class is to increase students' confidence to be able to speak in public with more confidence. In addition, this activity also aims to break the stigma of participants that English is a difficult language to learn. With a fun method and delivery, students will believe that English is an easy and fun subject to learn.
8
Kweldju, Siusana. "AUTONOMOUSLY RIDING GOOGLE MAPS TO TRAVEL TO ENGLISH SPEAKING COUNTRIES: LINGUISTIC LANDSCAPE." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 5. http://dx.doi.org/10.17977/um046v2i1p5-13.
Full textAbstract:
Abstract: All English Department students dream to visit English-speaking countries. One reason is that they want to practice their English to communicate with native speakers in real communication, and to immerse themselves into the English language-rich environment. However, only a small portion of students have the means and opportunity to do so. This paper will show how Google Maps can help students to virtually travel to English speaking countries and improve their English linguistically, pragmatically and interculturally. Actually, languages, including English, are available in public spaces and make up the linguistic landscape of a territory or a region, and linguistic landscape is potential for the teaching and learning of second and foreign languages. The linguistic element of signs is made creatively with clear, interesting, fresh and ready to understand English. They are valuable for learners to improve their English.
9
Setiyadi, Bambang, Mahpul, Muhammad Sukirlan, and Gede Eka Putrawan. "Pelatihan Model Pembelajaran Speaking dengan Communicative Approach Bagi Guru-Guru Bahasa Inggris di Kabupaten Lampung Selatan." Jurnal Sumbangsih 2, no. 1 (December 29, 2021): 82–92. http://dx.doi.org/10.23960/jsh.v2i1.35.
Full textAbstract:
The speaking learning model with communicative approach has been widely adopted in various countries as a method of learning English because speaking learning with communicative approach proved effective to facilitate students actively involved in the learning process of English, especially speaking. The effectiveness / success of speaking learning by communicative approach as a way of English education in helping students improve speaking skills is evidenced by the discovery of some research tried in various countries where English as a foreign language. However, in Indonesia this method is still not popular and very few teachers or practitioners apply this method. Therefore, this community service activity aims to help English teachers in South Lampung Regency improve insight and knowledge about the development / creation of a speaking learning model based on communicative approach through training and workshops by presenting material development of task-based speaking teaching materials theoretically; and conduct simulations of the development of task-based speaking teaching materials. The results of the training showed that the participants of this training gained real efficacy is an increase in professionalism in order to be able to correct the quality of the English education process, especially speaking so that the dialogue skills of students in schools face an increase. Prolonged similar training in the future still really needs to be tried.
10
Trinh, Ngoc Boi, and Duy Thuy Thi Pham. "Challenges in speaking classrooms among non-English majors." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 26–31. http://dx.doi.org/10.52296/vje.2021.96.
Full textAbstract:
As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.
Dissertations / Theses on the topic "Students, Foreign – English-speaking countries"
1
HADIYONO, JOHANA ENDANG PRAWITASARI. "THE EFFECT OF THE NATIVE LANGUAGE AND ENGLISH DURING INTERACTIONAL GROUP PSYCHOTHERAPY WITH INDONESIAN AND MALAYSIAN STUDENTS, AND THE EFFECTIVENESS OF THIS METHOD FOR FOREIGN STUDENTS FROM NON-WESTERN COUNTRIES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188050.
Full textAbstract:
Language and treatment modality are important variables in conducting psychotherapy with students from non-Western countries. Both variables might also have significant impact on therapeutic outcome. Foreign students in America speak at least two languages, and utilizing either their native language or English during sessions might result in different kinds of emotional expressiveness. Indonesian and Malaysian students are from countries where it is uncommon to express emotions publicly. Since language is a part of culture, using English might facilitate a distancing from their cultural context, and might also facilitate more verbal expressions of emotion. On the other hand, using their native language might facilitate a warm and "at home" atmosphere. The purpose of this dissertation is to study the effect of native language and English during interactional group psychotherapy with Indonesian and Malaysian students, and to assess the efficacy of this modality with foreign students. Yalom's interactional group psychotherapy was used with a group of Indonesian, a group of Malaysian, and a group of international students. These three treatment groups were compared to a group of international students who served as a control group. English and the native language were used alternately during the sessions with the Indonesian and Malaysian groups. Only English was used during the sessions with the international student groups. Objective measurements used were the Profile of Mood States, the Personal Orientation Inventory, the Group Environment Scale, the Group Climate Questionnaire, and the Subjective Evaluation Ratings Scale. Subjective measurement was independent judges. Results indicated that Indonesians and Malaysians rated themselves as significantly more active during sessions in English than during sessions in their native language. Raters perceived the Indonesian and Malaysian groups as more cohesive when sessions were conducted in the native language than when conducted in English. This study also indicated that interactional group psychotherapy was effective for foreign students, with some limitations. This treatment method was effective in improving mood states and personality profiles. The method was most effective for the Malaysians. In addition, this study also supported the notion that insight awareness therapy is effective for YAVIS (young, attractive, verbal, intelligent, successful) clients.
2
Wu, Xiaojun. "Challenges of accommodating non-native English-speaking instructors' teaching and native English-speaking students' learning in college, and the exploration of potential solutions." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003wux.pdf.
Full text
3
Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.
Full textAbstract:
Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.
4
Van, Dan Acker Sara Marie. "The Role of Expectations on Nonnative English Speaking Students' Wrtiting." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1110.
Full textAbstract:
This study centered on the expectations of a non-native English-speaking undergraduate student and her teacher in a general education course at Portland State University during winter term 2012. This was a qualitative case study, where I collected data throughout the duration of the course by means of interviews, classroom observations, and written assignment sheet data. I triangulated verbal data from interview transcripts from the two participants, along with data from the observation notes and the assignment sheets in order to gain a better understanding of the expectations each participant had about writing assignments.
Data from four sources were collected and analyzed: interview transcripts, assignment sheets, the course syllabus, and classroom observation notes. Interview transcripts were the primary source of data, and were triangulated with the other abovementioned data sources.
The themes that emerged from verbal interview data were categorized and then subcategorized according to theme. The first category that emerged was Assignment Expectations. This was subcategorized into: Summarize, Examples, Reflect, Critical Thinking, and Theory Application. The second category was Evaluation, which was comprised of the themes Grading and Rubric. The third category that emerged was Student Interaction With Assignment, in which six subcategories emerged: Process, Experience, Time, Reading, Preparation, Understanding, and ESL. Lastly, the category background emerged, which contained the subcategories History and Background.
The findings of this study showed that due to the student's extensive background with various academic writing assignments prior to entering the course, she had similar expectations of specific assignment sheet attributes as the teacher. However, there were more salient differences in expectations between the teacher and the student in terms of how the student interacted with the assignment at the individual level. Likewise, expectations of assessment illustrated the murky nature of evaluation, even in a situation where the student had had extensive experience with academic writing assessment in the past.
5
Seo, Dawon. "Overcoming the challenges: How native English-speaking teachers develop the English speaking skills of university students in South Korea." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1637.
Full textAbstract:
English is considered the most important language after Korean in South Korea; thus, it is a compulsory subject in schools. English lessons begin in year three of the primary school and continue until the end of schooling, including at the university level. This was not always the case, as English was not considered to be significant until the Korean government needed people who could speak it in order to communicate with the US military during the Korean War. After a period where English was backgrounded by more pressing issues, it re-emerged as necessary to promote globalisation which was seen as a challenge for the Korean people. More recently, additional pressure to improve Korean students’ English language competence has come from an increasing economic dependence on international trade.
The Department of Education has responded differently to these three main points of pressure to improve English language competency. Initially, they adopted a grammar-translation method to respond to the demand provided by the Korean War, and following the failure of this method to produce competent speakers of English, the audio lingual method was introduced to address the communication issues associated with globalisation. However, this method was also seen to fail, primarily as teachers at that time had learnt through a grammar translation method which did not develop the spoken English skills they needed for this way of teaching. More recently, the Communicative Language Teaching (CLT) approach has been implemented in an attempt to improve Korean students’ use of English for spoken communication.
The CLT approach promotes a focus on meaning more than form, content and function more than grammar and fluency more than accuracy. The approach also emphasises student-centred learning, communicative competence, authentic speech, and the teaching of cultural knowledge. To address the issue of teacher competence, many universities employ native speakers of English to teach the conversation units in English related courses. Despite this and other support, students continue to struggle to achieve communicative competence in English. This perpetuates a cycle of failure in English learning when some of these students graduate as a new generation of English teachers unable to speak English with fluency or confidence. Only a small number of studies have investigated this issue and they identified the linguistic differences between English and Korean, cultural differences, Korean learners’ characteristics and students’ low levels of motivation as the four main challenges. In order to extend this work, this study investigated what was happening in English conversation classrooms so as to identify those aspects of pedagogy that supported student learning and the challenges which may have impeded it. Further, the previous studies were conducted in middle schools so this one selected the university level of schooling as a context not yet investigated.
The study employed a qualitative research design in the form of a case study. The case included three sub cases, each focusing on a native English-speaking conversation teacher in a national university. The data were collected through classroom observations followed by informal discussions, interviews, reflective journals, document analysis, and research field notes. First, the study investigated the teaching practices the three informants used in their university level English conversation classrooms and compared these to those expected in a CLT-based classroom. Second, the challenges the teachers experienced in the implementation of a communicative approach were explored. Lastly, the study investigated how the challenges identified might be addressed in a South Korean university context.
The study found that the three teachers, although all claiming to use very similar communicative teaching methods, did not do so. One used a highly structured approach that relied heavily on a high level of teacher control, with careful direction of learning and controlled repetition of specific language forms. Another took a student-centred approach with careful structuring of authentic activities to encourage students to interact using English fluently. The third teacher used a communicative approach but with very limited support provided to his students. The teachers’ practices were influenced by their educational backgrounds, teaching experiences and beliefs. This study identified three different types of challenges faced by the teachers of English conversation in a South Korean university. The first was the marginalised position of English conversation classes in the university; the second was the teachers’ limited knowledge of the CLT approach and their students’ cultural and educational backgrounds; and, the third was the students’ limited access to English outside of their English conversation classes. These findings have a number of implications for Korean universities, including those related to the recruitment of English speaking teachers and the support offered to them after their appointments, the integration of English conversation units into the major areas of study and the provision of conditions suited to the demands of learning English as a foreign language.
6
Law, Wai-king. "Students' perception of the NET (native English speaking teacher) in motivating students to learn English : a case study in a band 5 school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161100.
Full text
7
Apple, Matthew Thomas. "The Big Five Personality Traits and Foreign Language Speaking Confidence among Japanese EFL Students." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127286.
Full textAbstract:
CITE/Language ArtsEd.D.
This research examined the relationships between the Big Five human personality traits, favorable social conditions, and foreign language classroom speaking confidence. Four research questions were investigated concerning the validity of the Big Five for a Japanese university sample, the composition of Foreign Language Classroom Speaking Confidence, the degree to which the Big Five influenced Foreign Language Classroom Speaking Confidence, and the degree to which perceptions of classroom climate affect Foreign Language Classroom Speaking Confidence. The first stage of the research involved three pilot studies that led to the revision of the Big Five Factor Marker questionnaire and the creation of a new instrument for measuring foreign language classroom speaking confidence that included both cognitive and social factors as theorized in mainstream social anxiety research. The second stage of the research involved the collection and analysis of data from 1,081 participants studying English in 12 universities throughout Japan. Data were analyzed using a triangulation of Rasch analysis, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) in order to verify the construct validity of the eleven hypothesized constructs. Following validation of the measurement model, the latent variables were placed into a structural regression model, which was tested by using half of the data set as a calibration sample and confirmed by using the second half of the data set as a validation sample. The results of the study indicated the following: (a) four of the five hypothesized Big Five personality traits were valid for the Japanese sample; (b) Foreign Language Classroom Speaking Confidence comprised three measurement variables, Foreign Language Classroom Speaking Anxiety, Perceived Foreign Language Speaking Self-Competence, and Desire to Speak English; (c) Emotional Stability and Imagination directly influenced Foreign Language Classroom Speaking Confidence, and; (d) Current English Classroom Perception and Perceived Social Value of Speaking English directly influenced Foreign Language Classroom Speaking Confidence. The findings thus demonstrated a link between personality, positive classroom atmosphere, and foreign language classroom speaking confidence. The implications of the findings included the possibility that foreign language anxiety is not situation-specific as theorized, and that improved social relations within the foreign language classroom might help reduce speaking anxiety.
Temple University--Theses
8
Isaacs, Talia. "Towards defining a valid assessment criterion of pronunciation proficiency in non-native English speaking graduate students." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98938.
Full textAbstract:
This exploratory, mixed-design study investigates whether intelligibility is "enough," that is, a suitable goal and an adequate assessment criterion, for evaluating proficiency in the pronunciation of non-native English speaking graduate students in the academic domain. The study also seeks to identify those pronunciation features which are most crucial for intelligible speech.Speech samples of 19 non-native English speaking graduate students in the Faculty of Education at McGill University were elicited using the Test of Spoken English (TSE), a standardized test of spoken proficiency which is often used by institutions of higher learning to screen international teaching assistants (ITAs). Results of a fined-grained phonological analysis of the speech samples coupled with intelligibility ratings of 18 undergraduate science students suggest that intelligibility, though an adequate assessment criterion, is a necessary but not a sufficient condition for graduate students to instruct undergraduate courses as teaching assistants, and that there is a threshold level (i.e., minimum acceptable level) of intelligibility that needs to be identified more precisely. While insights about the features of pronunciation that are most critical for intelligibility are inconclusive, it is clear that intelligibility can be compromised for different reasons and is often the result of a combination of "problem areas" that interact together.
The study has some important implications for ITA training and assessment, for the design of graduate student pronunciation courses, and for future intelligibility research. It also presents a first step in validating theoretical intelligibility models which lack empirical backing (e.g., Morley, 1994).
9
Cheung, Sin-lin Isabelle. "A study of lexical errors in South-Asian Non-Chinese speaking children's writing." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36863658.
Full text
10
Dean, Brittany L. "A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115066/.
Full textAbstract:
The study applied behavior analytic principles to foreign language instruction in a college classroom. Two study methods, vocabulary banks and scripts, were compared by assessing the effects on Italian language acquisition, retention, and generalization. Results indicate that students without prior exposure to Italian engaged in more exchanges and emitted more words in script tests compared to vocabulary bank tests. Participants with at least two classes in Italian prior to the study engaged in more exchanges and emitted more words during vocabulary bank tests. Data suggest that different teaching strategies may work for different learners. More research is needed to determine efficient teaching methods and how to ascertain which approaches work best for learners with different histories.
Books on the topic "Students, Foreign – English-speaking countries"
1
Jenkins, Jennifer. World Englishes: A resource book for students. 2nd ed. London: Routledge, 2009.
Find full text
2
Jenkins, Jennifer. World Englishes: A resource book for students. 2nd ed. London: Routledge, 2009.
Find full text
3
Jenkins, Jennifer. World Englishes: A resource book for students. 2nd ed. London: Routledge, 2009.
Find full text
4
World Englishes: A resource book for students. New York: Routledge, 2003.
Find full text
5
Lamb, Ousey Debbie, ed. Teaching developmental immigrant students in undergraduate programs: A practical guide. Ann Arbor: University of Michigan Press, 2011.
Find full text
6
Johnston, Brian. Assessing English: Helping students to reflect on their work. Milton Keynes: Open University Press, 1987.
Find full text
7
Padua and the Tudors: English students in Italy, 1485-1603. Cambridge: James Clarke & Co, 1998.
Find full text
8
Negotiating bilingual and bicultural identities: Japanese returnees betwixt two worlds. Mahwah, N.J: L. Erlbaum, 2003.
Find full text
9
Abdul-Rauf, Muhammad. Arabic for English speaking students. Alexandria, VA: Al-Saadawi Publications, 1996.
Find full text
10
Onna rashiku (Like a woman): The diary of a language learner in Japan. Albany, N.Y: State University of New York Press, 1998.
Find full textBook chapters on the topic "Students, Foreign – English-speaking countries"
1
Yen, Y. C., H. T. Hou, and K. E. Chang. "Applying Skype in English as a Foreign Language Instruction: Effect on Students’ Speaking Errors." In Advances in Web-Based Learning – ICWL 2013, 312–19. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41175-5_32.
Full text
2
Chung, Wai Sum, and Man-Tak Leung. "The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students." In Applied Psychology Readings, 147–69. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2796-3_11.
Full text
3
S, ARCHANA S. "Challenges faced by research scholar in writing research paper in English." In WRITING SKILLS FOR ACADEMIC RESEARCH, 56–72. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.55.4.
Full textAbstract:
Rao, V. C. S [1]. The international mobility of young researchers is facilitated by English as the global academic language. Many foreign academic journals have chosen English as their language of choice. Academic writing is difficult, structured, objective, explicit, ambiguous, and accountable. It is carefully structured and meticulously designed.Langum.V et al. (2017) Doctoral students in non-English speaking countries.
4
Velliaris, Donna M. "Across the Four Domains." In Study Abroad Contexts for Enhanced Foreign Language Learning, 120–50. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch006.
Full textAbstract:
In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.
5
Aloka, Peter J. O. "Students' Self-Directed Learning Techniques and Attitudes Toward Online English Language Learning." In English as a Foreign Language in a New-Found Post-Pandemic World, 51–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4205-0.ch003.
Full textAbstract:
The chapter analyzed published studies on self-directed learning and attitudes toward online learning of English as a foreign language in classrooms. By adopting a conceptual review framework, the results revealed that self-directed learning project is an effective learning strategy for students who learn foreign languages because this could result in improvements in knowledge domain, metacognitive skills, and motivation. However, few researches showed that learners' SDL is very weakly associated with their grades, with their SDL being unable to predict their ultimate achievement. The results from studies in developed countries indicate that students' attitudes towards online learning are generally positive, but in developing countries, the attitudes are generally negative in the beginning phases. The study recommends that teachers of English as foreign language should create more space in schools for activities that develop students' creative thinking skills.
6
Charamba, Erasmos. "Supporting EFL Science Students Through a Multilingual Approach to Blended Learning." In Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities, 109–23. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6940-5.ch006.
Full textAbstract:
Throughout the history of mankind, language has been used as a tool of ascendance and colonisation to consolidate power and create governable subjects. In this way, the coloniser's language became the colonised country's official language. Upon attaining political independence, several of these nation-states embarked on educational reforms by revising their curricula in the name of ‘decolonising education'. A closer look at these countries' curricula shows they are still largely Eurocentric following the monolingual ideology of ‘one nation, one language' with foreign languages being the lingua franca for these multilingual societies despite this approach being singled out as the major cause of academic underachievement in most countries. This chapter investigates the available technological approaches to support the teaching of science to English foreign language (EFL) students who are taught through a language different from their home language.
7
Qin, Lili, and Theresa D. Neimann. "Fostering English Learners' Intercultural Competence and Multicultural Awareness in a Foreign Language University in Northeastern China." In Encyclopedia of Strategic Leadership and Management, 890–913. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch062.
Full textAbstract:
Strategic leadership needs to address the improvement of multicultural awareness of foreign language learners in China in order to enhance students' intercultural competence (IC). As part of strategic leadership and management this should be one of the foremost tasks of foreign language education in the context of globalization. An analysis of the following factors: needs of society, school, teacher and students with consideration to Taba's 7-step curriculum design theory, led the researchers to conclude that the implementation of a series of innovative intercultural communication (IC) courses, called 4-D (four-dimension) IC modules which included Intercultural Communication Theory module, Chinese Culture module, World Cultures module (cultures from different countries) and Comparative Methodologies of Chinese & Western Cultures module was the defining factor that led to multicultural awareness. The curriculum was oriented to multicultural awareness development and carried out in a foreign language university in northeastern China. The result demonstrated that student IC awareness increased comparatively slight, without the training of the above courses, while that of the students participating in the courses was significantly higher, which means the expected goal of upgrading the IC of foreign language talents has been achieved.
8
Shcherbakova, Olena, and Svitlana Nikiforchuk. "THE IMPLEMENTATION OF ENGLISH-MEDIUM INSTRUCTION IN UKRAINIAN HIGHER EDUCATION." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-14.
Full textAbstract:
The purpose of the paper is to research, summarize and present the question of implementation of Content and Language Integrated Learning (CLIL) in the higher educational establishments of Ukraine. It is considered one of the most widespread and promising methods of teaching foreign languages. The effectiveness of the methodology is recognized in the European Union, and in some European countries CLIL goes to the level of the state educational program. The definition of CLIL, its goal, advantages and disadvantages are studied in the following paper. The obvious goal of CLIL is to provide students with a high level of foreign language proficiency in familiar conditions to a foreign environment, using the language as a means of subject studies and communication, one of the threads of CLIL is integrated language learning in professional activities, thus the article reflects the differences of CLIL from the other methods. The principles of studying the subject and language during the implementation of CLIL methodology in the process of foreign language education are presented by the authors. The use of CLIL methodology in different countries made it possible to determine its advantages, as well as certain problems of its implementation in the educational process. The question of the introduction of this methodology in higher educational establishments of Ukraine still remains open. The analysis of the methodology in the context of the chosen discipline, which is perceived as a practical course of learning a foreign language, is especially important for the research. Also the main objectives of CLIL methodology are distinguished in the given paper. The example of implementing CLIL methodology in practical lessons is introduced in the paper and advantages and disadvantages of using this methodology in higher educational establishments of Ukraine are described. The effectiveness of CLIL methodology is ensured by conducting lessons in modern forms of interaction between the teacher and the student, with the use of innovative educational technologies, and allows students to simultaneously study both the language and the professional subject. The conclusions are made on the basis of detailed research of CLIL implementation in European and Ukrainian universities.
9
Vasylyshyna, Nataliia, Tetiana Skyrda, and Ruslan Slobozhenko. "WORLD VIEWS OF THE CURRENT PROBLEM OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION INSTITUTIONS IN MODERN SOCIO-CULTURAL SPACE." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-5.
Full textAbstract:
The reasons for writing the paper are grounded on the basis that the integration of Ukraine into the intercultural space, the expansion of economic ties necessitate the modernization of the training of masters of tourism in the field of time to improve the theoretical and methodological foundations for effective intercultural interaction. In this regard, higher education institutions face a responsible task – to provide al spheres with highly professional competitive workers in order to build an economically strong democratic state. This requires from future professionals not only high qualification, but also the ability to work at the appropriate professional cross-cultural level. As a result, the aim of the study is to identify the main innovations in approaches to learning English in Ukraine, based on the European experience. Methodology. The methodological basis of the study is demonstrated by the operational and methodological tools of foreign language education of future professionals. Based on this, the components of this toolkit, called as eight methodolodies were such as: the first methodology is «Flipped classroom», the second methodology is «Project learning», the third methodology is «Cooperative learning: together stronger», the fourth methodology is «Gamification», the fifth methodology is «Problem-based learning», the sixth methodology is «Design thinking», the seventh methodology is «Learning, based on thinking «, the eighth methodology» Learning based on competencies». Outcomes of the survey witnessed that the main innovations in approaches to teaching English in Ukraine, based on the: European experience; compliance with the content of the European recommendations on language education, unification of levels of education in Ukraine and the world, compliance with modern European standards of language education in accordance with the descriptors that determine the levels of English language proficiency (from A1 to C2); competence approach in teaching foreign languages, development of competencies in all four types of speech; minimization of the use of the native language in the process of communication, interactivity of learning, dynamism and variety of tasks in the classroom; maximum involvement of each student in the process of language acquisition; language learning with the help of educational and methodological complexes developed by groups of methodological specialists from Great Britain and the USA on the basis of the latest research; focus on international English language exams (FCE, CAE, IELTS, TOEFL,); clearly defined criteria for assessing the level of language proficiency. Practical implications. The ongoing research is grounded on the activity-oriented approach, which: determines the learning of material as close as possible to real life situations and user needs; tasks for the development of critical thinking; changing the role of the teacher and the introduction of partnership pedagogy; active use of multimedia tools, audio and video materials, the Internet to create a speech environment for students, the use of modern devices for searching and processing information; organization of project work of students, application of non-standard and creative tasks; involvement of students in cultural and educational activities conducted in foreign languages in extracurricular time; participation of future specialists in exchange programs; promoting lifelong learning and self-development. Value/originality. One of the key indicators of education reform is the study of foreign languages as a priority of Ukraine’s domestic policy on EU integration. One of the tasks in the program is «ensuring the increase and optimization of Ukraine’s presence at international events and platforms, presence in the international academic, cultural and social environment». The implementation of this task requires a qualitatively new level of teaching foreign languages at universities, in particular English as the language of international communication.
10
Alhammadeh Al Issa, Hafez, Hazem Kairouz, and Dogan Yuksel. "EFL Teachers' Challenges and Coping Strategies in Emergency Remote Teaching During the COVID-19 Pandemic." In English as a Foreign Language in a New-Found Post-Pandemic World, 93–116. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4205-0.ch005.
Full textAbstract:
Kuwait is one of the countries whose educational systems have suffered deeply following the governmental precautionary procedures which enforced the closure of schools to restrict the breakout of the virus. Affected dramatically by the consequences of the pandemic, this chapter focused on the challenges, strategies, and responses of English as a foreign language (EFL) teachers about the problems that emerged during the COVID-19 pandemic. Findings revealed that the greatest challenges they faced during online teaching were assessing students and keeping them involved during classes, teaching the writing skill, time constraints, and technical problems. Moreover, teachers showed low levels of difficulty in managing their online classrooms because of the support and cooperation of school administrations regarding students' behavior in online lessons.
Conference papers on the topic "Students, Foreign – English-speaking countries"
1
Dragomyretska, O. O. "Using a quest room to create natural communication conditions for teaching English to foreign architecture students." In CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.36.
Full text
2
Jeikner, Alexandra. "The Pandemic, Mental Health & How Educators Can Promote – and Undermine – Academic Integrity." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.013.
Full textAbstract:
ABSTRACT This presentation discusses student engagement and academic integrity as well as the responsibility of the educator based on insights gained through personal experience of teaching writing courses at an undergraduate level at Deree – The American College of Greece. The student body at Deree is diverse, consisting of students from Greece and 56 countries and regions, with English being the language of instruction. Research has shown that the demands of attending a foreign university can push students toward breaches of academic integrity. The overall question this presentation addresses is what insights educators gained through virtual classes held March 2020 up to June 2021, and the subsequent return to campus in September 2021. More specifically, the presentation explores the effects of this return on students’ academic performance and integrity as well as the role of the educator in encouraging student morale and morality while respecting mental health challenges. The initial hypothesis of this presentation was that the return to campus would be perceived as a joyous event, inspiring students to engage in their studies with more zest. However, personal observations indicate that the initial excitement and enthusiasm have turned into frustration, even panic, with students often falling behind with their assignments as well as disregarding feedback, course and college policies. On their side, and owing to their own mental and emotional exhaustion, fear of complaints, or compassion for the student, instructors might accept work potentially written by a ghost writer. This presentation stresses the need for educators to pull students toward authentic learning and offers some suggestions as to how to achieve a balance between respecting students and promoting academic performance. KEYWORDS: Foreign university; virtual classes; Covid-19; mental health; academic integrity; contract cheating; ghost writer; the role of the educator
3
Maryska, Milos, Petr Doucek, and Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.
Full textAbstract:
Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
4
Riyadini, Maria Vineki. "English Foreign Language Students’ Perceptions of an Online English Speaking Club in Higher Education." In 5th International Conference on Current Issues in Education (ICCIE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220129.036.
Full text
5
Kim, Hyemin, and Elaine Vernadine A. Liongson. "English Language Learning Anxiety among Korean College Students in the Philippines." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.005.
Full textAbstract:
Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted from Yassin (2015) and was analyzed by getting the mean, while the findings were interpreted using the mean scale proposed by Mamhot, Martin & Masangya (2013). Surprisingly, the result revealed that foreign language anxiety is not significant among Korean students. Moreover, the female participants showed higher confidence in speaking and using the language compared to male participants in some aspects. Keywords: EFL; FLCAS, foreign language anxiety; gender
6
Sazonova, Natalia, and Svetlana Ivanova. "USING GOOGLE TOOLS TO ENHANCE A2 STUDENTS’ SPEAKING PERFORMANCE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1700.
Full text
7
Tuan, Bui Anh, Lam Minh Huy, Nguyen Hieu Thanh, Tieu Ngoc Tuoi, and Huynh Tuyet Ngan. "Mobile learning in non-English Speaking Countries: Designing a Smartphone Application of English Mathematical Terminology for Students of Mathematics Teacher Education." In 2020 5th International Conference on Green Technology and Sustainable Development (GTSD). IEEE, 2020. http://dx.doi.org/10.1109/gtsd50082.2020.9303050.
Full text
8
Idrissov, Yerlan, and Madina Tussupbekova. "USING OF WIKI-TECHNOLOGIES IN THE PROCESS OF LEARNING ENGLISH FOR STUDENTS OF NON-LANGUAGE SPECIALTIES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(12).
Full textAbstract:
This article presents the theoretical analysis of using the wiki technology in the process of teaching English to non-linguistic students. The author studies the potential of wiki technology in developing reading, writing and speaking skills. Moreover, this paper demonstrates the positive aspects of wiki technology. As a result of the researching, it is noted that the wiki technology is one of the necessary and useful technologies in teaching and learning English in higher schools.
9
Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
Full textAbstract:
"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
10
Baskakova, Anna. "The studying of Russian phraseological units and paroemias in English speaking audience." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.13153b.
Full textAbstract:
A working mechanism during the comparative analysis of phraseological units and paroemias (proverbs and aphorisms) at the classes of Russian as foreign language with English speaking learners is presented in the article. While working in the audience, the attention is being paid to the comparative analysis of phraseological units and paroemias in Russian and foreign students’ native language from a semantical point of view. Such concepts and ideas as family, homeland, work / service / profession, studying, friendship, human flaws and virtues, represented in the proverbs and paroemias, are being analyzed. The similarities and differences in semantic field of phraseological units and paroemias of different cultures’ speakers are found. A parallel attitude to the main categories as family, home and friendship among Russian and English speakers is shown up. During a comparative analysis, it is being observed that in definite cases similar meanings can be expressed by different lexis typical for the concrete nation. Studying of this topic promotes the dialogue of cultures.