Статті в журналах з теми "Foreign language causes of amorphization"
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1
Jajich Novogradec, Marina, and Ivana Chagalj. "Foreign language anxiety in the acquisition of Rusian as a foreign language." Journal of Psycholinguistic, no. 2 (June 30, 2021): 179–88. http://dx.doi.org/10.30982/2077-5911-2021-48-2-179-198.
Повний текст джерелаАнотація:
The aim of the paper is to measure and define the causes of foreign language anxiety in learning RFL, as one of the most important affective factors in foreign language teaching. The causes of difficulties in foreign language learning, as well as the development of language anxiety, can be different. The study examines the sample of 80 Croatian undergraduate students majoring in Russian language and literature at the Faculty of Humanities and Social Sciences of the University of Zagreb. In order to measure language anxiety, the questionnaire that included Foreign Language Classroom Anxiety Scale, developed by E. Horwitz et al. [1991] was used. The hypotheses were that the level of anxiety would decline at advanced levels of language learning; with the students who were learning another foreign language at the university; those who had learned Russian before entering the university; as well as those who had integrative and instrumental type of motivation in learning the language, and those who had visited Russian speaking country before.In the area of moderate level of anxiety, certain categories in which students showed high level of anxiety were allocated. The main causes of anxiety were communication apprehension and fear of negative evaluation. Future studies need to take into consideration foreign language anxiety in different contexts of foreign language learning and psycholinguistic perspective of the issue.
2
Kralova, Zdena, and Gabriela Petrova. "Causes and consequences of foreign language anxiety." XLinguae 10, no. 3 (June 2017): 110–22. http://dx.doi.org/10.18355/xl.2017.10.03.09.
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Kamenická, Jana, and Jana Harťanská. "Causes of Foreign Language Speaking Anxiety Through the Eyes of Non-Native Language Speakers." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 21, no. 1 (2022): 198–216. http://dx.doi.org/10.54937/ssf.2022.21.1.198-216.
Повний текст джерелаАнотація:
Despite the fact that the globalised world of the 21st century offers numerous possibilities to non-native speakers of a foreign language to use it every day, speaking is still considered as one of the most stressful and anxiety-provoking skills by foreign language learners. The main aim of this work is to offer a closer perspective on foreign language speaking anxiety and its causes among non-native language speakers. We offer a meta-analysis of 10 studies, which especially focus on factors that affect foreign language learners so that they feel anxious when speaking a foreign language.
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Thuy, Nguyen Ngoc. "Language Transfer and Errors Transfer in Teaching A Foreign Language." Advances in Social Sciences Research Journal 8, no. 3 (March 28, 2021): 319–28. http://dx.doi.org/10.14738/assrj.83.9899.
Повний текст джерелаАнотація:
Correcting students’ language errors is always importance during teaching because of its significance for analyzing those errors and trying to provide students and teachers with adequate techniques and strategies to avoid or at least minimize the number of errors committed while practicing the foreign languages. This article will focus mainly on different ways in which an interest in language learner has revealed different aspects of the language learning process and suggested different ways of treating errors in our teaching. The objectives of the paper are mainly to understand the origins of an interest in errors that learners made and the related development of the concept of interlanguage , to appreciate the significance of learner error and how it might affect our methodology and to realize some of the causes of errors including positive and negative transfer. Furthermore, the article will explain the concept of systematic variability in learner language in order to become aware of some of the causes and significances of variability.
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Андрюшкина, Юлия Сергеевна. "EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS." Вестник Тверского государственного университета. Серия: Филология, no. 2(69) (June 1, 2021): 204–10. http://dx.doi.org/10.26456/vtfilol/2021.2.204.
Повний текст джерелаАнотація:
В работе приведены результаты эксперимента по выявлению иноязыковой тревожности (шкала FLCAS) и ситуативной тревожности (вопросник Ч.Д. Спилбергера), а также их влияния на лексическую компетенцию обучающегося билингва. Полученные результаты позволили сделать вывод, что тревожное состояние приводит к снижению концентрации при выполнении задания, так как мысли о потенциальной неудаче и неуверенность в своих знаниях нарушают течение когнитивных процессов, необходимых для выполнения академической задачи. The paper presents the results of an experiment to identify foreign language anxiety (FLCAS scale) and state anxiety (C.D. Spielberger's questionnaire), and their impact on the lexical competence of a foreign language learner. The research results suggest that anxiety causes cognitive interference with performing specific tasks.
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Kic-Drgas, Joanna. "Do Foreign Language Learners Need Failures?" Coactivity: Philology, Educology 24, no. 1 (June 7, 2016): 15–22. http://dx.doi.org/10.3846/cpe.2016.288.
Повний текст джерелаАнотація:
A lack of motivation, incomprehensible content and a high workload are only some of the causes leading to students’ failures in the learning process. Dealing with failures seems to have become a new core competence in the current world, which is why the definition and implementation of an appropriate strategy is essential for prospective learning results. The focus of the contribution is on the meaning of failure and sources of potential student failures in the foreign language learning at the university level. The results presented in the paper base on the survey conducted with English language students at Koszalin University of Technology. Students were asked to identify the field causing learning failures. The described survey delivers information about the sources of failures from learner’s point of view, which can be an incentive to develop and implement strategies to cope with failures in the ESP class.
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Yantraprakorn, Phuttharaksa, Pornapit Darasawang, and Pamararat Wiriyakarun. "Self-efficacy and Online Language Learning: Causes of Failure." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1319. http://dx.doi.org/10.17507/jltr.0906.22.
Повний текст джерелаАнотація:
The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.
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Kondrashkina, P. "THE ESSENCE AND UNDERLYING CAUSES OF ERRORS IN FOREIGN LANGUAGE CLASS." National Association of Scientists 2, no. 72 (November 22, 2021): 27–29. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.72.483.
Повний текст джерелаАнотація:
Errors are an integral and natural part of learning a foreign language. However, they can sometimes be demotivating and lower one’s confidence, thus leading to decline in academic performance. At the same time, teachers are able to instil an optimistic attitude in their students by proper error correction.
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Sharipova, Feruza Negmatulloyevna. "The main difficulties in learning a foreign language." International Journal on Integrated Education 2, no. 6 (January 8, 2020): 237–39. http://dx.doi.org/10.31149/ijie.v2i6.254.
Повний текст джерелаАнотація:
This article discusses some of the difficulties in understanding foreign speech in listening. The perception and understanding of speech is a very complex mental activity and listening is by no means an easy type of speech activity. The acquisition of a foreign language and the development of speech skills is carried out mainly through listening. Therefore, listening should be developed better than other skills, but in fact, listening causes the greatest difficulties.
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Özdere, Mustafa. "Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 587–606. http://dx.doi.org/10.14527/pegegog.2015.032.
Повний текст джерелаАнотація:
Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.
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Anandari, Christina Lhaksmita. "INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY." TEFLIN Journal - A publication on the teaching and learning of English 26, no. 1 (September 9, 2015): 1. http://dx.doi.org/10.15639/teflinjournal.v26i1/1-16.
Повний текст джерелаАнотація:
This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.
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Motina, O. P., and A. S. Titlova. "DIFFICULTIES OF INTRODUCING PARONYMIC UNITS IN FOREIGN LANGUAGE TEACHING." Main problems of modern linguistics 12, no. 12 (2020): 68–71. http://dx.doi.org/10.21672/2075-535x-2020.02.29-068-071.
Повний текст джерелаАнотація:
The article reveals the difficulties concerning mixing cognate paronymic units in students studying a foreign language. The causes of the erroneous use of consonant words are considered and the examples of such false associations are given. Criteria of distinguishing between paronymy and related semasiological phenomena of homonymy, synonymy and antonymy are defined; this enables us to conclude the practicability of introducing paronyms semanticizing them through synonyms and antonyms.
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Петрова and A. Petrova. "German Language Teaching Problems in Village Schools." Primary Education 4, no. 6 (December 20, 2016): 7–10. http://dx.doi.org/10.12737/23149.
Повний текст джерелаАнотація:
The article considers on the example of village schools of Sarapul Region of the Udmurt Republic the problem of increased attention to the study
of the German language as the first and second foreign language. The general causes which impel to learn German are characterized, the ways
of motivation formation by students to choose German as the first foreign language, as well as conditions for its successful teaching at schools are
considered.
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Hou, Peng. "Spelling Errors in Thai Made by Chinese Students Learning Thai as a Foreign Language." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 358–74. http://dx.doi.org/10.1163/26659077-02203005.
Повний текст джерелаАнотація:
When learning a foreign language, it is important to learn how to spell accurately as it is crucial for communication. To spell Thai language accurately is challenging for both native and foreign learners of Thai. However, studies that address spelling errors made by foreign learners of Thai are rare. The purpose of this paper is to analyze patterns and causes behind spelling errors made by Chinese students learning Thai as a foreign language. Data was taken from thirty Chinese students who took part in a Thai language composition writing and dictation task. The results suggest that the main spelling problem for Chinese students is spelling Thai vowels (37.5%), followed by initial consonants (20.7%), final consonants (20.4%), unpronounced letters (18.0%), tone markers (2.2%), and others (1.2%). In terms of underlying causes of spelling errors, irregularities in Thai language and interference from Chinese phonology are the two main causes for their spelling errors. Moreover, carelessness, differences between the Chinese and Thai writing systems, and influence from Thai native speakers also account for some of the spelling errors produced among the Chinese students.
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Yang, Xihang. "Analysis of Pragmatic Failures and Strategies for Teaching Chinese as a Foreign Language." Journal of Contemporary Educational Research 6, no. 1 (January 20, 2022): 103–8. http://dx.doi.org/10.26689/jcer.v6i1.2933.
Повний текст джерелаАнотація:
Cross-cultural communication has become an essential course for international students. As foreign students have different cultural backgrounds and languages, pragmatic failures are inevitable for them when communicating in Chinese, thus resulting in unpleasant communication. In order to effectively reduce pragmatic failures, it is necessary to analyze the problems that arise in the process of teaching Chinese as a foreign language and determine the causes. This research is separated into three aspects. Firstly, with the support of the theory of pragmatics and by analyzing the life and learning of foreign students, it can be appreciated that the pragmatic failures of foreign students in using Chinese for communication are very much detailed in the teaching of Chinese as a foreign language [1]. Secondly, after arranging and analyzing these corpora, the reasons for the pragmatic failures of foreign students are determined. Finally, aiming at the causes of pragmatic failures, corresponding countermeasures and teaching suggestions are proposed. The conclusion drawn from this research is that pragmatic failures occur due to various factors, some of which are essential factors that cannot be changed. This requires effort from both Chinese language teachers and students in the teaching of Chinese as a foreign language to lessen the occurrence of pragmatic failures.
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Zheleznova, E. G. "ON ECOLOGY OF LANGUAGE AND ECOLOGICAL LINGUISTICS." Scientific bulletin of the Southern Institute of Management 1, no. 3 (September 30, 2016): 70–73. http://dx.doi.org/10.31775/2305-3100-2016-3-70-73.
Повний текст джерелаАнотація:
The article discusses the concepts of “ecology of language” and “ecological linguistics”, it gives definitions of these concepts, and also considers the causes of these concepts and provides an overview of the positions and approaches of domestic and foreign authors in relation to the above terms.
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Zhu, Zhiyi. "A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 47–59. http://dx.doi.org/10.26689/jcer.v5i8.2421.
Повний текст джерелаАнотація:
Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years. The Foreign Language (FL) listening problems gradually reveal when students attend to the Listening Course in universities or colleges. This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson’s three-model of language comprehension [9] as well as the factors affecting listening comprehension in Foreign Language in general, aiming at the illustration of the necessity on one of the bottom-up processes - the Spoken Word Recognition (SWR). The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed, providing a general background on English listening teaching in Chinese context. Three possible foreign language listening problems and their causes are proposed, followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.
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Riyanti, Dwi. "THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.
Повний текст джерелаАнотація:
Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.
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Akhmetova, A., J. Gamper, and L. Dalbergenova. "The problem of overcoming the language barrier when learning a foreign language in higher education institutions." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 104–14. http://dx.doi.org/10.31489/2020ped4/104-114.
Повний текст джерелаАнотація:
This article is devoted to the study of the problem of overcoming language barriers that prevent students from successfully mastering a foreign language. The concept of «language barrier», its linguistic and psychological aspects are considered, and various approaches to its definition are analyzed. The article describes the main factors that affect the formation of the language barrier. Special attention is paid to the psychological aspects of the language barrier associated with internal fears, self-doubt, fear of making a mistake, which is one of the main causes of the language barrier. The paper explores possible ways to overcome language barriers when learning a foreign language, using modern methods and techniques in the classroom that contribute to the de-velopment of cognitive interest, activation of mental activity. The author highlights a personality-oriented ap-proach aimed at developing creative abilities and self-expression. The personality-oriented approach is the defining direction of research of methods of teaching a foreign language in this work. As an effective way to overcome the language barrier in teaching a foreign language, we propose a method of scenic interpretation of literary texts, which contributes to the activation of cognitive activity and the development of communica-tion skills. An experiment aimed at testing this method in 2nd-year students of Kokshetau state University is described. Sh. Ualikhanov, specialty: «Foreign language: two foreign languages», level A1, A2. The paper presents the results of an experiment that proves the effectiveness of using the method of scenic interpretation of literary texts in the study of a foreign language.
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Dewaele, Jean-Marc, and Mateb Alfawzan. "Does the effect of enjoyment outweigh that of anxiety in foreign language performance?" Studies in Second Language Learning and Teaching 8, no. 1 (March 27, 2018): 21–45. http://dx.doi.org/10.14746/ssllt.2018.8.1.2.
Повний текст джерелаАнотація:
Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.
21
Uchiyama, Yoshinori, Hideko Mizuta, and Michinao Matsui. "What Causes This Foreign-language Pronunciation ? ─Foreign Accent Syndrome due to Subcortical Hemorrhage of The Left Superior Temporal Gyrus─." Higher Brain Function Research 40, no. 3 (September 30, 2020): 319–27. http://dx.doi.org/10.2496/hbfr.40.319.
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Alsaleem, Abdulrahman Akram. "Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia." International Journal of English Linguistics 10, no. 1 (December 28, 2019): 305. http://dx.doi.org/10.5539/ijel.v10n1p305.
Повний текст джерелаАнотація:
This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning.
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Alsalooli, Rahaf A., and Mazeegha A. Al-Tale. "Saudi EFL Learners’ FLA: Levels, Causes, Gender, and Impact on Academic Performance." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 145–55. http://dx.doi.org/10.17507/jltr.1301.17.
Повний текст джерелаАнотація:
As a common psycholinguistic barrier that hinders EFL learning, Foreign Language Anxiety (FLA) has become an important study area in EFL learning and teaching. This study investigated the level and causes of FLA among 69 first-year EFL learners at Bisha University in Saudi Arabia. The influence of gender on the level of FLA was also examined. Moreover, the study examined the impact of FLA on the participants' language achievement. The researchers utilized a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS). The Statistical Package for the Social Sciences (SPSS) and Microsoft Excel were used to analyse the data. The results showed that most learners typically had a moderate level of FLA caused by communication apprehension and fears related to negative feedback and language tests. The results also revealed that gender does not affect the level of FLA. In addition, the results indicated that high levels of FLA among learners had a significant impact on their performance. Based on these findings, this study provided recommendations for teachers to mitigate the causes of FLA.
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MUZYCHENKO, A., and E. SKURKO. "PECULARITIES OF TEACHING POSTGRADUATE STUDENTS OF HIGHER SCHOOLS OF EMERCOM OF RUSSIA PROFESSIONALLY-ORIENTED VOCABULARY." CULTURE AND SAFETY 4 (April 2021): 53–57. http://dx.doi.org/10.25257/kb.2021.4.53-57.
Повний текст джерелаАнотація:
The article is dedicated to the issues of translating general scientific and terminological vocabulary in authentic texts in a foreign language at the advanced stage of teaching a foreign language at the higher schools of EMERCOM, namely in postgraduate studies, revealing the causes of errors when translating texts, as well as the methods and techniques that contribute to their elimination.
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Rosenhouse, Judith. "Native Speakers Pronunciation of Foreign Names." Babel. Revue internationale de la traduction / International Journal of Translation 46, no. 3 (December 31, 2000): 245–59. http://dx.doi.org/10.1075/babel.46.3.05ros.
Повний текст джерелаАнотація:
Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.
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Samnidze, Nino, Medea Diasamidze, Tatia Nakashidze-Makharadze, Marine Gurgenidze, and Nana Makaradze. "Foreign language learning anxiety in adults and their coping strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 1 (July 2, 2020): 117–25. http://dx.doi.org/10.18844/prosoc.v7i1.4873.
Повний текст джерелаАнотація:
It is widely known that language proficiency has become essential in today's competitive world, but learning a foreign language in adulthood causes anxiety. The purpose of this work is to study the approaches and methodology applied when teaching adults, to determine a foreign language learning anxiety and to select effective teaching strategies. Research methods, such as observation, questionnaire survey, interview, focus group, experiment and analysis, were used in this study. The experimental results included the methodology of forming a group of learners, selection of teaching and assessment methods, and differentiated approaches in teaching. Consequently, the level of anxiety significantly decreased and learning outcomes were improved. Speaking skills were enhanced considerably. Although foreign language teaching centres/courses apply different teaching methodologies, they do not consider the age and individual characteristics when grouping students or selecting teaching methods that have a great effect on both the quality of learning and the learners' emotional state.
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Shutova, Marina Nikolaevna, Sergey Sergeevich Khromov, and Tatyana Vyacheslavovna Nesterova. "Teaching Russian Interrogative Intonation to Foreign Students." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 45–50. http://dx.doi.org/10.34069/ai/2020.29.05.6.
Повний текст джерелаАнотація:
The article deals with teaching Russian intonation of interrogative sentences to foreign students. Mastering this complex aspect of the Russian language causes great difficulties, and Russian intonation is not studied at the origin countries of foreign students. That is why we propose to study interrogative intonation based on variable rows developed by E.A. Bryzgunova. The rows enable students to improve the intonation structure of interrogative sentences, as well as their communication skills.
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Fernández Bueno, Aída. "Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages." Cuadernos Iberoamericanos, no. 2 (June 28, 2017): 63–67. http://dx.doi.org/10.46272/2409-3416-2017-2-63-67.
Повний текст джерелаАнотація:
Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.
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Zaiets, Anna Viktorovna. "AUDIOVISUAL MEANS IN THE PROCESS OF TEACHING RUSSIAN LANGUAGE AS FOREIGN LANGUAGE." Problems of General and Slavic Linguistics, no. 3 (July 1, 2019): 24–30. http://dx.doi.org/10.15421/251904.
Повний текст джерелаАнотація:
The purpose of the research is elucidation of audiovisual media in the process of teaching Russian language as a foreign language. The task of the work is to study the existing types of audiovisual means of training; analysis of the possibilities of using audiovisual means as a modern type of training. The object of the research is audiovisual media, through which while learning of the Russian language as a foreign language appropriate mastering of the material is carried out. Descriptive method and method of analysis of intelligence information are used. As a result of the research, the main methodological aspects of work with audiovisual means of education on Russian as foreign language lessons were highlighted. Conclusions: 1. The key stages of the work are chosen according to the scheme «task – viewing a film – task». 2. The task before watching a movie involves analyzing information about the movie. 3. The tasks after watching a movie include exercises on understanding of the content, as well as the consolidation and introduction of the new vocabulary in the broadcast. 4. The broadcast of feature films has both an emotional effect, and serves as an impetus for activating an additional stimulus in the next educational, practical, and creative activity. The analysis made it possible for us to determine that the film's review must include the appropriate purpose, everyday situations, clear dialogues, in which repetitive words and phrases that occur on the film repeatedly help to better remember the new vocabulary and as a result – the development of speech activity students The ability to compare read and seen causes excessive interest of students and activates them into cognitive activity. The feature film is not a universal admission, but it has certain prerogatives: it provides work of educational value, which helps in the process of intensive language proficiency; suppresses the psychological potential of the student (development of attention, memory, thinking); promotes the interconnection of various types of speech activity; takes into account peculiarities of language usage in various stylistic aspects, etc.
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Uzun, Yasemin. "Anxiety Levels of Students About Speaking Their Mother Tongue and a Foreign Language—A Case From Bosnia-Herzegovina." Journal of Educational Issues 6, no. 1 (March 4, 2020): 43. http://dx.doi.org/10.5296/jei.v6i1.16222.
Повний текст джерелаАнотація:
This research aimed to determine the anxiety levels of students towards Bosnian, their native language, and Turkish, which is a foreign language. With this aim, two separate scales were used in the study to determine speech anxiety levels. The sample of the study is comprised of 49 female students. It is a qualitative research, and the data gathered in this study were evaluated on SPSS 21.0 software package. The findings indicated that the levels of anxiety of students comprising the sample group toward mother tongue were moderate, and their out-of-class speech anxiety level, one of the levels of anxiety toward foreign language, was higher than the mean. There was no significant difference between the levels of anxiety toward mother tongue and the levels of anxiety toward foreign language of the students comprising the sample group. In line with the findings obtained from the application, interviews were conducted with the students on the causes of anxiety. The causes of anxiety students referred to include getting excited, being embarrassed, being badly criticized, fearing that their knowledge is inadequate.
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Sorokoumova, Galina V., Olga V. Shurygina, Tatyana E. Egorova, Irina V. Burova, and Yulia Y. Pospelova. "The use of gaming technologies in foreign language classes as a way to prevent and correct language anxiety." SHS Web of Conferences 117 (2021): 03002. http://dx.doi.org/10.1051/shsconf/202111703002.
Повний текст джерелаАнотація:
The paper looks into the problem of finding methods and educational technologies that reveal the creative potential of students, ensure their involvement in the educational process, and ensure the prevention and correction of psychological problems the students might have. The authors review the value of gaming technologies, the peculiarities of their use in teaching foreign languages, especially in connection with the emergence of language anxiety of students, and analyze the types of language anxiety and the role of gaming technologies in the prevention and correction of language anxiety of students. The paper focuses on the causes of language anxiety in teenage students. The study aimed to look into the influence of game forms of education on the reduction of language anxiety of school students learning foreign languages. To achieve the goal and confirm the hypothesis put forward, the authors used the method of measuring language anxiety during the study of a foreign language by Horwitz (Foreign Language Classroom Anxiety Scale). At the formative stage, a set of games was developed, which was used in German lessons with students of the experimental group for one month. Further, the paper analyzes the results of the study of the influence of game forms of learning on the reduction of language anxiety in the study of foreign languages. The paper has not only theoretical significance in terms of considering language anxiety, but also practical significance and novelty because the results of the study showed the high efficiency of gaming technologies and confirmed the fundamental possibility of prevention and psychocorrection of language anxiety with their help.
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Янченко and Vladislav Yanchenko. "The interferential mistakes as problem of communication and possible ways to solve them in teaching Russian language as." Modern Communication Studies 2, no. 2 (April 15, 2013): 51–54. http://dx.doi.org/10.12737/372.
Повний текст джерелаАнотація:
The article describes the concept of interference and its manifestation in communication practice as well as the role of the phenomenon in teaching foreign students. The author analyses the causes and types of interference errors and offers exercises aimed at preventing such mistakes. The author further stresses the need of a large number of communicative exercises that help foreign students to achieve mastery in Russian.
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Behrens, Bergljot, Cathrine Fabricius-Hansen, and Anneliese Pitz. "Processing possessives in French as a foreign language: Design of an experiment." Oslo Studies in Language 12, no. 2 (July 15, 2021): 5–23. http://dx.doi.org/10.5617/osla.8954.
Повний текст джерелаАнотація:
The paradigm of possessive determiners differs in systematic ways across languages and causes cognitive resolution problems in the interpretation of a foreign language. Based on previous investigations into cross-linguistic influences (CLI) in learners’ interpretation of possessive determiners, this article presents the design of an experiment for testing English, German and Norwegian adult learners of French. We specify two kinds of processing problems: a direction problem (orientation towards possessor vs. possessee) and a problem of lexical parasites (‘false friends’). The experiment is directed at learners’ spontaneous interpretation of the singular possessives "son", "sa" and "ses", on account of a partly false friendship with the possessive determiners in these learners’ first languages.
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Tushyeh, Dr Hanna Y. "Linguistic Problems Facing Arab Learners of English." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 109–17. http://dx.doi.org/10.1075/itl.111-112.05tus.
Повний текст джерелаАнотація:
Abstract This paper briefly discusses the importance of error analysis, types of errors, and the major causes of errors in second or foreign language learning. The major portion of this paper is devoted to the linguistic problems faced by Arab learners of English as a foreign language. The paper then briefly deals with the linguistic interference from Arabic in the learning of English in the areas of spelling and pronunciation, vocabulary, and some selected syntactic features. The paper concludes by offering some pedagogical implications about error analysis.
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Wardhani, Anindyastuti. "Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class." JSSH (Jurnal Sains Sosial dan Humaniora) 3, no. 1 (August 13, 2019): 1. http://dx.doi.org/10.30595/jssh.v3i1.3843.
Повний текст джерелаАнотація:
Foreign Language Anxiety (FLA) is a common situation happens in EFL classroom. This phenomenon usually causes the students’ anxiety while they are learning English. The previous study proved that language learners performed significantly better on oral foreign language if they were in less anxious situations. Students’ unwillingness for participating speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The objective of this research is to explore whether there is foreign language anxiety problem among Indonesian undergraduates in speaking class. The researchers collected and processed the data using Photovoice. The participants of this research were 14 undergraduate students in the 5th semester. The findings indicated that the students have anxiety during performing speaking activity in classroom. As the implication, teachers can facilitate the students by creating a conducive, comfortable, and non-threatening class to help alleviating the students' foreign language anxiety.
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Busse, Vera, and Catherine Walter. "Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes." Modern Language Journal 97, no. 2 (May 24, 2013): 435–56. http://dx.doi.org/10.1111/j.1540-4781.2013.12004.x.
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Liu, Meihua, and Bin Wu. "Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers." SAGE Open 11, no. 2 (April 2021): 215824402110165. http://dx.doi.org/10.1177/21582440211016556.
Повний текст джерелаАнотація:
This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.
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Bensalem, Elias. "Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?" Vigo International Journal of Applied Linguistics, no. 18 (January 18, 2021): 9–34. http://dx.doi.org/10.35869/vial.v0i18.3363.
Повний текст джерелаАнотація:
The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.
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Martínez-Gómez, Aída. "Language rights and interpreting services in Spanish prisons." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 6 (December 31, 2017): 813–34. http://dx.doi.org/10.1075/babel.00015.mar.
Повний текст джерелаАнотація:
Abstract Criminal justice systems throughout the world are becoming increasingly aware of the challenges posed by language barriers. However, that awareness is still limited to the realm of court proceedings, whereas legislation aiming to protect language rights of foreign prisoners is scarce and vague. In the particular case of Spain, only a few provisions in the Prison Rules envisage the notion of language assistance, making it explicit that such support is to be provided by other prisoners or staff. This paper aims to analyze the implications of an underdeveloped language policy in the realm of Spanish penitentiary institutions, focusing on how the specific measures stemming from that policy affect the rights of imprisoned foreign nationals. Against the backdrop of the limited legislative coverage of language issues, communication strategies seem to be based on the linguistic assimilation of foreign language-speaking inmates, either to communicate directly with staff or to serve as interpreters for newly arrived fellow inmates. Causes and consequences of these strategies are discussed in this paper, including an analysis of the quality of the interpretations that nonprofessional prisoner-interpreters are able to provide.
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Safitri, Anindia, Vethy Octaviani, and Fera Indasari. "CROSS-CULTURAL COMMUNICATION OF FOREIGN TOURISTS WITH LOCAL RESIDENTS." SENGKUNI Journal (Social Science and Humanities Studies) 1, no. 1 (April 23, 2020): 60–72. http://dx.doi.org/10.37638/sengkuni.1.1.60-72.
Повний текст джерелаАнотація:
The purpose of this study is to find out cross-cultural communication of foreign tourists with local residents. This research uses an interpretive approach with descriptive qualitative methods, with techniques for collecting data through observation, interviews, documentation, and library research. From the results of the research and data analysis, it is known that Cross-Cultural communication has seven elements, including communicators, communicants, messages, media, effects/feedback, atmosphere and disturbances. The communication process between foreign tourists and local residents has not gone well because their communication process is hampered by their own language and also non-verbal errors that both local residents and tourists alike do not understand, that is what inhibits the communication process and causes communication ineffectiveness, therefore it still often causes misunderstandings between the two parties.
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Cherni, Thameur, and Badreddine Cherni. "EFL FUTURE ENGINEERS’ LANGUAGE ANXIETY: FINAL PROJECT PRESENTATIONS AND ORAL EXAMINATIONS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 12, 2022): 232–52. http://dx.doi.org/10.20319/pijtel.2022.61.232252.
Повний текст джерелаАнотація:
For many years, undergraduate students’ foreign language anxiety (FLA) has been investigated. These students have experienced different levels of FLA due to several variables leading them to feel anxious during final summative examinations. In this context, several EFL future engineers show anxiety when performing classroom final project presentations and oral examinations at ESPRIT, School of Engineering, Tunisia. Despite the significance of FLA for research and researching, few studies missed the correlation between anxiety and final oral assessments in Tunisian academic settings. Thus, the researchers in this study were interested in reviewing the factors and causes of anxiety as experienced by EFL students so that the right strategies can be implemented. This study collected data from 129 participants of both electromechanical and civil engineering second-year students through an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, et al. (1986). The results show eight factors and six causes impeding undergraduate students from speaking their minds orally. It follows some implications for language teaching are offered to reduce EFL Future Engineers’ English Language Anxiety while performing Final Project Presentations and Oral Examinations.
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Ziyoda, Pulatova. "IMPROVING THE EFFECTIVENESS OF TEACHING STUDENTS A FOREIGN LANGUAGE BASED ON A COMMUNICATIVE METHODOLOGY." International Journal of Advanced Research 9, no. 12 (December 31, 2021): 396–402. http://dx.doi.org/10.21474/ijar01/13922.
Повний текст джерелаАнотація:
In the context of globalization and integration in the country into the international community, the modernization of foreign language teaching in domestic higher education is taking place. The development of international contacts in the country causes a need for specialists of various profiles who are well-versed in foreign languages, but their training does not always give the desired results. Practice has shown that the grammatical translation method used in the last few decades to teach a foreign language to specialists of various profiles, in which the emphasis is on learning rules and translating texts, rather than on communication, has not fully justified itself. Having generally good grammar knowledge, and skills in the field of translation, graduates of non-linguistic universities have difficulties in communication with foreigners in the course of professional activities, and the question about the level of knowledge of foreign language professionals are increasingly responsible read and translate with a dictionary, which actually means no possession and failure to carry out practical communication in a foreign language.
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Anggreani, Lydia, and Agustian Agustian. "A Brief Analysis of the Acrostic in Chinese Language in Teaching Chinese as a Foreign Language." Lingua Cultura 8, no. 1 (May 31, 2014): 48. http://dx.doi.org/10.21512/lc.v8i1.442.
Повний текст джерелаАнотація:
Acrostic is a special phenomenon of the modern Chinese language. It is a combination of lexical and syntactical that across “vocabulary” and “grammar” categories. The morphemes can be combined and can also be separated by various form changes depending on its development. Acrostic is always been a crucial part in teaching Chinese language to foreigners and less developed than other parts of the teaching. This study used quantitative method to analyze the problems associated with the acrostic in teaching Chinese to foreigners. Source of the data was learners’ exercise and assignment. The discussion in this article was viewed from the perspective of the outside-oriented teaching, grouped into 3 main sections. The first was in terms of the usability characteristics to the acrostic developments in the acrostic grammar study. The second, based on the results of the questionnaire regarding the use of acrostic, research analyzed students’ main mistakes and their causes. The third was to observe the condition of teaching acrostic. This research is expected to help teachers and learners of Mandarin understand and overcome the difficulties in learning acrostic.
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Xuhaoran, Bai. "REASONS FOR MISTAKES IN FOREIGN SPEECH PERCEPTION: BASED ON RUSSIAN AND CHINESE." Theoretical and Applied Linguistics, no. 4 (2019): 26–32. http://dx.doi.org/10.22250/2410-7190_2019_5_4_26_32.
Повний текст джерелаАнотація:
Fluencyin a foreignlanguagepresupposesadvancementinvariousskills. When learning a foreign language, listening is one of the most difficult types of language practices for non-native speakers. The results of the present research based on the survey of 52 Chinese and 50 Russian L2 learners, aged 18-28 (Bachelor, Master and PhD levels) in Chelyabinsk support this viewpoint. The current paper analyzes the causes of mistakes in listening comprehension made by Chinese learners of Russian and Russian learners of Chinese. The causes can be of psychological nature (anxiety and the lack of motivation), of linguistic nature reflected on the phonetic (number of sounds, syllable tone vs lexical stress, connected speech processes), lexicographic, lexical-grammatical (the lack of vocabulary, differences of grammatical categories and syntactic sentence patterns) levels, as well as the lack of knowledge regarding cultural realities. These mistakes are a naturally expected as a result of the negative interference of the mother tongue.
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Gan, Xiaoli. "On the Causes and Countermeasures of Chinese Learners’ English Reading Anxiety." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 1034–38. http://dx.doi.org/10.17507/jltr.1206.19.
Повний текст джерелаАнотація:
Based on Humanistic Psychology and Krashen’s Affective Filtering Hypothesis, this study explores the effects on English reading anxiety among Chinese students, and corresponding countermeasures are put forward to it. English reading anxiety, one of the emotional factors that have a great effect on foreign language learning, mainly refers to the feeling of not being able to achieve desired goal or overcome a mental obstacle. The results indicate that Chinese English learners suffer English reading anxiety in text comprehension, and the psychological, cultural and text factors are the main causes leading to it. Based upon the findings, its advisable to lower the learners’ affective filter and promote their self-confidence as well as cultivate their cross-cultural awareness in future English reading teaching.
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Laufer, Batia, and Stig Eliasson. "What Causes Avoidance in L2 Learning." Studies in Second Language Acquisition 15, no. 1 (March 1993): 35–48. http://dx.doi.org/10.1017/s0272263100011657.
Повний текст джерелаАнотація:
Among the structural and lexical factors claimed to account for avoidance in second language learning are (a) cross-linguistic difference, (b) cross-linguistic similarity, and (c) intrinsic complexity of the second language features avoided. This paper examines patterns of avoidance and preference for phrasal verbs or equivalent single-word verbs among Swedish learners of English. We assumed that if the subjects avoided English phrasal verbs, particularly the figurative ones, even though phrasal verbs exist in Swedish, this would indicate that inherent semantic difficulty of second language forms was the main factor contributing to the avoidance behavior. If, on the other hand, the learners did not show any preference for one-word verb forms in English, or indeed favored the phrasal forms, this would support the assumption that avoidance or nonavoidance depends largely on differences or similarities between the native and the foreign language.A multiple-choice test and a translation test were given to two groups of advanced Swedish-speaking learners of English. Each test consisted of 20 sentences, allowing for the choice of either a phrasal or a synonymous single-word verb. The test answers showed that the Swedish learners avoided neither phrasal verbs in general nor the figurative ones in particular, regardless of whether the verbs were similar to, or different from, their Swedish translation equivalents. Furthermore, the results were compared to the avoidance patterns of a group of advanced Hebrew-speaking learners of English. From the comparison it emerged that the Swedish learners usedsignificantly more phrasal verbs than the Israelis, notably figurative ones. These results suggest that the avoidance is determined more by a systemic incongruence between the first language (L1) and the second language (L2) than by the inherent difficulty of L2 forms.
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Pasaribu, Truly Almendo, and Monica Ella Harendita. "ENGLISH LANGUAGE ANXIETY OF PRE-SERVICE TEACHERS: CAUSES AND COPING STRATEGIES." LLT Journal: A Journal on Language and Language Teaching 21, no. 2 (October 21, 2018): 134–47. http://dx.doi.org/10.24071/llt.v21i2.1261.
Повний текст джерелаАнотація:
Teaching practice gives students opportunities to learn from their teaching experience in real schools. However, some may experience anxiety because they lack teaching experience. This feeling can pose potential problems to their learning and teaching process. Although anxiety is not considered a new issue, there has been little information as to how Indonesian pre-service teachers experience and overcome anxiety in teaching English as a foreign language. The research aimed at addressing two questions: 1) what are the possible causes of Indonesian pre-service teachers anxiety in teaching English? And 2) how do Indonesian pre-service teachers manage anxiety when teaching English? This research employed both quantitative and qualitative methods. The data were collected from questionnaires and focus group discussion. The results show that several factors contributing to pre-service teachers anxiety, namely: confidence, English skills, preparation, lesson delivery, students profiles, evaluation and classroom management. In tackling the problems, the participants applied personal, professional, social, and institutional coping strategies. Recognizing the causes of anxiety and strategies to face it can be one step forward to reduce teaching anxiety.DOI:doi.org/10.24071/llt.2018.210202
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Jugo, Rhodora R. "Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education Learners." Education Research International 2020 (June 29, 2020): 1–8. http://dx.doi.org/10.1155/2020/7049837.
Повний текст джерелаАнотація:
This study has focused on determining the level, sources, and causes of foreign language anxiety of students taking up teacher education courses in the Philippines and how language anxiety affects the English proficiency of the respondents and their language learning. A total of 242 learners from a Philippine-based learning institution answered an English proficiency exam (EPE) and a questionnaire comprising two parts: a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of anxiety and effects on language learning. Means, standard deviation, frequency, and percentage were calculated and used to characterize language anxiety level, sources, and causes. Correlation and regression analyses of the language anxiety variables and English proficiency of the respondents were then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.
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قــيس إبـراهــيم, غــيداء. "Análisis de Errores Semánticos por la Interferencia de la LM y LE1 en la Producción Escrita de los Aprendices Iraquíes de ELE." Al-Adab Journal 1, no. 121 (December 13, 2018): 37–56. http://dx.doi.org/10.31973/aj.v1i121.268.
Повний текст джерелаАнотація:
The Interference and Transition Errors in the Fild of Semantic
Resulting from First and Second Language in The Writing Production of Iraqi Apprentices when Teaching Spanish as a Foreign Language
The acquisition of a foreign language for students can not be crossed only with the help of a. Here, the student begins to strengthen his tools of the rules and vocabulary (semantic, cultural), stages enhances the linguistic and communicative abilities, and the role of a professor in the field of foreign language learning is to help the student to overcome the difficult stages and prevent the commission of linguistic errors, for example, the negative interference of the mother language or any second language , the learner acquired during the various stages of study.
To overcome such mistakes so we must - the task of the professor- identify strategies used by the student while speaking, writing when learning a foreign language with the knowledge of its causes, and so we can find ways to identify them with the correct teaching aids. Recently, it appeared the subject aroused the interest of many researchers in the field of foreign language learning, and that is the subject of "Analysis Errors", this new interest fields transforming the concept of error of old and traditional concept and put it in the new evaluation, as it is currently considered one of the essential tools in modern teaching methods when teaching a foreign language.
So we all know that any foreign language education methods, in all stages, full of challenges and obstacles to the professor and to the student too. So this investigation is the my summary of continued and direct remarks with the Iraqi learner the Faculty of Languages in Baghda. It was highlighted in our research on the extraction of the following:
The negative interference and transition errors in the semantic field, committed by the iraqi university student when he learned Spanish as a foreign language. And what causes it? And how to avoid them in the future?
The study cited many examples extracted from three different stages of learning (intermediate and advanced) from the texts of Iraqi students in the Department of Spanish language / Faculty of Languages in Baghdad for two academic years, the interest of which is to know what the wrong strategies practiced by the learner in written tests - in the advanced stages of learning Spanish language - and identify the most important errors and concluded the results of research and recommendations that will contribute to the provision of the problems of the study solutions.
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Bajorek, Kinga, and Sławomir Gawroński. "The Use of the Educational Function of Media in Foreign Language Teaching." Social Communication 4, no. 1 (June 1, 2018): 48–57. http://dx.doi.org/10.2478/sc-2018-0006.
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Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.