Willingness to Communicate (WTC) of a Foreign Language Learner—Empirical Study

2017 ◽  
pp. 59-127
Author(s):  
Dagmara Gałajda
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Foreign Language Learner

Motivation and the Young Foreign-Language Learner

ELT Journal ◽  
1977 ◽  
Vol XXXI (2) ◽  
pp. 103-111 ◽  
Author(s):  
NAYEF KHARMA
Keyword(s):  
Foreign Language ◽  
Language Learner ◽  
Foreign Language Learner

Appropriateness and the Foreign-Language Learner

ELT Journal ◽  
1980 ◽  
Vol 34 (2) ◽  
pp. 90-93 ◽  
Author(s):  
R. E. Gannon
Keyword(s):  
Foreign Language ◽  
Language Learner ◽  
Foreign Language Learner

scholarly journals Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

2014 ◽  
Vol VIII (2) ◽  
pp. 28-43
Author(s):  
Carola Surkamp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Positive Effects ◽  
Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

scholarly journals Dynamic Assessment of a Schizophrenic Foreign Language Learner

2017 ◽  
Vol 15 (4) ◽  
pp. 341-350
Author(s):  
Saman Ebadi ◽  
Zahra Naderifarjad ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Dynamic Assessment ◽  
Language Learner ◽  
Foreign Language Learner

scholarly journals EMPIRICAL STUDY OF THE INFLUENCE OF FOREIGN LANGUAGE ANXIETY ON THE LEXICAL COMPETENCE OF FOREIGN LANGUAGE LEARNERS

2021 ◽  
pp. 204-210
Author(s):  
Юлия Сергеевна Андрюшкина
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Learners ◽  
State Anxiety ◽  
Language Learner ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Cognitive Interference ◽  
Foreign Language Learners ◽  
Lexical Competence

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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