Developing multiliteracy skills and pragmatic communication awareness of university students learning a foreign language (English) for specific purposes

2021 ◽  
Vol 42 ◽  
pp. 100956
Author(s):  
Anastasia Atabekova ◽  
Larisa Lutskovskaia ◽  
Rimma Gorbatenko
Keyword(s):  
Foreign Language ◽  
University Students ◽  
English For Specific Purposes ◽  
Pragmatic Communication

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Singular they in English as a foreign language

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Charlotte Stormbom
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Teaching ◽  
Third Person ◽  
And Gender ◽  
L1 English

AbstractA much-debated issue in English is the use of “epicene pronouns”, i.e. third-person singular pronouns of indeterminate gender. Previous studies have shown that singular they is the most common epicene in L1 English, but this pronoun has not received much attention in studies of L2 use. The present study extends previous research by examining variation between L2 groups in the distribution of epicene pronouns, focussing particularly on the use of singular they and how it is affected by three features of the antecedent: definiteness, notional number, and gender expectancy. The data originate in an elicitation experiment, which was completed by 338 university students of English from eight L1 backgrounds. The results show that singular they was most frequently used with notionally plural antecedents, whereas it was least common with gender-stereotyped antecedents. The study also disclosed variation between learners: In some L1 groups, they was used frequently with all types of antecedents, suggesting that these learners perceive singular they as a singular pronoun in its own right. In other groups, singular they appeared to function mostly as a modification of the plural they, as the pronoun was only frequent with notionally plural antecedents. The findings have important implications for language teaching.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

scholarly journals Civic Education of the Technical University Students in Foreign Language Classes

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Roza A. Valeeva ◽  
Natalya E. Koroleva ◽  
Farida K. Sakhapova
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Civic Education ◽  
Language Classes ◽  
Technical University

scholarly journals Developing Students’ Cognition Culture for Successful Foreign Language Learning

2018 ◽  
Vol 50 ◽  
pp. 01128
Author(s):  
Lyubov Pavlova ◽  
Yuliana Vtorushina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Culture Conditions ◽  
Social Adaptation ◽  
Teaching Techniques ◽  
Cognitive Component ◽  
Effective Development ◽  
The University

This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

Sign in / Sign up

Export Citation Format

Share Document