scholarly journals The acquisition of sociolinguistic competence in French as a foreign language: an overview

2004 ◽  
Vol 14 (3) ◽  
pp. 301-319 ◽  
Author(s):  
JEAN-MARC DEWAELE
Keyword(s):  
Foreign Language ◽  
Situational Factors ◽  
Present Contribution ◽  
Sociolinguistic Competence

The present contribution presents an overview of studies in French as a second (L2) and/or foreign language that consider the effects of extralinguistic variables (mostly instructional, experiential and situational factors) on the development of sociolinguistic competence. It focuses specifically on variation between informal and formal variants in phonology, morphology, morpho-syntax and the lexicon.

scholarly journals Foreign language attrition

2012 ◽  
Vol 1 (1) ◽  
pp. 102-124 ◽  
Author(s):  
Monika S. Schmid ◽  
Teodora Mehotcheva
Keyword(s):  
Foreign Language ◽  
Theoretical Models ◽  
Foreign Languages ◽  
Language Attrition ◽  
Present Contribution ◽  
Future Directions ◽  
Second Languages ◽  
History Of Research ◽  
Recent Developments ◽  
History Of

The present contribution discusses recent developments and future directions in the attrition of instructed foreign languages, arguing for a distinction between this type of attrition and attrition involving second languages acquired implicitly in an immersion setting. An overview of the history of research in the field and the most prominent findings is provided, followed by a discussion of theoretical models and methodologically problematic issues. We conclude by outlining some future directions for the field.

scholarly journals A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

2020 ◽  
Vol 02 (12) ◽  
pp. 298-302
Author(s):  
Sarimsakova Dilafruz Muhamadjonovna ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Teachers ◽  
Sociolinguistic Competence ◽  
English Language Teachers

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

scholarly journals Unique Challenges Saudi EFL Learners Face

2019 ◽  
Vol 7 (4) ◽  
pp. p490
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Causal Factors ◽  
Learning To Read ◽  
Efl Learners ◽  
Sociolinguistic Competence ◽  
English Pronunciation ◽  
Learning English

Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.

scholarly journals The Psycholinguistic Study of Language Acquisition and Communicative Processes

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 34-40
Author(s):  
Rouzanna Arakelyan
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Natural Process ◽  
Situational Factors ◽  
Foreign Language Acquisition ◽  
Comprehensive Examination ◽  
Theoretical Generalization ◽  
Utmost Care ◽  
Communicative Processes

The article investigates the psycholinguistic characteristics of language acquisition and communicative processes. To this end, the natural process of speech articulation and the role of the creation of speech intention, situational factors of speech activity as well as different theories underlining the peculiarities of foreign language acquisition have undergone comprehensive examination in the first place. Neurolinguistic, linguistic and psycholinguistic approaches describing the process of language acquisition have been studied with utmost care and attention. The article highlights the necessity of entering the data of psycholinguistic investigations into the theoretical generalization of the questions discussed.

Notare e far notare la bellezza del testo: il punto di vista di alcuni glottodidatti arabi sul gusto letterario

2020 ◽  
Vol 15 (1-2) ◽  
pp. 143-162
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Arabic Language ◽  
Present Contribution ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Modern Language ◽  
Research Environments

Abstract The role of literary taste (taḏawwuq adabī) in the learning and teaching of Arabic as a Foreign Language is an aspect needing further investigation nowadays, especially in non-Arab research environments. In this sense, the present contribution explores the debates on literary taste put forth by some significant Arab scholars and educators, and the resulting theories on the role of the Arabic language teacher and teaching philosophies. It puts them in connection with contemporary orientations in the field of modern language teaching (i.e. peer tutoring, holistic techniques and autonomy in language learning) not avoiding reporting some unique features (e.g. representation, good pronunciation, etc.) that enrich the discourse on literary taste and its implications in the teaching practice.

THE MODELS OF COMMUNICATIVE COMPETENCE: DEVELOPING SOCIOLINGUISTIC COMPETENCE IN EFL TEACHING

2020 ◽  
Author(s):  
Dilafruz Sarimsakova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Sociolinguistic Competence ◽  
Efl Teaching

This article presents the models of communicative competenceand discusses developing of sociolinguistic competence of students in teachingEnglish as a Foreign Language (EFL).

scholarly journals Identifying Emotions and Thoughts Related to Speaking Anxiety: Laying the Groundwork for Designing CBT-based Support Materials for Anxious Learners

2020 ◽  
Vol 2 (1) ◽  
pp. 57-89
Author(s):  
Neil Curry ◽  
Kate Maher ◽  
Ward Peeters
Keyword(s):  
Foreign Language ◽  
Coping Strategies ◽  
English Language ◽  
Behavioural Therapy ◽  
Situational Factors ◽  
First Year ◽  
Support Materials ◽  
Japanese Higher Education ◽  
Cognitive Behavioural ◽  
Using Data

Students describing feelings of anxiety and a lack of confidence for speaking in a foreign language can be a common phenomenon in the context of Japanese higher education. We believe that cognitive-behavioural therapy (CBT) techniques can be used to help such learners overcome these feelings. A scenario-based questionnaire, adapted from Gkonou and Oxford’s MYE (2016), was designed in order to examine a number of speaking situations which were thought to induce anxiety, the emotions students associate with these situations and why they feel them, whether there are any situational factors influencing their perceptions, and what coping strategies they may or may not use. Using data collected from 85 first-year English-language majors, we found that ‘You want to say something in English in class, but you don’t’ was the most negatively rated scenario. This was reported as a frequent occurrence and was also a scenario where they lacked coping strategies to deal with their negative emotions. The data also show that there are notable, significant correlations between how frequently students experience any of the given scenarios and how they rate their emotions, with the more frequently a scenario is experienced, the more negatively it is evaluated. This data will be utilised to design CBT-based activities to reduce anxiety in the foreign language classroom.

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