Naming in the Native Language Predicts Foreign Language Proficiency

2008 ◽  
Author(s):  
Katy Borodkin ◽  
Miriam Faust
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Native Language ◽  
Foreign Language Proficiency

Native language predictors of foreign language proficiency and foreign language aptitude

2006 ◽  
Vol 56 (1) ◽  
pp. 129-160 ◽  
Author(s):  
Richard L. Sparks ◽  
Jon Patton ◽  
Leonore Ganschow ◽  
Nancy Humbach ◽  
James Javorsky
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Native Language ◽  
Language Aptitude ◽  
Foreign Language Proficiency ◽  
Foreign Language Aptitude

scholarly journals DEVELOPING COLLOCATIONAL AND PHONOLOGICAL COMPETENCES OF EMERGING TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE THROUGH COGNITIVE APPROACH TO PROCESSING MULTI-WORD UNITS

2015 ◽  
Vol 1 ◽  
pp. 42
Author(s):  
Irisa Berga
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Language Proficiency ◽  
Native Language ◽  
Instructional Approach ◽  
Cognitive Approach ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Analytic Processing ◽  
Informal Settings

<p>This paper addresses unresolved issues in the acquisition, processing and use of multi-word units which account for the learner’s idiomatic, natural language. The aim of the study is to argue for an analytic instructional approach to developing the trainee teacher’s collocational and phonological competences through the medium of the native language employing a set of didactic and linguistic techniques like etymological, phonological, structural, lexical and semantic dissection of multi-word units. Research results imply that analytic processing of multi-word units relate moderately to the enhancement of the learner’s collocational and phonological competences though relations between formal instruction and the language proficiency level may be partly obscured by the probable exposure of the learner to multi-word units in informal settings.<strong></strong></p>

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