The curiosity-evoking capacity of foreign languages in advertising

2015 ◽  
Vol 4 (1) ◽  
pp. 59-66 ◽  
Author(s):  
Jos Hornikx ◽  
Ellen Mulder
Keyword(s):  
Foreign Language ◽  
Empirical Research ◽  
Product Evaluation ◽  
Research Note ◽  
Foreign Languages ◽  
The Impact ◽  
Commercial Messages

In commercial messages, such as advertisements, foreign languages are sometimes displayed. Regardless of whether readers understand the foreign language utterance, researchers have claimed that such foreign language display evokes curiosity to read the ad, and improves ad and product evaluation. Whereas empirical research has established the impact of foreign language display on evaluation, no studies have been conducted on its curiosity-evoking capacity. In this research note, the importance of this capacity is highlighted, and a first study is presented that tested this capacity. The results did not find support for the curiosity-evoking capacity of foreign language display.

scholarly journals Emergency remote teaching of French as a foreign language: Course adequacy to the INEE standards

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 110-130
Author(s):  
Rana Hasan Kandeel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Foreign Languages ◽  
Specific Context ◽  
Study Results ◽  
New Learning ◽  
Education In Emergencies ◽  
Oral Skills ◽  
The Impact

The objective of this paper is to explore the adequacy of French as a foreign language (FFL), with specific context to teaching and learning of the beginners' course for the International Network for Education in Emergencies (INEE) standards. Specifically, in terms of the impact of coronavirus pandemic on teaching foreign languages. The paper utilized qualitative methodology with the two mediums of direct observation and the open questionnaire. According to the study results, adaptive changes were seen in the curriculum, and these were in accordance with the INEE standards for education in emergencies. For example, revision in the contents, planning and methodologies. More specifically, while the Blackboard platform saw an increase in the new learning materials and written communicative activities in the forum; there was a clear reduction in the oral skills and language practice. Also, in comparison the use of traditional methodology was seen to be higher than the communicative method.

scholarly journals Zum Einfluss affektiver Faktoren auf den frühen Fremdsprachenerwerb im Elementarbereich durch den narrativen Ansatz

2018 ◽  
Vol 45 (1) ◽  
pp. 51-68
Author(s):  
Mariusz Jakosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Internal Motivation ◽  
Traditional Teaching Methods ◽  
Language Courses ◽  
The University ◽  
The Impact

The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.

scholarly journals Am I truly monolingual? The importance of understanding linguistic experiences in monolinguals

2021 ◽  
Author(s):  
Sofía Castro ◽  
Zofia Wodniecka ◽  
Kalinka Timmer
Keyword(s):  
Foreign Language ◽  
Cognitive Functioning ◽  
Language Processing ◽  
Online Survey ◽  
Foreign Languages ◽  
Language Experience ◽  
The United Kingdom ◽  
English Speaking ◽  
The Uk ◽  
The Impact

Monolingualism has typically been understood as a homogeneous phenomenon. The linguistic experiences of monolinguals are usually overlooked when analysing the impact of foreign language experiences on language processing and cognitive functioning. In this study, we analyse the linguistic experiences of 962 English-speaking individuals from the United Kingdom (UK) who identified as monolinguals. Through an online survey, we found that more than 80% of these monolinguals had in fact learned at least one foreign language, dialect, or type of jargon. More than half of this 80% of monolinguals also used languages they had learned at some point in their lives. Moreover, nearly 40% of all the studied monolinguals confirmed that they had been exposed to foreign languages or dialects in their environment; approximately a fourth of these monolinguals who declared exposure to at least one foreign language (or dialect) confirmed that they also used these languages. Furthermore, activities that involved passive use of languages (e.g., watching TV) were occasionally carried out in foreign languages: around 26% of these monolinguals confirmed the passive use of more than one language. Lastly, around 58% of them who had visited one or more non-English-speaking countries declared the active use of foreign languages during their stay(s). These results suggest that the linguistic experiences of monolinguals from the UK often include exposure to and use of foreign languages. Moreover, these results show the need to consider the specificity of the monolingual language experience when analysing the impact of foreign languages on cognitive functioning, as differences in the language experiences of bilinguals also have divergent impacts on cognition. Lastly, monolingual experiences are different from bilingual experiences; therefore, questionnaires that target the particular linguistic experiences of monolinguals should be developed.

scholarly journals Evaluating Student Mentoring As an Intervention to Support Modern Foreign Language Learning in Secondary Schools in Wales

2019 ◽  
Vol 21 (1) ◽  
pp. 24-45 ◽  
Author(s):  
Sally Blake ◽  
Claire Gorrara
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Curriculum Reform ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
British Council ◽  
Strategic Policy ◽  
Two Phases ◽  
The Impact

Commissioned annually by the British Council, the third Language Trends Wales report (2017) paints a worrying picture for non- indigenous languages in schools in Wales. Between 2002 and 2016, entries for modern foreign language qualifications at age sixteen (GCSE) dropped by 48%. Entries for advanced qualifications (A Level) at age eighteen have seen a similar drop, with the number today now half that of 2005. Funded by the Welsh Government, a student mentoring project is working in Wales to improve the uptake of modern foreign languages at GCSE in schools where uptake is low or in decline. This article evaluates the outcomes of this mentoring project over its first two phases (2015 16 and 2016 17). It analyses this mentoring initiative from two perspectives. Firstly, it examines the project as a strategic policy intervention, targeted at increasing uptake of modern foreign languages at GCSE and supporting curriculum reform in Wales. Secondly, the article assesses mentoring as a personal and professional intervention, supporting the lifelong learning of university students who were trained as mentors to work in secondary schools. By reviewing the impact of the project on both mentees and mentors, the article makes a case for mentoring as an intervention with capacity to build partnerships, broaden horizons and improve attitudes to language learning at a time of uncertainty about the UK's and Wales's place in the world.

scholarly journals Recycling in Babel: The Impact of Foreign Languages in Rule Learning

2020 ◽  
Vol 17 (11) ◽  
pp. 3784
Author(s):  
Eneko Antón ◽  
Natalia B. Soleto ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Rule Learning ◽  
Foreign Languages ◽  
School Students ◽  
Future Directions ◽  
Environmental Decisions ◽  
Language Context ◽  
The Impact ◽  
Better Than

Environmental decisions and prosocial behaviors have been shown to be emotionally mediated, and language is at the core of emotions. The language context can alter the way decisions are made, and using a foreign language tends to favor an analytic approach to the decision and reduce its emotional resonance. In the present work, we explored whether or not the strategic use of a native vs. a non-native language could alter the learning of rules that are at the basis of our environmental behavior. To test this, elementary school students carried out a series of tasks that required recycling the employed materials at the end of the session. Children had to put each kind of material used in the corresponding container following basic association rules, resembling the process that they would do at home when recycling. Some students received the whole set of instructions and rules in their native language, while others received them in their foreign language. When the recycling behaviors were compared, results showed that participants who were instructed in their non-native language followed the rules better than their natively instructed peers. These results are discussed in the light of different perspectives, and future directions in the strategic use of language contexts are considered.

scholarly journals Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

2019 ◽  
Vol 11 (2) ◽  
pp. 222 ◽  
Author(s):  
Sofiya Nikolaeva ◽  
Iryna Zadorozhna ◽  
Olha Datskiv
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Language Skills ◽  
English Teachers ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
E Learning ◽  
The Impact

The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.

scholarly journals Środowisko społeczne i szkolne ucznia a efektywność procesu nauczania i uczenia się języków obcych

Neofilolog ◽  
2011 ◽  
pp. 37-53
Author(s):  
Monika Janicka
Keyword(s):  
Environmental Factors ◽  
Foreign Language ◽  
Social Background ◽  
Foreign Languages ◽  
Research Project ◽  
The Impact ◽  
Compe Tence

The paper is aimed at the identification of the environmental factors which have the most significant impact on the level of teenagers‟ compe-tence in foreign languages. The main goal is to determine whether school is capable of reducing the impact of adverse social background on achievement in learning a foreign language. The first part of the article is focused on the theoretical aspects of socialization related to the process of learning and provides an overview of research connected with the sub-ject. The second part presents the tools, procedures and findings of the author‟s own research project.

scholarly journals Humour-oriented classes: crucial issues

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Emotional State ◽  
Positive Impact ◽  
Teaching Experience ◽  
Modern Society ◽  
Education Institution ◽  
Foreign Languages ◽  
Years Of Teaching Experience ◽  
The Impact

In the article presented humor has been considered as an integrant part of foreign language teaching that can facilitate more effective students’ learning. The purpose of this study is to identify the role of humor in teaching foreign languages at non-linguistic faculties in the conditions of shortening classroom hours and the most appropriate types of humor to use in a classroom for the successful acquisition of a foreign language by university students. To deal with the tasks and achieve the research purpose, theoretical and qualitative research methods have been used: the analysis of pedagogical and psychological works, the systematization of scientists’ views and achievements combined with many years of teaching experience and observations. It has been noted that humor can take many forms and perform a variety of psychological functions in modern society. At university humor helps to learn in two ways: right through the emotional sphere and stimulating the process of cognition and indirectly by means of creating a more welcoming atmosphere, which in turn has a positive impact on the success of knowledge acquisition. Humor has a powerful effect on mental activity and consequently, improving the capacity of involuntary memorization, causes a kind of reflexive orientation to novelty. Moreover, humor is an express method of psychological relaxation in class. Special attention has been paid to the impact of humor on the emotional state of students and finding the most appropriate types and forms of humor to be used in class. An attempt to prove the importance of using humor in class in order to improve students’ acquisition of a foreign language in a higher education institution, notwithstanding the shortening of classroom hours according to the language course has been made.

scholarly journals Speaking and Writing Interconnections: A Systematic Review

2021 ◽  
Vol 2 (2) ◽  
pp. 19-33
Author(s):  
Fouad Akki ◽  
Mohammed Larouz
Keyword(s):  
Systematic Review ◽  
Foreign Language ◽  
Empirical Research ◽  
Experimental Research ◽  
The Other ◽  
Current Review ◽  
The Impact ◽  
The Relationship

Drawing on previous studies on the relationship between speaking and writing modalities, this paper provides a critical synthesis of theoretical and empirical research on the interconnections between the two versions. Along with this, this systematic review shows that research on the issue at hand has been classified under three main categories: a) speaking effect on writing; b) writing effect on speaking, and c) correlation between speaking and writing. While experimental research has emphasized the impact of speaking and writing on each other, correlational endeavors have been much concerned with the symmetrical, reciprocal, and predictive connections between these two interrelated domains. Overall, the current review suggests that learning a second or foreign language could be enhanced by complementing speaking tasks by writing ones and vice versa. In this case, speaking could be taught along with writing to allow students to transfer their skillfulness from one to the other.

scholarly journals PENGARUH BAHASA INGGRIS TERHADAP EKSISTENSI BAHASA INDONESIA DI ERA GLOBALISASI SEBAGAI PELUANG SEKALIGUS ANCAMAN

2019 ◽  
Author(s):  
DWI APRIANA
Keyword(s):  
Foreign Language ◽  
Cultural Influences ◽  
Foreign Languages ◽  
Communication Tool ◽  
Language And Culture ◽  
The Impact ◽  
Language Influence ◽  
Bahasa Indonesia

As users of bahasa, Indonesian people should be proud to use bahasa as a communication tool. However, from the various facts that occur, this is not the case. The pride in bahasa has not been embedded in every Indonesian. Respect for foreign languages is still visible in some Indonesian communities, because they assume that foreign languages are higher in degree than bahasa. In fact they seemed to feel unwilling to know the development of bahasa. In this era of globalization, bahasa identity needs to be fostered and socialized by every Indonesian citizen. This is necessary so that the Indonesian people are not carried away by foreign cultural influences that are clearly inappropriate and do not even match Indonesian language and culture. Therefore, the Indonesian people must be able to distinguish between positive influences and negative influences on the development of Indonesian. The purpose of this article is to find out the impact of foreign language influence on bahasa in the era of globalization as an opportunity and threat.

Sign in / Sign up

Export Citation Format

Share Document