Factoren Die Het Onthouden Van Vreemdtalige Woorden Beinvloeden

1981 ◽  
Vol 11 ◽  
pp. 227-245
Author(s):  
Caroline Schouten-Van Parreren
Keyword(s):  
Foreign Language ◽  
Recent Literature ◽  
Memory Systems ◽  
Theoretical Background ◽  
Foreign Languages ◽  
New Words ◽  
Psychological Conditions ◽  
Unknown Words ◽  
Insight Into ◽  
Good Retention

In the recent literature on the methodology of foreign language teaching there is a growing consensus that new words should be presented in texts and not in vocabularies. The theoretical background of this assumption is explained through Van Parreren's theory of trace systems in memory. In particular it is argued that a good retention of new words requires that the traces of meaningfully related words be connected in many diffe-rent ways. Words in texts are already so connected (whereas words in vo-cabularies etc. are not). Moreover it is also possible to treat words in texts in a number of different ways. Although it is thus generally acknowledged that presenting words in texts is preferable, little is known about the nature of the psychological processes of comprehending and retaining new words when presented in texts. In order to gain insight into these processes a qualitative investigation was carried out. Texts in different foreign languages were read by adult subjects. These texts contained several words unknown to them. These words were tested twice: after a short and after a longer interval. While recalling the meaning of the words the subjects had to think aloud. These recall protocols were qualitatively analysed with respect to a number of questions. It was concluded that presenting words in texts offer many possibilities to ''embed" words in meaningful memory systems. However some linguistic and psychological conditions (concerning the text and the treatment of the text by the subjects) have to be taken into ac-count. In particular attention has to be paid only to a part of the unknown words, i.e. to the words in linguistically favourable positions. As a fa-vourable psychological condition for comprehension and retention diversity of treatment of the target words by the subjects seems to be required.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

scholarly journals УТИЦАЈ ДРУШТВЕНИХ ФАКТОРА НА СТАТУС СТРАНИХ ЈЕЗИКА У СНОВНОЈ И СРЕДЊОЈ ШКОЛИ РЕПУБЛИКЕ СРБИЈЕ

TEME ◽  
2020 ◽  
pp. 745
Author(s):  
Tamara Stanić ◽  
Aleksandra Blatesic
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
Educational System ◽  
Social Impact ◽  
Foreign Languages ◽  
Educational Work ◽  
Language Selection ◽  
Basic Attitude ◽  
Insight Into ◽  
State Language

A critical and complete estimation and evaluation of educational work is a complex and accountable process, but mostly it is the inevitable task of all participants in this process. The aim of this paper is to point out the significance of extensive social impact on foreign language selection and acquisition by using the method of theoretical analysis. In this paper we will present the importance of learning foreign languages (FL), their presence in the educational system of Republic Serbia, the position of the state language policy, as well as the current situation and the basic attitude of the society in the selection and study of FLs. The results of this analysis should contribute to a better insight into the nature of the factors that influence the acquisition and teaching of foreign languages.

scholarly journals Teaching intercultural communication through associative fields of professional vocabulary

2021 ◽  
Vol 127 ◽  
pp. 02005
Author(s):  
Ekaterina Viktorovna Stozhok ◽  
Svetlana Nikolaevna Khalevina ◽  
Nina Aleksandrovna Kozlovtseva ◽  
Nadezhda Mamatkulovna Glushkova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Proficiency ◽  
Personal Growth ◽  
Theoretical Background ◽  
Foreign Languages ◽  
Formal Concept ◽  
Comparative Linguistics ◽  
Continuous Sampling ◽  
Foreign Language Proficiency

In the era of globalization and social distancing, intercultural dialogue plays a crucial role and requires a thorough reinterpretation. It is impossible without foreign language proficiency. Therefore, teaching foreign languages is a key to professional competency and personal growth. Language reflects the culture and functions as a universal tool of mutual understanding. It makes it possible to embrace the interlocutor’s mentality through grasping the peculiarities of the language. The proposed article is devoted to the validity study of the associative field technique. Its application contributes to the successful memorizing of terms and terminological expressions in a foreign language. The research considers the corresponding theoretical background devoted to the issues of intercultural communication, associative fields, and metaphorization of terms and terminological expressions in English. The methods applied in the study include comparative analysis, the method of continuous sampling, and a questionnaire survey. After the survey, the authors identified the terms that evoke associations with the notions “death” and “dead”. The article contains a number of interim conclusions with a further perspective on this issue. It is determined that the notion of “death” stands out as a representative of the “naïve” picture of the world and an initially expressive concept. In the case of a formal concept, the notion functions as a successful component of terms, especially metaphorical ones. The results of the study may be implemented in teaching a foreign language and intercultural communication, as well as in comparative linguistics and cultural studies.

scholarly journals Foreign Languages and Internationalisation at a University of Education in Germany

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Peter Dines
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
The State ◽  
Foreign Languages ◽  
The Past ◽  
Language Studies ◽  
The Government ◽  
The University ◽  
And Training ◽  
Insight Into

As my title suggests, the aim of this article is to give interested readers an insight into the ways in which advanced foreign language studies are taught at Ludwigsburg University of Education (LUE), Baden-Württemberg, Germany and how this links up with the policy of internationalisation which has been developed by the university over the past 15 years or so. It is my hope that our attempts to address the challenges of teacher education and training maybe of some use to readers of this journal and possibly lead to a discussion of the issues at hand with interested parties – a discussion to which we at Ludwigsburg are more than willing to engage in, especially in view of the changes to the system of teacher education currently being prepared by the government of the state of Baden-Württemberg

Een poging tot leergangontwikkeling 'Nederlands als vreemde taal voor buitenlandse tieners

1977 ◽  
Vol 2 ◽  
pp. 51-63
Author(s):  
Henny van Egmond-van Helten
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Large Scale ◽  
Industrial Area ◽  
Language Teachers ◽  
Foreign Languages ◽  
Small Scale ◽  
New Words ◽  
French Speaking ◽  
Working Method

In secondary schools in the industrial area in and around Rotterdam an experimental curriculum 'Dutch as a foreign language' for teen-agers is being developed in cooperation with teachers and linguists. The process started in 1975 with: 1. A study of literature (concerning psychology in teaching foreign languages, curriculum development and applied linguistics). 2. Analysis of existing methods 'Dutch as a foreign language'. 3. Visits to secondary schools with so-called international prepa-ratory classes and interviews with the language teachers. The experimental material Starting points were: - the experiences of the teachers - four courses Dutch as a foreign language for adults - one Dutch course for French speaking Belgian teenagers. Each lesson of the experimental material consists of an A-, B- and C- part. The A- part introduces new words and structures, includes exercises and ends with a test. The B- part introduces more words, structures and exercises and also ends with a test. The C- part starts with a dialogue and repeats what is introduced in the A- and B- part in various contexts and in 4-phase drills on tape. The procedure An experiment on a small scale '75-'76. It involved 3 schools, 3 language teachers and 75 students. Ten lessons were designed and then criticized by the teachers and two linguists, before being introduced in the classroom. After that the material was revised with the help of teachers and linguists. Now an experiment on a large scale is in progress. This involves 12 secondary schools, 22 teachers and 400 students of 20 different nationalities. The revised material is printed on loose leaves. - The instruction sheets for the teacher are in pink, explaining the aim of the lesson and giving a working method in three phases: 1. Introduction - with emphasis on visual aspects, 2. Demonstration - with emphasis on oral aspects, 3. Repetition - oral and written assimilation. - The material for the students, on white sheets, has simple illustrations. - The tests are on yellow sheets. As yet little is known about the psychological and linguistic background of Dutch as a foreign language in an environment where Dutch is the only medium of instruction. The teachers and author of this experimental curriculum have not yet been able to find any support from scientific research in this field.

scholarly journals SŁOWA˗WARTOŚCI: INTERKULTUROWOŚĆ UKRYTA W JĘZYKACH

Neofilolog ◽  
2018 ◽  
pp. 37-51
Author(s):  
Agnieszka Dryjańska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Semantic Analysis ◽  
Theoretical Background ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Ethical Attitude ◽  
Approach To Teaching ◽  
Main Dimension

The present paper attempts to investigate the developement of existential competence within the framework of the intercultural approach to foreign language teaching. The main dimension of this approach to be explored is the application of the semantic analysis of key words for each culture designating values. To better understand the theoretical background of the intercultural competence its main aspects will be analyzed, i.e. alterity, representation, and identity. The analysis will especially include the process of discovering the real meaning of wordswithin their cultural background. Such a reflective approach to teaching and learning foreign languages allows the students to change their ethical attitude towards foreign cultures as well as their own culture.

scholarly journals Features of teaching Ukrainian as a foreign language

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 339-349
Author(s):  
Liudmyla Bereza ◽  
Tetiana Vrublevska ◽  
Liudmyla Matusevych ◽  
Iryna Mykytyn ◽  
Oleksandra Fedorova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Learning Approaches ◽  
Main Hypothesis ◽  
Research Attention ◽  
Promising Direction ◽  
Psychological Conditions ◽  
Conditions For Learning

The purpose of the research is in establishing efficiency and determination of features of teaching Ukrainian as a foreign language. The main hypothesis is that involving a number of learning approaches-based activation and intensification of students' activities and the component of intercultural education increases success, reduces the range of difficulties and problems faced by students in the process of learning Ukrainian as a foreign language. The leading method in the study is the method of experiment. Auxiliary to the pedagogical experiment gave methods of observation and questionnaires. Statistical methods were used to evaluate the results of the experiment. The promising direction in the future is the direction of research attention and activities on the ways of forming skills and abilities of Ukrainian as a foreign language, the process of forming communicative competence, which involves creating favorable didactic and psychological conditions for learning foreign languages.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

Reading Comprehension for ESL Students. Processes of Perceiving Texts

2020 ◽  
Vol 26 (2) ◽  
pp. 278-282
Author(s):  
Maria-Miruna Ciocoi-Pop
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Process ◽  
Reading Proficiency ◽  
Second Language Reading ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Unknown Words ◽  
Second Language Reading Comprehension ◽  
Esl Learners

AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

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