Leessnelheid in de Moedertaal (Nederlands) en in Een Vreemde Taal (Frans)

1982 ◽  
Vol 13 ◽  
pp. 182-201
Author(s):  
Joke Deering
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Reading Speed ◽  
Point Of View ◽  
University Education ◽  
Decision Task ◽  
Text Type ◽  
Academic Texts ◽  
Experimental Findings ◽  
French Texts

This research focuses on the comparative speed of reading in a first and in a foreign language. Dutch-speaking subjects with varying degrees of command in French were set to read a number of informative texts in Dutch and French. They were instructed to read through these texts as quickly as they could, and to summar-ize them directly afterwards in a few lines each. When dealing with Dutch texts, subjects were found to read an average of 165 words per minute. When reading the French texts, the speed of reading dropped by 20% for subjects with a completed University education in French. For third-year students of French a slow-down of 25% was found. A third group of subjects - students of various disciplines who had studied French up to Α-level only -needed as much as 150% more time for the French texts. The texts used fell into one of three categories, viz. reports (newspaper items covering everyday events), opinionating texts (newspaper items expressing point of view), and academic texts (passages from introductory academic textbooks on various subjects). When the language was Dutch, reports allowed an average reading speed of 182 words per minute, opinionating texts of 171 words per minute, and academic texts of 141 words per minute. When the results obtained on the French texts were differentiated according to text type a similar pattern emerged. As a further outcome of the experiment the assumption was con-firmed that the correlation between word recognition speed - as measured by a lexical decision task - and reading speed will be lower when the medium in both tasks is a foreign rather than subjects' own language. This is especially the case with subjects whose command of the foreign language is relatively low. These data are in keeping with recent psycholinguistic views on the reading process, and with other experimental findings as to the differences between good readers and poor readers reported from investigations into the initial stages of mother tongue reading.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals Escritura de textos académicos: dificultades experimentadas por escritores noveles y sugerencias de apoyo

2015 ◽  
pp. 249-265 ◽  
Author(s):  
Mtra. Blanca Araceli Rodríguez Hernández ◽  
Mtra. Laura Beatriz García Valero
Keyword(s):  
Graduate Students ◽  
Point Of View ◽  
The Other ◽  
Post Graduate ◽  
Text Type ◽  
Academic Texts ◽  
Other Hand

El texto que a continuación se presenta, tiene por objetivo presentar algunas de las dificultades más recurrentes de autores que se inician en la escritura de textos académicos, específicamente alumnos de posgrado. Se exponen orientaciones prácticas que auxilien en la resoluciónde dichas problemáticas, con la finalidad de contribuir a la aclaración y delimitación de los elementos canónicos de este tipo textual; esto, desde el punto de vista de distintos especialistas en la materia.Abstract The text below shows its main objectives to present some of the most recurrent difficulties of authors who start writing academic texts in special post graduate students. On the other hand some helpful practices orientations are presented in the resolution of these issues, with the finality to contribute to the clarification and delimitation of canonical elements of this text type, using the point of view of specialists at field.Recibido: 02 de septiembre de 2013 Aceptado: 21 de octubre de 2013

scholarly journals Vantagens de uma gramática de usos para o Português Europeu. Alguns exemplos de análise de expressões extraídas de usos orais informais

2018 ◽  
pp. 1-17
Author(s):  
Isabel Margarida Duarte
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Brazilian Portuguese ◽  
Point Of View ◽  
Literary Texts ◽  
Research Experiences ◽  
Informal Conversation ◽  
European Portuguese ◽  
Theoretical Assumptions ◽  
Working Plan

Taking into account the theoretical assumptions that praise the description of the use of the system and not only of the system in abstract, we will defend the need for a grammar of uses for European Portuguese. Such a description implies dealing with the complexity, the gradualness of linguistic phenomena, the compulsory contextualization of discourses, both in discursive genres and in their enunciative circumstances. This description testifies that regularities also exist in use and there should not be an excessive cut between describing the language and describing the use of language. Unlike what happens in Brazilian Portuguese, in European Portuguese there are few researches that focus on these uses, and even less researches that deal with oral productions, namely interactional and informal, based on corpora. It is necessary to pay more attention to the uses, above all to the description of the functioning of the language as discourse updated in certain discursive genres, as the informal conversation. These studies are crucial both for the teaching of Portuguese as a foreign language and as a mother tongue, since describing only the system, the standard variety, generally written, is scientifically reductive and ineffective from the point of view of teaching. But descriptions of uses are also essential for translation studies or contrastive analyzes of both different languages and different varieties of Portuguese. Starting from small research experiences that take place with university students, we propose a research route with corpora of familiar conversations, which try to account for the unguarded oral uses of the language, in an interaction context. Finally, two examples of this working plan will be advanced: that of the presentational marker "é assim" and that of the vague nominal quantifiers, with a function of attenuation and diminution of the speaker's enunciative responsibility, "Um bocado = a bit" and "Um bocadinho = a little." We will conclude by showing how the corpora analysis of informal conversations even allows us to better understand some characteristics of literary texts.

scholarly journals DEVELOPMENT OF REFLEXIVE READINESS OF STUDENTS TO USE INTERACTIVE TECHNOLOGIES IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

2021 ◽  
pp. 177-187
Author(s):  
Мария Владимировна Асмоловская ◽  
Агзам Абрарович Валеев
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
University Education ◽  
Teaching Process ◽  
Interactive Technologies ◽  
Education Today ◽  
Active Nature ◽  
The University ◽  
Methodological Aspects ◽  
Development Of Students

Деятельностный характер современного высшего образования настоятельно требует сегодня введения в его содержание и формирования у студентов рефлексивных компетенций, что может говорить о важном направлении модернизации образования в целом. Это касается, в частности, и обучения иностранному языку, где существенным образовательным ресурсом становится использование интерактивных технологий, когда в условиях постоянного обновления информации становится столь необходимым ее рефлексивное обобщение. В этой связи использование студентами интерактивных технологий в ходе изучения иностранного языка с точки зрения их рефлексивной готовности к этому становится особенно актуальным, поскольку студенты не обладают еще достаточным умением выявлять причинно-следственные связи в лингвистических аспектах изучаемого языка. Проблема развития рефлексивной готовности студентов к использованию интерактивных технологий в процессе обучения иностранному языку обусловливается потребностью обновления вузовской системы образования, где имеют место определенные противоречия. Это касается, например, требования по решению проблемы расширения рефлексивной деятельности студента и недостаточной методологической разработанностью качественного введения рефлексии в процесс обучения иностранному языку с учетом использования интерактивных технологий. В связи с этим проанализированы методологические аспекты рефлексивных умений студентов вуза посредством интерактивных технологий. Таким образом, целью настоящей работы стало рассмотрение аспектов развития рефлексивной готовности студентов к использованию интерактивных технологий в процессе обучения иностранному языку. The active nature of modern higher education today urgently requires the introduction into its content of the formation of students’ reflective competencies, which can be said as an important direction of modernization of education in general. This applies, in particular, to teaching a foreign language, where the use of interactive technologies also becomes an essential educational resource, when, under conditions of constant updating of information, its reflexive generalization becomes so necessary. In this regard, the use of interactive technologies by students in the teaching process of a foreign language from the point of view of their reflexive readiness for this becomes especially relevant, since students do not yet have sufficient ability to identify cause-and-effect relationships in the linguistic aspects of the language being studied. Hence, the formulation of the problem of the development of students’ reflexive readiness to use interactive technologies in the teaching process of a foreign language is conditioned by the need to update the university education system, where there are certain contradictions. This concerns, for example, the requirements for solving the problem of expanding the student’s reflective activity and the insufficient methodological development of the qualitative introduction of reflection into the process of teaching a foreign language, taking into account the use of interactive technologies. In this regard, this article is devoted to understanding the methodological aspects of the reflexive skills of university students, in particular, through interactive technologies. Thus, the purpose of this work was to consider the aspects of the development of students’ reflective readiness to use interactive technologies in the teaching process of a foreign language.

scholarly journals Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners

2017 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Kiymet Selin Armagan ◽  
Zubeyde Sinem Genc
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Mother Tongue ◽  
Reading Speed ◽  
Reading Process ◽  
Control Group ◽  
Learning And Teaching ◽  
Good And Poor Readers ◽  
L1 And L2 ◽  
The Impact

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated greatly. Developments in the area of reading in L1 have frequently raised questions about reading in L2 and a variety of theories have been proposed to account for the relationship between L1 and L2 reading. One of the most fundamental questions raised is related to “reading fluency”. Even though the importance of reading fluency in both L1 and L2 has been emphasized, studies on fluency in L2 are still scarce if we think about its more complicated and multifaceted nature when compared to reading fluency in L1. The aim of this study was to investigate the impact of timed reading practices on the comprehension level and reading speed of learners of English as a foreign language (EFL) in Turkish context. A total of 74 students were the participants, who were randomly divided into two groups: experimental and control group. Experimental group received timed reading activities while the control group did not. Pre-test was applied on the 1st week and post-test was applied on the 7th week. Results illustrated that timed reading intervention positively affected EFL students’ comprehension level and reading speed. Implications for teaching reading in a foreign language were discussed in relation to a number of important details in the findings.

Effecten en Didactiek van Tweetalig Voortgezet Onderwijs

2000 ◽  
Vol 64 ◽  
pp. 9-20
Author(s):  
Ineke Huibregtse ◽  
Wilfried Admiraal ◽  
Kees de Bot ◽  
Loes Coleman ◽  
Gerard Westhoff
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Evaluation Study ◽  
Language Teachers ◽  
University Education ◽  
School Subjects ◽  
Foreign Language Proficiency ◽  
Display Behaviour

This paper presents the results of a recently completed longitudinal evaluation study of Dutch-English bilingual programmes in Dutch pre-university education. During several years the outcomes of these programmes were measured in order to find out whether pupils in bilingual education gain higher levels of foreign language proficiency without any detrimental effects on their mother tongue proficiency and their achievements in other school subjects. Beside this, lessons were observed in order to investigate to what extent language teachers and teachers of other subjects display behaviour that can be said to stimulate second language acquisition.

From Contrastive Text Linguistics to Didactic Applications – and back again

2009 ◽  
Vol 23 ◽  
pp. 73-90 ◽  
Author(s):  
Lita Lundquist
Keyword(s):  
Foreign Language ◽  
Text Structure ◽  
University Education ◽  
Text Linguistics ◽  
Different Types ◽  
Learning Programs ◽  
E Learning ◽  
Structural Coherence ◽  
French Texts ◽  
Language Pair

Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danish and French texts at the levels of referential coherence in different types of anaphoric expressions, of temporal coherence in different means for fore- and back-grounding events, and of structural coherence in different effects of framing via pre-posed adverbials, etc. Two e-learning programs, TeXtRay and NaviLire, are presented, which exploit such systematic differences between given language pairs in offering different types of navigation and visualisation exercises aimed at teaching textual skills needed at higher university education, such as reading and writing complex academic or specialised texts in a foreign language.

ЧЕТ ТИЛДЕРДИ ОКУТУУ МЕНЕН ПСИХОЛИНГВИСТИКАНЫН КАТЫШЫ

2019 ◽  
pp. 74-75
Author(s):  
Эрмат кызы Гулия
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Educational Process ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Languages ◽  
Scientific Article ◽  
Keywords And Phrases ◽  
Approach Method

Аннотация: Бул макала психолингвистика менен чет тилдерди окутуунун байланышына арналат, себеби чет тилдерди окутуу методдору психологиянын да, лингвистиканын да аспектилерин камтыйт. Андан сырткары, психолингвистиканын кыскача тарыхы жана негизги принциптери менен бирге, аны изилдеген кээ бир лингвисттер тууралуу сөз болмокчу. Методикалык жактан караганда, башка (чет) тилди изилдөөдө, эне тилде болгон эрежелер системасына таянуу, окуу процессин жакшыртат деген теория мисалга алынат. Аны ишке ашырууда чет тил мугалимдеринин ролу абдан чоң, себеби алар окуучулардын жөндөмдүүлүгүн эске алуу менен бирге, чет тилди өздөштүрүү процессин туура нукка бура алышат. Чет тилди окутуу методикасында психолингвистиканын принциптерин колдонуу, ушул илимий макаланын негизги корутундусу болуп саналат. Түйүндүү сөздөр: Эне тил, чет тил, социалдык тармактар, сүйлөө психологиясы, аң-сезим, ыкма, методика, эрежелер системасы, салыштыруу, англис тили, кесиптик жоопкерчилик. Аннотация: Данная статья посвящена соотношению психолингвистики с преподаванием иностранных языков, так как методы обучения иностранных языков затрагивают аспекты и лингвистики, и психологии. Кроме того, освещены краткая история и основные принципы психолингвистики, а также некоторые лингвисты, которые ее изучали. Далее приводится теория о том, что при изучении какого-либо иностранного языка, использование системы правил на родном языке улучшает учебный процесс с методологической стороны. Роль учителей иностранного языка в реализации этой теории очень важна, так как они направляют процесс обучения в правильное русло, учитывая способности учащихся к иноязычию. Использование принципов психолингвистики в методике преподавания иностранного языка является основным заключением данной научной статьи. Ключевые слова: Родной язык, иностранный язык, социальные сети, психология речи, психика, подход, методика, система правил, сравнение, английский язык, профессиональная ответственность. Abstract: This article is devoted to relationship of psycholinguistics with teaching of foreign languages, as the methods of teaching foreign languages affect aspects of both linguistics and psychology. In addition, a brief history and basic principles of psycholinguistics will be covered, as well as some linguists who studied it. From the methodological point of view, when studying any other foreign language, the use of a system of rules in the native language improves educational process in general. The role of foreign language teachers in its implementation is very important, as they take into account students’ abilities to navigate it properly in the process of teaching foreign language. The use of the psycholinguistics principles in the methodology of teaching foreign languages is the main conclusion of this scientific article. Keywords and phrases: Mother tongue, foreign language, social networks, psychol- ogy of speech, mind, approach, method, system of rules, comparison, English language, professional responsibility.

scholarly journals Formation of the foreign language training system in the context of its conceptuality

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 201-215
Author(s):  
Agzam A. Valeev ◽  
Larisa I. Tararina ◽  
Maria A. Khvatova ◽  
Olga O. Shalamova
Keyword(s):  
Foreign Language ◽  
Professional Community ◽  
Training System ◽  
Point Of View ◽  
University Education ◽  
Conceptual Approach ◽  
Multicultural Environment ◽  
Language Communication ◽  
Information And Communication ◽  
The University

Currently, foreign language skills become relevant not only from the point of view of professional necessity but also to obtain the ability to successfully integrate into any multicultural environment in general and the international professional community in particular. In this regard, the article presents the following: A conceptual model of training a foreign language in the university education; The formulation of the main objectives of teaching a foreign language on the conceptual basis; Aspect disclosure of the conceptualization of training a foreign language; Feature description of information and communication support of training a foreign language in a university; emphasis on the opportunity of developing skills in the use of vocabulary in foreign language communication; justification for the use of the conceptual approach to the formation of foreign language activities.

scholarly journals A cognitive view on bilingualism and "bilingual" teaching and learning

1999 ◽  
Vol 1 ◽  
pp. 165 ◽  
Author(s):  
Susanne Niemeier
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Home Culture ◽  
Bilingual Teaching ◽  
Language Teaching And Learning

Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture

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