Papier Is Geduldig

1993 ◽  
Vol 45 ◽  
pp. 45-52
Author(s):  
J.P.M. Jansen
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Native Language ◽  
Mother Tongue ◽  
Target Language ◽  
Foreign Languages ◽  
Classroom Situation ◽  
Written Form ◽  
Correspondence Course

Translation usually is a solitary activity, but it is often taught in the classroom and not as a skill (or art) leading to a goal, a text in a target language, but as a means of helping language learners to increase their awareness of the subtleties and intricacies of a foreign language. Unfortunately, teachers are rarely sufficiently equipped to anticipate all the variants which students may come up with in a classroom situation. It may difficult to convince students that certain options are wrong, and others acceptable only in a certain context. When the translation training does not take place in the classroom, but rather in a written form, on the basis of a large number of translations sent in by students, the teacher/author can select all variants in the quiet of his study, and argue his choice carefully and with an eye for details. An added advantage is that the teacher/author will be able to distinguish between very common mistakes, between variants which occur very often, and those that are very rare. For more than a century, the Dutch magazine De Talen [the languages] has offered students (in the broadest sense of the word) the opportunity to increase their language proficiency through carefully discussed translations. Five times a year, students are offered texts in French, German, Spanish and English for translation into Dutch, and five times Dutch texts must be translated into these foreign languages. Subscribers to the magazine can send in their attempts at a translation, using a pseudonym. These translations are corrected and used as the basis for a thorough discussion of all possible variants. It does not concern a correspondence course, although the submitted translations are graded, and these grades are published under the pseudonym. It is assumed that the mother tongue of the subscribers is Dutch, although quite a number of people whose native language is not Dutch use the magazine to improve their command of Dutch. This article, by the editor of the English part of the magazine, describes in some detail the history and setup of De Talen.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

Variable future-time reference in French: A comparison of learners in a study-abroad and a foreign-language context

2016 ◽  
Vol 61 (3) ◽  
pp. 259-285 ◽  
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Developmental Trajectories ◽  
Target Language ◽  
Learning Context ◽  
Future Time ◽  
Foreign Language Learners ◽  
Language Proficiency Test

AbstractThis study seeks to advance understanding of second-language (L2) acquisition of future-time reference in French, by comparing the developmental trajectories of learners living in and away from the target-language setting. Study-abroad learners in France (n= 45), foreign-language learners living in the US (n= 37), and native speakers of Hexagonal French (n= 30) participated in this study. They completed a written-contextualized task, a language-proficiency test and a background questionnaire. For each written-contextualized-task item, participants selected from among three responses that differed with respect to the form (inflectional future, periphrastic future, present). Items were designed to test for the influence of three factors on the form selected: presence/absence of a lexical temporal indicator, temporal distance, and (un)certainty. Additionally, two extra-linguistic factors were examined: learning context and proficiency level. The analyses of frequency and the multinomial logistic regressions suggest that, despite developmental similarities between learning contexts, acquisitional paths of study-abroad and foreign-language learners were not identical.

scholarly journals BILINGUALISME DALAM PEMBELAJARAN BAHASA ARAB

2021 ◽  
Vol 10 (2) ◽  
pp. 359
Author(s):  
Ririn Windasari
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Sentence Structure ◽  
Original Language ◽  
Foreign Language Learners ◽  
Language Interventions

Bilingualism or language dualism in learning Arabic is something that is often found in Indonesia, even in all countries in the process of learning foreign languages for native speakers. The use of two languages (bilingualism) in foreign language learning aims to provide understanding to foreign language learners, because they are accustomed to using the original language along with the types of words and sentence structure, so the need for native language interventions of speakers in learning foreign languages. The level of ability of students varies according to their level, therefore clear explanations are needed through the learner's native language as an intermediary language.

scholarly journals The Influence of the Mother Tongue on the Use of Metaphor in English as a Second Language

10.29007/3mn2 ◽  
2018 ◽  
Author(s):  
Oleksandra Iaroslavtseva ◽  
Hanna Skorczynska
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Language Learners ◽  
Mother Tongue ◽  
The Other ◽  
Target Language ◽  
Spanish Speaking ◽  
British National Corpus ◽  
Central Tool ◽  
National Corpus

Metaphor has been widely recognized as a central tool of our cognitive apparatus, motivating the widespread use of metaphorical words and expressions in language and discourse. Therefore, it is important for language learners to use metaphors in the target language appropriately. The influence of the mother tongue on the use of metaphors in essays written by Spanish learners of English was analysed. Three corpora were used for this study: the experimental corpus contained 100 essays of Spanish-speaking learners of English, 50 with B2 level and 50 with C1 level (CEFR). The other two corpora were used as reference corpora: the British National Corpus (BNC) and the Corpus de Referencia del Español Actual (CREA). MIPVU method (Steen et al., 2010) was used to identify metaphors in the experimental corpus. The quantitative analysis showed that the influence of Spanish on errors in metaphors is higher at B2 level than at C1 level. The results of the analysis are especially helpful for learners and teachers of English as a Foreign Language as well as for testing researchers.

CFL learners’ recognition and production of pragmatic routine formulae

2016 ◽  
Vol 51 (1) ◽  
pp. 29-61
Author(s):  
Jia Yang
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Language Learners ◽  
Native Language ◽  
Target Language ◽  
Stable Form ◽  
Foreign Language Learners ◽  
Learning Challenges ◽  
Long Time ◽  
Familiar Form

A pragmatic routine formula is any expression with a stable form that is commonly repeated in the routinized social interactions of a given culture. Previous research has reported that such pragmatic routine formulae are often underused by foreign language learners, even when they have been studying the language for a long time. To explore the reasons for this underuse, this study investigated the development of 59 Chinese as a foreign language (CFL) learners’ recognition and production of pragmatic routine formulae in situations they might encounter in China. Results showed that length of stay in the target language country had a significant effect on recognition but not on production. CFL learners with longer periods of residence abroad were able to recognize more pragmatic routine formulae, but which specific formulae were recognized depended on the interactional settings in which learners had engaged. Further analysis revealed that learning challenges may arise in three kinds of situations: (1) those requiring a pragmatic formula in the target language but a different formula in the learner’s native language, (2) those requiring a routine formula in the target language but no remarks in the native language, and (3) those in which the learner overgeneralizes a more familiar form.

scholarly journals Knowledge of Formulaic Sequences as a Predictor of Language Proficiency

2018 ◽  
Vol 7 (2) ◽  
pp. 64 ◽  
Author(s):  
Vahid Rafieyan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Liberal Arts ◽  
Rank Order ◽  
Vital Role ◽  
Target Language ◽  
Formulaic Sequences ◽  
English As Foreign Language ◽  
Foreign Language Learners

Formulaic sequences are assumed to play a vital role in foreign language learners' speech fluency and language proficiency as they constitute a major part of foreign language learners' linguistic repertoire. In this respect, the current study examined the relationship between knowledge of formulaic sequences and language proficiency to scrutinize the significance of knowledge of target language formulaic sequences in determining target language proficiency. The participants of the study were 45 Japanese learners of English as foreign language at three different levels of language proficiency: low-intermediate (18 participants), intermediate (12 participants), and high-intermediate (15 participants) at the Intensive English Program of International College of Liberal Arts, Yamanashi Gakuin University. The instrument used for data collection consisted of a 30-item oral-production discourse completion task to test language learners’ knowledge of formulaic sequences. The analysis of Spearman rank-order correlation coefficient (rho) revealed a strong positive relationship between language learners’ knowledge of target language formulaic sequences and their level of language proficiency. The pedagogical implications of the study suggested incorporation of target language formulaic sequences in every foreign language classroom instruction.

scholarly journals KETIDAKLAZIMAN KOLOKASI PEMBELAJAR BIPA DAN IMPLIKASINYA TERHADAP PEMBELAJARAN BAHASA

2010 ◽  
Vol 2 (2) ◽  
Author(s):  
Mashadi Said
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Target Language ◽  
Writing Assignments ◽  
Trainee Teachers ◽  
Qualitative Descriptive ◽  
Descriptive Method

Abstract: Unacceptable Collocations by Learners of Indonesian as a ForeignLanguage and the Implication in Language Learning. Foreign language learners’ability to collocate words that are natural and acceptable in the target language isimportant in foreign language learning; however, it is notoriously difficult forforeign language learners and sometimes makes them frustrated. This studyattempts to describe the negative transfer of English collocations into Indonesiancollocations made by learners of Indonesian as a foreign language in their writingassignments. This study employed a qualitative descriptive method. The data werecollected from 36 writing assignments by 12 learners whose mother tongue isEnglish. They were trainee teachers with experience in teaching Indonesian inAustralia. The finding shows that there are 176 unnatural Indonesian collocations,some of which are negative transfers of learners’ mother tongue. This suggests thatdirect teaching of collocations should be given special emphasis in teachingIndonesian as a foreign language.Keywords: collocation, lexical collocation, grammatical collocation, languagelearning

scholarly journals ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION

2021 ◽  
Vol 31 (1) ◽  
pp. 108-119
Author(s):  
L.M. Malykh
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Multilingual Education ◽  
Multiple Languages

The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.

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