Leessnelheid in Vreemde Talen

2000 ◽  
Vol 63 ◽  
pp. 33-40
Author(s):  
Lydius Nienhuis ◽  
Wim Danhof ◽  
Marijke Peet
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Reading Rate ◽  
Foreign Languages ◽  
Reading Process ◽  
L2 Reading ◽  
Reading Processes ◽  
Normal Reading ◽  
French And English ◽  
French Texts

This paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning. As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English. Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.

scholarly journals Multimedia technologies and online task-based foreign language teaching-learning

2018 ◽  
Vol 5 (2) ◽  
pp. 75-97 ◽  
Author(s):  
Ana Maria de Jesus Ferreira Nobre
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Foreign Languages ◽  
Digital Resources ◽  
French And English ◽  
Teaching Learning ◽  
Task Oriented ◽  
Oral Skills

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018

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 Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

2021 ◽  
Vol 8 (1) ◽  
pp. 1-5
Author(s):  
Kenjayeva Adolat Asrorovna
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Languages ◽  
Training Professionals ◽  
Methodological Problems ◽  
Language Students ◽  
Language Description ◽  
Foreign Language Students

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

scholarly journals FORMATION SPEAKING SKILLS OF PRESCHOOL CHILDREN ON LESSONS FROM FOREIGN LANGUAGE

2019 ◽  
Author(s):  
Vira Prokhorchuk
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Native Language ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Speech Development ◽  
Foreign Languages ◽  
Speaking Skill ◽  
Speaking Skills

The article deals with issues concerning the general characteristics of the features and ways of optimizing the process of forming the preschool children’s speaking skills at the foreign language lessons; the stages, exercises and tasks of forming the speaking skills are substantiated. education of in a foreign language learning by preschool children is not compulsory, so it isn’t provided by programs of the Basic component of preschool education in Ukraine and refers to the variable component. But, on the basis of a theoretical analysis of the works by foreign and Ukrainian scientists it has been proved that the studying of foreign languages at early age is aimed at preschool children’s speech development of in the most favorable period for them. The theoretical and methodical bases of preschool children’s speaking skill formation are examined. The emphasis is on the main methodological stages of the foreign language learning process. The essence of the concept "method", which means the means to achieve any goal and the solution of a specific task is considered. The author of the article defines the types of exercises and tasks, characterizes their functions for preschool children’s speaking skills teaching foreign language communication. The importance of using the native language in classes has been proved, since gaming activities are organized, the tasks, ways of their performance are explained in the native language. It is determined that the main purpose of preschool education in foreign languages is to formulate children’s idea of a foreign language as a means of communication, as well as the development of elementary skills of foreign communication. The basic tendencies of teaching preschoolers as well as speaking skill forming are presented.

scholarly journals SUFFIX VERBAL WORD FORMATION IN RUSSIAN AND ARMENIAN LANGUAGES. METHODOLOGICAL ASPECT

2021 ◽  
Vol 3 (2(83)) ◽  
pp. 27-30
Author(s):  
S. Budagyan
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Word Formation ◽  
Foreign Languages ◽  
Methodological Aspect ◽  
Knowledge And Skills

A comparative study of the systemic laws of the native and foreign languages makes it possible to single out both universal and specific phenomena at various linguistic levels. When studying phenomena that have analogues in the native language, it becomes possible to transfer the knowledge and skills of the native language to a foreign language, and, on the contrary, when identifying specific characteristics that have no analogues in the native language, it is necessary to take into account the interfering effect of the native language when teaching this phenomenon in a foreign language. ...

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 Folk proverb - as a national and spiritual wealth

2020 ◽  
Vol 5 ◽  
Author(s):  
Khamdamova Gulshan Khamraevna
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Comparative Linguistics ◽  
Depth Study

Comparative linguistics is the linguodidactical basis of foreign language teaching. Therefore, the study and analysis of foreign languages ​​in comparison with the native language is one of the important issues for linguistics in our country. In modern linguistics, including comparative linguistics, an in-depth study of proverbs is important. As a result, paremiology, the study of proverbs, has emerged as a separate field in linguistics

scholarly journals Foreign Language Effect on Decision-Making when Compared to Native and Second Language

2021 ◽  
Author(s):  
Pratibha Ahirwal ◽  
Mahak Kothari ◽  
Veeky Baths
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Background Information ◽  
Complex Process ◽  
French And English ◽  
The Given ◽  
Risk Loss ◽  
Made In

Decision-making is a complex process of selecting an option from the given choices by analyzing the background information like risk, loss, and gain within the alternative options presented. It has been observed in earlier studies that people are prompt to make less rational decisions when choices are given in a language less known to them. Therefore, to understand the effect of languages on decision-making, we have questioned native Hindi speakers in French and English. French being the foreign language, and English as their second language. Thus, this effect of a non-native language brings to light the important role that the native language plays routinely in judgment and decision-making. In this paper, we developed a Neuropsychological assessment to decipher the effects on decision-making between choices when given in foreign language and second language in comparison with the native language of an individual, which is termed as foreign language effect(Fle). We have explored various possible situations to understand the foreign language effect(Fle) in decision-making and does this change translates when the decision is to be made in the second language. Our study concludes that the Foreign language is least affected by the intuitive biases, followed by the second language, and the native language is most affected by it.

scholarly journals Foreign Language Effect on Dishonesty

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaolan Yang ◽  
Li Li ◽  
Rui Li
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Native Language ◽  
Cheap Talk ◽  
Foreign Languages ◽  
Chinese Speakers ◽  
Native Chinese Speakers ◽  
Die Roll

The purpose of this paper is to investigate whether the use of foreign languages affects individuals’ dishonesty. We recruited native Chinese speakers who can speak English as a foreign language at universities in China, and they were randomly assigned to a native language (NL) or foreign language (FL) condition. Participants in each condition were required to finish the same tasks, in which they would benefit more from lying; the tasks were administered in either Chinese or English. We conducted one die-roll game in Study 1 and one cheap-talk sender-receiver game in Study 2. In both Study 1 and Study 2, we found that the proportion of lying was significantly lower in the FL condition than in the NL condition. Our results imply that the FL effect on dishonesty may be due to the cognitive load of communicating in a FL.

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