The Relationship of Korean Students’ Age and Years of English-as-a-Foreign-Language Exposure with English-Reading Ability: A Cross-Age Study

2014 ◽  
Vol 36 (2) ◽  
pp. 173-202 ◽  
Author(s):  
Jill Fitzgerald ◽  
A. Jackson Stenner ◽  
Eleanor E. Sanford-Moore ◽  
Heather Koons ◽  
Kimberly Bowen ◽  
...  
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Korean Students ◽  
English Reading ◽  
Language Exposure ◽  
Relationship Of ◽  
The Relationship

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals Merytoryczne, psychopedagogiczne i dydaktyczne aspekty kształcenia nauczycieli języków obcych. Rozważania teoretyczne z aneksem empirycznym

2019 ◽  
pp. 243-255
Author(s):  
Zdzisław Aleksander
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Theoretical Research ◽  
Mutual Relationship ◽  
Language Teacher ◽  
Practical Education ◽  
Relationship Of ◽  
The Relationship

When looking at the relationship between substantive education and the pedagogical background of a teacher (foreign language teacher included) there has been an eternal disagreement both in the academia, as well as among prospective employers. The most essential controversy pertains to the degree of expertise a teacher should possess in the field they teach versus how much psycho-pedagogical and educational knowledge they should have and the mutual relationship of the two. Another area of dispute and debate within the teachers’ education specialism seems to occur between two parties: proponents of theoretical research and the narrow circle of practical education advocates. The empirical annex, which points to the level of vocational preparation of a language teacher, focuses on the choice of didactic activities, the quality of their execution, and the working conditions which are under a teacher’s control.

The Relationship between Online Information Seeking Anxiety and English Reading Proficiency across Gender

2015 ◽  
pp. 449-472 ◽  
Author(s):  
Mehrak Rahimi ◽  
Zahra Bayat
Keyword(s):  
High School Students ◽  
Information Seeking ◽  
Reading Ability ◽  
Negative Relationship ◽  
Reading Proficiency ◽  
Online Information ◽  
Information Searching ◽  
English Reading ◽  
Online Information Seeking ◽  
The Relationship

In this chapter the relationship between Iranian EFL learners' online information seeking anxiety and reading ability is investigated. The sample included 177 high-school students of an urban area in Iran. In order to measure their reading ability, the reading section of Primary English Test (PET) was used. To assess their online information searching anxiety, Information Seeking Anxiety scale (ISAS) was used. The results of the correlational analysis showed that there is a negative relationship between ISAS (and all its components) and PET. When male and female participants were considered separately, English reading was not found to be related to anxiety among boys; while it was moderately associated with anxiety among girls. The result of regression showed that EFL reading ability is a significant predictor of online information seeking anxiety and can predict more than 7% of the variance of online information searching anxiety; however the power of reading to reduce searching anxiety was found to be much stronger (more than 18%) among females.

scholarly journals Evaluating the appropriateness and consequences of test use

2011 ◽  
pp. 93
Author(s):  
Yi-Ching Pan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Test Validity ◽  
Historical Review ◽  
Junior Colleges ◽  
Foreign Language Proficiency ◽  
Valid Test ◽  
Test Use ◽  
Relationship Of ◽  
The Relationship

This paper addresses the issue of whether it is appropriate for universities or junior colleges to set foreign language proficiency requirements for graduation and offers a historical review of the relationship of test validity and test use. Examples of how to evaluate the appropriateness and consequences of test use are presented in order to discover what factors must be taken into account that contributes to the decision-making process. Finally, a model that specifies what evidence needs to be collected in support of a valid test decision is offered to help make decisions of test use more convincing and accordingly more beneficial to those individuals and groups who are affected by the tests.

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

scholarly journals Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test

2017 ◽  
Vol 11 (2) ◽  
pp. 79
Author(s):  
Rentauli Mariah Silalahi
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Reading Ability ◽  
Reading Test ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Reading Competence ◽  
Comprehension Skill ◽  
Relationship Of ◽  
The Relationship

This is a qualitative study trying to find out the students’ ability in applying the critical thinking skill while doing the TOEFL ITP reading test. The student participants were 140 university students in one of the private universities in Indonesia. In order to find out the answer, this research was firstly done by looking at the relationship of critical thinking and reading comprehension skill and investigating the level of students’ reading ability by contrasting their reading score to the Common European Framework of Reference for Languages (CEFR). The study found out that there was an inseparable connection between the students’ critical thinking skill and reading competence and that majority of the student participants were very weak in critical thinking and reading competence skills and so placed at the bottom level of the CEFR. 

scholarly journals The Role of Grit in Students’ L2 Engagement in the English as a Foreign Language Classroom

2021 ◽  
Vol 12 ◽  
Author(s):  
Juan Liu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Language Education ◽  
Academic Field ◽  
Language Classroom ◽  
The One ◽  
Relationship Of ◽  
The Relationship

Due to the rapid development of teaching and learning English as a Foreign Language (EFL), on the one hand, and the arrival of positive psychology (PP) in the process of language education, on the other hand, student engagement has been burgeoned and got a noteworthy role in the academic field. The present review attempts to investigate the relationship of grit with students’ L2 engagement, by examining both backgrounds and consequences of grit. Consequently, the effectiveness of findings for policymakers and academic experts is discussed, along with the prominence of strengthening grit in the scholastic contexts in order to cultivate character in learners and improve their prospects.

The Relationship Between Online Information Seeking Anxiety and English Reading Proficiency Across Gender

2017 ◽  
pp. 1306-1330
Author(s):  
Mehrak Rahimi ◽  
Zahra Bayat
Keyword(s):  
High School Students ◽  
Information Seeking ◽  
Reading Ability ◽  
Negative Relationship ◽  
Reading Proficiency ◽  
Online Information ◽  
Information Searching ◽  
English Reading ◽  
Online Information Seeking ◽  
The Relationship

In this chapter the relationship between Iranian EFL learners' online information seeking anxiety and reading ability is investigated. The sample included 177 high-school students of an urban area in Iran. In order to measure their reading ability, the reading section of Primary English Test (PET) was used. To assess their online information searching anxiety, Information Seeking Anxiety scale (ISAS) was used. The results of the correlational analysis showed that there is a negative relationship between ISAS (and all its components) and PET. When male and female participants were considered separately, English reading was not found to be related to anxiety among boys; while it was moderately associated with anxiety among girls. The result of regression showed that EFL reading ability is a significant predictor of online information seeking anxiety and can predict more than 7% of the variance of online information searching anxiety; however the power of reading to reduce searching anxiety was found to be much stronger (more than 18%) among females.

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