The effects of presenting different types of vocabulary clusters on very young learners’ foreign language learning

2014 ◽  
Vol 44 (3) ◽  
pp. 255-268
Author(s):  
Aslihan Karabulut ◽  
Yesim Kesli Dollar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Young Learners ◽  
Different Types

scholarly journals The Importance Of Listening In Foreign Language Learning

2020 ◽  
Vol 2 (09) ◽  
pp. 643-646
Author(s):  
Karimova Jamila Shariyevna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Listening Skill ◽  
Different Types

This article is devoted to the role of listening skill and it’s different types in terms of obtaining new language. The stages which are typically used in order to do listening  are given with their instructions in the article.

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

scholarly journals Developing students’ cognitive and communicative skills when learning foreign languages

2019 ◽  
Vol 69 ◽  
pp. 00037
Author(s):  
Helena Tsoupikova ◽  
Margarita Tsyguleva ◽  
Maria Fedorova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Different Types ◽  
Research Findings ◽  
Independent Work ◽  
Development Of Students

The article is devoted to the problem of forming and improving students’ cognitive skills in connection with development of communicative skills. The aim of the article is to study the effects of designing supporting schemes of different types on development of students’ cognitive and communicative skills in the process of learning a foreign language. The authors summarized research findings on regularities of foreign language learning by university students and revealed conditions of enhancing the effectiveness of this process. The authors have justified the necessity and appropriateness of supporting schemes application when teaching foreign languages that are analogues of inner speech universal subject codes. The authors came to the conclusion that one of the most efficient ways to form and develop students’ cognitive and communicative skills is to involve them in self-education, provide them with an appropriate algorithm of conscious and independent work with information, with each stage being constantly self-controlled.

scholarly journals The Realization of Kinship Terms in Persian and Filipino

2017 ◽  
Vol 7 (2) ◽  
pp. 17
Author(s):  
Nazli Azodi ◽  
Fateme Karimi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
The Past ◽  
Different Types ◽  
Cultural Status ◽  
Dynamic Language ◽  
Kinship Terminology ◽  
Address Terms

Sociolinguistics studies of language forms and functions should be an indispensable part of second/foreign language learning. Family or kinship address terms as an important feature of interface between language and society, can provide valuable sociolinguistic information about the interlocutors and their relationships. In line with the studies of these terms during the past few decades, this paper focuses on collecting and explaining different types of kinship terminology that Persian and Filipino interlocutors use in their conversations. The relevant terms have been collected by observation and interview. The study also highlights the differences between the two languages in using such terms based on social and cultural status. The findings of the study show that Persian is a gender sensitive and a dynamic language while Filipino is a sex-neutral and respect oriented language. 

Online games for young learners' foreign language learning

ELT Journal ◽  
2014 ◽  
Vol 68 (3) ◽  
pp. 265-275 ◽  
Author(s):  
Y. G. Butler ◽  
Y. Someya ◽  
E. Fukuhara
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Online Games ◽  
Young Learners
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