scholarly journals The Similarities Between the Errors in the Mother Tongue of the Autistic Children and the Target Language of the Second/Foreign Language Learners

2021 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Tahani Abdulrahman Al-absi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Mother Tongue ◽  
Target Language ◽  
Autistic Children ◽  
Foreign Language Learners

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 Teaching Sociolinguistics: A Medium for Cultural Awareness of Indonesian University Foreign Language Learners

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 192
Author(s):  
Agnes Herawati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cultural Awareness ◽  
Target Language ◽  
Language Usage ◽  
Research Results ◽  
Foreign Language Learners ◽  
Language Classrooms

This paper tries to show the evidences that indicate how teaching Sociolinguistics can result in a number of valuable outcomes, including helping students understand and appreciate other cultures different from theirs. Sociolinguistics provides useful examples of language usage in different genres, including how culture influences people in using a language. The opportunities of learning other cultures through language will take the students to the higher level of appreciation of the culture of the target language. To determine how this outcome can be achieved in the language classrooms, this paper provides a review of closely connected literature about how to bridge the gap between cultures in particular. However, to increase its completeness and relevance, this paper also provides some research results that reveal how teaching Sociolinguistics has taken its new applicability and importance, and furthermore adds the effects on how students become more proficient and enthusiastic about their learning. 

scholarly journals Alternative Techniques for Teaching Writing

2015 ◽  
Vol 8 (2) ◽  
pp. 163
Author(s):  
Sihindun Arumi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Use ◽  
Writing Skills ◽  
Teaching Writing ◽  
Target Language ◽  
Foreign Language Learners ◽  
Writing Class ◽  
Alternative Techniques ◽  
Readable Text

Writing as one of language skill is often considered very difficult. It is due to the fact that writing needs to produce and organize ideas using appropriate vocabulary, language use, paragraph organization, and mechanism. It also needs to turn the ideas into a readable text and for foreign language learners, they should also transfer ideas from their native language into target language (foreign language). It raises any problems for them to create a good text. Moreover, the situation in the class does not always supportthem in which the techniques of the teacher in teaching writing is boring and monotonous, do not give enough attention to help students explore their writing skills. So that they attend the writing class only for procedural formality.Thus, it is considered important to elaborate various techniques to build nice classroom atmosphere as well as to improve students’ writing skills.  

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 Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

2020 ◽  
Vol 10 (1) ◽  
pp. 45-65 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Livia Dewaele
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Single Point ◽  
Target Language ◽  
School Students ◽  
Foreign Language Learners ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Item Level ◽  
Group Characteristics

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

Korean Foreign Language Learning

2019 ◽  
pp. 1123-1146
Author(s):  
Byung-jin Lim ◽  
Danielle O. Pyun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Target Language ◽  
Korean Language ◽  
Language And Culture ◽  
Desktop Videoconferencing ◽  
Foreign Language Learners

This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.

scholarly journals “Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners

2018 ◽  
Vol 12 (2) ◽  
pp. 149
Author(s):  
Zulfadli Aziz ◽  
Ika Apriani Fata ◽  
Syarifah Balqis
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
The Other ◽  
Target Language ◽  
Topic Avoidance ◽  
Literal Translation ◽  
Foreign Language Learners ◽  
Successful Group ◽  
Speaking Skill

This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone(1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switchbecome the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appeal for assistance strategies. It implies that the students tend to speak and communicate well, if not yet fluently. Based on the findings, it is suggested that English teachers should introduce several communication strategies for both groups of learners to improve their effective communication.

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