Book Review: The Babel of the Unconscious: Mother Tongue and Foreign Languages in the Psychoanalytic Dimension.

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

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Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽

2018 ◽

Author(s):

Heather Adams ◽

Laura Cruz-García

Keyword(s):

Foreign Language ◽

Mother Tongue ◽

Language Teaching ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Oral Performance ◽

Specific Language ◽

Language And Culture ◽

Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

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Book Review: Elements of English Composition, the Mother Tongue

Journal of Education ◽

10.1177/002205740305700122 ◽

1903 ◽

Vol 57 (1) ◽

pp. 11-11

Keyword(s):

Mother Tongue ◽

English Composition

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Book Review: Beyond the Unconscious: Essays of Henri F. Ellenberger in the History of Psychiatry

The Canadian Journal of Psychiatry ◽

10.1177/070674379403900913 ◽

1994 ◽

Vol 39 (9) ◽

pp. 578-578

Author(s):

Peter J. Faux

Keyword(s):

History Of Psychiatry ◽

The Unconscious ◽

History Of

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Sobre las particularidades de la enseñanza del español a estudiantes rusohablantes = On the particularities of the teaching of Spanish to Russian-speaking students

Revista de Humanidades ◽

10.5944/rdh.35.2018.19986 ◽

2018 ◽

pp. 217

Author(s):

Rafael Guzmán Tirado

Keyword(s):

Foreign Language ◽

Mother Tongue ◽

Spanish Language ◽

Foreign Languages ◽

Teaching Materials ◽

Main Hypothesis ◽

Contrastive Study ◽

Education Levels

Resumen: La hipótesis principal que planteamos en el presente artículo consiste en que el estudio contrastivo de las lenguas puede ser de gran utilidad en la enseñanza de las lenguas extranjeras, pues permite al profesor descubrir los errores provocados durante su aprendizaje por la interferencia de la lengua materna del estudiante, lo que será esencial para seleccionar y organizar el material didáctico necesario. Para demostrar esta hipótesis nos hemos planteado como objetivo realizar un estudio de las principales particularidades de la enseñanza de la lengua española a los estudiantes de habla rusa y analizar los problemas y dificultades con las que se encuentran durante el proceso de aprendizaje del español, debido a las interferencias mencionadas. Estos datos permitirán a los profesores de ELE y de los diversos niveles educativos adoptar las estrategias y medidas correspondientes, así como establecer las estrategias necesarias y elaborar los materiales que permitan superarlas.Abstract: The main hypothesis in our article is that the contrastive study of languages can be very useful in the teaching of foreign languages, since it allows the teacher to discover the errors produced by the interference of the student's mother tongue, what will be essential to select and organize the necessary teaching materials. Starting from that principle, the objective of the present work is to carry out a study of the main peculiarities of the teaching of the Spanish language to Russian-speaking students, and analyze the problems and difficulties which these students find during the process of learning our language, due to the interference of their mother tongue. This will allow teachers of Spanish as a foreign language and teachers of the different education levels to adopt the corresponding strategies and measures.

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