Pedagogical stylistics in multiple foreign language and second language contexts: A synthesis of empirical research

2015 ◽  
Vol 24 (1) ◽  
pp. 54-72 ◽  
Author(s):  
Gary G Fogal
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Meta Analysis ◽  
Empirical Support ◽  
Foreign Languages ◽  
Literary Texts ◽  
Language Awareness ◽  
L2 Acquisition ◽  
Foreign Language Proficiency

This article examines the efficacy of pedagogical stylistics as a learning tool for developing second or foreign language proficiency. Pedagogical stylistics – an instrument for investigating the linguistic, sociocultural and dialogic features inherent in literary and non-literary texts – has often been criticized for relying too heavily on intuition rather than empirical support to substantiate its employment in language learning classrooms. To better understand this criticism a coding framework adapted from previous research was employed to synthesize 13 studies across four, second or foreign languages in nine countries. Three themes emerged from this synthesis: (1) stylistics as a tool for improving L2 performance; (2) stylistics’ contribution to building language awareness; (3) stylistics as a tool for building academic skills beyond L2 acquisition. This work explores these themes and discusses the research practices informing the claims made therein, highlighting a consistent underreporting or under collecting of data as a recurring problem in the literature. This shortcoming precludes a meta-analysis of the literature, and this article argues that this shortcoming contributes to a justifiably weak representation of stylistics in second or foreign language contexts. To rectify this issue suggestions are made for more thorough reporting of data and a more robust research agenda in second or foreign language-based, stylistic contexts.

scholarly journals Foreign Language Learning at a Technical University in the Modern Period

2020 ◽  
Vol 10 (6) ◽  
pp. 139
Author(s):  
Margarita Ivkina ◽  
Lyudmila Merkulova ◽  
Olga Martynova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Learning System ◽  
Foreign Languages ◽  
Professional Activity ◽  
Self Development ◽  
Foreign Language Proficiency ◽  
Technical University

Abstract Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches. Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method. Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level. Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

2021 ◽  
Vol 71 (3) ◽  
pp. 78-89
Author(s):  
K.T. Kudarova ◽  
◽  
G.S. Bimasheva ◽  
Sh.G. Iskakova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Meta Analysis ◽  
Foreign Language Learning ◽  
Combined Effect ◽  
Game Based Learning ◽  
Mathematical Methods ◽  
Foreign Language Proficiency ◽  
The Impact

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.

scholarly journals Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

2020 ◽  
Vol 12 (4) ◽  
pp. 1302 ◽  
Author(s):  
Zhang ◽  
Dai ◽  
Wang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Linear Regression Analysis ◽  
Foreign Languages ◽  
Shaanxi Province ◽  
Research Attention ◽  
Third Language ◽  
Learning And Teaching ◽  
Foreign Language Proficiency ◽  
Senior English

Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

scholarly journals The role of education informatization in improving the efficiency of the educational process

2021 ◽  
Author(s):  
Iryna Skril ◽  
Nataliia Vasylyshyna ◽  
Tetiana Skyrda ◽  
Olena Moroz ◽  
Tatiana Voropayeva
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Language Proficiency ◽  
Information Exchange ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Foreign Language Proficiency ◽  
The Future ◽  
High Level

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

scholarly journals COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF TBLT APPROACH IN FOREIGN LANGUAGE LESSONS

2021 ◽  
pp. 409-414
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Competence Development ◽  
Low Level ◽  
Advantages And Disadvantages ◽  
Foreign Language Proficiency

The article contains a comparative analysis of PPP and TBLT approaches to the foreign language learning including the detailed description of the main stages of teaching and lessons planning in the framework of each approach; the advantages and disadvantages of both approaches are also considered in the article. It is also emphasized that using TBLT approach in groups of students from non-linguistic universities with a low level of foreign language proficiency (A2) is rather difficult. In such situations authors recommend considering the traditional PPP method, which allows practicing and fixing the necessary speech patterns.

scholarly journals MUSIC AND SONGS IN FOREIGN LANGUAGE TEACHING

2021 ◽  
Vol 6 (4(68)) ◽  
pp. 21-25
Author(s):  
L. Babaievska
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Educational Process ◽  
Foreign Languages ◽  
Main Element ◽  
Scientific Publications ◽  
Music Methods ◽  
Foreign Language Proficiency ◽  
Main Ideas

Under consideration are main methods and approaches to teaching foreign languages, the main element of which is music and songs. The latest research and scientific publications on the use of musical material in teaching various aspects of foreign languages – grammar, vocabulary, speaking, listening, writing – have been analyzed. The main ideas and stages of introducing musical methods in the educational process have been described. The role of musical material in teaching foreign languages has been determined. The paper highlights basic skills of foreign language proficiency which can be improved by means of music methods and approaches. There have been indicated advantages of each of the presented methods. The effectiveness of the use of music and songs in teaching foreign languages has been proved.

Integrating content and foreign language learning

2017 ◽  
Vol 5 (1) ◽  
pp. 4-29 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Qualitative Approach ◽  
Education Students ◽  
Content Learning ◽  
Organizational Conditions ◽  
Foreign Language Proficiency

Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students’ reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students’ beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students’ reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students’ language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes.

scholarly journals SIMILARITIES AND DIFFERENCES IN RISSIAN AND AMERICAN SOCIOPOLITICAL WORLD IMAGES ON THE BASIS OF FREE-ASSOCIATION TEST RESULTS

2020 ◽  
pp. 98-108
Author(s):  
Светлана Александровна Чугунова
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Free Association ◽  
Association Test ◽  
Foreign Languages ◽  
Test Results ◽  
North Americans ◽  
Foreign Language Proficiency ◽  
Similarities And Differences ◽  
Political Vocabulary

С опорой на положения психолингвистических теорий, предложенных в разное время А.А. Залевской, анализируются результаты свободного ассоциативного эксперимента у испытуемых - русских студентов факультета иностранных языков с хорошим уровнем подготовки по английскому языку и молодых людей - носителей американского английского в возрасте 22-24 лет на материале стимулов - семантических коррелятов, объединяемых абстрактностью значения, высокой частотностью употребления и политической тематикой. Based on the psycholinguistic theories proposed and developed by A.A. Zalevskaya in different years, the article presents a free-association test results in two groups of Russian foreign languages faculty students with intermediate, upper-intermediate and advanced levels of foreign language proficiency and in a group of North Americans aged between 22 and 24 years. The stimuli included semantic correlates (or equivalents) in Russian and English, representing political vocabulary characterized by frequency of occurrence and abstract meaning.

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