scholarly journals WPŁYW UMUZYKALNIENIA NA PRZYSWAJANIE PODSYSTEMU FONICZNEGO U UCZĄCYCH SIĘ JĘZYKÓW OBCYCH: WYNIKI BADANIA

Neofilolog ◽  
2019 ◽  
Vol 2 (43/2) ◽  
pp. 168-179
Author(s):  
Wioletta Piegzik
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Musical Training ◽  
Wilcoxon Test ◽  
Musical Ability ◽  
Music School ◽  
Foreign Language Learners ◽  
The Relationship ◽  
Positive Effect

This report presents the results of a study into the relationship between musical ability and the development of a phonological system by foreign language learners. Our own experiences both as a foreign language teacher and as a musical group leader have raised a number of questions and lines of enquiry. These challenge previous researchers’ findings concerning the allegedly absolutely positive effect of music on language learning and as a result this study has been undertaken.After a brief theoretical presentation, we describe the research project in which learners abilities to distinguish and produce different phonemes as well as the prosody of the language studying are analyzed. Two groups of learners were compared in this study. One group attended a music school. The second group had no musical experience. The study showed that receptive skills were not significantly different between the two groups. The group of learners with musical training was more articulate but this was the only difference. The statistical approach used in analysis of data was the Wilcoxon test.

scholarly journals The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

2018 ◽  
Vol 35 ◽  
pp. 69-79
Author(s):  
Zofia Chłopek
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Research Question ◽  
Learner Motivation ◽  
Main Research ◽  
Foreign Language Learners ◽  
Individual Variables ◽  
The Relationship

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors

2017 ◽  
Vol 7 (12) ◽  
pp. 1308
Author(s):  
Xiaojing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Learning Motivation ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Language Learning Motivation ◽  
Survey Results ◽  
The Relationship

Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.

Synthetic Speech in Computer-Enhanced Foreign Language Learning

2011 ◽  
pp. 227-253 ◽  
Author(s):  
Min Kang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Natural Speech ◽  
Synthetic Speech ◽  
Listening Skills ◽  
Foreign Language Learners ◽  
Comprehension Ability ◽  
The Relationship

The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently used to replace natural speech in listening materials for foreign language learning or not. For CALL purposes, synthetic speech in English was evaluated from the viewpoints of both foreign language learners and teachers. We conducted several surveys: (a) to find out if the synthetic speech generated by current TTS engines is as efficient as natural speech in training listening skills, (b) to identify the specific ways in which the evaluated synthetic speech is as good as natural speech, (c) to determine the relationship between changes in individual listening comprehension ability and the results of the quality evaluations of synthetic speech, and (d) to discuss the possible approaches for using synthetic speeches.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

2021 ◽  
Vol 26 (2) ◽  
pp. 273-298
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Musical Training ◽  
Potential Effect ◽  
Future Research ◽  
General Description ◽  
Content Type ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

scholarly journals Adults learning additional languages in their later years

2020 ◽  
Vol 1 (1) ◽  
pp. 112-124
Author(s):  
David Singleton ◽  
Dorota Záborská
Keyword(s):  
Older Adults ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The Self ◽  
Older Learners ◽  
Third Age ◽  
Learning Capacity ◽  
Foreign Language Learners ◽  
Age Related

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

EXAMINING THE RELATIONSHIP BETWEEN THE FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING MOTIVATION TO FILIPINO FOREIGN LANGUAGE LEARNERS

2021 ◽  
Vol 9 (1) ◽  
pp. 645-658
Author(s):  
Sherrilyn B. Quintos
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Foreign Language Anxiety ◽  
Foreign Language Learners ◽  
Filipino Students ◽  
Context Specific ◽  
The Relationship

This quantitative research study investigated the relationship between anxiety acquired through foreign language learning and learning motivation of Filipino students in Bataan Peninsula State University. Participants were identified through stratified random sampling. It adapted two sets of questionnaires: Foreign Language Classroom Anxiety Scale by Horwitz, et al. (1986) and Foreign Language Learning Motivation Questionnaire developed by Gonzales (2006). Results showed that anxiety and motivation have a significant relationship with each other. Higher level of learning motivations students set for themselves manifest higher chances for them to develop consciousness and anxiety over their academic performance. They see L2 learning essential in employment opportunities, effective communication, and exploring foreign culture. However, their sense of interest to the course is primarily driven by extrinsic motivations which are only influenced by external factors such as the need to take the subject to pass a requirement. In return, they grow anxious and fearful of the possible consequences of being unable to achieve learning expectations and self-goals. While it is true that age does not significantly affect the relationship of the two variables under examination, it was found that females are more likely to exemplify a receptive behavior in learning than males. It is of high suggestion to integrate different strategies in teaching foreign language to minimize anxiety tendencies and maximize students’ engagement in learning. Also, it is recommended to devise or adapt a more context-specific questionnaire that will deeply explore on the intrinsic and extrinsic motivations of students and the anxiety concomitant to it. Finally, further studies are highly encouraged to be conducted to further navigate the interplay of other contributing variables in their foreign language learning experiences.

Patterns of Vocabulary Development in Foreign-Language Learners

1987 ◽  
Vol 9 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Rolf Palmberg
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Time Pressure ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
The Stability ◽  
Introductory Discussion ◽  
The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

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