scholarly journals Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

2018 ◽  
Vol 8 (1) ◽  
pp. 47-71 ◽  
Author(s):  
Audrey De Smet ◽  
Laurence Mettewie ◽  
Benoit Galand ◽  
Philippe Hiligsmann ◽  
Luk Van Mensel
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Self Report ◽  
Target Language ◽  
Emotional Engagement ◽  
Background Characteristics ◽  
French Speaking ◽  
Target Languages ◽  
Primary School Pupils

This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

Gespreksvaardigheidsonderwijs in de Moderne Vreemde Talen in het Hoger Onderwijs, in het Bijzonder de Lerarenopleiding

1994 ◽  
Vol 48 ◽  
pp. 47-57
Author(s):  
Gerard M.M. Willems
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Skills Training ◽  
Target Language ◽  
Large Classes ◽  
Time Investment ◽  
Conversational Skills ◽  
Long Run ◽  
The One

Foreign language conversational skills training is gradually becoming a debated issue in higher education foreign language departments in the Netherlands. Pressure on the student-staff ratio and, consequently, increasingly large classes raise questions with regard to the effectiveness of traditional methodology. In this paper an attempt is made to outline an approach which, in the long run, will considerably reduce staff-time investment and increasingly encourage student activity. The approach proposed is based on the one hand on recent insights into the role of the learner in his own learning process, and on the other on the hypothesis that languages are acquired first and foremost by conducting conversations (the 'Active Process Hypothesis'). On the whole, tertiary students in the Netherlands start their language study with sufficient linguistic skills in the target language to make such an approach feasible. The paper opens with a discussion of the what of communicative competence and proceeds to how it may be acquired. Discourse elicitation and subsequent analysis and the development of strategic competence in the broadest sense of the term play a central role in the methodology suggested. In conclusion, a practical example of the procedure advocated is presented by way of illustration.

Toward a Modified Structural Syllabus

1982 ◽  
Vol 5 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Albert Valdman
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Target Language ◽  
General Context ◽  
Teaching Materials ◽  
Rhetorical Devices ◽  
Functional Orientation ◽  
Linguistic Means

This paper argues for an integration of the notion of communicative competence in the elaboration of syllabuses and the preparation of teaching materials for beginning and intermediate generalforeign languagecourses. A distinction is made between such courses and the teaching of English as a medium of wider communication on an international basis. In FL instruction, as opposed to the teaching of a MWC, metalinguistic, epilinguistic, or cultural objectives may be more highly valued than the use of language for daily communication. In addition, the general context of FL instruction precludes the authentic use of the target language in the classroom, a prerequisite for the attainment of communicative competence. The integration of the notion of communive competence in FL instruction, including the inclusion of notions and functions, involves the grafting of these last mentioned considerations onto a structural-situational-functional base. That base would be modified by moving in five directions: (1) adopting a functional orientation, i.e., providing learners with linguistic means to express notions and functions rather than the teaching of structures for their own sake; (2) focus on semantic notions; (3) cyclical progression; (4) aiming for discursive authenticity by identifying rhetorical devices) providing stylistic manoeuver by the recognition of the role of variants.

scholarly journals Strategi Komunikasi Code Switching oleh Pembelajar Bahasa Inggris Sebagai Bahasa Asing

2020 ◽  
Vol 32 (1) ◽  
pp. 1-15
Author(s):  
Endang - Fauziati
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Junior High School ◽  
English Learners ◽  
Communication Strategies ◽  
Code Switching ◽  
Target Language ◽  
Research Subjects ◽  
School Students ◽  
Research Findings

This qualitative study aims to examine the types and realization of the use of Code Switching communication strategies used by junior high school students when communicating in English as a foreign language. The research subjects were 30 students of SMP N IV Surakarta. The research objects were the types and realization of the use of code switching communication strategies used by students when communicating in English. Data were collected through the elicitation technique in which the participants were given the task to describe a cartoon; their speech was recorded and used as the data source. The data were analyzed qualitatively by inductive techniques using Dornyei and Myers-Scotton analysis frameworks. Research findings were interpreted by using relevant theory. The results showed that the learners used three types of code switching, namely: tag code switching, intra sentential code switching, and inter-sentential code switching. And there were three factors that contributed to the use of code switching, namely mastery of bilingual or bilingual, limited mastery of English, and as a compensation strategy. It can be concluded that the use of code switching by English learners as a foreign language is a natural and unavoidable. Because code switching is one of the communication strategies to compensate for the limited mastery of the target language.

scholarly journals State Cultural Policies in Georgia’s Small Book Market. Case of the Translation Grant Programme “Georgian Literature in Translation” (2010–2018)

Knygotyra ◽  
2020 ◽  
Vol 75 ◽  
pp. 92-113
Author(s):  
Ana Kvirikashvili
Keyword(s):  
Target Language ◽  
Strong Impact ◽  
Literary Field ◽  
Frankfurt Book Fair ◽  
Grant Program ◽  
Book Fair ◽  
Policy Program ◽  
Publishing Houses ◽  
Target Languages

This paper analyses translation support in the Georgian literary field by studying the case of the translation grant program “Georgian Literature in Translation” (2010-2018). Accordingly, it offers a quantitative and qualitative study of the selection of translation projects that have received grants from the Georgian National Book Center as of 2010, when the translation policy program was first launched. This study will consider a) which authors are being promoted by the state and which titles are being translated; b) which publishing houses have benefited the most from these subsidies; and c) which target languages are used in said projects, relying on the frameworks of the sociology of translation (Heilbron and Sapiro). The hypotheses of this paper are 1) that there is a strong impact of the Frankfurt Book Fair and an increase of state-supported translations; 2) a great role of German as a target language in these projects; and 3) relatively active translation flows in the region where Georgia is located. Fieldwork from the 2018 Frankfurt Book Fair will serve as a complementary source, as well as the interviews that I have conducted with agents of the Georgian literary field.

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

scholarly journals ROLE OF ENGLISH AFFIXOIDS IN MODERN UKRAINIAN, RUSSIAN AND FRENCH

2020 ◽  
Author(s):  
Olena Samoilenko
Keyword(s):  
Formal Analysis ◽  
Target Language ◽  
French Language ◽  
Primary Meaning ◽  
Structural Parts ◽  
Target Languages ◽  
Character Feature ◽  
Independent Functioning ◽  
Building Level

AbstractBackground. The article is devoted to the influence of borrowed affixoids on the wordbuildingsubsystems of the target languages. Purpose. The aim of the article is to reveal the peculiarities of the influence of borrowingsfrom English on the word-building subsystem of the target languages and namely to define the roleof affixoids in productive ways of modern word-building. The aim preconditions the performing ofthe following tasks: analysis of the nature of affixoids; revealing peculiarities of borrowed affixoidsfunctioning in target languages. Methods. In the article the following methods are used: 1) for detecting the volume andmeaning of the term affixoid the method of the review of the existing literature has been used; 2) forrevealing the constituent parts of the lexical units the method of distributive has been used; 3) fordescribing the peculiarities of quasi-composites and existing word-patterns the methods ofonomasiological and formal analysis have been used. Results. If one analyses the appearance of the affixoid. -gate, it is necessary to take intoconsideration, that it is formed due to the so-called “intercalated” or “telescopic” formation ofnew words, when one word is “inserted” into another, as a result of which an unusual, occasionalformation appears. In modern Ukrainian and Russian we can reveal the development of newmeaning which is absolutely different from the primary meaning. Some people are even sure that -gate is the synonym of the word scandal. Borrowing word-forming models is another character feature of language that causes theappearance of quasi-composites. In French, for example, it is possible to observe the interestingphenomenon of borrowing not structural parts, but word-building samples. The presence of “falseEnglishisms” in the French language proves once again that very often not only separate words areborrowed, but also word-forming material. Discussion. Processes of borrowing influence the target languages in many different ways.The most common of them is direct borrowing, assimilation of concrete lexical units. But recentlythe facts of influence of the source language have become more and more common, so processes ofborrowing have an impact not only on the lexical subsystem of the target language, but also on theword-building level by assimilating productive affixes and affixoids, as well as common wordbuildingpatterns and models. The field of affixoids still requires new linguistic research, especiallyin connection with the processes of borrowing and the tendency of the modern languages tosimplification. It is very important to observe new ways of enriching vocabulary where assimilationof foreign affixoids is becoming more and more productive. The independent functioning ofaffixoids in target languages is also worth describing and analyzing.

scholarly journals Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

2020 ◽  
Vol 1 (XXII) ◽  
pp. 171-186
Author(s):  
Anna Godzich
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Educational Processes ◽  
Functional Equivalent ◽  
Contrastive Linguistics

This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.

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