scholarly journals Fremdsprachliche Interferenzen gestern und heute im Kontext der sprachexternen Faktoren. Eine Studie zum englisch-deutschen und deutsch-polnischen Sprachkontakt

2020 ◽  
Vol 24 ◽  
pp. 201-226
Author(s):  
Piotr A. Owsiński ◽  
Keyword(s):  
Foreign Language ◽  
Language Contact ◽  
Research Area ◽  
Cultural Development ◽  
Target Language ◽  
German Language ◽  
Linguistic Study ◽  
The Past ◽  
Polish Language

The paper hereunder is an attempt at an analysis of foreign-language interferences which follow from language contact in the context of extralingual factors based on the example of English lexical borrowings and the degree of their assimilation in the target language. The research area has been presented on two levels: on one level the analysis includes English verbs which have come into contemporary German language. On another level the corpus constitutes some German words borrowed into the Polish language as a result of language contact from the past. The analysis was conducted in view of factors supporting the borrowing process. The context for the linguistic study is a historical and industrial background, which depends on the current needs of the specific society and on the direction from which the cultural development is propagated.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

scholarly journals The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

2021 ◽  
pp. 173-191
Author(s):  
Marta Segura ◽  
Helena Roquet ◽  
Carmen Pérez-Vidal
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Target Language ◽  
Integrated Learning ◽  
Older Students ◽  
Efl Learners ◽  
The Past ◽  
Learning Contexts ◽  
Student Proficiency

In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.

PRAVOPISNE GREŠKE U MEĐUJEZIKU SRBOFONIH STUDENATA KOJI UČE TIPOLOŠKI SRODNE JEZIKE (ITALIJANSKI KAO L2 I ŠPANSKI KAO L3)

Lipar ◽  
2020 ◽  
Vol XXI (73) ◽  
pp. 217-231
Author(s):  
Marija Vujovic
Keyword(s):  
Foreign Language ◽  
Negative Transfer ◽  
Mother Tongue ◽  
Spanish Language ◽  
Target Language ◽  
Language Transfer ◽  
Third Language ◽  
The Third ◽  
The Past ◽  
Orthographic Errors

The studies that analyze the interlanguage of plurilingual speakers have been the focus of linguists’ interest for the past three decades, since empirical researches have proved that both students’ mother tongue and non-mother tongue can be a resource for transfer when learning a new language. The paper analyzes orthographic errors made by Serbophone students of philology who study two typologically similar languages - Italian and Spanish, which arose as a result of a negative transfer from one language to another. The presented errors prove that the negative transfer is stronger in typologically closely related languages than in those that are not, regardless of the order of acquisition (De Bot, 1992; Williams & Hammarberg, 1998; Jarvis, 2000; De Angelis & Selinker, 2001; Cenoz, 2001; Ecke, 2001; Hammarberg, 2001; Ringbom, 2001). Due to the factors of language distance and psychotypology that influenced the appearance of transfers, it has been proved that interlinguistic similarities are the ones that caused the largest number of errors (Swan, 1997) and the appearance of negative lateral transfer, i.e. negative transfer from the second to the third language. The errors did not occur exclusively due to ignorance of the rules of the Spanish language, but they were caused by the influence that the knowledge of the previously acquired Italian had on learning Spanish. Thus, most of the errors were interlingual. Many errors identified in the corpus would not have been made by students who had previously learned another foreign language typologically distant from Spanish. As the largest number of orthographic errors was identified in words that are the same or similar in Italian and Spanish, the claim of many linguists (Williams & Hammarberg, 1998; Cenoz, 2001; De Angelis & Selinker, 2001; Ecke, 2001; Hammarberg, 2001; Ringbom, 2001) that the typological similarity between L2 and L3 facilitates language transfer has been proved. Thus, when studying transfer, one should pay attention not only to the influence of the mother tongue on the target language, but also to the influence of L2 on the target language, especially in the case when L2 is typologically closest to the L3.

scholarly journals Plateaux in pronunciation

2020 ◽  
Vol 20 ◽  
pp. 53-66
Author(s):  
Fiona Farr
Keyword(s):  
Experimental Study ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Control Group ◽  
Optimal Conditions ◽  
The Past ◽  
Language Norms ◽  
Conditions Of Learning ◽  
Experimental Group

Within the field of second language acquisition the question of cessation of learning short of the target language norms, particularly among adult populations, has been widely discussed since the term FOSSILIZATION was first coined by Selinker in 1972. This article briefly outlines the main theoretical concerns of this phenomenon, which has had various terminological badges over the past three decades. It then details an experimental study whose aim it was to uncover the destabilizing potential of instruction on the pronunciation of advanced French learners of English as a Foreign Language who displayed fossilization tendencies. The results indicate significant improvements made by the experimental group relative to the control group. In conclusion it is deemed appropriate to classify such learners as stabilized and not permanently fossilized, as changes in pronunciation systems can occur give optimal conditions of learning and exposure.

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

In terference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.Keywords;Interference;  Second or Foreign Language Learning; Indonesian Learner

The Legacy of Sisyphus

PMLA ◽  
1968 ◽  
Vol 83 (1) ◽  
pp. 9-14
Author(s):  
George Winchester Stone
Keyword(s):  
Foreign Language ◽  
Presidential Address ◽  
National Politics ◽  
Language Program ◽  
Linguistic Study ◽  
The Past ◽  
New Knowledge ◽  
Policy Statements ◽  
Post War ◽  
The One

This 1967 MLA presidential address summarizes the development of the Association and American scholarship during the eight years of the Executive Secretaryship of George Winchester Stone, Jr.: the production of floods of scholarship, the entrance of the MLA into national politics through the Foreign Language Program and NDEA, the development of the International Bibliography, production of endless professional pamphlets and policy statements. These scholarly and professional tasks resemble the unending labors of Sisyphus. The humanistic achievements of the scholar are still the most important. Each generation of humanistic scholars must redefine for itself and try to explain to a wider audience the values of literary and linguistic study. Despite the loss of purpose, floundering, sense of apathy and protest evident in post-war creative literature, American scholarship in all languages and of all periods is now at a peak. Americans have given back to Europe its greatest literary products of the past enriched by modern principles of editing, annotation, criticism, and analysis. American scholars move into the next century hand in hand with mechanical aids of tremendous value to liberate rather than enslave them. The one stone that Sisyphus had to roll has exploded and fragmented. The task devolving upon us is now tenfold. In our pursuit of minutiae in scholarship we will demolish all humanistic values unless we keep in the forefront of our consciousness the ten huge stones which challenge us: the new ignorance, muddleheadedness, bigness, crassness, rapidity of change, salvation of the good results of years of permissiveness, repossession of broad scholarship, realignment of new knowledge, pursuit of excellence, and above all assurance of relevance.

scholarly journals Ethnocultural Component of Content of Education in Intercultural Context

2021 ◽  
Vol 3 (3) ◽  
pp. 37-39
Author(s):  
Tatyana Nikolaevna Nikolaeva
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Family Relations ◽  
Target Language ◽  
Educational Institutions ◽  
German Language ◽  
Timely Response ◽  
The World ◽  
Approach To Teaching ◽  
Selection Of

The work is devoted to the problem of co-learning of languages ​​and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages ​​towards the development of communicative and intercultural competence of students, which involves the co-learning of languages ​​and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.

scholarly journals On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

2020 ◽  
Vol 1 (3) ◽  
pp. 1-19
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Research Area ◽  
Target Language ◽  
Cultural Meanings ◽  
Efl Learners ◽  
Inappropriate Use ◽  
Efl Teachers ◽  
University Level ◽  
The University

This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.

scholarly journals B1 I CO DALEJ? O KONIECZNOŚCI PRZYGOTOWANIA PROGRAMU NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO DLA CELÓW AKADEMICKICH

Neofilolog ◽  
2019 ◽  
pp. 129-142
Author(s):  
Agnieszka Jasińska
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Students ◽  
Research Study ◽  
Academic Discourse ◽  
Substantial Growth ◽  
The Past ◽  
Polish Language ◽  
Language Instructors

For the past several years we have been observing a substantial growth of interest in studies in Poland among foreign students, particular those from the East. The required level of language proficiency for Polish universities is B1 which is not difficult to achieve in a year. It is, however, by no means sufficient to participate in university classes, to follow academic discourse, to write papers or prepare for exams. This article presents the results of a research study conducted among academic lecturers and Polish language instructors teaching preparatory classes on the lacks and needs of foreign students. It also presents core demands regarding teaching Polish as a foreign language for academic purposes.

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