scholarly journals French for Learners in Hesitation Between Mother Tongue and English

2021 ◽  
Vol 15 ◽  
pp. 108-122
Author(s):  
Natalia Loseva ◽  
Liudmila Metelskaya

Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Paul Vincent Mirabile

Abstract To teach English as a second foreign language at university levels provides the educator or professor an excellent occasion to compare the first and second languages by a series of analogical activities that not only highlight the similar forms and structures of them, but more important still, oblige students to comprehend these forms and structures without having either to rely on or depend upon their mother tongue or apprehend them through the prism of their own. In this article are compared Turkish, French and Chinese forms and structures with English through sets of analogical activities that I prepared and applied in classrooms with my Russian students studying the aforesaid languages at the University of Academgorodok near Novosibirsk in Siberia. It was my methodical experiment to bring together English/Turkish, English/French and English/Chinese as interrelated objects of study; to put into relief the interpenetrating analogical elements that these languages possess as a pedagogical approach to them in spite of their very different language families and distinctive structural and morphological features.


2019 ◽  
Vol 9 (3) ◽  
pp. 118
Author(s):  
Müller Mirella ◽  
Johann Schwarz, Logopäd

Speech disorders are in almost all speech pathology accompanied by a symptom. They usually occur during speech development. Baby. First TV describes itself as a provider of shows 'designed to inspire a baby's learning'. However, if a child is presented to a continental strangling program that does not serve the mother tongue, it can have a lot of difficulty in shaping the language of her speech and not understanding the words and sentences of her parents and the environment. The subjects in this study carried out the following diagnostic tests: pedagogical-psychological examination, logaoedic examination, and neurological examination. The results research shows that besides the worse results on non-verbal intelligence tests, children who were exposed to the influence of Baby-TV from their 2 to 4-year-olds have achieved worse results on nonverbal tests as well as children whose parents included the Baby-TV program of 9 months to the gosling of the day. They say the worst German letters such as ß, R, Ö, Ä, Ü and do not associate German spoken words with the environment. The aim of this research was to examine the negative influence of BABY TV on the speech of children with age child, sex, nonverbal, verbal abilities, and development scale of understanding speech. The ability to speak and understand speech in relation to Reynell was also explored development scale of speech. Average and below-average values were obtained.


2019 ◽  
Vol 11 (17) ◽  
pp. 4549
Author(s):  
Mi ◽  
Xu ◽  
Gan ◽  
Chen ◽  
Qiao ◽  
...  

Employees’ spontaneous environmental citizenship behavior (ECB) is a key factor in facilitating the low-carbon transition of enterprises. However, little research has focused on the impact of interpersonal interactions on ECB. To explore how ECB is affected by special interpersonal circles in Chinese organizations, we propose a new concept: perceived interpersonal circle power (PICP). From the two dimensions of PICP, leader-oriented perceived interpersonal circle power (PICP-L) and colleague-oriented perceived interpersonal circle power (PICP-C), we establish a mechanism model to explore the effect of PICP on ECB. A structural equation model was used to test our hypotheses through 332 questionnaires, and the results show that PICP-L and PICP-C differ significantly in the directions and strengths of their effects on ECB. PICP-C has a direct positive driving effect on environmental engagement behavior (EEB) and environmental helping behavior (EHB). High PICP-C can also encourage EEB via affective organizational commitment (AOC). Conversely, PICP-L has no significant effect on EEB. More unexpectedly, PICP-L has a significant negative influence on EHB. This study provides a new direction for future theoretical research on ECB, as well as a new opportunity for policy-making and enterprise management practices to promote employees’ ECB.


2018 ◽  
Vol 71 (4) ◽  
Author(s):  
Halina Lipińska ◽  
Wanda Harkot ◽  
Zbigniew Czarnecki ◽  
Rafał Kornas ◽  
Ewa Stamirowska-Krzaczek ◽  
...  

<p>The aim of the study was to assess the impact of cut vegetative shoots of chosen lawn grass cultivars of <em>Festuca</em> being left on the lawn sward surface on the species composition, sodding and appearance, and over-wintering of the lawn. The influence of decomposing biomass was studied in a field experiment between 2008 and 2014. Each cultivar was sown as a monoculture on microplots with an area of 1 m<sup>2</sup>. The control consisted of sites from which the cut sward had been removed immediately after cutting.</p><p>The results obtained may indicate an allelopathic effect of the cut sward of the cultivars left on the lawn surfaces. The following had the most negative effects on the species composition of the lawn sward (from greater to lesser negative impact): <em>F. ovina</em> ‘Espro’, <em>F. rubra</em> ‘Areta’, <em>F. arundinacea</em> ‘Asterix’, and <em>F. ovina</em> ‘Pintor’. With the exception of ‘Espro’, these cultivars also limited the presence of dicotyledonous plants in the lawn sward. The cover of dicotyledonous plants and other unsown grasses was also recorded on the sites with <em>F. rubra</em> ‘Olivia’ and ‘Nimba’. The greatest negative influence on the sodding of the lawn swards was demonstrated by the latter <em>F. rubra</em> cultivar, whereas <em>F. ovina</em> ‘Espro’ had the greatest negative influence on the appearance. However, no differences were found in assessments of over-wintering of the cultivars at the study sites. However, taking into account the scale of these impacts on the characteristics evaluated, the cultivars of <em>Festuca</em> species tested can be recommended for extensive use, where a cut sward can be left on the surface of the lawn. Some caution in this respect is recommended when it comes to <em>F. ovina</em> ‘Espro’ and <em>F. rubra</em> ‘Areta’ and ‘Nimba’.</p>


2017 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Kiymet Selin Armagan ◽  
Zubeyde Sinem Genc

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated greatly. Developments in the area of reading in L1 have frequently raised questions about reading in L2 and a variety of theories have been proposed to account for the relationship between L1 and L2 reading. One of the most fundamental questions raised is related to “reading fluency”. Even though the importance of reading fluency in both L1 and L2 has been emphasized, studies on fluency in L2 are still scarce if we think about its more complicated and multifaceted nature when compared to reading fluency in L1. The aim of this study was to investigate the impact of timed reading practices on the comprehension level and reading speed of learners of English as a foreign language (EFL) in Turkish context. A total of 74 students were the participants, who were randomly divided into two groups: experimental and control group. Experimental group received timed reading activities while the control group did not. Pre-test was applied on the 1st week and post-test was applied on the 7th week. Results illustrated that timed reading intervention positively affected EFL students’ comprehension level and reading speed. Implications for teaching reading in a foreign language were discussed in relation to a number of important details in the findings.


2020 ◽  
Vol 49 (9) ◽  
pp. 1965-1986
Author(s):  
Nilupama Wijewardena ◽  
Ramanie Samaratunge ◽  
Ajantha Sisira Kumara ◽  
Alex Newman ◽  
Lakmal Abeysekera

PurposeThe purpose of this paper is to examine whether family-to-business support acts as a job resource that attenuates the negative effects of work demands on the stress and creativity of women micro-entrepreneurs in the informal sector in Sri Lanka.Design/methodology/approachData from 359 women micro-entrepreneurs and their respective case officers in local government were used to test the hypothesized relationship between work demands and their creativity through the mediating mechanism of stress and the moderating effect of family-to-business support on the said relationship.FindingsWork demands reduced creativity through heightening the levels of stress faced by women micro-entrepreneurs. However, family-to-business support reduced the negative influence of work demands on creativity through stress.Practical implicationsWomen micro-entrepreneurs should build strong family ties to obtain support from family members. In addition, government training programs that target women micro-entrepreneurs should be extended to include their immediate family members.Originality/valueThis paper contributes to the literature by examining whether family-to-business support buffers the negative effects of work demands for women micro-entrepreneurs in the informal sector. In doing so it makes a theoretical contribution by testing the key tenets of the JD-R model in entrepreneurial settings.


Author(s):  
Mahanbet Dzhusupov

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).


2016 ◽  
Vol 2 (1) ◽  
pp. 69
Author(s):  
Chen Chen

<p align="LEFT">Based on the vowel pattern, an experiment</p><p align="LEFT">is designed to summarize and compare the</p><p align="LEFT">Chinese vowel pattern articulated by Spanish</p><p align="LEFT">students whose first foreign language is English</p><p align="LEFT">and second foreign language is Chinese, and the</p><p align="LEFT">native Chinese speakers. The aim of this study is</p><p align="LEFT">to investigate the transference of mother</p><p align="LEFT">tongue and the first foreign language in the</p><p align="LEFT">learning of a second foreign language. It is</p><p align="LEFT">found that the mother tongue and the first</p><p align="LEFT">foreign language both have the impact on</p><p align="LEFT">transferring the vowel pronunciation to the</p><p align="LEFT">second foreign language. The conditions of</p><p align="LEFT">interference of mother tongue are relatively</p><p align="LEFT">stricter. Compared with the transference of</p><p align="LEFT">mother tongue, the transference condition of</p><p align="LEFT">the first foreign language is stricter. The</p><p align="LEFT">construction of vowel pattern in interlanguage</p><p>is in accordance with the internal law of</p><p>children’s acquisition of mother tongue.</p>


2021 ◽  
Author(s):  
Sofía Castro ◽  
Zofia Wodniecka ◽  
Kalinka Timmer

Monolingualism has typically been understood as a homogeneous phenomenon. The linguistic experiences of monolinguals are usually overlooked when analysing the impact of foreign language experiences on language processing and cognitive functioning. In this study, we analyse the linguistic experiences of 962 English-speaking individuals from the United Kingdom (UK) who identified as monolinguals. Through an online survey, we found that more than 80% of these monolinguals had in fact learned at least one foreign language, dialect, or type of jargon. More than half of this 80% of monolinguals also used languages they had learned at some point in their lives. Moreover, nearly 40% of all the studied monolinguals confirmed that they had been exposed to foreign languages or dialects in their environment; approximately a fourth of these monolinguals who declared exposure to at least one foreign language (or dialect) confirmed that they also used these languages. Furthermore, activities that involved passive use of languages (e.g., watching TV) were occasionally carried out in foreign languages: around 26% of these monolinguals confirmed the passive use of more than one language. Lastly, around 58% of them who had visited one or more non-English-speaking countries declared the active use of foreign languages during their stay(s). These results suggest that the linguistic experiences of monolinguals from the UK often include exposure to and use of foreign languages. Moreover, these results show the need to consider the specificity of the monolingual language experience when analysing the impact of foreign languages on cognitive functioning, as differences in the language experiences of bilinguals also have divergent impacts on cognition. Lastly, monolingual experiences are different from bilingual experiences; therefore, questionnaires that target the particular linguistic experiences of monolinguals should be developed.


2016 ◽  
Vol 12 (7) ◽  
pp. 193 ◽  
Author(s):  
Hamad H. Alsowat

This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.


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