scholarly journals El desarrollo de la efectividad comunicativa escrita en ELE: las arabófonas a examen

2020 ◽  
Vol 30 (2) ◽  
pp. 268-280
Author(s):  
Mari Mar Boillos Pereira
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mother Tongue ◽  
Multidimensional System ◽  
Rhetorical Situation ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Pragmatic Knowledge ◽  
Selection Of ◽  
Communicative Effectiveness

Communicative effectiveness in foreign language writing refers to the ability to dominate a multidimensional system that includes linguistic, sociolinguistic, and pragmatic knowledge. This work focuses on measuring the efficacy in Lebanese Spanish students’ writing throughout different stages. All students’ mother tongue is Arabic. For this purpose, a scale of measurement of communicative effectiveness has been applied in the texts written by 57 university students. The results attest an incidence of the level in the grammar domain, whereas this one does not seem to have an impact on the structure of the text, the recognition of the rhetorical situation or the selection of the ideas.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Modern approaches in teaching writing skill within the process of foreign language teaching

2020 ◽  
pp. 110-117
Author(s):  
Umida Kulmagambetovna Khodjaniyazova 
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Process Approach ◽  
Foreign Language Teaching ◽  
Teaching Writing ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Product Approach ◽  
Writing Competence

This article is devoted to the problem of the development of writing competence in the process of foreign language teaching. The article refects the main directions of the language policy in the Republic Uzbekistan with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the feld of foreign language education. The characteristic features of foreign language writing competence is presented. The concept of the term «approach» is analyzed by foreign scholars and the author focuses on the advantage of two modern approaches in teaching foreign language writing competence as Product approach and Process approach. A review of two modern approaches is presented by involving the points and claims of well-known foreign scholars. The article deals with the assessment criteria, the learning process and effective techniques that are used on the basis of product approach. It presents a typical model for process approach created by the English specialist C. Tribble. Carried out comparative analysis of two given approaches, leads to the conclusion that both product approach and process approach, despite of their advantages, are not perfect enough in teaching writing since both approaches were criticized by methodologists. As a result of the study, it is concluded that it is preferable to use a mixed approach, along with traditional ones to develop writing competence of students.

An integrated approach to foreign language writing instruction

2004 ◽  
Vol 27 (1) ◽  
pp. 44-57
Author(s):  
Corinne Mesana
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Cultural Awareness ◽  
Peer Assessment ◽  
Writing Skills ◽  
Integrated Approach ◽  
Integrative Approach ◽  
Recent Book ◽  
Foreign Language Writing ◽  
Language Writing

Abstract This paper puts forth the need for further integration of research on writing-as-a-process in foreign language writing and teaching practices. Several problems are identified concerning the teaching and learning of writing skills, as most teachers attend to the product – its originality, clarity and correctness, and recent popular textbooks on French language and culture still focus on the product and rarely on the process. The extensive research on writing-as-a-process in both Francophone and North American applied linguistics for L1 and L2 does not seem to have had the same repercussions on foreign language teaching or material development as it did on L2 writing skills for ESL/EFL. Here, I propose an integrative approach to writing instruction comprising different findings in process writing, self- and peer-assessment and cross-cultural awareness. The design of a six-step approach stems from a recent book on the pedagogy of writing skills (Mesana-Alais, 2001) and shows how to explore and produce genre-based texts.

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