LANGUAGE AND CULTURE IN THE CLASSROOM SPACE: THE CASE STUDY OF A FOREIGN LANGUAGE ASSISTANT IN RUSSIA

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

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INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

Social Sciences, Humanities and Education Journal (SHE Journal) ◽

10.25273/she.v1i2.6624 ◽

2020 ◽

Vol 1 (2) ◽

pp. 22

Author(s):

Dyas Intan Rachmawati ◽

Jurianto Jurianto

Keyword(s):

Foreign Language ◽

Significant Negative Correlation ◽

English Department ◽

Common Phenomenon ◽

Speaking Anxiety ◽

Pearson Product Moment Correlation ◽

Efl Learners ◽

Achievement Score ◽

Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

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Assessment : Basic Concepts, Thoughtful Decisions

The International Education and Learning Review ◽

10.37467/gka-edurev.v1.1491 ◽

2017 ◽

Vol 1 (1) ◽

pp. 9-21

Author(s):

Milton Raul Licona Luna ◽

Elizabeth Alvarado Martínez

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learning ◽

Assessment For Learning ◽

Continuous Assessment ◽

Research Project ◽

Basic Concepts ◽

Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

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A Case Study on Teaching Korean Language And Culture Based on Intercultural Approach

Teaching Korean as a Foreign Language ◽

10.21716/tkfl.49.225 ◽

2018 ◽

Vol 49 ◽

pp. 225-248

Author(s):

Young Mi Cho

Keyword(s):

Korean Language ◽

Language And Culture

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Enacting alternatives to nationalist essentialising in language learning: Students’ voices

Forum Italicum A Journal of Italian Studies ◽

10.1177/0014585820986504 ◽

2021 ◽

pp. 001458582098650

Author(s):

Gloria De Vincenti ◽

Angela Giovanangeli

Keyword(s):

Language Learning ◽

Critical Discourse Analysis ◽

Teaching And Learning ◽

Social Contexts ◽

Critical Discourse ◽

Innovative Teaching ◽

Language And Culture ◽

Theoretical Approaches ◽

Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

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Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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