scholarly journals Advanced Russian EFL Learners’ Awareness of Idiomatic Synonymy, Antonymy, and Polysemy

2020 ◽  
Vol 6 (4) ◽  
pp. 105-120
Author(s):  
Nataliya Lavrova ◽  
Elena Nikulina
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Anova Analysis ◽  
Efl Learners ◽  
Foreign Language Acquisition ◽  
Multiple Unit ◽  
Lexical Items ◽  
Partial Revision

Foreign language acquisition is notoriously constrained by learners’ lack of awareness of the systemic relations that are obtained among stable multiple-unit lexical items. This results in learners’ inability to variegate their performance (both written and oral) with idioms that stand in complementary (synonymy) or contrastive (antonymy) distribution to one another. Nor are learners typically able to distinguish between the multiple senses of English idioms. Given these impedimenta, the present research investigates the degree of entrenchment of idiomatic synonymy, antonymy, and polysemy and, on the back of it, sets the agenda for partial revision of the practice of exposing learners to English idioms. Data were collected to investigate the knowledge of idiomatic synonymy, antonymy, and polysemy amongst Russian EFL learners. The results of the ANOVA analysis revealed that the degree of awareness of the major types of idiomatic paradigmatic relations significantly differed between the groups, with learners being more aware of synonymy and polysemy than antonymy. The findings suggest that current EFL materials and dictionaries need to be updated and revisited with a view to exposing foreign learners to an extended network of paradigmatic idiomatic relations.

scholarly journals Foreign Language Acquisition Of Souvenir Seller In Bawomataluo Village

2017 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Saniago Dakhi
Keyword(s):  
Data Analysis ◽  
Language Acquisition ◽  
Foreign Language ◽  
Accurate Data ◽  
Part Of Speech ◽  
Foreign Language Acquisition ◽  
Key Word ◽  
Research Questions ◽  
Lexical Items ◽  
Affective Process

This research is carried by focusing on the description of the kinds and process of lexical items acquired by souvenir seller in Bawomataluo. To obtain the whole accurate data of these research questions, two instrument of data collection, interview and observation, were used. The result of data analysis are the eight English part of speech are acquired. It is discovered that lexical items acquired are dominated by noun. Verb and adjective posites at the next level of the amount of lexicals acquired. Adverb, conjunction, pronoun are less acquired. Interjection is more easily acquired by souvenir sellers. The processes involved to acquire the lexical consist of four are social, memory, compensation, and affective process. Key Word                 :    Foreign language acquisition, souvenir seller

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom

scholarly journals Auditory Factors in Foreign Language Acquisition

1965 ◽  
Vol 49 (1) ◽  
pp. 22 ◽  
Author(s):  
Ralph R. Leutenegger ◽  
Theodore H. Mueller ◽  
Irving R. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

scholarly journals Auditory Factors in Foreign Language Acquisition*

1965 ◽  
Vol 49 (1) ◽  
pp. 22-31
Author(s):  
RalphR. Leutenegger ◽  
TheodoreH. Mueller ◽  
IrvingR. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

2021 ◽  
Vol 26 (2) ◽  
pp. 273-298
Author(s):  
Pauline Degrave
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Musical Training ◽  
Potential Effect ◽  
Future Research ◽  
General Description ◽  
Content Type ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

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