scholarly journals Extra-linguistic factors and intra-lingual specific features of teaching Russian as a foreign language in groups of students from Laos

2021 ◽  
Vol 21 (1) ◽  
pp. 63-67
Author(s):  
Natalya A. Antonova ◽  
Keyword(s):  
Foreign Language ◽  
Specific Nature ◽  
Factors Affecting ◽  
Nature Of Teaching

This article studies extra-linguistic and intra-lingual factors affecting the effectiveness of teaching Russian to cadets from Laos. The study analyzes the cultural typology of R. Lewis in relation to the extra-linguistic specific nature of teaching Russian as a foreign language.

Factors Affecting the Learning of Foreign Language Vocabulary: Imagery Keyword Mediators and Phonological Short-Term Memory

1993 ◽  
Vol 46 (3) ◽  
pp. 533-558 ◽  
Author(s):  
Nick Ellis ◽  
Alan Beaton
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
Cognitive Processes ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Short Term ◽  
Term Memory ◽  
Factors Affecting ◽  
Foreign Word ◽  
Lexical Factors

In order to investigate the cognitive processes involved in learning Foreign Language (FL) vocabulary, this study evaluates different methods of instruction. It demonstrates that keyword techniques are effective for receptive learning but that repetition is a superior strategy for learning to produce the foreign word. Performance is optimal when learners combine both strategies. The nature of the keyword is crucial–-whereas imageable noun keywords promote learning, verb keywords actually impede it. A theoretical analysis of the roles of phonological short-term memory, imagery, and lexical factors in FL vocabulary learning is presented.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

Organizational and Methodical Aspects of Accounting for Fixed Assets of Economic Entities in Various Areas of Activity

2021 ◽  
pp. 177-185
Author(s):  
Anna Yu. Latysheva ◽  
Anna V. Romanenko
Keyword(s):  
Economic Aspects ◽  
Specific Nature ◽  
Accounting Data ◽  
Factors Affecting ◽  
Scientific Methods ◽  
Economic Entity ◽  
Fixed Assets ◽  
Analysis And Synthesis ◽  
General Scientific ◽  
Theoretical Developments

The authors propose a differentiated approach to the organization of fixed assets accounting, which consists in structuring the account 01 “Fixed assets” depending on their areas of activity of economic entities. This article also substantiates the composition of analytical accounts of fixed assets in the context of factors affecting the accounting. The study was carried out on an urgent topic - the accounting of fixed assets is undergoing changes due to legislative innovations. In addition, organizational and economic aspects and factors of a specific, industry-specific nature are of no small importance when building a system of accounting for fixed assets. The analysis of the role and significance of the influence of the characteristics of various types of activities of economic entities on the accounting of fixed assets allows us to identify the directions and methods, the use of which will ensure a positive dynamics of the efficiency of the use of fixed assets and the growth of labor productivity. In the course of the research, general scientific methods of cognition were used, such as analysis and synthesis, consistency and complexity, analogy, comparative and logical approach. The organizational and methodological provisions developed by the authors of the article contribute to the development of the methodology of accounting for fixed assets of economic entities engaged in various types of activities. Some of the results of this study can serve as a vector for further practical and theoretical developments, increase the transparency, relevance, and analyticity of information about the activities of an economic entity based on accounting and management accounting data. The recommendations and approaches proposed by the authors of the article can be applied as a basis for improving the accounting and methodological support for the management of fixed assets of an economic entity.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

scholarly journals “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

scholarly journals Factors Affecting e-leaners’ ability to learn English as a Foreign Language (EFL) online: A Literature Review

لارك ◽  
2020 ◽  
Vol 1 (40) ◽  
pp. 1178-1164
Author(s):  
Shahlaa Al-Jubori
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Motivation To Learn ◽  
Factors Affecting ◽  
Critical Areas ◽  
New Learning ◽  
Efl Teaching ◽  
E Learning ◽  
Metacognitive Abilities ◽  
Different Levels

AbstractThe decision recently taken by Iraqi universities to adopt e-learning as a teaching and learningmode has its own pedagogical effects. This is mainly represented by replacing the traditionalphysical setting by a new virtual one widely opening the door for new learning opportunities.Highly demanding as it is, e-learning is not without drawbacks. Highly demanding as it is, e-learning is not without its drawbacks, especially in the domain of English as a foreign language(EFL) teaching. EFL e-learners have different levels of proficiencies and weaker ones tend to beleft behind as they are more reserved and shier compared to their more eloquent peers. Hence,this paper attempts to identify factors that potentially affect (EFL) e-learners’ ability to learnonline and steps that could be taken to rectify issues related to weak and shy EFL e-learnersBased on the analysed literature four critical areas were identified and they are i) lack ofcognitive abilities; ii) lack of metacognitive abilities, readiness and motivation to learn languageonline; iii) lack of interaction with peers and teachers and iv) use of inappropriate or unsuitableEFL content.

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