scholarly journals El Cómic En La Clase De Ele: Las Actitudes De Los Estudiantes De Profesorado Y Algunas Repercusiones

2017 ◽  
Vol 13 (28) ◽  
pp. 282
Author(s):  
Laurent-Fidèle Sossouvi
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Target Language ◽  
Foreign Languages ◽  
Future Research ◽  
Teaching Material ◽  
Educational Resource ◽  
Teaching Resource ◽  
Educational Potential ◽  
Analyze Data

Many researchers have considered comics as an excellent educational resource, pointing out to its advantages and its great educational potential. As a result, few authors have investigated the attitudes of students towards comics and they are rarely used as a teaching material in Benin in the learning of foreign languages. In this study, we aim to examine the attitudes of Beninese students of Spanish as a Foreign Language towards comic, as well as offer a reflection on some of the possibilities that can bring this teaching resource. In doing this, we analyze data from 25 participants which was obtained from a questionnaire, interviews, and tasks around the comic. Conclusions show that: (a) most participants showed a positive attitude towards comics and are highly motivated; (b) the use of comics contributed to improving their linguistic and intercultural communicative competences, as well as revitalized the learning of the target language. Finally, the paper concludes by pointing out the study’s implications and limitations, and offering suggestions for future research opportunities.

scholarly journals Les attitudes d'apprenants taiwanais de langue étrangère à l'égard de la bande dessinée et quelques implications

2012 ◽  
Vol 55 (5) ◽  
Author(s):  
Laurent-Fidèle Sossouvi
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Target Language ◽  
Foreign Languages ◽  
Intercultural Learning ◽  
Learning Resource ◽  
Affective Factors ◽  
Bande Dessinee ◽  
Positive Attitudes ◽  
Educational Potential

The issue of exploitation foreign languages' instructional comics has been widely discussed in recent years. However, although the authors indicate its advantages and its great educational potential, few have actually investigated learners' attitudes towards this learning resource. And everyone knows the importance of affective factors in the process of learning foreign languages. In addition, comic is rarely used as a teaching aid in Asia. As part of this contribution exploratory, we propose to examine not only the attitudes of Sinophones Learners of French as Foreign Language towards comic, but also the support it can provide. To achieve this goal, fifty-five Taiwanese learners, from level A1 to B1, divided into three distinct groups were probed, questioned and subjected to work around comics. According to the results, we conclude that (i) learners have positive attitudes towards comics, mangas, and are highly motivated; (ii) the use of comics has helped to improve their language skills and intercultural learning as well as revitalize the target language. Implications of these findings are discussed.

scholarly journals INNOVATIVE METHODS OF TEACHING A FOREIGN LANGUAGE FOR STUDENTS OF NON-LANGUAGE SPECIALTIES WITHIN

2021 ◽  
Vol 1 (194) ◽  
pp. 158-162
Author(s):  
Alina Mekheda ◽  
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Professional Training ◽  
Educational Process ◽  
Foreign Languages ◽  
Highly Qualified ◽  
Authentic Materials ◽  
Higher Education System ◽  
Innovative Methods ◽  
Educational Potential

The article reviews the main reasons for the growth of the role of a «foreign language» discipline within the framework of non-linguistic specialties as part of the process of gradual reformation of the higher education system in Ukraine. The author addresses the search for effective concepts for the integration of professional training and teaching foreign languages for future highly qualified specialists in non-linguistic universities, which are reflected in strategic government documents. The main innovative methods of teaching a foreign language, conditions for their effective application in the educational process of higher educational institutions along with their teaching and educational potential are analyzed. Amongst the innovative methods of teaching students a foreign language, the author highlighted the following: training modules that ensure the development of the fluency of students' speech, as well as their confident communication in a foreign language; case technologies that make it possible to use practical life situations for learning; binary classes allowing the integration of subjects, interest and students` motivation. Educators and students have the opportunity to use the Internet and computer technology to increase the efficiency of the process of learning foreign languages in university courses. A great tool for learning foreign languages are mobile applications and Internet platforms that use authentic materials. Students and teachers have access to audio and video materials created by native speakers who are also teachers. Mobile applications allow you to independently create test tasks, surveys and a variety of games and involve a large number of students.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals The Influence of Attitude on Autonomous Foreign Language Studies

2011 ◽  
Vol 15 (4) ◽  
pp. 108-114
Author(s):  
Alvyda Liuolienė ◽  
Regina Metiūnienė
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Foreign Languages ◽  
Psychological Mechanisms ◽  
Language Studies ◽  
The Individual

The article presents the results of some researches on formation of positive attitude as the basis for the individual enriching of the language. The pedagogical process should cover 5 levels in order to assure the regulation of attitudes formation: 1) cognitive; 2) affecting; 3) connotative; 4) regulating; 5) ascertaining. The results of the experiment are presented in a table what gives the possibility to evaluate the present-day attitudes towards the studies of foreign languages and pedagogical-psychological mechanisms of their formation. Students present the positive attitude towards foreign language studies. They would like to expand their vocabulary and mark that more than 40 % of studies should be devoted to lexis. Having conducted an experiment, it could be stated that 40 % of respondents from the experiment group developed a more positive attitude towards learning a foreign language and defined that they feel pleasure in learning it while at the beginning of the experiment only 8 % of students defined this variable.

Frans In Nederlandse Advertenties

2004 ◽  
Vol 71 ◽  
pp. 61-68 ◽  
Author(s):  
Jos Hornikx ◽  
Marianne Starren ◽  
Bart van Heur
Keyword(s):  
Foreign Language ◽  
Literal Meaning ◽  
Foreign Languages ◽  
Symbolic Meaning ◽  
Future Research ◽  
Persuasive Message ◽  
Symbolic Value

Foreign languages can be employed in advertising to draw attention to the persuasive message. Such a foreign language may be effective because of the symbolic value that it represents, such as attractiveness or beauty. In that case, the comprehension of the foreign language is not important; it functions purely as a symbol. This study examined whether the appreciation of French slogans was affected by their comprehension. The participants (N=120) judged three slogans that were pretested as difficult to understand, and three slogans that were pretested as easy to comprehend. The slogans were presented in advertisements of six different cars of three different French car brands. The literal meaning of the slogans appeared to be important. The slogans that were well understood were more appreciated than those that were difficult to understand. At the same time, French proved to have a symbolic value: participants preferred the French slogan to the Dutch slogan if the slogan was understood. Future research could focus on the exact symbolic meaning of French in Dutch advertising.

scholarly journals De doeltreffendheid van een Italiaanse versus Nederlandse slagzin in een Italiaanse wijnreclame

2015 ◽  
Vol 4 (1) ◽  
pp. 39-57 ◽  
Author(s):  
Mariet Raedts ◽  
Natalie Dupré
Keyword(s):  
Foreign Language ◽  
Purchase Intention ◽  
Low Frequency ◽  
Foreign Languages ◽  
Future Research ◽  
Cognitive Responses ◽  
Brand Name ◽  
Dutch Version ◽  
Print Advertisements ◽  
Consumer Responses

Foreign languages are commonly used in advertising, because it is generally thought that they attract consumers’ attention. Compared to English, Italian is only rarely chosen by European advertisers. Precisely because of their low frequency, Italian words have a higher chance to capture and hold the consumers’ attention. Although foreign languages are widespread in advertising, the effectiveness of their use has not been studied extensively. In our study on print advertisements we compare the effectiveness of a foreign language slogan (Italian) relative to a slogan in the local language (Dutch). More specifically, we focus on the effects of foreign language usage on cognitive, affective and conative consumer responses. Cognitive responses include spontaneous and prompted recall of the slogan and the brand name. Affective responses pertain to the attitude towards the slogan, the brand and the advertisement. Conative response was defined in terms of purchase intention. Our sample consisted of 236 subjects of different age and educational level from the Dutch speaking part of Belgium. These participants had little or no knowledge of the Italian language. The experiment had a between-subjects design. Participants either saw the Italian or the Dutch version of the advertisement. In order to optimize the effectiveness of the use of the foreign language, we ensured a match between foreign language, country of origin, and the advertised product. Therefore, we created an advertisement for Italian wines with visual elements (a picture and a drawing) evoking Italy. Additionally, we chose easy Italian words, as previous research has shown that slogans with easy foreign words are more appreciated than difficult slogans. The results of our study show that the Dutch slogan was more effective for the spontaneous and prompted recall of the brand name. The language of the slogan had no effect on participants’ attitudes towards the brand, the slogan and the advertisement. By contrast, the Italian slogan had a positive effect on participants’ purchase intentions. The article ends with some concluding remarks and suggestions for future research.

scholarly journals OBRAZOWANIE W NAUCZANIU GRAMATYKI JĘZYKA OBCEGO

2017 ◽  
Vol 1 (XIX) ◽  
pp. 5-16
Author(s):  
Anna Andrzejewska
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Visual Representations ◽  
Foreign Languages ◽  
Cognitive Grammar ◽  
Cognitive Tools ◽  
The University ◽  
Educational Potential

The author of the paper assumes that cognitive grammar has an educational potential,which is also noticeable in the increasing use of cognitive tools in foreign languageteaching. A project of the University of Granada entitled “The educational potentialof cognitive grammar” was a stimulus for this research. Therefore, the paper focuseson Spanish as a foreign language and the concept of construal defined by Langackerin his “Cognitive grammar”. The author, using content analysis and dimensions of construalas the methods of research, creates a key of categories of visual representationsof grammar in textbooks of Spanish as a foreign language. The categories are inspired bythe concept of construal, which is a natural human process. Pictures are used to facilitatethe explication of grammar in a more comprehensible way. Moreover, the author showsthe potential of creating visual representations of particular grammatical problems andbenefits of their usage in teaching other foreign languages.

scholarly journals Selected Determinants of Pronunciation Anxiety

2021 ◽  
Vol 21 (1) ◽  
pp. 93-113
Author(s):  
Małgorzata Baran-Łucarz ◽  
Jang Ho Lee
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detrimental Effect ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Target Language ◽  
Foreign Languages ◽  
Self Assessment ◽  
Efl Learners ◽  
Studying Abroad

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

scholarly journals Intercultural Competence Development at Universities

2021 ◽  
Vol 12 (1Sup1) ◽  
pp. 200-214
Author(s):  
Liudmyla Holubnycha ◽  
Ilona Kostikova ◽  
Natalia Soroka ◽  
Tetiana Shchokina ◽  
Inna Golopych
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Soft Skills ◽  
Competence Development ◽  
Target Language ◽  
Foreign Languages ◽  
Tertiary Level ◽  
Language And Culture ◽  
The Difference

The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

ANALYSIS OF TEACHERS’ MANAGEMENT AND INSTRUCTIONAL TALK IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM AT SMA NEGERI 1 BOMBANA

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Roslina
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Qualitative Method ◽  
Native Language ◽  
English Teachers ◽  
Target Language ◽  
Frequency Of Use ◽  
Study Results ◽  
Analyze Data ◽  
Instructional Talk

This study aims were to determine the context of teacher management and instructional talks in senior high schools, especially in Senior High Schools of 1 Bombana and the frequency of use of teachers' native language (NL) and target language (TL). The study subjects were two Indonesian English teachers. The descriptive qualitative method was used to obtain and analyze data. Our study results showed four contexts of utterance related to management talk while three contexts were related to the instructional talk. Teachers prefer to use the native language than the target language in either management talk term or instructional talk term.  The frequency of using the native language was much higher both in management and instructional talk. It indicated by 86.9% average used in management talk, while 77.1% in the instructional talk. In addition, the reason for the domination of the native language was to reach the effectiveness of learning in EFL classes. However, it was also implied that the teacher's competence to use English in the classroom was inadequate.

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