scholarly journals Foreign Language Effect on Decision-Making when Compared to Native and Second Language

2021 ◽  
Author(s):  
Pratibha Ahirwal ◽  
Mahak Kothari ◽  
Veeky Baths
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Background Information ◽  
Complex Process ◽  
French And English ◽  
The Given ◽  
Risk Loss ◽  
Made In

Decision-making is a complex process of selecting an option from the given choices by analyzing the background information like risk, loss, and gain within the alternative options presented. It has been observed in earlier studies that people are prompt to make less rational decisions when choices are given in a language less known to them. Therefore, to understand the effect of languages on decision-making, we have questioned native Hindi speakers in French and English. French being the foreign language, and English as their second language. Thus, this effect of a non-native language brings to light the important role that the native language plays routinely in judgment and decision-making. In this paper, we developed a Neuropsychological assessment to decipher the effects on decision-making between choices when given in foreign language and second language in comparison with the native language of an individual, which is termed as foreign language effect(Fle). We have explored various possible situations to understand the foreign language effect(Fle) in decision-making and does this change translates when the decision is to be made in the second language. Our study concludes that the Foreign language is least affected by the intuitive biases, followed by the second language, and the native language is most affected by it.

scholarly journals Autonomic arousal in a foreign language in the context of decision making

2019 ◽  
Vol 4 (1) ◽  
pp. 24
Author(s):  
Mai Al-Khatib ◽  
Charles R. Fletcher
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Framing Effect ◽  
Age Of Acquisition ◽  
Affective Processing ◽  
Autonomic Arousal ◽  
L1 And L2 ◽  
Emotional Distancing

We test emotional distancing in a second language (L2) by replicating an experiment by Keysar, Hayakawa, and An (2012) on making decisions under the framing effect (Kahneman and Tversky, 1979). With their participants’ average Age of Acquisition (AoA) being around and beyond puberty, autonomic arousal was evident in native language (L1) but absent in L2. Our study showed no difference between L1 and L2 when AoA was around 4. However, when average AoA was around 7.7, autonomic arousal was evident in L1 but absent in L2, predicting an AoA threshold affecting L2 affective processing significantly earlier than puberty.

The Relation of Language Context and Religiosity to Trilemma Judgments

2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Standard Measure ◽  
Moral Norms ◽  
The Individual ◽  
Language Context

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Strategies ◽  
Native Language ◽  
Noun Phrases ◽  
Alternative Learning ◽  
Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

scholarly journals O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań

Neofilolog ◽  
2010 ◽  
pp. 185-194
Author(s):  
Marzanna Karolczuk
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Native Language ◽  
Russian Language ◽  
Educational Institutions ◽  
Cultural Environment ◽  
Knowledge And Skills ◽  
Multilingual Students ◽  
Previous Learning

The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.

scholarly journals Analysis of Errors Made by Iraqi University Students in the Area of English Relativization System

2020 ◽  
Vol 2 (1) ◽  
pp. 107-115
Author(s):  
Abbas Naethel
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Relative Clause ◽  
Native Language ◽  
Target Language ◽  
The University ◽  
Made In ◽  
Learning English

This study aims at giving an account of an analysis of errors made by Iraqi university students in the area of English Relativization system. It focuses mainly on dealing with the investigation of the syntactic errors committed by Iraqi students in English relative clause. This causes a major problem for university students learning English as a foreign language. This comes from the students' interlingual and intralingual strategies. This also indicates that the university students seem to depend on the target language (TL) system rather than on that of the native language (NL). The technique used is an error analysis which Wilkins (1972) highlights its value in giving "greater understandings of the difficulties that learners face, and will perhaps assist in the development of pedagogic strategies." (p. 206). After analyzing and interpreting the errors made in the 100 students' compositions, some recommendations are given.

scholarly journals Linguistic formulas - a priority of modern teaching "In the universe of grammar I"

2021 ◽  
Vol X (3) ◽  
pp. 147-151
Author(s):  
Nana Shavtvaladze ◽  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
21St Century ◽  
Online Teaching ◽  
English Language ◽  
The Common ◽  
A Priority ◽  
The Given ◽  
The Universe

We have the variety of forms, ways, methods, strategies of teaching in the 21st century. It`s important to achieve the goal, to gain the result, to perceive the given materials. Everyone is free to choose any ways from the given approaches. Most of the textbooks are dedicated to English language. English is dominated worldwide and it`s not only foreign language but a second language as well in many countries. There are different visions and approaches in teaching a language as a foreign or as a second one. Textbooks are mades based on the four skills: reading, writing, speaking, listening. Demand of Georgian as a foreign language has increased. Many philologists have occupied themselves with teaching Georgian as a Foreign language. Plus, they have means of teaching, once there are many textbooks already created, especially for the beginner levels. Online teaching has also increased these demands. Every author forms his/her own style, approach and vision when creating a textbook. In my opinion, it`s important to first calculate the common methodical view from the beginning to the end and only then start working on the new textbook. This kind of approach helps instructor gain the results and consistent logical motion is encouraging hopeful for the student.

Leessnelheid in Vreemde Talen

2000 ◽  
Vol 63 ◽  
pp. 33-40
Author(s):  
Lydius Nienhuis ◽  
Wim Danhof ◽  
Marijke Peet
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Reading Rate ◽  
Foreign Languages ◽  
Reading Process ◽  
L2 Reading ◽  
Reading Processes ◽  
Normal Reading ◽  
French And English ◽  
French Texts

This paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning. As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English. Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.

Auditory discrimination of French vowels by English speakers

1961 ◽  
Vol 7 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Robert L. Politzer
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Auditory Discrimination ◽  
English Speakers ◽  
General Area ◽  
Sound System ◽  
Minimal Pairs

The concept that the auditory discrimination of phonemic differences in a foreign language is influenced by the phonemic contrast of the native language is certainly not new. A considerable amount of research has been done in the general area of auditory discrimination and the results of such research tend to prove the more or less expected: Those sound differences which are utilized by the phonemic system of the native language are perceived more easily than those which do not correspond to a native phonemic opposition. The pedagogical applications of this principle are fairly obvious and far reaching. In the learning of a second language, particular emphasis must be placed on the development of auditory discrimination between sounds which have no acoustic counterpart or near relative in the system of the learner. Thus one of the prerequisites of the teaching of pronunciation is the comparison of the sound system of the native language with that of the language to be learned and the development of auditory discrimination drills involving the phonemes revealed as difficult by the comparison. Usually the auditory discrimination drills take the form of listening to and repeating minimal pairs differentiated by the difficult sounds.

scholarly journals Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

2021 ◽  
Vol 8 (1) ◽  
pp. 1-5
Author(s):  
Kenjayeva Adolat Asrorovna
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Languages ◽  
Training Professionals ◽  
Methodological Problems ◽  
Language Students ◽  
Language Description ◽  
Foreign Language Students

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

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