CATTELL’S SIXTEEN PERSONALITY FACTORS AND ENGLISH AS FOREIGN LANGUAGE PROFICIENCY IN RUSSIAN LINGUISTICS AND NON-LINGUISTICS STUDENTS

2021 ◽  
Author(s):  
Irina Novikova ◽  
Nadezhda Berisha ◽  
Alexey Novikov ◽  
Dmitriy Shlyakhta ◽  
Galina Kameneva
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Personality Factors ◽  
Russian Linguistics ◽  
English As Foreign Language ◽  
Foreign Language Proficiency

Correlates of high foreign-language proficiency in adults’ mother-tongue processing: An event-related potential (ERP) study

2011 ◽  
Vol 71 ◽  
pp. e285
Author(s):  
Shiro Ojima ◽  
Atsushi Nagai ◽  
Fumihiko Taya ◽  
Yukio Otsu ◽  
Shigeru Watanabe
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Event Related Potential ◽  
Foreign Language Proficiency

Assessing Foreign Language Proficiency of Undergraduates

1993 ◽  
Vol 77 (3) ◽  
pp. 371
Author(s):  
Barbara Freed ◽  
Richard V. Teschner
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Proficiency

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

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