PERCEPTION OF HUNGARIAN AS A FOREIGN LANGUAGE AMONG LANGUAGE LEARNERS AT THE UNIVERSITY OF NITRA

In March 2020, due to the coronavirus epidemic all Italian universities switched to online classes and managed to ensure the right to education. Making the switch to online learning, teachers faced new difficulties that they had to sort out immediately. The purpose of the research is to provide scientific and methodological substantiation of the development of the online course of Russian as a foreign language at the University of Bologna. Due to the coronavirus lockdown, such a course was considered as the only possible way to provide the educational process. The author of the article made an attempt to empirically determine the potential of information technology used to organize a productive learning environment for language learners (including Russian-language learners). The article analyses the way the online educational process was organized to teach Russian to political science students of the University of Bologna (Forl Campus). The researcher studied the structure and functions of the IOL and Virtuale learning environment on the Moodle platform, as well as the means of interaction between students and teachers. The methods for analysing distance learning research papers and empirical methods for assessing the communicative-speech activity of Italian students attending the online Russian language course were used. Apart from that, based on the results of the survey conducted to find out the learners attitude to online education, a psychological and pedagogical analysis of the students educational activities was carried out. The researcher clarified the definition of e-learning, and considered the cognitive theory of multimedia learning in terms of effective transmission of information during the educational process and direct communication with students. As for the theoretical significance of the article, the author made an attempt to substantiate the need to create and use distance courses for students learning foreign languages (in particular Russian). As for the practical significance of this work, the researcher developed practice-oriented modular computer environment to teach Russian as a foreign language and considered computer-assisted language learning. Methodologies to increase linguistic, communicative and regional geographic competencies of Italian students were developed. In addition, new multimedia educational resources were introduced into the process of teaching political science students. The author summed up the results of the study, analysed the weak and strong points of the online course and proposed the ways to improve it.

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RELATIVE CLAUSE TRANSFER STRATEGY AND THE IMPLICATION ON CONTRASTIVE ANALYSIS HYPOTHESIS

Journal of Languages and Language Teaching ◽

10.33394/jollt.v9i4.4055 ◽

2021 ◽

Vol 9 (4) ◽

pp. 452

Author(s):

Sudarsono Sudarsono

Keyword(s):

Foreign Language ◽

Language Learners ◽

English Language ◽

Language Education ◽

Target Language ◽

Master's Program ◽

Contrastive Analysis ◽

English Language Education ◽

Foreign Language Learners ◽

The University

Foreign language learners may transfer their previous language properties into that of the target language either positively or negatively. The present study was designed to investigate the transfer strategy from the Indonesian relative clauses to the English ones. It was a descriptive study. The data were collected from the theses submitted by the Master's Program students of English Language Education to the university. The study found out that most students relativized subjects successfully but frequently failed to relativize the object of which Indonesian could not do it. The students were not found relativizing indirect objects, oblique, and comparison of which Indonesian did not permit. In conclusion, the study supported the strong contrastive analysis hypothesis.

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COGNITIVE DIVERSITY AMONG EFL LEARNERS: IMPLICATIONS FOR TEACHING IN HIGHER EDUCATION

TEFLIN Journal - A publication on the teaching and learning of English ◽

10.15639/teflinjournal.v31i1/44-69 ◽

2020 ◽

Vol 31 (1) ◽

pp. 44

Author(s):

Tariq Elyas ◽

Bayan AlHashmi ◽

Fan Fang

Keyword(s):

Foreign Language ◽

Language Learners ◽

Diversity Index ◽

Cognitive Diversity ◽

Cognitive Profiles ◽

Efl Learners ◽

University Level ◽

The University ◽

Teaching In Higher Education

With a theory-driven interest in the factors that make some language learners more successful than others, this study attempts to measure the cognitive diversity level of EFL learners at a Saudi university. To achieve this purpose, the Ehrman and Leaver’s questionnaire of learners’ cognitive profiles (Ehrman & Leaver, 2003) was adapted, translated into Arabic, and then randomly distributed to foundation year students taking English as a Foreign Language as a main course. The overall results reveal that the cognitive diversity among students is considerable. It ranges between moderate to high, according to the Simpson Diversity Index (Simpson, 1949). On this account, several implications are suggested to improve the quality of EFL teaching at the university level. These implications and recommendations are mostly directed to the committees concerned with qualification assurance or professional development.

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Digital technologies as a means for forming motivation for foreign language learners

Yaroslavl Pedagogical Bulletin ◽

10.20323/1813-145x-2021-1-118-72-80 ◽

2021 ◽

Vol 1 (118) ◽

pp. 72-80

Author(s):

Marina G. Kalinina ◽

◽

Sofiya V. Kudryashova ◽

Keyword(s):

Distance Learning ◽

Foreign Language ◽

Language Learners ◽

Digital Technologies ◽

Educational Process ◽

Law School ◽

Foreign Language Learners ◽

Self Study ◽

Level Of Motivation ◽

The University

The article is devoted to the analysis of new forms of teaching foreign languages at the university in connection with the forced transition to distance learning in 2020, the mass digitalization of education and the speed of introduction of digital technologies in the educational process. The article focuses on increasing the level of motivation of students, the effectiveness and quality of knowledge obtained in the course of learning a foreign language using digital technologies. The authors present the results of their survey among 500 students of 1-5 courses of law school on the use of online platforms for self-study of a foreign language. The article emphasizes that these platforms not only provide users with unlimited opportunities to download and store information, but are also ideal for developing students ' writing skills, sharing information, commenting, and learning new vocabulary. The results of the survey also revealed a different degree of motivation among students. The data obtained as a result of the survey indicate that the development of a positive attitude to learning is largely facilitated by emotional motivation. The authors also describe their own experience in organizing distance learning at Saratov State Academy of Law, present modern educational platforms that help students in the process of learning a foreign language, motivating them to independent creative work.

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Multimodal metaphor in ELT: combining theoretical knowledge and skills development

Linguodidactica ◽

10.15290/lingdid.2021.25.01 ◽

2021 ◽

Vol 25 ◽

pp. 7-20

Author(s):

Martyna Awier ◽

Keyword(s):

Foreign Language ◽

Language Learners ◽

Second Language Learners ◽

Mother Tongue ◽

Linguistic Knowledge ◽

Skills Development ◽

Communicative Ability ◽

Survey And Evaluation ◽

The University ◽

Knowledge In Practice

Multimodal metaphor combines elements of various modes (i.e. visual, written or auditory) and constitutes an attractive means of communication. The aim of the paper is to show that knowledge of metaphors should be taught in foreign language (FL) lessons along with the mother tongue. A pilot study on the effectiveness of the adoption of knowledge on metaphors in practical classes was conducted among students of English philology at the University of Bialystok. The issue was conducted by means of a specially designed Google survey and evaluation sheets. The paper presents some ways of introducing linguistic knowledge of metaphors to advanced FL learners. Furthermore, some practical class activities concerningmetaphor are proposed. Integratingmetaphor and practical exercises on metaphor in FL lessons broadens students’ linguistic knowledge. Developing metaphoric competence also enhances second language learners’ communicative ability, with a special emphasis on their metaphoric competence. Moreover, metaphor-based activities incite students’ analytical and critical thinking. Exercises on metaphors facilitate learners using the newly acquired knowledge in practice. Finally, adopting this approach contributes to promoting students’ autonomy and self-education.

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PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS

Caderno de Letras ◽

10.15210/cdl.v0i35.17346 ◽

2020 ◽

pp. 179

Author(s):

Gláucia Silva

Keyword(s):

Foreign Language ◽

Language Learners ◽

Heritage Language ◽

Grammar Instruction ◽

College Level ◽

Formal Grammar ◽

Foreign Language Learners ◽

Explicit Grammar ◽

The University ◽

Explicit Grammar Instruction

Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.

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Investigating the relationship between the foreign language reading anxiety and reading proficiency: a case study of preparatory year students at the University of Jeddah

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v13i32.14858 ◽

2020 ◽

Vol 13 (32) ◽

pp. 1-15

Author(s):

Saleh Mohammad Ali Alqahtani

Keyword(s):

Foreign Language ◽

Language Learners ◽

Reading Ability ◽

Negative Relationship ◽

Reading Proficiency ◽

Foreign Language Reading ◽

Reading Anxiety ◽

Depth Analysis ◽

Preparatory Year ◽

The University

This study is an in-depth analysis on the association between the anxiety experienced known as Foreign Language Reading Anxiety (FLRA) and the proficiency in reading exhibited by the preparatory year students. The Saudi learners from the science and arts stream and the gender were also considered as the moderator variables for this study. A mixed group of 84 students from both the genders of the preparatory year studying English at the Institution of Languages from the University of Jeddah were considered as the variables for this research. The participants were measured on as 20-item Likert-style Foreign Language Reading Anxiety Scale and examined by undergoing a 20-item proficiency test in reading a comprehension and a demographic questionnaire. The data was analyzed by applying The Pearson product moment correlation, t-Test, and descriptive analysis. The results indicated that the anxiety level while reading had varied values from moderate to high most of the respondents in the test were found to be in the moderate anxiety group. In addition, a notable negative relationship was found to be existing between the FLRA and the reading proficiency. The association existing between the foreign language reading anxiety and the group field was identified in this study. Analyzing the concept considering the gender, the female students were identified to experience more anxiety compared to the male students involved in the study. The findings of this study are advantageous to the language teachers and the curriculum planners too. It enables them to decrease the deteriorating and weakening factors in the classroom and thereby improve the reading ability of the language learners’. Reducing the reading anxiety amongst the learners can be achieved by exposing the language learners to understandable reading texts and familiarize them with cultural texts. This in turn develops the learners’ self-confidence and motivates them to be better readers.

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Study of Consonant Pronunciations Errors Committed by EFL Learners

English Literature and Language Review ◽

10.32861/ellr.55.48.56 ◽

2019 ◽

pp. 48-56

Author(s):

Ali Akbar Khansir ◽

Afsaneh Salehabadi

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learners ◽

English Language ◽

Age Group ◽

Efl Learners ◽

Listening Skill ◽

English Pronunciation ◽

Efl Students ◽

Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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