scholarly journals INVESTIGATION OF THE MOST RELIABLE LANGUAGE LEARNING TOOL: A STUDY ABOUT THE NEED AND IMPORTANCE OF DICTIONARIES FOR A LANGUAGE LEARNER

2015 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Samiya Taskeen ◽  
◽  
Muhammad Asad Habib ◽  
Irfan Shehzad Tarar ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Present Article ◽  
Language Learners ◽  
Language Learner ◽  
Learning Tool ◽  
Easy Task ◽  
Syntactic Information ◽  
The Way

Language learners always require some supportive tool that may assist them in their quest of learning a second or foreign language because its not an easy task to have grip over language which the learners are unfamiliar with. Traditionally the tool which had been attracted language learners is dictionary because it provides phonetic, phonological, semantic and syntactic information which paves the way of quick learning. The present article investigates the functions provided by the dictionaries regarding all aspects of language learning.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

2014 ◽  
Vol VIII (2) ◽  
pp. 28-43
Author(s):  
Carola Surkamp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Positive Effects ◽  
Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

scholarly journals Attitudes and Motivation in Early Foreign Language Learning

2012 ◽  
Vol 2 (3) ◽  
pp. 55-74
Author(s):  
Jelena Mihaljević Djigunović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Research Area ◽  
Language Learner ◽  
Learner Characteristics ◽  
Cross Sectional ◽  
Foreign Language Learners ◽  
Research Findings

This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these af-fective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of  complexity that warrant further research. Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.

scholarly journals Evaluating Georgian, as a Foreign Language Writing textbooks for the Georgian Language

enadakultura ◽  
2021 ◽  
Author(s):  
Nana Shavtvaladze
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learner ◽  
Foreign Languages ◽  
Learning Materials ◽  
Official Document ◽  
Language And Literature ◽  
Language Writing ◽  
Methodological Approaches ◽  
The Way

The interest towards studying Georgian, as a foreign language, has been highly established in our century. This interest was stated much earlier as well, which became a reason of publishing the Georgian Language learning materials. It needs to be indicated, that many foreign people have showed interest in speaking Georgian language during past two decades. Teaching Georgian as a foreign language is much more different than teaching Georgian as a second language. Several textbooks have been published past several years. It needs a huge work to create a textbook, especially for the Georgian language. There are many books to study foreign languages, which are tested and result oriented. Nowadays we clearly see that there`s no problem to find new materials and attitudes by using internet sources. Having got introduced to other languages` learning materials, many authors desired, with a belief in themselves, to create textbooks for teaching ‘’Georgian, as a Foreign Language”. Every author has a different attitude, which leads us to a diversity of choices and competitions. Even if there are many resources, paths of learning, methods and strategies shared among people, should be admitted that the structure of the language and methodological approaches must be considered, otherwise, the result won`t be achieved. In order to declare the level of mastering the language, the authors have been using a book “Description of the levels of Georgian language” published by Marika Odzeli in 2006. It`s highly appreciated that the parliament passed a resolution №394 to affirm the terms of Georgian Literature Language. Appendix 4 generally describes the levels of Georgian Language. This official document is very encouraging; It is a support for the indicators and proofs of the Georgian language evaluation. It gives an opportunity to declare the compliance of the materials, textbooks, results in accordance with the language. Main goal of the textbooks must be determined; the way of teaching must be represented; the textbooks must follow the logic; every single assessment must be structured; methodological linkage must be provided; a lead from simple to more complex, must be preserved; lexicology must be put in order with the goal. Georgian language learner has a great choice, one can study with free textbooks uploaded on the Internet, as well as with books printed by different authors. Also, many philologists of Georgian language and literature or non-philologists, teachers of different foreign languages, teach Georgian as a foreign language. It is also very important for them to choose a textbook so that the teaching process is targeted and they do not have to spend time preparing specific materials along the way. The questions is how to choose a curriculum, textbook or how to figure out which book will be useful? It's a difficult process, but crucial for the outcome.When evaluating a textbook, we should describe the book, we should agree with ourselves, and we should set out the criterias; Focused questions are crucial for evaluation; It is now possible to prove our vision with the evidence.

scholarly journals STRATEGI-STRATEGI BELAJAR BAHASA ASING

2011 ◽  
Vol 4 (2) ◽  
pp. 86 ◽  
Author(s):  
Amri Isyam
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Language Learning Strategies ◽  
Foreign Language Learners ◽  
Foreign Language Learner

This article aims at desribing foreign language learning strategies which should be possessed by each foreign language learner because their success or failure doesn’t depend only on the lecturer’s language teaching but also very much on the foreign language learning strategies. There are a lot of foreign language learning strategies; however, at least, there are fourteen foreign language learning strategies that they should possess and apply if they really want to succeed in learning a foreign language. The strategies will be enough for foreign language learners to reach their learning targets if they can possess and apply them as well as possible in learning whatever foreign language, like English for example.  In addition to the fourteen strategies, how they will find or get them will also be presented and discussed in the article. It is advisable that a foreign language teacher or lecturer save a small amount of time of his/her teaching hours to teach those strategies, and that a learner apply them as well they can or make his/her own effort to find and apply them. Key words/phrases: foreign language learner, strategy, and foreign language learning strategy

The Age Factor in Second Language Learning

2016 ◽  
Vol 6 (11) ◽  
pp. 2164 ◽  
Author(s):  
Ruyun Hu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Learner ◽  
Foreign Language Acquisition ◽  
Widespread Belief ◽  
Better Than

In recent years; age has being considered as the major factor in determining language learners’ successful foreign language acquisition; which is correlated to the assumption stated by Critical Period Hypothesis and Neurological Hypothesis. Most importantly; these assumptions might be concluded that that language learner can acquire foreign language better than adults do at their early age. Additionally; there is still a widespread belief held by many scholars; stating that young children are better at second language acquisition (SLA) than the later starters; such as the adolescents or adults. Therefore; whether young learners learn second language better than the older will be discussed in this article.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

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