scholarly journals The Use of Popular Songs and Films in Overcoming the Typical Mistakes of Georgian Learners of English

2021 ◽  
pp. 173-181
Author(s):  
Irine Demetradze ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Popular Media ◽  
Complex Object ◽  
Listening Skills ◽  
Subordinate Clauses ◽  
Foreign Language Acquisition ◽  
Popular Songs ◽  
Different Types ◽  
Empirical Material

The paper focuses on the typical mistakes of Georgian learners of English. The students’ errors are usually caused by native language interference. The theoretical framework embraces the works of Lado, 1957; Corder, 1981; Spicher & Sweeney, 2007; Salcedo, 2002; Ludke, 2009 etc. The empirical material is obtained from personal experience of teaching as well as popular media patfroms. As English and Georgian are structurally extremely different, the errors of Georgian students are most frequently related to grammar. Based on the longstanding experience of teaching English as a foreign language, the author argues that students easily overcome the problem of native language interference and related frequent errors if they are given examples from the texts of popular songs and films. Taking into account that songs and films represent authentic, natural language, they serve as an ideal medium for improving pronunciation, learning morphological and syntactic patterns, enriching the vocabulary, improving the students’ listening skills and so on. Besides, the lyrics of songs are usually very easily obtainable from Youtube or other media platforms. It is widely discussed that songs facilitate foreign language acquisition. Listening to songs and watching interesting fragments of films is not as time-consuming as reading grammar textbooks, learning the rules and doing exercises. The process is very efficient and enjoyable both for the teacher and the students. Thanks to the refrains of songs, which are repeated several times, certain words and syntactical patterns are firmly fixed in the learner’s mind. This is especially important when the teacher tries to help students overcome the typical errors caused by the so-called “negative transfer” i.e. native language interference. The paper analyzes cases when the texts of songs and films have helped overcome issues like: complex object vs direct object, the use of relative pronouns and conjunctions, various types of subordinate clauses, the rules of using so/such, conditional sentences of different types and so on. The paper gives recommendations as to which particular song or film is the most efficient in overcoming each of the above-mentioned problems. The author also notes that, in some cases, the lyrics of songs have the opposite effect on the learner, i.e. the grammar and spelling rules are completely ignored in some songs. The paper argues that in such cases teachers should be extremely careful and offer special explanation to students in order to prevent them from making such errors.

Native Language and Foreign Language Acquisition

1983 ◽  
Vol 67 (2) ◽  
pp. 170
Author(s):  
Ellen Bialystok ◽  
Harris Winitz
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Language Acquisition

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

scholarly journals Het gebruik van vaste verbindingen tijdens examens „tolken”

FILOGI ◽  
2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Eszter Zelenka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Native Language ◽  
Oral Exam ◽  
Foreign Language Acquisition ◽  
Recorded Data ◽  
The Right

Collocations, interpreting, native-like, foreign language acquisition Third year BA students of Dutch at Károli University followed a one semester long interpreting course. During their oral exam they had an interpreting task from Hungarian to Dutch. In my research I wanted to answer two questions: firstly, to what extent do students use collocations while performing an interpreting task; secondly to what extent is their use of collocations native-like? Based on the recorded data we can see that students often realize that they should use a collocation but cannot always retrieve the right one. Grammatical constructions in the students’ native language, in our case Hungarian, play also a role in the choice of collocations.

scholarly journals Implications of the use of podcast in the development of listening skills at a university level

2020 ◽  
pp. 35-54
Author(s):  
Silva E Elizabeth Cárdenas Sánchez ◽  
◽  
Jessica Valentina Galimberti ◽  
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Proficiency ◽  
Dynamic Method ◽  
Traditional Classroom ◽  
Language Teachers ◽  
Listening Skills ◽  
Foreign Language Acquisition ◽  
University Level

A second or foreign language acquisition is a process in which learners develop and enhance different skills such as listening. However, students still struggle to comprehend L2. For instance, when a trainee works on a language proficiency, English listening material such as audios/videos and different pronunciations or sounds is difficult to analyze. Therefore, researchers have been investigating about techniques that work in classes and they found out that podcasting is increasingly being exploited by language teachers as a new popular and dynamic method to inspire learning inside and outside the traditional classroom (Stanley, 2006). This paper deals with student’s listening difficulties, podcasts’ technique and suggestions to be implemented in other settings.

scholarly journals The problems of foreign students’ training of listening skills by means of information and communication technologies

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Foreign Students ◽  
Native Language ◽  
Communication Technologies ◽  
Educational Programs ◽  
Listening Skills ◽  
Teaching Aids ◽  
Information And Communication ◽  
Stages Of Learning

The article focuses on the importance of improving the effectiveness of foreign students’ listening skills formation at the initial stages of learning Russian as a foreign language. The author outlines the stages of work and its tasks, the groups of exercises and test tools, which are topical for listening skills training of the specified contingent of students with the help of information and communication technologies. The ways to overcome the difficulties of using multimedia educational programs as a training complex for teaching listening skills in accordance with specific requirements of this type of teaching aids and the general requirements of teaching materials for listening have been considered. The author states that non-native language proficiency is the most important means of obtaining the professional education for foreign students. The significance of the use of information and communication technologies as the newest means of increasing the efficiency of the educational process as well as its individual subsystems including language training have been determined in the article. Different aspects of teaching listening as a type of speech activity in scientific works of domestic and foreign scientists have been analyzed. The performance of listening skills improvement is possible through the systematic analysis of problems caused by non-compliance with linguodidactic requirements for the compilation of training materials for teaching listening skills to foreign students at initial stage of learning a non-native language. The article deals with specific requirements for educational materials compiled with the help of information and communication technologies, among which are multimedia, interactivity, nonlinearity and others are the most important ones. The article discusses the ways of combining two separate groups of requirements for the combination of this type of teaching aids. The author analyzes the experience of development of multimedia educational programs for teaching listening to the foreign students at the initial stages of learning Russian as a foreign language based on the adapted texts.

scholarly journals The students' perception on the use of computer assisted language learning

2021 ◽  
Vol 5 (1) ◽  
pp. 174-186
Author(s):  
Kartika Marta Budiana ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Qualitative Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Listening Skills ◽  
Foreign Language Acquisition ◽  
Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

scholarly journals Interlanguage interference of the Azerbaijani and Turkish languages: ways to address the problem (linguistic approach & teaching practice)

2020 ◽  
Vol 2 (1) ◽  
pp. 72-87 ◽  
Author(s):  
Zh. F. Aliyeva ◽  
F. A. Dursunova ◽  
A. V. Shtanov
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Negative Impact ◽  
Native Language ◽  
Mother Tongue ◽  
Significant Similarity ◽  
Foreign Language Acquisition ◽  
Formal Level ◽  
Linguistic Approach ◽  
Special Case

One of the core aspects the methodology of teaching foreign languages focuses on is the issue of interlanguage interference. In this paper it is referred to as some kind of a controversy between the primary and secondary linguistic personalities at the early stages of the latter. This is explained by the dominant nature of the native language compared to the foreign one and is represented:• at the formal level by the mechanical transfer of a certain form of the original native language from one of its levels – phonetic, lexical or grammatical, or• at the associative level of meanings and concepts – while constructing speech in a foreign language, one trensfers the association from the native one; this association is foregrounded within the framework of specific speech conceptual and semantic connections and is relevant for the native language, but senseless for the foreign one.As a rule, calquing results in consequences of different semantic complexity – from blocking a certain speech fragment in a foreign language due to its complete meaninglessness, to inaccuracy and semantic distortion.Interlanguage interference manifests itself differently in different language pairs. For a research it is important to understand how languages of the corresponding pair relate to each other – whether languages are completely different genealogically and typologically; or matching either genealogically or typologically; or closely related both genealogically and typologically. The aim of the paper is to study the interference in a pair of closely related languages: Azerbaijani & Turkish, where the former is native and the latter is foreign. This is a special case for study, since the significant similarity of the two languages, though providing many positive results, gives an absolutely specific type of interference. İt requires a detailed analysis in order to overcome the negative impact of the mother tongue on a foreign language in the process of foreign language acquisition. 

scholarly journals A PHONETIC CONTRASTIVE ANALYSIS OF ENGLISH WORDS IN THREE JAPANESE SONGS BY AKB48

2016 ◽  
Vol 27 (3) ◽  
pp. 350
Author(s):  
Harwintha Y. Anjarningsih ◽  
Anisa Saraayu
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Data Sources ◽  
Language Usage ◽  
Contrastive Analysis ◽  
Popular Songs ◽  
Japanese Speakers ◽  
The Difference ◽  
The Relationship

Many studies have revealed how Japanese speakers pronounce English words differently. However, not much research has explained the causes of the difference, let alone relating such difference with native language interference. By drawing a comparison between the sound structures of the English and Japanese languages using Contrastive Analysis Hypothesis (CAH), we will see how native language may influence foreign language usage and cause pronunciation differences in popular songs. Transcriptions of three AKB48’s songs – Heavy Rotation, Sugar Rush, and Namida Surprise – will be used as the data sources to determine native language interference. Our findings show that additions of vowel sounds, changes of syllable, changes of height and place of vowel articulation, replacements of a consonant with another consonant, and elisions of consonants happened to the English words across the three songs. These phonetic changes should inform discussions about the relationship between lyrics and melody in songs that incorporate two or more languages (i.e., bilingual).

THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS

2009 ◽  
Vol 31 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Language Processing ◽  
Native Language ◽  
Universal Grammar ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Foreign Language Acquisition

Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much of the supporting framework.The FDH—indeed all of SLA research—must be rethought in light of these advances. It is proposed here that (a) foreign language grammars make central use of patches, which are also seen as peripheral phenomena in native languages; (b) non-domain-specific processes are used in foreign language acquisition, but that these are also employed—although more effectively because they are integrated into the language system—by native language development; and (c) foreign language online processing relies heavily on the use of shallow parses, but these are also available in native language processing, although less crucially.

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