scholarly journals The relationship between pitch discrimination and Romanian students’ spelling performance

2013 ◽  
Vol 17 (3) ◽  
pp. 233-240
Author(s):  
Dacian Dorin Dolean
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Musical Instrument ◽  
Pitch Discrimination ◽  
Discrimination Ability ◽  
Spelling Performance ◽  
Foreign Language Acquisition ◽  
Spelling Ability ◽  
Performance Ability

Abstract Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

An assessment of language attitudes as a mediator in the stereotypes–L2 motivation linkage

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Larisa Nikitina ◽  
Fumitaka Furuoka
Keyword(s):  
Foreign Language ◽  
Language Attitudes ◽  
Positive Impact ◽  
Applied Linguistics ◽  
Statistical Procedure ◽  
Motivational Factor ◽  
Mediating Role ◽  
L2 Motivation ◽  
Context Of Learning

AbstractApplied linguists and language educators have long acknowledged the prominent role that language attitudes play in the process of selecting and learning an additional language. The current study examines a mediating role of language attitudes in the Stereotypes–L2 motivation linkage in the context of learning a foreign language, an area which remains comparatively underexplored. It provides a detailed description of – and rationale for – applying a statistical procedure based on the Baron–Kenny method, which is rarely used in applied linguistics research. The findings indicate that stereotypes and language attitudes had a positive impact on L2 motivation when the former two variables were examined separately in two different analyses. However, when all the three variables were analysed together, language attitudes were found to remain a motivational factor while the stereotypes ceased to be such. This suggests that stereotypes had an indirect effect on L2 motivation through language attitudes. Hence, language attitudes were a mediating variable in the Stereotypes–L2 motivation linkage assessed by the Baron–Kenny method. These findings have some pedagogical implications.

The Role of Translation in Language Teaching

2015 ◽  
pp. 118-135
Author(s):  
Anna Maria D'Amore
Keyword(s):  
Foreign Language ◽  
Student Performance ◽  
Communication Skills ◽  
Language Teaching ◽  
First Language ◽  
Oral Communication ◽  
Modern Language ◽  
Foreign Language Acquisition ◽  
English Reading

With the development of approaches and methods in Modern Language teaching that favoured oral communication skills and advocated more “natural” methods of second/foreign language acquisition, methodology calling for translation in the classroom was shunned. Nonetheless, translation used as a resource designed to assist the student in improving his or her knowledge of the foreign language through reading comprehension exercises, contrastive analysis, and reflection on written texts continues to be practiced. By examining student performance in problem-solving tasks at the Autonomous University of Zacatecas, this chapter aims to demonstrate the validity of “pedagogical translation” in ELT in Mexico, particularly at undergraduate level where it is an integral part of English reading courses in Humanities study programmes, not as an end in itself, but as a means to perfecting reading skills in a foreign language and furthermore as an aid for consolidating writing and communication skills in the student's first language.

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Ondrej Kaščák ◽  
Branislav Pupala ◽  
Iveta Kovalčíková
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Anthropology ◽  
Language Education ◽  
The Body ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Foreign Language Acquisition

AbstractThis paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.

scholarly journals The Psycholinguistic Study of Language Acquisition and Communicative Processes

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 34-40
Author(s):  
Rouzanna Arakelyan
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Natural Process ◽  
Situational Factors ◽  
Foreign Language Acquisition ◽  
Comprehensive Examination ◽  
Theoretical Generalization ◽  
Utmost Care ◽  
Communicative Processes

The article investigates the psycholinguistic characteristics of language acquisition and communicative processes. To this end, the natural process of speech articulation and the role of the creation of speech intention, situational factors of speech activity as well as different theories underlining the peculiarities of foreign language acquisition have undergone comprehensive examination in the first place. Neurolinguistic, linguistic and psycholinguistic approaches describing the process of language acquisition have been studied with utmost care and attention. The article highlights the necessity of entering the data of psycholinguistic investigations into the theoretical generalization of the questions discussed.

THE ROLE OF HOMEWORK IN THE ENGLISH VOCABULARY ACQUISITION

2017 ◽  
pp. 74
Author(s):  
Olga Supe ◽  
Aivars Kaupuzs
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Development Process ◽  
Scientific Literature ◽  
School Students ◽  
Foreign Language Acquisition ◽  
The Impact

The research reflected in the article focuses on the analyses of scientific literature, investigates the foreign experience on theoretical aspects of foreign language acquisition and the role of homework in the learning process. The author clarifies the current situation of English vocabulary acquisition among secondary school students, traditionally assigning homework and gathers students’ views on this, compares and analyses the results gained. The aim of the research is to investigate the impact of homework on the secondary school students’ English vocabulary development process. Methods of research: theoretical - studying pedagogical, psychological and scientific sources; empirical – a survey, document analysis, and an experiment. The article deals with students’ opinions about homework and examines the data of homework assignment at Rezekne State Gymnasium No.1.

scholarly journals Foreign Language Acquisition: The Role of Subtitling

2014 ◽  
Vol 141 ◽  
pp. 1234-1238 ◽  
Author(s):  
Patrícia Albergaria Almeida ◽  
Patrícia Dinis Costa
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition

scholarly journals Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development

2018 ◽  
Vol 2 (3) ◽  
pp. 286-302 ◽  
Author(s):  
Budi Waluyo
Keyword(s):  
Foreign Language ◽  
Crucial Role ◽  
Vocabulary Acquisition ◽  
Writing Development ◽  
Self Regulated Learning ◽  
Foreign Language Acquisition ◽  
Proficiency Level ◽  
Regulated Learning ◽  
Learning Concept

Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.

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