scholarly journals The Importance of Creativity in Foreign Language Acquisition

2020 ◽  
Vol 25 (3) ◽  
pp. 217-222
Author(s):  
Lucia-Larissa Morar ◽  
Simona Boștină-Bratu ◽  
Alina Negoescu

AbstractDuring the past decades scientific research caused major changes in the perception of students’ learning styles. Empirical findings show that learning styles are neither innate nor unchangeable. On the contrary, students themselves adapt their learning behaviour to the task at hand and aim at trying out different learning styles using their creativity. Therefore, teachers have to plan and propose activities that invite their students to recur to a number of learning strategies. The aim of this paper is to emphasize the importance of the students’ creativity in foreign language acquisition.

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).


2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto

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