scholarly journals AN INVESTIGATION INTO STUDENT'S MOTIVATION TO LEARN GERMAN AT THE DEPARTMENT OF GERMAN LANGUAGE AND CULTURE, ULIS, VNU

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Tran Thi Thu Trang
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Extrinsic Motivation ◽  
German Language ◽  
International Studies ◽  
Motivation To Learn ◽  
Language And Culture ◽  
Research On Teaching ◽  
Key Factor

Motivation is a key factor for the success of learners of a foreign language. Through a questionnaire survey, this paper investigates the motivation of Vietnamese students at the Department of German Language and Culture, University of Languages and International Studies (ULIS), VNU in their German Learning and the influences that impact on their motivation. This study shows that students are highly motivated to learn German. It is also shown that, extrinsic motivation is stronger and more important than intrinsic motivation to the students. Identifying the important role of extrinsic motivation to the students would facilitate teachers and researchers who do research on teaching German to figure out ways to improve the students' learning outcomes.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

“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 ROLE OF MOTIVATION IN LEARNING : A SEMIOTIC ANALYSIS OF A NOVEL 3 IDIOTS

2019 ◽  
Author(s):  
Mathilda Sumbayak ◽  
Indah Karina Sianturi ◽  
Avivah Adinda Putri ◽  
Dionisius Tito Aditomo ◽  
aprilia chasanah
Keyword(s):  
Intrinsic Motivation ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
The Other ◽  
Semiotic Analysis ◽  
Ferdinand De Saussure ◽  
Semiotic Model ◽  
Key Factor

Motivation is the key factor in learning process. Both extrinsic and intrinsic types of motivation are needed for better learning. Intrinsic motivation is more essential than extrinsic motivation. It is intrinsic motivation that urges a learner to learn with devotion, enthusiasm, concentration and with remarkable outcomes. This case study has been conducted to highlight the role of both types of motivation and draws conclusion how intrinsic motivation is more helpful in the learning.The movie, ‘3 Idiots’ has been ‘semiotically’ analyzed to investigate the theme of motivation in the process of learning. The analysis has been done by using semiotic model of signification by Ferdinand de Saussure. The images in the movie have been selected for the semiotic analysis. All of the main characters are, in one way or the other motivated, or not, towards the learning process.

scholarly journals A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Author(s):  
Kailing Zhao ◽  
Kornsiri Boonyaprakob
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Interaction Analysis ◽  
Chinese Students ◽  
Classroom Context ◽  
Category System ◽  
Student Talk ◽  
Key Factor ◽  
Language Classrooms ◽  
Analysis Category

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

scholarly journals Deutsch als Fremdsprache in Rumänien am Beispiel der Polytechnischen Universität Temeswar

2021 ◽  
Vol 47 (1) ◽  
pp. 260-272
Author(s):  
Ana-Maria Dascălu-Romiţan
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Language Skills ◽  
Scientific Field ◽  
German Language ◽  
Language And Culture ◽  
The World ◽  
Foreign Language Skills

Abstract In the phenomenon of globalization, the foreign language skills are part of both scientific field and everyday life. Though the number of learners of German decreased in the last twenty years, German seems to be again in greater demand as a foreign language all over the world. In the Romanian universities, the study of the German language continues to arouse great interest in the recent years. The following article deals with the role that German language plays in our country, and it tries to find answers regarding the Banat region/area, by using the example of the Polytechnic University of Timișoara. Another topic that the author emphasizes is the contribution of German as a foreign language - lessons in promoting the German language and culture in the Banat region.

Use of linguistic and cultural materials to increase the level of motivation to learn a foreign language

2020 ◽  
pp. 57-62
Author(s):  
Svetlana V. Popova ◽  
Mikhail V. Smolyaninov
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Culture Studies ◽  
Collective Work ◽  
Motivation For Learning ◽  
Level Of Motivation ◽  
Language Text

We considered the issue of the role of linguistic and cultural materials in the formation and development of a stable positive motivation for learning a foreign language. We disclosed the concept of “Linguistic and Culture Studies”, the connection between it and the formation of linguistic- and sociocultural competencies. We gave the main conditions to be met by a foreign-language text used as the main linguistic and culture material (authenticity, relevance, typicity). We also listed forms of working with trainees in which you can use linguistic and cultural materials. We highlighted the following organizational forms: individual, group, collective work. The focus is on considering not only lexical proficiency in the target language, but also the use of a foreign language as a means of intercultural communication. We disclosed the conditions of formation of socio- and linguistic-cultural competencies. The conclusion shows the overall outcome of the work and shows the advantages of classes, which include the linguistic and cultural aspect and, due to this, have great methodological potential, allowing you to build new models of classes that improve the quality of mastery of a foreign language. Such training contributes to the consolidation of subject-subject relations between the student and the teacher, establishing between them a real cooperation of equal partners in the pedagogical process.

scholarly journals CONSCIOUS EDUCATION: THE CHALLENGES AND PERSPECTIVES OF TEACHING EASTERN LANGUAGES AND CULTURES

2020 ◽  
Vol 18 (1) ◽  
pp. 156-167
Author(s):  
Gergana PETKOVA
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Language Education ◽  
Developed Countries ◽  
Language And Culture ◽  
Contemporary World ◽  
Wide Range ◽  
Japanese Studies ◽  
Culture Education

e 21st century debate on the role of humanities in the contemporary world and the necessity to teach a wide range of disciplines (among which literature, culture, aesthetics, philosophy and others) has caused serious tension among humanity scholars. In many developed countries the presence of humanities in the educational priorites has shrinked substantially. In the present paper I will discuss the interconnection and interdependence of language and culture education with concrete examples from the Bulgarian school of Eastern Studies in order to rethink Aristotle’s legacy – “Educating the mind without educating the heart is no education at all”. The current paper introduces the concept of “conscious education” as a key factor for the development of 21st century foreign language and culture education. Conscious education is based on an analysis of the needs and aims and strives to build mutual awareness within all parties involved in the education process to make learners adaptive and adequate to the surrounding environment. The theories of A. Maslow, Ch. Darwin, M. Gladwell, K. Ishikawa are brought together and through analysis of the current state of the Japanese Studies in Bulgaria, I try to raise important questions about the role of foreign language education in 21st century. I contribute to the dispute by reporting results from current projects conducted by the Japanese Studies at Sofia University, which I believe relate to a much wider audience, involved in the education of young people nowadays.

scholarly journals BIOGRAFIA JĘZYKOWA JAKO PRZYCZYNEK DO REFLEKSJI NAD MOTYWACJĄ DO NAUKI JĘZYKA NIEMIECKIEGO

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 181-200 ◽  
Author(s):  
Maciej Mackiewicz
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Dynamic Process ◽  
Mother Tongue ◽  
Tertiary Education ◽  
Foreign Language Learning ◽  
German Language ◽  
Linguistic Development

A language biography is most often a reflection on one’s own linguistic development and therefore can be termed “language autobiography”. In its a broad sense, a language biography may include mother tongue acquisition, yet this article focuses solely on foreign language learning, with a special emphasis on the German language. The article provides insights into factors that motivate learners of German and into changes in these factors over a period of time, including the role of intercultural motivators. A theoretical and methodological introduction is followed by the results of a qualitative study conducted in five Polish institutions of tertiary education on a group of 73 students learning German. The excerpts of biographies quoted provide a picture of motivation as a dynamic process and moreover indicate that as present-day students get older, they are increasingly more thoughtful about their learning.

scholarly journals Language and Culture Interconnectedness

2021 ◽  
Vol 1 ◽  
pp. 117-126
Author(s):  
Tomasz Zygmunt ◽  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Present Discussion ◽  
Language And Culture ◽  
Main Stress ◽  
Language Studies ◽  
Linguistic Determinism

Numerous criticism directed at the Sapir-Whorf Hypothesis called forth the viewing of the hypothesis through the prism of language and culture interconnection and check to what extent the linguistic determinism is an applicable and useful tool in foreign language studies. For this reason, the present paper carries out a discussion to construct a somewhat modified version of the linguistic determinism idea by adding to the language–culture unit a third element such as expressiveness. To make the proposed here version of linguistic determinism comprehensible, it has been decided to describe and explain the notions of language, culture, and expressiveness to make them clear and digestible for the purpose of the present discussion. In the course of the discussion, strengthened by quotations from the literature, the main stress is put on the language-culture interconnectedness viewed as the key element determining successful language studies, especially in the foreign languages domain. Finally, the attention is directed at the role of creativity and expressiveness as factors responsible for the level of the language user’s competence, which, in turn, is viewed as creative communicative competence.

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