scholarly journals A STUDY ON THE LEARNING BELIEFS OF CHINESE AS A SECOND FOREIGN LANGUAGE FOR ENGLISH MAJORED STUDENTS OF BANKING UNIVERSITY HO CHI MINH CITY

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Luu Hon Vu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Positive Impact ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Male Students ◽  
Ho Chi Minh City ◽  
Learning Beliefs ◽  
Learning Capacity ◽  
Second Year

The research surveyed the learning beliefs of Chinese as a second foreign language for English majored students of Banking University Ho Chi Minh city. Based on the theory of beliefs in foreign language learning by Horwitz (1985), we conducted a questionnaire survey with 177 students. The questionnaire results indicate that: firstly, Chinese is relatively easy to learn; secondly, children have better language learning capacity than adults; third, focus on phonetics, vocabulary and culture, not grammar; fourth, learning Chinese is useful for yourself. Female students focus on phonetics more than male students. Second-year students focus on phonetics more than third-year students, but not more grammar like third-year students. Unlike students from the central region, students from the northern and southern regions said that they must come to China to learn Chinese. The belief that "Chinese language is easy to learn", the confident and proactive attitude of using Chinese language has a positive impact on students' learning results.

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

ALTERNATIVE FORMS OF TEACHING CHINESE TO YOUNG SCHOOLCHILDREN

2019 ◽  
Author(s):  
Anastasia Sushchik ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Approaches To Teaching ◽  
The Given ◽  
Teaching Chinese

The article is devoted to the alternative forms of teaching Chinese to young schoolchildren. The work deals with extraordinary approaches to teaching subjects, the principles of interaction between the teacher and the pupil during the lesson. The purpose of the article is to describe several forms of training that can be used in foreign language learning. Much attention is given to the cultural intercourse during the lessons in the Chinese language and extracurricular courses. In conclusion, it is stressed that the attitude to teaching Chinese to young schoolchildren should be based on alternative forms. The work is of interest for narrow circle of readers and experts working in the given branch.

Language Anxiety and Proficiency in a Foreign Language

1997 ◽  
Vol 85 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Richard L. Sparks ◽  
Leonore Ganschow ◽  
Marjorie Artzer ◽  
David Siebenhar ◽  
Mark Plageman
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
College Preparatory ◽  
School Students ◽  
Single Sex ◽  
High Anxious ◽  
Second Year

Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

scholarly journals COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Diego Ortega-Auquilla ◽  
Uvaldo Recino Pineda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Teaching Methods

Communicative-oriented  language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution  to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative  approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement  TBLT lessons into the classroom, which may have a positive impact  on foreign language learning.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

2018 ◽  
Vol 41 (1) ◽  
pp. 3-24
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Learning Ability ◽  
Foreign Language Anxiety ◽  
College Level ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

AbstractThis study investigated seven learner variables (i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language) as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

On Learning Strategies for Engineering Design Specialty Students: A Comparative Study

2014 ◽  
Vol 584-586 ◽  
pp. 2735-2739
Author(s):  
Yong Hong Sun ◽  
Ling Zheng ◽  
Xiao Wei Jiang ◽  
Tian Shuo Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Metacognitive Strategies ◽  
Female Students ◽  
Male Students ◽  
Language Learning Strategies ◽  
Memory Strategies

The main purpose of the research is to find out the similarities or differences in employing foreign language learning strategies between female students and male students of Engineering Design Specialty. The investigation instruments included a questionnaire and Statistical Product and Service Solutions. There are altogether 41 valid questionnaires. The results show that both female students and male students of Engineering Design Specialty sometimes use the foreign language learning strategies at medium level. Male students use memory strategies, metacognitive strategies and affective strategies more frequently than female students, while female students use compensation strategies more frequently than male students. There is no statistically significant difference between female students and male students in using both direct learning strategies and indirect learning strategies, including memory strategies, compensation strategies, metacognitive strategies, affective strategies.

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