USE OF THE MOTHER TONGUE IN FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 12 (1) ◽  
pp. 177-181
Author(s):  
Ekaterina Sofronieva ◽  
◽  
Christina Beleva ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Nursery Schools ◽  
Comprehension Skills ◽  
Research Findings ◽  
English Speaking

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

Continuity in foreign language education in Australia

2017 ◽  
Vol 40 (3) ◽  
pp. 280-310
Author(s):  
Marinella Caruso ◽  
Josh Brown
Keyword(s):  
Foreign Language ◽  
Large Scale ◽  
Empirical Investigation ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Study ◽  
English Speaking ◽  
Incentive Plan ◽  
Using Data

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

scholarly journals Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

2020 ◽  
Vol 3 (1) ◽  
pp. 57-61
Author(s):  
B. Tolibjonov ◽  
Sh. Samandarov ◽  
D. Umirzakova ◽  
Y. Yunusova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
National Standard ◽  
Education Standards ◽  
New Era ◽  
Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

scholarly journals Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

2021 ◽  
Vol 8 (4) ◽  
pp. 15-27
Author(s):  
Mustafa Dolmaci ◽  
Hatice Sezgin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Corpus Analysis ◽  
Target Language ◽  
Common Basis ◽  
Curriculum Guidelines ◽  
The Common ◽  
N Gram

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

Foreign Language Education in Japan

2020 ◽  
Author(s):  
Ryuko Kubota
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning Opportunities ◽  
Foreign Language Education ◽  
Target Language ◽  
Current Status ◽  
Early 21St Century ◽  
Learning English

Historically, foreign language education in Japan has been influenced by local and global conditions. Of the two major purposes of learning a language—to gain new knowledge from overseas and to develop practical communication skills—the latter pragmatic orientation became dominant toward the end the 19th century, when access to foreign language learning increased and English became a dominant language to learn. The trend of learning English as an international language for pragmatic purposes has been further strengthened since the 1980s under the discourses of internationalization and neoliberal globalization. An overview of the current status of foreign language education reveals that there are both formal and non-formal learning opportunities for people of all ages; English predominates as a target language although fewer opportunities to learn other languages exist; English is taught at primary and secondary schools and universities with an emphasis on acquiring communicative skills, although the exam-oriented instructional practices contradict the official goal; and adults learn foreign languages, mainly English, for various reasons, including career advancement and hobbyist enjoyment. Such observations include contestations and contradictions. For instance, there have been debates on whether the major aim of learning English should be pragmatic or intellectual. These debates have taken place against the backdrop of the fact that the learning of a foreign language—de facto English—is much more prevalent in society in the early 21st century compared with previous periods in history, when access to learning opportunities was limited to elites. Another contradiction is between the multilingual reality in local and global communities and the exclusive emphasis on teaching English. This gap can be critically analyzed through a critical realist lens, through which multilayers of ideology in discourses and realities in the material world are examined. The predominance of English is driven by a neoliberal ideology that conceptualizes English as a global language with economic benefit, while testing and shadow education enterprises perpetuate the emphasis on English language teaching. The political economy of foreign language education also explains the longstanding socioeconomic disparity in English ability.

Intensifying constructions in French-speaking L2 learners of English and Dutch

2019 ◽  
Vol 5 (1) ◽  
pp. 63-103 ◽  
Author(s):  
Isa Hendrikx ◽  
Kristel Van Goethem ◽  
Stefanie Wulff
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Longitudinal Impact ◽  
Integrated Learning ◽  
L2 Learners ◽  
French Speaking ◽  
The Cross

Abstract We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.

scholarly journals I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

2019 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Fernandes Arung ◽  
Zainal Rafli ◽  
Ratna Dewanti
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Study Program ◽  
Self Evaluation ◽  
English Speaking ◽  
Main Basis ◽  
The Individual ◽  
The University ◽  
Speaking Skills

Formal educational practitioners tend to neglect the students’ sense of liking; we labled as Preferent learning, in order to acquire certain skill in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. In fact, the individual learning, language community, social change, and sopihisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in an unpredictable ways without any rules and an informal self-evaluation were applied as a way in sustaining the skills.

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