Parker, Gabrielle & Rouxeville, Annie (1995). 'The year abroad': Preparation, monitoring, evaluation. London: Association for French Language Studies, The Centre for Information on Language Teaching and ResearchParker, Gabrielle & Rouxeville, Annie (1995). 'The year abroad': Preparation, monitoring, evaluation. London: Association for French Language Studies, The Centre for Information on Language Teaching and Research. Pp. 207.

1997 ◽  
Vol 53 (4) ◽  
pp. 754-755
Author(s):  
Brian Whalen
Keyword(s):  
Language Teaching ◽  
French Language ◽  
Teaching And Research ◽  
Language Studies

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

scholarly journals Introduction

2016 ◽  
Vol 26 (2) ◽  
pp. 113-114
Author(s):  
JULIA HERSCHENSOHN ◽  
ZSUZSANNA FAGYAL
Keyword(s):  
Research Question ◽  
Research Topic ◽  
French Language ◽  
Future Research ◽  
Language Studies

This volume represents a new and exciting initiative for the Journal of French Language Studies: the publication of its first issue featuring a theme paper with comments and a response to comments. Unlike collections of articles featuring independent contributions to a common research topic, this new platform for scholarly debate focuses on a single paper discussed by a group of experts. Rather than highlighting the diversity of approaches, the goal is to delve into the analysis of one particular research question by soliciting comments, suggestions and critiques of the methodology, the results and the possible implications for future research.

Investigating relationship between fluid and crystallised intelligence and vocabulary size in students learning French as a foreign language

2021 ◽  
Vol 2 (1) ◽  
pp. 11912
Author(s):  
Seyyedeh Soudeh Mirsaeedghazi
Keyword(s):  
Foreign Language ◽  
Significant Relationship ◽  
Fluid Intelligence ◽  
French Language ◽  
Vocabulary Size ◽  
Reasoning Test ◽  
Language Studies ◽  
Correlation Result ◽  
Iranian Students ◽  
The Relationship

In this study, the relationship between fluid and crystallised intelligence and vocabulary size was investigated among Iranian students learning French as a foreign language. Studies emphasised on the importance of vocabulary size and language comprehension and tried to discover mental and intelligence factors related to this issue. To administer the present quantitative study, the Persian Adaptation of Baddeley’s (1968) Grammatical reasoning Test for Fluid Intelligence, Persian Test of Baghaei & Tabatabaee (2015) for Crystallised intelligence, and Nation’s (2012) Test of Vocabulary Size were instrumented. Population of the study was 100 intermediate learners of French language from three branches of Safir institute in Tehran. Data was analysed using SPSS and correlational tools to specify the variables correlation. Result showed that there is a significant relationship between crystallised intelligence and size of vocabulary (p<0.1), while there was no significant relationship between fluid intelligence and vocabulary size (p>0.5). It was concluded that fluid intelligence does not predict learners’ vocabulary size, but crystallised intelligence as grows gradually determines learners’ vocabulary size.

Language studies by women in Australia

2020 ◽  
pp. 367-400
Author(s):  
Jane Simpson
Keyword(s):  
Nineteenth Century ◽  
Language Teaching ◽  
Indigenous Languages ◽  
Language Documentation ◽  
Indigenous Australian ◽  
Language Studies ◽  
Language Study ◽  
Family Demands ◽  
Analytic Skills ◽  
Australian Languages

Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.

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