scholarly journals СЕМАНТИКО-ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ АКСІОЛОГІЧНОЇ ПОТУЖНОСТІ АНГЛІЙСЬКОГО ПРИКМЕТНИКА: ПСИХОЛОГІЯ СПРИЙНЯТТЯ В ПРОЦЕСІ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

2020 ◽  
Vol 15 ◽  
pp. 122-127
Author(s):  
Oksana Kovtun
Keyword(s):  
Foreign Language ◽  
Scientific Research ◽  
Spatial Dimension ◽  
Linguistic Expression ◽  
The World ◽  
Communicative Activities ◽  
Learning English

The study clarifies the semantic and pragmatic potential of the axiological power of the English adjective: the psychology of its perception in the process of learning English as a foreign language. The purpose of this scientific research is to demonstrate the axiological load and special semantic and pragmatic nature of the English adjective for the developing of understanding of the feasibility of using adjective forms in communicative activities of the students. As a result of the study, we come to the conclusion that the English adjective forms a qualitative layer of reality, which is considered to be the "fourth spatial dimension of the world", given the trends of globalization. The adjective has a kind of verbalization, pragmatic value and participates in the formation and development of linguistic consciousness, which is manifested in the conceptualization of axiology, represents a set of evaluative, qualitative, cultural and ideological characteristics that are reflected in the special interaction of different means of linguistic expression.

scholarly journals SOME WORDS ON METHODOLOGY AND PSYCHOLOGY OF LEARNING ENGLISH// International Journal of Educational and Scientific Research 4(12), 2021/ Chief Editor K. Kumpulainen /OEAPS OU - Tallinn, Estonia (Open European Academy of Public Sciences). Vienna, Austria 30.04.2021: OEAPS OU., 2021. P. 41-44.

2021 ◽  
Author(s):  
Indira Kamalseitovna Izembayeva
Keyword(s):  
Foreign Language ◽  
Academic Discipline ◽  
Scientific Research ◽  
School Curriculum ◽  
Chief Editor ◽  
Foreign Languages ◽  
Attention And Memory ◽  
European Academy ◽  
Psychology Of Learning ◽  
Learning English

Unfortunately, not always the desire of students to speak and know the language coincides with their abilities to it. Language is easy for some, difficult for others. Some of the students quickly memorize words, someone learns to read faster, someone is easier to imitate foreign speech. Thanks to psychology, it has become easier to explain some of the difficulties that arise in the process of teaching children, in relations with them, as well as in the problem of learning foreign languages. There is a connection between the student’s temperament, the peculiarities of his perception, attention and memory, and the difficulties he has in learning a foreign language. It is assumed that students with the phlegmatic and melancholic temperament have the greatest difficulty in learning a foreign language. Foreign language as an academic discipline is very different from other subjects of the school curriculum, and thus, obviously, students have some difficulties in studying this subject.

scholarly journals The Influence of Students' Mastery of Vocabulary on Paraphrasing Ability

2021 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Muhammad Muslih
Keyword(s):  
Statistical Analysis ◽  
Foreign Language ◽  
Essential Role ◽  
Quantitative Approach ◽  
Reading And Writing ◽  
International Language ◽  
The World ◽  
Primary Instrument ◽  
Learning English

Some countries much use English as an international language all over the world. Unfortunately, the use of English in some countries is different from each other.  In this case, Indonesia uses English as a foreign language. There are four English skills, listening, speaking, reading, and writing. The mastery of vocabulary is a vital aspect in learning a language; we will not be able to speak to read, and write any language if we do not master it in vocabulary. Therefore, vocabulary has an essential role because it is his primary instrument of language. The student's mastery of English vocabulary is still low. Some factors that cause why the students' vocabulary is still low are the teacher's technique that does not motivate students in learning English. Instrument of the collecting data used by the writer is observation, interview, and test. In doing research, the writer uses a quantitative approach. It means that the data being obtained are presented by number and then interpreted by using statistical analysis. The conclusion of the research is the application of mastery of vocabulary on ability in making paraphrase. It is is know the result the student' of the mastery of vocabulary (X variable) in the average of 71.142 and the result the students' of ability in making paraphrase (Y variable) in the average of 68.00. Correlation of C variable on Y variable showing 0.418%. It means that 0.418 is enough to influence the correlation between applying the students' mastery of vocabulary on their ability to make paraphrase.

Analysis of Higher Education Students’ Errors in English Writing Tasks

2020 ◽  
Vol 11 (2) ◽  
pp. 48
Author(s):  
Ali Özkayran ◽  
Emrullah Yılmaz
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mother Tongue ◽  
Word Formation ◽  
Target Language ◽  
Education Students ◽  
English Writing ◽  
The World ◽  
Omission Errors ◽  
Learning English

The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb “to be”, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners’ errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.INTRODUCTIONThere are lots of languages in the world and some of them have come to the fore due to the fact that they are spoken by millions and even billions of people. People generally learn the language spoken where they are born, however; the developments in the fields such as communication, transportation, tourism and trade forced people to learn the languages that they didn’t need to learn in the past. English is the most popular one of those languages and for some it is the lingua franca (Modiano, 2004; Becker and Kluge, 2014) of our age.Millions of people in the world speak English as their mother tongue while others must learn it as a second (ESL) or foreign language (EFL). Learning English as second or foreign language differs with respect to learners’ attitudes towards English and the people who speak it as their native language, exposure to English, their sources of motivation and so on. The main focus of this study is learning English as a foreign language as English is not the primary language in the country where the study was carried out.A considerable

Wetenschappelijke Informatie In Een Vreemde Taal Gepubliceerd

1985 ◽  
Vol 21 ◽  
pp. 32-40
Author(s):  
D. van Bergeijk
Keyword(s):  
Foreign Language ◽  
Scientific Research ◽  
The World ◽  
Available Information ◽  
Language Literature

For scientific research it is essential to know what has been published in one's field. Too often literature published in a language the researcher does not master is neglected. Available information is then not used, This paper outlines what can be done to access this literature and which modern resources can assist the users of foreign language literature. In particular the activities of the International Translation Centre will be discussed as well as the unique database of existing scientific and technical translations: the World Transindex.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Teaching and Learning English as a Foreign Language

1946 ◽  
Vol 30 (1) ◽  
pp. 55
Author(s):  
Robert A. Hall ◽  
Charles C. Fries
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning English

Autonomy, agency, and identity in teaching and learning English as a foreign language

2021 ◽  
pp. 1-2
Author(s):  
Erika Novia Wardani ◽  
Alam Djati Nugraheni ◽  
Dwi Wara Wahyuningrum ◽  
Ashar Fauzi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Agency And Identity ◽  
Learning English

A Multicultural Approach at the Early Stage of Teaching a Foreign language

2021 ◽  
pp. 34-40
Author(s):  
Nadezhda Kantysheva ◽  
Alfiya Rahmatullina
Keyword(s):  
Foreign Language ◽  
Novice Teacher ◽  
Early Stage ◽  
Language Teachers ◽  
Future Teacher ◽  
Cultural Identification ◽  
Foreign Language Teachers ◽  
The World ◽  
Elective Course ◽  
Technological Competencies

The article presents the experience of developing an elective course program for future foreign language teachers studying at Tyumen State University. The content of the course is based on the principles of communication and variability and is focused on the development of the communicative, psychological, pedagogical and technological competencies of the future teacher. The creation by the teacher of favorable pedagogical conditions for a positive cultural identification of the student’s personality allows the child to become aware of the multicultural space of the world. The professional portfolio of a novice teacher includes techniques, methods and technologies that can be used for further pedagogical modeling.

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