scholarly journals SPEECH PERCEPTION AND PRODUCTION OF VOICING IN THAI NATIVE SPEAKERS USING ENGLISH AS FOREIGN LANGUAGE

2019 ◽  
Vol 5 (1) ◽  
pp. 7-10
Author(s):  
Panornuang Sudasna Na Ayudhya
Keyword(s):  
Speech Perception ◽  
Foreign Language ◽  
Native Speakers ◽  
English As Foreign Language ◽  
Relationship Of ◽  
The Relationship ◽  
Speech Perception And Production

The study is aimed to discuss the two notions of relationship between speech perception and production. These two notions are perception precedes production or vice-versa. The notion of perception precedes production proposes that production of a new sound must follow the success of perception of this sound (Polivanov, 1931). Whereas, the notion of production precedes perception proposes that there are certain situations, in which perception of a new sound must follow the success of production of this sound (Neufeld, 1988; Borrell, 1990).  This paper also illustrates the evidences obtained from the experiment of the perception and production of voiced and voiceless English sounds in 200 Thai native speakers. The results reveal the analysis of errors, which illustrated the relationship of speech perception and production.

scholarly journals On the problem of typological research of the Russian phonetic system in a linguodidactic context

2021 ◽  
pp. 4-9
Author(s):  
Е.Л. Бархударова
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Russian Language ◽  
Target Language ◽  
Foreign Accent ◽  
Language Background ◽  
Sound Structure ◽  
Relationship Of ◽  
The Relationship ◽  
The Russian Language

В основе разработки курсов практической фонетики, адресованных иноязычной аудитории, лежит анализ типологического своеобразия фонетической системы изучаемого языка в контексте лингводидактики. К числу важных направлений типологического исследования звукового строя русского языка следует отнести, во-первых, изучение соотношения консонантизма и вокализма в его фонетической системе на иноязычном фоне, во-вторых, – анализ позиционных закономерностей русской фонетической системы в сопоставлении с функционированием звуковых единиц в типологически разных языках. В позиционных закономерностях звукового строя языка наиболее ярко проявляется его идиоматичность: в каждом языке позиционные закономерности носят специфический характер и определяются соотношением парадигматики и синтагматики звуковых единиц. Большое число фонологически значимых отклонений в иностранном акценте обусловлено интерферирующим воздействием позиционных закономерностей родного языка на русскую речь учащихся. The development of practical phonetics courses addressed to a foreign audience is based on the analysis of the typological features of the phonetic system of the target language in the context of linguodidactics. It is necessary to designate two important areas of typological research of the sound structure of the Russian language: the study of the relationship of consonantism and vocalism in its phonetic system against a foreign language background and the analysis of positional rules of the Russian phonetic system in comparison with the functioning of sound units in typologically different languages. Idiomatic character of the language is most clearly manifested in the positional patterns of its sound structure. In each language, positional patterns are specific and are determined by the dominance of paradigmatic or syntagmatic relations of sound units. A large number of phonologically significant deviations in a foreign accent are due to the interfering influence of the positional laws of the native language on the Russian speech of students.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Merytoryczne, psychopedagogiczne i dydaktyczne aspekty kształcenia nauczycieli języków obcych. Rozważania teoretyczne z aneksem empirycznym

2019 ◽  
pp. 243-255
Author(s):  
Zdzisław Aleksander
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Theoretical Research ◽  
Mutual Relationship ◽  
Language Teacher ◽  
Practical Education ◽  
Relationship Of ◽  
The Relationship

When looking at the relationship between substantive education and the pedagogical background of a teacher (foreign language teacher included) there has been an eternal disagreement both in the academia, as well as among prospective employers. The most essential controversy pertains to the degree of expertise a teacher should possess in the field they teach versus how much psycho-pedagogical and educational knowledge they should have and the mutual relationship of the two. Another area of dispute and debate within the teachers’ education specialism seems to occur between two parties: proponents of theoretical research and the narrow circle of practical education advocates. The empirical annex, which points to the level of vocational preparation of a language teacher, focuses on the choice of didactic activities, the quality of their execution, and the working conditions which are under a teacher’s control.

The Relationship of Korean Students’ Age and Years of English-as-a-Foreign-Language Exposure with English-Reading Ability: A Cross-Age Study

2014 ◽  
Vol 36 (2) ◽  
pp. 173-202 ◽  
Author(s):  
Jill Fitzgerald ◽  
A. Jackson Stenner ◽  
Eleanor E. Sanford-Moore ◽  
Heather Koons ◽  
Kimberly Bowen ◽  
...  
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Korean Students ◽  
English Reading ◽  
Language Exposure ◽  
Relationship Of ◽  
The Relationship

scholarly journals FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

2019 ◽  
Vol 12 (2) ◽  
pp. 46-71
Author(s):  
Višnja Pavičić Takač ◽  
Sanja Vakanjac Ivezić
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Communicative Competence ◽  
Academic Literacy ◽  
Foreign Language Learners ◽  
Language Knowledge ◽  
L2 Learners ◽  
Argumentative Essays ◽  
The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

scholarly journals Evaluating the appropriateness and consequences of test use

2011 ◽  
pp. 93
Author(s):  
Yi-Ching Pan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Test Validity ◽  
Historical Review ◽  
Junior Colleges ◽  
Foreign Language Proficiency ◽  
Valid Test ◽  
Test Use ◽  
Relationship Of ◽  
The Relationship

This paper addresses the issue of whether it is appropriate for universities or junior colleges to set foreign language proficiency requirements for graduation and offers a historical review of the relationship of test validity and test use. Examples of how to evaluate the appropriateness and consequences of test use are presented in order to discover what factors must be taken into account that contributes to the decision-making process. Finally, a model that specifies what evidence needs to be collected in support of a valid test decision is offered to help make decisions of test use more convincing and accordingly more beneficial to those individuals and groups who are affected by the tests.

scholarly journals ‘I said it!’ ‘I’m first!’: Gender and language-learner identities

2011 ◽  
pp. 112
Author(s):  
Harold Andrés Peña
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Learner ◽  
Feminist Poststructuralist ◽  
Relationship Of ◽  
The Relationship ◽  
Learner Identities

While there has been an upsurge of research studying the relationship of gender and second language learning in cross-cultural contexts, far less has been investigated about preschool children’s gender and learner identities in contexts where English is a foreign language. In this paper I describe how gendered discourses are at stake in the classroom and how these discourses are related to the learner identities of a group of Colombian preschoolers. I use a Feminist Poststructuralist Discourse Analysis (FPDA) approach to pin down moments in which the assertion of power is manifested in second language practices like ‘classroom races’ during literacy activities. This assertion of power positions participants differently. Findings suggest the need to understand how children negotiate subject positions discursively in language learning activities. I am suggesting the need to erode discourses of approval that marginalize girls and favour boys.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

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