scholarly journals Communicative culture of foreign language communication and its correlation with developing the secondary language personality of foreign language l

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Oleg B. Tarnopolsky ◽  
◽  
Svitlana D. Storozhuk ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mass Culture ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Target Language ◽  
Behavioral Patterns ◽  
Communicative Behavior ◽  
Language L ◽  
Language Communication

The article is devoted to discussing the notions of the communicative culture and the secondary language personality and their correlation in foreign language teaching and learning. The communicative culture means abiding by some definite norms of behavior in communication. The notion of communicative culture is the total synonym of the term communicative etiquette that consists of standards, or patterns of communicative behavior which are interiorized by communicators and serve to ensure the correspondence of their behavior in every situation of communication to the socially and culturally accepted norms. As it is stated in the article, the communicative culture is the key component of the language personality. When the latter is developed by language learners it ensures their ability to use on the level of skills, when communicating in the target language, the linguistic, communicative, and sociocultural norms of communication that are proper not to their own but to the target (foreign language based) linguistic and sociocultural community. The communicative culture of the target linguistic and sociocultural community is the highest in hierarchy governing component of the secondary language personality as an integral formation, that component to which the two other components of the secondary language personality, the communicative and the linguistic ones, are subordinated. The elements of the communicative culture as the leading component of the secondary language personality include verbal, non-verbal, and blended foreign language communicative behavioral patterns, lifestyle communicative behavioral patterns, and some phenomena of foreign mass culture connected with the latter patterns and influencing/reflected in the foreign language communication and communicative behavior. All the components of the secondary language personality should be developed in an integrated manner in the teaching/learning process; they should be formed in harmonic interconnections and interdependencies by way of using experiential foreign language learning.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

In terference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.Keywords;Interference;  Second or Foreign Language Learning; Indonesian Learner

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

Interference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.

scholarly journals FILTERING CULTURAL INFLUENCES IN FOREIGN LANGUAGE LEARNING IN THE INDONESIAN CONTEXT: THE CONTROVERSY AND SUGGESTED ACTIONS

2017 ◽  
Vol 1 ◽  
pp. 34
Author(s):  
Ari Purnawan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Influences ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Target Language ◽  
Learning Needs ◽  
Learning Approaches

There has been a prolonging controversy on why teachers need to filter the cultural load in foreign language learning. Some educators guarantee that the best way of learning a new language is by presenting the target language situations in the classroom, which usually includes the values, culture, habits, or ways of behaving and thinking of the target language users; however, some others believe that, for the sake of nation’s future and pride, they have to filter and block any influences that come from the value loads. Throughout the long history of foreign language learning approaches and methods, this issue has been one of their hot flavors. In fact, cultural contents are unavoidable in foreign language learning. Therefore, the type of culture to be included in the materials and the goal of study are two important aspects to consider (Kramsch, 2013). The paper aims to present ways that teachers can do to deal with the above issue. Involving culture in a selective manner may become a moderate compromise, and cautious actions in selecting the values to be loaded in the process of teaching and learning needs to be formulated and carefully listed. Some suggested items based on some intensive observations and teacher interviews are presented in the paper. It is expected that the culture issue in English language teaching settings develops into a good awareness of the importance of culture in language learning on the one hand, and of the preservation of own national identity and  values on the other hand.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Whole-Part-Whole Reading Instruction in the Teaching and Learning of Arabic as a Foreign Language at Beginner Level

2020 ◽  
Author(s):  
Andrea Facchin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Instruction ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Standard Arabic ◽  
Theoretical Perspectives ◽  
Theoretical Reasoning ◽  
Modern Standard

The neurological bimodality theory, espousing the principles of directionality and cerebral hemisphericity, has led to a series of expedients in the field of foreign language teaching, like the use of inductive strategies. Accordingly, this contribution focuses on a methodological proposal stemming from the aforementioned theoretical perspectives and tackles the question of reading in the early phase of Arabic as Foreign Language learning. In doing so it questions how to teach Modern Standard Arabic at beginner level and proposes solutions to it through the use of new technological tools in the service of languages. Specifically, the focus is set on Pre-A1 and A1 levels of the recently issued Companion Volume to the Common European Framework of Reference for Languages. As a result of theoretical reasoning, the ‘Whole-Part-Whole’ method teaching philosophy is presented, theorized and verified in relation to the study of Arabic by non-Arab beginner learners.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

scholarly journals Usability of QiraahBot for extensive Arabic reading activities

2018 ◽  
Vol 53 ◽  
pp. 04005
Author(s):  
Al-Muslim Mustapa ◽  
Zulkifli Nawawi ◽  
Salamiah Ab. Ghani ◽  
Maryam Abdul Rahman ◽  
Zuraida Shaadon ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Phone ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Mobile Phone Technology ◽  
Teaching Aids ◽  
System Usability Scale ◽  
Mobile Phone Applications ◽  
Reading Activities

Today’s changing learning landscape urges the integration of mobile phone technology and Arabic learning as a foreign language. Learning through mobile phones is seen as a potential teaching aids which demonstrate effectiveness in teaching and learning activities. A QiraahBot prototype was built to aid the implementation of extensive Arabic reading activities. The user’s perspective on QiraahBot’s usability is essential for the effectiveness of learning through mobile phone applications. This study aims to identify the level of usability of the QiraahBot application prototype and to explore the deeper experience of users using the application. Therefore, a group of 30 student users was involved in the study. They were assigned tasks to be completed within the specified periods via the application, and then given an open-ended questionnaire adapted from the System Usability Scale. The findings show that the QiraahBot usability level is moderate. The study also revealed some of the advantages of QiraahBot as easy to use and the ability to help the learning process. In addition, there are weaknesses in applications, especially aspects of application usability, which needs to be improved in the next version. The researcher has provided some suggestions for further studies that are more comprehensive in the future.

scholarly journals Applied cognitive linguistics and foreign language learning. Introduction to the special issue

2019 ◽  
Vol 57 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Alberto Hijazo-Gascón ◽  
Reyes Llopis-García
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Cognitive Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Human Cognition ◽  
Cognitive Grammar ◽  
Special Issue ◽  
Second Languages

Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.

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