scholarly journals FORMATION OF SOCIO-CULTURAL COMPETENCE OF UNIVERSITY STUDENTS IN THE PROCESS OF FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 2 (46) ◽  
pp. 169-172
Author(s):  
O. Kholodenko ◽  
S. Panov ◽  
O. Smolnikova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning

scholarly journals Developing Students’ Cognition Culture for Successful Foreign Language Learning

2018 ◽  
Vol 50 ◽  
pp. 01128
Author(s):  
Lyubov Pavlova ◽  
Yuliana Vtorushina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Culture Conditions ◽  
Social Adaptation ◽  
Teaching Techniques ◽  
Cognitive Component ◽  
Effective Development ◽  
The University

This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

2011 ◽  
pp. 38
Author(s):  
Osiris Hernández Castro ◽  
Yolanda Samacá Bohórquez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Small Scale ◽  
Research Project ◽  
Cultural Aspects ◽  
Efl Students

This article explores the relevance of implementing the cultural aspects of both foreign and own countries as a paramount issue in the teaching of a target language. This small scale research project was developed as a component of the seminar on Bilinguism offered by Universidad Distrital in Bogotá as part of its Master ́s program in Applied Linguistics to the Teaching of English. The authors of this research collected data to find out and compare how university students from Tunja and Bogotá –two major Colombian cities– assess the incorporation of cultural aspects of the foreign country into the teaching of the foreign language. Thus, the guiding question of this research is: How do EFL students interpret cultural aspects embedded in foreign language learning?

Audiovisual translation (dubbing and audio description) as a didactic tool to promote foreign language learning

2020 ◽  
Author(s):  
Anna Vermeulen ◽  
María Ángeles Escobar-Álvarez
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Native Students ◽  
Clitic Doubling ◽  
Written Texts ◽  
Audio Description ◽  
Audiovisual Translation

Abstract This empirical study focuses on the use of Spanish clitic pronouns when they function as accusative or as dative clitics in the translation tasks performed by university students of Spanish as a foreign language (SFL). The participants were 35 Belgian Dutch-speaking students of SFL (Level B2) from the Department of Translation, Interpreting and Communication of Ghent University (Belgium), who are enrolled in the Translation course. They were asked to perform two tasks: (1) to create an audio description script in Spanish, and (2) to translate the English dialogues into Spanish from a sequence taken from the film The Help (Taylor 2011). The written texts they produced were compared to those written by 39 Erasmus Spanish native students, who carried out the same tasks. The results showed that the Belgian students produced significantly fewer clitic pronouns, especially in the case of dative clitic doubling, than those produced by the Spanish natives. As for the differences between the two modes of audiovisual translation, the findings revealed that the Belgians produced more accurate results in the interlingual than in the intersemiotic task. The results of our study also made it clear that more attention should be paid to the use of redundant clitic pronouns in the SFL classroom.

scholarly journals University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France

2006 ◽  
Vol 24 (1) ◽  
pp. 113 ◽  
Author(s):  
Nathalie Piquemal ◽  
Robert Renaud
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
First Year ◽  
Internal Factors ◽  
First Year Students ◽  
Personal Attitude ◽  
Language Classes ◽  
Beliefs And Attitudes

This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factoars (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs and more by intrinsic reasons.

scholarly journals Perceived impact of extra-curricular activities on foreign language learning in Canadian and Russian university contexts

2017 ◽  
Vol 11 (1) ◽  
pp. 43-65 ◽  
Author(s):  
Veronika Makarova ◽  
Anna Reva
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Multiple Choice ◽  
Foreign Language Learning ◽  
Multiple Choice Questions ◽  
Chi Square ◽  
Extra Curricular Activities ◽  
Key Word ◽  
Perceived Impact

This paper surveys language-related extra-curricular activities (ECA) attended by university students in Canada and Russia. Very little information is available about ECA in both countries. The study aimed to gather data about extra-curricular activities in Canada and Russia and to investigate the perceived effect of participation in extra-curricular activities on language learning by university students in these countries. The study employed a questionnaire-based survey as a major research method. The questionnaire constructed by the authors included ‘yes/no’, multiple choice and open-ended questions. The total of 119 university students from both countries participated in the study. The participants’ responses to yes/no and multiple choice questions were entered on SPSS charts for descriptive statistics and an analysis across the groups (chi-square tests). The responses to open-ended questions were analyzed using key-word method. The results indicate that only about 1/3 of university students in both countries had some experience with ECAs. Russian students were more aware of the range of ECAs available through their universities. The array of language-related ECAs was different across the countries: Canadian students mostly attended ECAs that were offered through their universities, and Russian students – outside their universities. There was an agreement between the respondents from both countries that trips abroad were the most efficient form of ECAs. The evaluation of some other specific forms of ECAs showed significant differences across the two participant groups. The majority of respondents from both countries placed a high value on ECAs and thought that ECAs were beneficial for their language skills development.

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