scholarly journals Recycling in Babel: The Impact of Foreign Languages in Rule Learning

2020 ◽  
Vol 17 (11) ◽  
pp. 3784
Author(s):  
Eneko Antón ◽  
Natalia B. Soleto ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Rule Learning ◽  
Foreign Languages ◽  
School Students ◽  
Future Directions ◽  
Environmental Decisions ◽  
Language Context ◽  
The Impact ◽  
Better Than

Environmental decisions and prosocial behaviors have been shown to be emotionally mediated, and language is at the core of emotions. The language context can alter the way decisions are made, and using a foreign language tends to favor an analytic approach to the decision and reduce its emotional resonance. In the present work, we explored whether or not the strategic use of a native vs. a non-native language could alter the learning of rules that are at the basis of our environmental behavior. To test this, elementary school students carried out a series of tasks that required recycling the employed materials at the end of the session. Children had to put each kind of material used in the corresponding container following basic association rules, resembling the process that they would do at home when recycling. Some students received the whole set of instructions and rules in their native language, while others received them in their foreign language. When the recycling behaviors were compared, results showed that participants who were instructed in their non-native language followed the rules better than their natively instructed peers. These results are discussed in the light of different perspectives, and future directions in the strategic use of language contexts are considered.

scholarly journals THE INFLUENCE OF EMOTIONAL AND FOREIGN LANGUAGE CONTEXT IN CONTENT LEARNING

2020 ◽  
Vol 42 (4) ◽  
pp. 891-903 ◽  
Author(s):  
Candice Frances ◽  
Angela De Bruin ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Native Language ◽  
Content Learning ◽  
Language Context ◽  
Better Than

AbstractPrior research has found reduced emotionality with foreign language use, especially with single words, but what happens if emotionality is conveyed throughout a longer text? Does emotionality affect how well we remember and associate information, that is, content learning? We played participants descriptions of two invented countries and tested how well they remembered facts about these countries. Each participant listened to one positive and one neutral description, which was read either in their native language (Spanish) or in their foreign language (English). Participants remembered facts they heard in positive semantic contexts better than those learned in neutral semantic contexts and did better in their native than their foreign language. Importantly, there was no interaction between language and emotionality, suggesting that the previously reported decrease in emotionality in a foreign language might not extend to all areas of foreign language use.

scholarly journals The role of intentions and outcomes in the foreign language effect on moral judgements

2018 ◽  
Vol 72 (1) ◽  
pp. 8-17 ◽  
Author(s):  
Albert Costa ◽  
Joanna D Corey ◽  
Sayuri Hayakawa ◽  
Melina Aparici ◽  
Marc-Lluís Vives ◽  
...  
Keyword(s):  
Foreign Language ◽  
Damage Assessment ◽  
Language Use ◽  
Native Language ◽  
Moral Judgement ◽  
Moral Judgements ◽  
Differential Weighting ◽  
Language Context ◽  
The Impact

We explore the origin of the foreign language effect on moral judgements by assessing whether language context alters the weight given to intentions and outcomes during moral judgement. Specifically, we investigated whether foreign language contexts, compared with native ones, may lead people to focus more on the outcomes of an action and less on the intentions behind it. We report two studies in which participants read scenarios in which the actor’s intentions and the resulting consequences were manipulated. As previously shown, people considered both the actor’s intentions and the action’s outcomes when assessing the damage, cause, moral wrongness, responsibility, and punishment deserved. However, although the foreign language context reduced the impact of intentions on damage assessment, the overall effect of intention and outcomes on these variables was mainly the same in the foreign and the native language contexts. We conclude that differential weighting of intentions and outcomes is unlikely to account for the impact of foreign language use on moral judgement.

scholarly journals The Impact of Native Language Use on Second Language Vocabulary Learning by Saudi EFL Students

2016 ◽  
Vol 9 (5) ◽  
pp. 134 ◽  
Author(s):  
Muhammad Saleem Khan
Keyword(s):  
Community College ◽  
Second Language ◽  
Foreign Language ◽  
Secondary Students ◽  
English Language ◽  
Language Use ◽  
Native Language ◽  
Vocabulary Learning ◽  
Target Language ◽  
The Impact

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

scholarly journals Foreign language attrition

2012 ◽  
Vol 1 (1) ◽  
pp. 102-124 ◽  
Author(s):  
Monika S. Schmid ◽  
Teodora Mehotcheva
Keyword(s):  
Foreign Language ◽  
Theoretical Models ◽  
Foreign Languages ◽  
Language Attrition ◽  
Present Contribution ◽  
Future Directions ◽  
Second Languages ◽  
History Of Research ◽  
Recent Developments ◽  
History Of

The present contribution discusses recent developments and future directions in the attrition of instructed foreign languages, arguing for a distinction between this type of attrition and attrition involving second languages acquired implicitly in an immersion setting. An overview of the history of research in the field and the most prominent findings is provided, followed by a discussion of theoretical models and methodologically problematic issues. We conclude by outlining some future directions for the field.

Same talker, different language

2000 ◽  
Vol 21 (3) ◽  
pp. 383-393 ◽  
Author(s):  
VERNA STOCKMAL ◽  
DANNY R. MOATES ◽  
ZINNY S. BOND
Keyword(s):  
Young Children ◽  
Foreign Language ◽  
Multidimensional Scaling ◽  
Foreign Languages ◽  
Language Discrimination ◽  
Language Characteristics ◽  
Test Languages ◽  
Better Than

When discriminating between unknown foreign languages, infants, young children, and adult listeners are able to make same-language/different-language discrimination judgments at better than chance levels. In these studies (Lorch & Meara, 1989; Mehler et al., 1988; Stockmal, 1995), foreign language samples have often been provided by different talkers, confounding voice characteristics and language characteristics. In Experiments 1 and 2, using the same talkers for different pairs of languages, we found that listeners were able to discriminate between languages they did not know, even when spoken by the same talker. That is, listeners were able to separate talker from language characteristics. Experiment 3 used multidimensional scaling to explore the bases of listener judgments. Listeners were attentive to prosodic properties and influenced by their familiarity with the test languages.

scholarly journals The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 389-406
Author(s):  
Seçil Tümen-Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teaching ◽  
Significant Finding ◽  
School Students ◽  
Remote Education ◽  
Face To Face ◽  
Efl Teaching ◽  
The Impact

With Corona Virus Disease 2019 (Covid-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe indepth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.

scholarly journals Emergency remote teaching of French as a foreign language: Course adequacy to the INEE standards

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 110-130
Author(s):  
Rana Hasan Kandeel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Foreign Languages ◽  
Specific Context ◽  
Study Results ◽  
New Learning ◽  
Education In Emergencies ◽  
Oral Skills ◽  
The Impact

The objective of this paper is to explore the adequacy of French as a foreign language (FFL), with specific context to teaching and learning of the beginners' course for the International Network for Education in Emergencies (INEE) standards. Specifically, in terms of the impact of coronavirus pandemic on teaching foreign languages. The paper utilized qualitative methodology with the two mediums of direct observation and the open questionnaire. According to the study results, adaptive changes were seen in the curriculum, and these were in accordance with the INEE standards for education in emergencies. For example, revision in the contents, planning and methodologies. More specifically, while the Blackboard platform saw an increase in the new learning materials and written communicative activities in the forum; there was a clear reduction in the oral skills and language practice. Also, in comparison the use of traditional methodology was seen to be higher than the communicative method.

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

scholarly journals The Linguistic History and the Ideological Inhibitions in Foreign Language Context in the Post-Independence Algeria

2020 ◽  
Author(s):  
Soufyane KHELLOUL ◽  
Fatima Zohra Benneghrouzi
Keyword(s):  
Foreign Language ◽  
Decision Makers ◽  
Foreign Languages ◽  
Speech Community ◽  
Higher Education Reforms ◽  
Linguistic History ◽  
The Status ◽  
The Government ◽  
Teaching Learning ◽  
Language Context

The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century. More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language –French- over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.

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