scholarly journals The Role Of Foreign Language Learners’ Self- Esteem In Enhancing Their Oral Performance

2016 ◽  
pp. 195
Author(s):  
Naouel Bouchareb
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Self Esteem ◽  
Oral Performance ◽  
Foreign Language Learners

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Zur Interaktion von materiellem und idiomatischem Bild in deutschen Printwerbungen

2020 ◽  
pp. 235-251
Author(s):  
Günter Schmale
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Image Representation ◽  
Literal Meaning ◽  
Print Advertising ◽  
Implicit Relation ◽  
Foreign Language Learners ◽  
Visual Element

Print advertising very frequently refers to idioms containing verbal expressions of images conveying a figurative meaning. “Material” idiom's (photos, drawings, cartoons, etc.) in print adverts, in one way or another, depict the idioms’ literal meaning. Advertising plays on numerous forms of interaction between the idiomatic and material image (representation of literal meaning, implicit relation between visual element and verbal idiom, etc.). Following preliminary considerations on figurativeness and metaphoricity, 14 German print adverts are analysed with a focus on the role of the material image. Based on these analyses, reflections on the interpretability of the relation between idiomatic and material image by native speakers and foreign language learners are discussed.

scholarly journals Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Azedah Nemati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Nonverbal Communication ◽  
Personal Life ◽  
The Right To Privacy ◽  
English Classes ◽  
Foreign Language Learners ◽  
Unexplored Area ◽  
The Right

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

scholarly journals Using Games to Promote English as a Foreign Language Learners’ Willingness to Communicate: Potential Effects and Teachers’ Attitude in Focus

2021 ◽  
Vol 12 ◽  
Author(s):  
Fei Liu ◽  
Balachandran Vadivel ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Influence ◽  
Willingness To Communicate ◽  
Control Group ◽  
Foreign Language Learners ◽  
Item Questionnaire ◽  
Language Classes ◽  
Students Attitudes

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

Hindi Heritage Language Learners’ Performance during OPIs: Characteristics and Pedagogical Implications

2012 ◽  
Vol 9 (2) ◽  
pp. 156-174
Author(s):  
Gabriela Nik. Ilieva
Keyword(s):  
New York ◽  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Oral Performance ◽  
New York University ◽  
Foreign Language Learners ◽  
Oral Proficiency Interviews ◽  
High Level

The present paper examines the oral performance of Hindi language learners during practice Oral Proficiency Interviews (OPI) conducted during workshops hosted by New York University and sponsored by STARTALK. The most salient characteristics of the heritage language learners’ output are compared with the output of foreign language learners who are rated similarly at the Intermediate Mid or Intermediate High level on the ACTFL scale. The paper’s focus is on patterns of grammar and discourse strengths and deficiencies, as well as elaboration of topics and code-mixing in relation to students’ background. Pedagogical implications are discussed with reference to teaching strategies that address the differences in the language abilities of the heritage versus foreign language learners of Hindi.

The Role of Gender in the Linguistic Performance of Foreign Language Learners: Does Gender Make a Difference?

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Hosny Mostafa Al-Dali
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Linguistic Performance ◽  
Foreign Language Learners ◽  
Males And Females ◽  
Number Of Males

<p>The present study examines the variation in the proficiency of adult learners (males and females) of English as a foreign language.  It is a generally accepted fact in L<sub>1</sub> acquisition that females enjoy a rate advantage, initially at least. However, I know of no study that has systematically investigated the rate of second language acquisition (SLA) in females versus males. It might be safe to cite few SLA studies: Farhady, 1982; Eisenstein, 1982; Lakoff, 1973; Zimmerman and West, 1975; and Gass and Varonis, 1986. Although these studies reported sex-related differences, they were incidental to their main focus. The subjects for the present study are 180 students in the Department of English, Faculty of Arts, Minufiya University. They are divided into three groups according to their academic status in their university: Beginners (60); Intermediate (60); and advanced (60). Each group is equally divided into males (30), and females (30). Accordingly, the total number of males is 90, and that of females is 90, as well. All subjects performed three tasks: 1) listening; 2) reading, and 3) structure and written expressions, similar, to those used in the TOEFL test. The overall umbrella, under which all these tasks are designed, is ‘systematicity’; and/or ‘variability’; and whether learners' sex is responsible for it. Results are obtained and conclusions are made. </p><strong>Keywords</strong>: Variability; L<sub>2</sub> learners’ proficiency, sex.

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