scholarly journals UZBEKISTAN MOD FOREIGN LANGUAGE APTITUDE TEST: A CRITICAL EVALUATION

2019 ◽  
pp. 138-151
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Critical Evaluation ◽  
Foreign Language Learning ◽  
Daily Basis ◽  
Language Programs ◽  
Foreign Language Aptitude ◽  
Foreign Language Programs

Globalization has entailed a growth in importance of the second/foreign language teaching and learning all over the world with the number of both voluntary and involuntary language learners increasing on daily basis. There is, however,a widely attested discrepancy in actual results achieved by those engaged in second/foreign language learning usually explained by means of invocation of a specialized talent that certain individuals have, whilst others lack. Such a talent is thought to be measurable and the results obtained are regarded as valid predictors of success for intensive foreign language programs. The present article deals with critical appraisal of one of such instruments in terms of both its theoretical and practical validity. A number of points to be addressed for the purpose of the instrument improvement are demonstrated via referral to both basic statistic techniques and scientific consensus in the field of language learning aptitude research.

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 “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

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.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

Aptitude for learning a foreign language

2001 ◽  
Vol 21 ◽  
pp. 90-111 ◽  
Author(s):  
Richard Sparks ◽  
Leonore Ganschow
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Aptitude ◽  
Foreign Language Aptitude ◽  
Affective Variables ◽  
Language Variables

What has happened with the construct of foreign language aptitude since 1990, at which time symposium participants from around the world agreed that the "Time has come to rethink the notion of what constitutes aptitude to learn foreign languages?" To answer this question, we begin with a review of studies on foreign language aptitude and its measurement prior to 1990. We then describe research and thinking in the 1990s in several areas, including affective variables; language learning strategies; learning styles as contributors to aptitude; and aptitude as a cognitive construct affected by language variables. Next, we review research on individual differences in language learners and the importance of phonological/orthographic processing for foreign language learning. Finally, we suggest new directions for research in foreign language aptitude.

scholarly journals A Review of Beliefs, Agency and Identity in Foreign Language Learning and Teaching

2016 ◽  
Vol 10 (1) ◽  
pp. 47-50
Author(s):  
Sotiria Pappa
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Critical Evaluation ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Agency And Identity

This publication is comprised of seven empirical studies on beliefs, agency and identity as a response to the need for contextual, longitudinal and interconnected studies in foreign language learning and teaching. The underpinning argument of the book is that our beliefs about foreign language learning inform our actions, while both beliefs and actions affect our sense of self, our identity. This holds true for students and their learning as much as for teachers and their teaching. Building on former studies within contextual approaches, beliefs, agency and identity are presented as interconnected phenomena. As such, they are addressed by various theoretical starting points and data of longitudinal nature, ranging from 3 to 15 years. The emic (insider) perspective taken to examine the subjective experiences of participants is complemented by the qualitative and interpretative approach to data collection and analysis. The book primarily aims at a deeper understanding of the role of beliefs in foreign language learning. Secondly, it aims at learning about the beliefs held by specific groups of Finnish and Brazilian individuals involved in teaching and learning foreign languages. After two introductory chapters, the book is structured in storyline fashion, transitioning from young learners (Part I, two studies) to student teachers (Part II, three studies) to in-service teachers (Part III, two studies). A critical evaluation of the reported studies and the overall contributions of the book are discussed in the concluding chapter.

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 241-258 ◽  
Author(s):  
Ana Niño
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Training Tool ◽  
Advantages And Disadvantages ◽  
Language Class ◽  
Learning Language

AbstractThis paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a “CALL tool”. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

scholarly journals Motivation in a Foreign Language Teaching and Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 20 ◽  
Author(s):  
Lalu Thohir
Keyword(s):  
Foreign Language ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Language Learners ◽  
Achievement Motivation ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Critical Role ◽  
Foreign Language Learning ◽  
Language Teachers

<p>In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.  </p>

Developing Grammatical Competence In EFL Teaching

2020 ◽  
Vol 2 (09) ◽  
pp. 410-413
Author(s):  
Feruza Erkulova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Production ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Efl Teaching

In foreign language learning and teaching, grammatical competence plays a big role within foreign language learners’ language production, especially in spoken form. This article aims to present ideas of developing grammatical competence in EFL teaching and learning. 

scholarly journals Virtual Frontiers: How Online Spaces are Redefining the Value and Viability of Performative Foreign Language Learning

2017 ◽  
Vol XI (1) ◽  
pp. 79-93
Author(s):  
Catherine Van Halsema
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Online Classroom ◽  
Language Programs ◽  
Online Spaces ◽  
Foreign Language Programs ◽  
The University

This paper will seek to contrast the rapidly growing commercial industry of digitally-mediated foreign language education with the gradually diminishing support for foreign language programs in American universities. After first analyzing evidence that justifies the need for foreign language education at the university level, it then digs deeper to locate the characteristics of those most successful online classroom models. It will finally draw on theories of language, teaching, and performativity in an effort to explore how digital spaces have and will shape the relationship between instructor and student and the performance of foreign language learning.

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