Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums

2020 ◽  
pp. 352-364
Author(s):  
Diāna Laiveniece ◽  
Linda Lauze
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
Affirmative Answer ◽  
Target Language ◽  
Communication Process ◽  
Language Usage ◽  
Language Teacher ◽  
Acquisition Process ◽  
Foreign Language Acquisition

Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.

scholarly journals STUDENTS’ UNWILLINGNESS TO SPEAK IN EFL CLASSROOM FROM CULTURAL PERSPECTIVE

2019 ◽  
Author(s):  
Lailatul Husna
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Target Language ◽  
English Teacher ◽  
Cultural Perspective ◽  
Negotiation Of Meaning ◽  
Cultural Perceptions ◽  
Language Teacher ◽  
Acquisition Process

In the teaching and learning of English as a Foreign Language, the active participation of students in the classroom plays an important role in acquiring the target language. As claimed by Lightbown and Spada (2006) that when the students participate orally with the teachers or among their peers in the classroom it means that they are forced to be involved in the negotiation of meaning. It means that whenever the students reply to the teachers or their peers’ questions and give comments, they are able to express and clarify their intentions, thoughts and opinions which are essential to language acquisition.There is a cultural perspective affected the students unwillingness to speak in the EFL classroom. Cultural perceptions are at play right from the beginning of the language acquisition process (Kinyua: 2009) . The expectations in terms of how much language and in what order it should be acquired are also determined by the culture in which the child is reared. The aim of this research is to investigate and analyze the students’ unwillingness to speak in ESL classroom based on SLA and cultural perspective. It is expected that this research could be beneficial for English teacher especially to English Foreign Language teacher to find out the causes of the students unwillingness in speaking class. The data are collected through the observation and students’ speaking performance.

scholarly journals Rola ćwiczeń tłumaczeniowych na lekcjach języka obcego

Neofilolog ◽  
2010 ◽  
pp. 195-206
Author(s):  
Artur Dariusz Kubacki
Keyword(s):  
Language Acquisition ◽  
Secondary School ◽  
Foreign Language ◽  
Empirical Research ◽  
Mother Tongue ◽  
Significant Part ◽  
Acquisition Process ◽  
Foreign Language Acquisition ◽  
Questionnaire Research

The aim of the article is to present the role of translation exercises during foreign language lessons. On the basis of the questionnaire research conducted at a secondary school, the author tries to prove that those scholars who claim that translation exercises should not be used during foreign language lessons are wrong. Although the grammar translation method, which treated translation as a precondition for mastering a foreign language, was harshly criticised, it is now clear that the mother tongue – and hence translation – plays a significant part in the foreign language acquisition process. My empirical research also confirms that teachers often return to translation exercises during foreign language lessons.

Multilingual learners and foreign language acquisition: Insights into the effects of prior linguistic knowledge

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Anahí Alba de la Fuente ◽  
Hugues Lacroix
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Foreign Language Acquisition ◽  
Language Classrooms ◽  
Foreign Language Classrooms

AbstractIn foreign language classrooms we often find that, in addition to their mother tongue (L1), learners already speak – or are learning – at least one other language. As a result, they already have an array of linguistic and cognitive skills that may prove very useful if they are adequately exploited during the language learning process. However, in contrast with the growing interest displayed by researchers in the processes involved in the acquisition of a third or subsequent language (e.g.

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

Een Nieuwe Theorie Over Vreemde-Taalverwerving?

1985 ◽  
Vol 23 ◽  
pp. 32-44
Author(s):  
P.J.M. Groot ◽  
G.C.J. Bourgonje
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Empirical Evidence ◽  
Test Performance ◽  
Mother Tongue ◽  
Affective Filter ◽  
Foreign Language Acquisition ◽  
Efl Students ◽  
Contrary Evidence

This paper argues that a) much of what is presented as Krashen's new theory on foreign (or second) language acquisition is not new but given a new name (e.g. "the affective filter" for motivational and attitudinal variables) and b) that what is new is not adequately substantiated by empirical evidence or maintained in spite of 'contrary evidence. The plausibility of the new part of the theory is questioned on various grounds, one of them being that it does not sufficiently take into account the possible implications (i.e. for the way a foreign language is mastered) of the differences between the various foreign language acquisition contexts such as age, goal and aptitude of the learner, the kind and/or degree of L2 exposure, formal vs. naturalistic acquisition etc. An example of the kind of research needed is reported viz. the data resulting from an investigation into the errors against adverbial placement rules made by EFL students with different mother tongues. The aim of the study was to collect data relevant to the question whether/ to what extent errors would be "universal" (i.e. the same for all learners irrespective of their L1) or language (one) specific. Finnish, Polish, German, French and Dutch E.F.L. learners took 4 tests operationalising knowledge of English adverbial placement in 4 different ways: acceptability judgements, "scrambled" sentences, placing the same adverb in syntactically different contexts and placing different adverbs in syntactically identical contexts. Since the investigation was mainly concerned with error patterns especially the test performance of the low scoring subjects was further analysed to determine the degree of language specificity of their errors. This analysis strongly suggested either direct or indirect mother tongue influence.

scholarly journals Foreign language learning and education in minority circumstances. Problems and possible solutions

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Szilvia Batyi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
The State ◽  
Foreign Languages ◽  
Foreign Language Acquisition

Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.

scholarly journals Basic Concepts Of Linguocultural Studies

2020 ◽  
Vol 2 (09) ◽  
pp. 405-409
Author(s):  
Durdona Karimova Farxodovna
Keyword(s):  
Language Acquisition ◽  
Cultural Studies ◽  
Foreign Language ◽  
Life Style ◽  
Target Language ◽  
Language And Culture ◽  
Foreign Language Acquisition ◽  
Language Interpretation ◽  
Basic Concepts

The article highlights the notion of language and culture, their tight connections in foreign language acquisition. Presented the brief overview of target language interpretation considering the national traditions, history, literature, life style, economic and cultural studies of the nation. It also states the vital contribution of Linguoculture in exploring the interrelationship and influence of language with culture. Moreover, a deep view is presented on linguoculturemes to be one of the most important concepts in linguocultural studies as well as their classification is listed. 

SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES

2021 ◽  
Author(s):  
Olga Maximova ◽  
Tatiana Maykova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Russian Language ◽  
Positive Transfer ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Lexical Interference ◽  
The Impact

"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"

scholarly journals Una breve aproximación teórica a las interferencias culturales en el aula de español como segunda lengua en España (L2)

2021 ◽  
pp. 53-72
Author(s):  
Claudia Pena López
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Diversity ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Teacher ◽  
Second Languages ◽  
Foreign Language Acquisition ◽  
Second Language Teacher

This study aims to prove the necessity of introducing pragmatics and culture in second and foreign language acquisition, and more precisely in teaching Spanish as a foreign language in Spain. This study tries to prove that the intercultural competence is crucial in order to prevent misunderstandings or conflicts when teaching second languages, where cultural diversity is the norm. It also highlights the necessity of conceding the importance to the extralinguistic communication in foreign languages. Therefore, it looks back on the conception of culture and the necessity of “unlearning” the basis of one’s culture, in order to properly understand the rules of the new language. Finally, this study conceives the second language teacher as a mediator in intercultural teaching and concludes that pragmatics is essential to ensure a full competence in any foreign or second language.

scholarly journals From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program

2020 ◽  
Vol 6 (2) ◽  
pp. 273
Author(s):  
Banu Uslu
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Preschool Education ◽  
Language Education ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Experimental Group

The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya.  During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one.

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