scholarly journals Het gebruik van vaste verbindingen tijdens examens „tolken”

FILOGI ◽  
2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Eszter Zelenka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Native Language ◽  
Oral Exam ◽  
Foreign Language Acquisition ◽  
Recorded Data ◽  
The Right

Collocations, interpreting, native-like, foreign language acquisition Third year BA students of Dutch at Károli University followed a one semester long interpreting course. During their oral exam they had an interpreting task from Hungarian to Dutch. In my research I wanted to answer two questions: firstly, to what extent do students use collocations while performing an interpreting task; secondly to what extent is their use of collocations native-like? Based on the recorded data we can see that students often realize that they should use a collocation but cannot always retrieve the right one. Grammatical constructions in the students’ native language, in our case Hungarian, play also a role in the choice of collocations.

Native Language and Foreign Language Acquisition

1983 ◽  
Vol 67 (2) ◽  
pp. 170
Author(s):  
Ellen Bialystok ◽  
Harris Winitz
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Language Acquisition

scholarly journals LATERALIZATION OF THE BIOELECTRIC BRAIN ACTIVITY AS A PREDICTOR OF MOTIVATIONAL AND COGNITIVE PROCESSES

2017 ◽  
Vol 25 (2) ◽  
pp. 184-192
Author(s):  
L. A. Khokhlova ◽  
L. E. Deryagina
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Achievement Motivation ◽  
Cognitive Processes ◽  
Brain Activity ◽  
Negative Influence ◽  
Foreign Language Acquisition ◽  
Self Actualization ◽  
Low Efficiency ◽  
The Right

The conducted research was devoted to the study of influence of the laterality pattern of the bioelectric brain activity on the formation of foreign language acquisition abilities based on the actualization of motivational and cognitive processes. Medical students (n=620) studying at the Foreign Language Department took part in the research. Investigation of the bioelectric brain activity was carried out by EEG with the use of a 16-channel Neiron Spectr 3 (Russia) electroencephalograph. Aspiration level (motives) was revealed by V.K. Gerbachevskij Inventory (1969). Elers test was used to determine achievement and avoid-ance motivation. The level of state and trait anxiety was assessed by C. Spielberger-Ju. Hanin Inventory. Correlation between the motive choice and peculiarities of the bioelectric brain activity was determined. Being a success marker of foreign language acquisition abilities, the academic achievement is likely to be a reflection of the learning efficiency dependence on the laterality pattern of the bioelectric brain activity, motivational behavior. As a rule, students with achievement motivation predominance (well advanced students) relied on their own ab-ilities, aimed at self-actualization and tried to solve problems requiring effort. The predo-minance of motive of avoidance in the motivational structure of the personality in poorly ad-vanced students of the right profile had a negative influence on the course of cognitive processes, manifested in low efficiency of formation of foreign-verbal abilities.

THE EVOLVING CONTEXT OF THE FUNDAMENTAL DIFFERENCE HYPOTHESIS

2009 ◽  
Vol 31 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Language Processing ◽  
Native Language ◽  
Universal Grammar ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Foreign Language Acquisition

Foreign language learning contrasts with native language development in two key respects: It is unreliable and it is nonconvergent. At the same time, it is clear that foreign languages are languages. The fundamental difference hypothesis (FDH) was introduced as a way to account for the general characteristics of foreign language learning. The FDH was originally formulated in the context of the theory of rich Universal Grammar, and this theory has guided much foreign language acquisition research over the past two decades. However, advances in the understanding of language have undermined much of the supporting framework.The FDH—indeed all of SLA research—must be rethought in light of these advances. It is proposed here that (a) foreign language grammars make central use of patches, which are also seen as peripheral phenomena in native languages; (b) non-domain-specific processes are used in foreign language acquisition, but that these are also employed—although more effectively because they are integrated into the language system—by native language development; and (c) foreign language online processing relies heavily on the use of shallow parses, but these are also available in native language processing, although less crucially.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom

scholarly journals Auditory Factors in Foreign Language Acquisition

1965 ◽  
Vol 49 (1) ◽  
pp. 22 ◽  
Author(s):  
Ralph R. Leutenegger ◽  
Theodore H. Mueller ◽  
Irving R. Wershow
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Language Acquisition
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