Real Time Internet-Based English as a Foreign Language Learning

2010 ◽  
pp. 213-223
Author(s):  
Ruth Reynard
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Real Time ◽  
Language Learners ◽  
Native Language ◽  
Foreign Language Learning ◽  
Cultural Exchange ◽  
Foreign Language Learners ◽  
Authentic Language ◽  
Successes And Challenges

The purpose of this case was to explore the potential for using simple real time technology to connect native language speakers of English and foreign language learners of English. The intended design of the study was to explore the successes and challenges of language and cultural exchange within a real time technology-mediated class. Of particular interest was the effectiveness of connecting authentic language speakers as teachers and foreign language learners as students. The authors’ query was to evaluate how effective this methodology is in increasing the understanding of meaning and appropriate language use.

scholarly journals BILINGUALISME DALAM PEMBELAJARAN BAHASA ARAB

2021 ◽  
Vol 10 (2) ◽  
pp. 359
Author(s):  
Ririn Windasari
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Sentence Structure ◽  
Original Language ◽  
Foreign Language Learners ◽  
Language Interventions

Bilingualism or language dualism in learning Arabic is something that is often found in Indonesia, even in all countries in the process of learning foreign languages for native speakers. The use of two languages (bilingualism) in foreign language learning aims to provide understanding to foreign language learners, because they are accustomed to using the original language along with the types of words and sentence structure, so the need for native language interventions of speakers in learning foreign languages. The level of ability of students varies according to their level, therefore clear explanations are needed through the learner's native language as an intermediary language.

scholarly journals Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 112
Author(s):  
Denise M. Osborne ◽  
Miquel Simonet
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
First Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Questions ◽  
A Minor

Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional language? Does engaging in the learning of a foreign language affect the phonetics of one’s native language? The EFL learners were found to differ from the controls in their production of Portuguese voiced (but not voiceless) plosives—prevoicing was longer in learner speech. The learners displayed different VOT targets for voiced (but not voiceless) consonants as a function of the language they were speaking—prevoicing was longer in Portuguese. In EFL learners’ productions, English sounds appear to be fundamentally modeled on phonologically similar native sounds, but some phonetic development (or reorganization) is found. Phonetic development induced by foreign-language learning may lead to a minor reconfiguration of the phonetics of native language sounds. EFL learners may find it challenging to learn the pronunciation patterns of English, likely due to the reduced access to native oral input.

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.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

scholarly journals English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective

2017 ◽  
Vol 48 (4) ◽  
pp. 489-503 ◽  
Author(s):  
Majid Elahi Shirvan ◽  
Nahid Talebzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Dynamic System Theory ◽  
Stimulated Recall ◽  
The Status ◽  
University Course

Abstract Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language (EFL) learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed.

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 Learning Foreign Language: Between Globalization and Hegemony in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 81-90
Author(s):  
E. Sulyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
The People ◽  
Western Values ◽  
Western Hegemony

Implementation of foreign language learning in Indonesia is an effort for the Indonesian people to be able to absorb and follow the development of science and technology in the world, as well as a way to get into the global society. Behind this goal, there is a concern about the infiltration of (Western) values that can erode the identity of foreign language learners as Indonesian. This concern arises because in learning foreign languages contained information about foreign culture (Western) and its cultural values. Western cultural values, if not critically viewed by foreign language teachers and learners, are very likely to change the cultural outlook of learners in Indonesia. Foreign language learning is even suspected of being a Western means of doing hegemony towards the people of Indonesia (East). In this article explained about the situation of foreign language learning in Indonesia, forms of "Western" hegemony against "East" through foreign language learning, Alternative forms of ethnopedagogic and intercultural-based foreign language learning.

Sign in / Sign up

Export Citation Format

Share Document