New Helpful Textbook in Bulgarian as a Foreign Language for Advanced Students

2021 ◽  
Vol 48 (6) ◽  
pp. 646-647
Author(s):  
Bilyana Todorova ◽  
Keyword(s):  
Foreign Language ◽  
Advanced Students

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

scholarly journals Penyusunan Kalimat Studi Kasus Mahasiswa Darma Siswa Universitas Diponegoro

2018 ◽  
Vol 13 (2) ◽  
pp. 190
Author(s):  
Sri Puji Astuti
Keyword(s):  
Foreign Language ◽  
Sampling Technique ◽  
Sentence Structure ◽  
Purposive Sampling ◽  
Language And Culture ◽  
Advanced Students ◽  
Improper Use ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Bahasa Indonesia

AbstractThe purpose of darma students come to Indonesia was to learn the language and culture of Indonesia. In the context of Indonesian disrup students of darma students are still experiencing difficulties because Indonesian is a foreign language for them. The purpose of this research is to describe the error of composing sentence of darma students of Diponegoro University in 2017. Samples taken in this research was darma students. This research focuses on language errors, especially writing skills. This research is a qualitative descriptive study. The data source of this research is the writings of advanced students of Diponegoro University in 2017. Data collection used purposive sampling technique. Data analysis was conducted by identifying sentence errors and then classifies by mistake. The result of the research showed that the errors found are the use of affixes, the use of conjunctions and prepositions, the arrangement of sentences is too long, the sentence structure is incomplete, the improper use of diction, the errors of spelling, and the use of the word redundant.IntisariTujuan mahasiswa darma siswa datang ke Indonesia yaitu belajar bahasa dan budaya Indonesia. Dalam mempelajari bahasa Indonesia diduga mahasiswa darma siswa masih megalami kesulitan karena bahasa Indonesia merupakan bahasa asing bagi mereka. Tujuan penelitian ini adalah mendeskripsikan kesalahan penyusunan kalimat  mahasiswa darma siswa Universitas Diponegoro tahun 2017. Sampel yang diambil dalam penelitian ini mahasiswa darma siswa tingkat lanjut. Penelitian ini memfoluskan  pada kesalahan berbahasa terutama keterampilan menulis. Penelitian ini merupakan  penelitian  deskriptif kualitatif. Sumber data penelitian ini berupa tulisan mahasiswa darma siswa Universitas Diponegoro tingkat lanjut tahun 2017. Pengambilan data menggunakan teknik purposive sampling. Analisis data dilakukan dengan mengidentifikasi kesalahan kalimat kemudian mengklasifikasikan berdasarkan kesalahanmya. Hasil penelitian menunjukkan  bahwa kesalahan yang ditemukan yaitu kesalahan pemakaian afiks, pemakaian konjungsi dan preposisi, susunan kalimat terlalu panjang, struktur kalimat tidak lengkap, pemakaian diksi yang kurang tepat, kesalahan pemakaian  ejaan, dan pemakaian kata mubazir

scholarly journals When Students Say Far Too Much: Examining Gushing in the ELT Classroom

2015 ◽  
Vol 17 (2) ◽  
pp. 101-110
Author(s):  
Gerrard Mugford ◽  
Oscar Ramírez Cuevas
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Private University ◽  
Advanced Students ◽  
Difficult Situations

<p>English foreign-language users often overuse words when faced with difficult situations. Called <em>gushing</em>, such excessive use of words is often legitimately employed by native speakers to express, for instance, gratitude and apologies when a simple <em>thank you</em> or <em>sorry</em> does not sufficiently convey an interlocutor’s feelings. This paper examines the appropriateness and effectiveness of gushing when employed by advanced students facing difficult situations. Answering discourse completion tasks, students from a private university in Guadalajara, Mexico were asked to employ acquiescing, persisting, and aggressing strategies to resolve two particular situations. The results indicate that gushing was widely used, but in communicatively ineffective ways, reflecting an area where teachers can help develop students’ communicative competencies.</p><p>Los hablantes del inglés como lengua extranjera frecuentemente usan palabras en exceso cuando enfrentan situaciones difíciles. Hablantes nativos utilizan un excesivo número de palabras para expresar, por ejemplo, gratitud y disculpas cuando un simple gracias o lo siento no transmite completamente los sentimientos del interlocutor. Este artículo examina el uso excesivo de palabras por alumnos con un nivel avanzado de inglés al enfrentarse a situaciones difíciles. Al responder un cuestionario de completación, alumnos universitarios en Guadalajara, México, usaron estrategias conciliadoras, interrogatorias y argumentativas para resolver dos situaciones específicas. Los resultados indican que un uso excesivo de palabras fue utilizado pero en formas comunicativamente ineficaces y reflejan un área donde los profesores pueden ayudar a los alumnos a desarrollar competencias comunicativas.</p>

scholarly journals Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll

2016 ◽  
pp. 7-18
Author(s):  
Raquel Lanseros Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Linguistic Competence ◽  
Lewis Carroll ◽  
Learning To Learn ◽  
Literary Works ◽  
Advanced Students ◽  
Key Competencies ◽  
English Classroom ◽  
Poetic Texts

This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various means which help us overcome the challenge and to help students improve their skills in the field of literacy in the foreign language, by using translated versions of the poetic texts. Target key competencies in this paper are linguistic competence and learning autonomy or learning to learn. Some models of Didactics of Literature followed by literary workshops with beginners, intermediate and advanced students will be presented. We will work withthe poetry of Lewis Carroll in order to exemplify way the educational possibilities of literature in the English classroom.

Approximations in impromptu interlanguage

2002 ◽  
Vol 137-138 ◽  
pp. 301-312 ◽  
Author(s):  
Lengo M. Nsakala ◽  
Lusala D. Matondo
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Vocabulary Instruction ◽  
Negative Attitude ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Foreign Language Learners ◽  
Advanced Students

Abstract This paper deals with approximations in the impromptu speech of Congolese students of English. The paucity of vocabulary knowledge prompts foreign language learners to fall back on readily accessible resources in spontaneous speech, such as approximations. The latter are characteristic of an elementary stage in target language development, their frequency relatively decreasing with advanced students. Approximations can be accounted for in terms of communication strategies and in the light of semantic findings. In respect of semantics, three categories of approximations are distinguished : superordinate terms, hyponyms, and cohyponyms. Approximations in a foreign language setting may stem from teachers' negative attitude to vocabulary instruction and from learners' inadequate input. Another source is passive vocabulary, which causes retrieval problems. To minimize this situation, teachers must pay particular attention to vocabulary instruction by teaching vocabulary systematically, rather than leaving it to develop independently.

scholarly journals conciencia pragmática en estudiantes avanzados de francés lengua extranjera: un estudio empírico .

2020 ◽  
Vol 28 (1) ◽  
pp. 599-626
Author(s):  
Leyre Ruiz de Zarobe
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Advanced Students ◽  
Pragmatic Awareness ◽  
Linguistic Proficiency

La composante pragmatique est une composante de la compétence communicative qui a acquis une importance croissante dans les dernières années pour les apprenants de langues étrangères, dont le français, en raison du besoin pour ces apprenants de devenir communicativement compétents dans un monde globalisé et internationalisé. Cependant, cette compétence est peu présente dans l´enseignement du français langue étrangère (FLE), ce qui mène à s´interroger si les apprenants ont une conscience pragmatique de la langue étrangère, car cette conscience joue un rôle déterminant dans son acquisition. L´objet de notre étude est de mener une recherche empirique afin d´examiner le niveau de conscience pragmatique d´étudiants espagnols avancés de FLE. Nos résultats montrent que cette conscience ne va de pair avec leur niveau linguistique, ce qui nous conduit à signaler le besoin de renforcer l´enseignement de cette compétence dans l´enseignement du FLE. The importance of pragmatic competence, which is part of communicative competence, has increased in recent years for foreign language learners in order to help them become communicative competent in a globalised and internationalised world. Nevertheless, this competence is not very present in French as a foreign language (FLE) teaching which leads us to question if learners have pragmatic awareness in the foreign language as this pragmatic awareness plays a key role in its acquisition. The aim of this study is to examine the pragmatic awareness of Spanish advanced students in FLE. Our results show that their pragmatic awareness doenot correlate with their linguistic proficiency, which leads us to reinforce the importance of teaching pragmatic competence in FLE.  

Giving Voice to Written Words

2020 ◽  
Vol 26 (2) ◽  
pp. 268-271
Author(s):  
Simona Boștină-Bratu ◽  
Alina-Gabriela Negoescu ◽  
Lucia Morar
Keyword(s):  
Foreign Language ◽  
Reading Aloud ◽  
Social And Emotional ◽  
Language Class ◽  
Advanced Students ◽  
Emotional Dimension ◽  
Short Period ◽  
Good Technique ◽  
And Function

AbstractThe article aims to present the role of reading aloud in a foreign language class. Why is this ability to read important in student learning? What is its place and function in learning? How? ‘or’ What to do so that reading aloud can serve expression not only oral but also written? We assume that learning foreign languages is very useful for those who need to acquire basic communication skills in a short period of time. Nevertheless, it must also be appropriate for those who learn the foreign language with a professional purpose, and who will have to communicate correctly and to pronounce well in specialized contexts. We consider reading aloudto bea good technique for memorizing certain information over the long term. In addition, it opens up a cultural, social and emotional dimension of the language. Unfortunately, this activity has been wrongly overlooked. Therefore, in the first section of the paper, we will try to rehabilitate the reading aloud activity in the foreign language class. The next section discusses the implications and benefits of reading aloud for advanced students. The final section presents activities and objectives of reading aloud, as well as certain strategies used to facilitate the initiation of spontaneous speech and communication.

scholarly journals Elementy wspólnego pisania na zajęciach pisania akademickiego – badanie pilotażowe

Neofilolog ◽  
2012 ◽  
pp. 41-54
Author(s):  
Małgorzata Marzec-Stawiarska
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Positive Attitude ◽  
Collaborative Writing ◽  
Collaborative Planning ◽  
Research Project ◽  
Written Discourse ◽  
Advanced Students

The article discusses the issue of collaborative writing during classes of academic writing for advanced students of English as a foreign language. It describes a research project in which the influence of collaborative planning on the quality of written discourse was analysed. The research found that essays based on the plan constructed by students in pairs were better in terms of organisation, linguistic variety, content and accuracy than essays written by these participants individually. Moreover, the questionnaires written by the participants revealed their positive attitude to collaborative essay planning.

scholarly journals Aprovechamiento didáctico de los recursos literarios bilingües: Lectura original y traducida de la poesía de Lewis Carroll

2016 ◽  
pp. 7-18
Author(s):  
Raquel Lanseros Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Linguistic Competence ◽  
Lewis Carroll ◽  
Learning To Learn ◽  
Literary Works ◽  
Advanced Students ◽  
Key Competencies ◽  
English Classroom ◽  
Poetic Texts

This paper seeks to enhance the promotion of reading from the area of English as a foreign language, as well as to raise awareness of the cultural richness of literature written in the English language. It aims to delve into the classroom applicability of English literary works translated into Spanish and their didactic exploitation. In order to do this, we will exemplify with the poetry of Lewis Carroll and its translation into Spanish. The objectives are to expand the vocabulary of the students of English as a foreign language, to approach poetry in the English classroom through various means which help us overcome the challenge and to help students improve their skills in the field of literacy in the foreign language, by using translated versions of the poetic texts. Target key competencies in this paper are linguistic competence and learning autonomy or learning to learn. Some models of Didactics of Literature followed by literary workshops with beginners, intermediate and advanced students will be presented. We will work withthe poetry of Lewis Carroll in order to exemplify way the educational possibilities of literature in the English classroom.

scholarly journals INTONATION FEATURES OF PARENTHETICAL CLAUSES IN ENGLISH

2020 ◽  
Author(s):  
Sarkhan Shahismail Jafarov ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Native Language ◽  
First Language ◽  
Advanced Students ◽  
Learning English

This work is devoted to students ' assimilation of English phrasal intonation. While working with foreign students, many teachers of English as a non-native language notice that often even advanced students do not fully master the English intonation. What can this be related to? It can be assumed that not enough time is given to intonation in classes on English as a foreign language. The basics of English intonation are learned by students at the first lessons, but there is usually no corrective intonation course for them. While studying a foreign language, the student faces prosodic interference, which is not always overcome properly. Often students transfer the intonation of their first language to the language being studied, and the success in mastering the intonation often depends on the "base" from which the student started learning English.

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