scholarly journals A SIGN IS WORTH A THOUSAND WORDS: JORDANIAN SHOP SIGNS IN VARIOUS LANGUAGES

2022 ◽  
Vol 7 (1) ◽  
pp. 5-16
Author(s):  
Lana Qudeisat ◽  
Luqman Rababah
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Business Sector ◽  
Official Language ◽  
Commercial Sector ◽  
The World ◽  
Native Tongue

Language is a powerful tool for communication in a variety of fields all around the world. People sometimes communicate in a variety of fields by combining the official language with languages used in other nations. Education, health, business, commerce, and other fields are among them. In Jordan, the commercial sector demonstrates the importance of the native tongue, as well as the diversity of languages used in store signage. This research looks on the languages used on commercial store signage in Irbid. According to the findings of this study, 36 percent of commercial store signs are monolingual English, which indicates that they are written entirely in English. Furthermore, 36% of store signs are bilingual English – Arabic, meaning they are written in both English and Arabic. Other foreign languages, such as French, are written on 18% of store signs, whereas Arabic, the official language of Jordanians, is inscribed on 9%. In conclusion, this study shows that English is widely utilized in the business sector in Irbid, as opposed to other foreign languages, which are infrequently used. It also highlights the strong use of English and Arabic, indicating that Irbid is a moderate and conservative city that values the use of the native tongue alongside English as a foreign language.

scholarly journals THE ROLES AND STATUS OF ENGLISH IN PRESENT-DAY VIETNAM: A SOCIO-CULTURAL ANALYSIS

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Foreign Language ◽  
Science Communication ◽  
English Language ◽  
Cultural Analysis ◽  
National Language ◽  
Foreign Languages ◽  
Official Language ◽  
Doi Moi ◽  
The World ◽  
Communication And Technology

Starting from a collection of dialects in the southern counties in England, the English language has moved far beyond its nation and has now consolidated its power as the most widely used lingua franca in the world for business, science, communication and technology, and for many other purposes (Cheshire, 1996; Crystal, 1997, 2012; Halliday, 2017). In Vietnam, since Đổi mới (Renovation) which was initiated by the Vietnam Communist Party in 1986, English has become the most important foreign language being taught and used nation-wide, second only to Vietnamese – the national language. Why has English gained such a predominant status in the Vietnamese linguistic space? What are the roles and status of English in present-day Vietnam? Does the expansion of English pose any threat to Vietnamese? To what extent does the expansion of English challenge other foreign languages being taught and learned in Vietnam? Will English become a second official language in Vietnam? The answers to these questions constitute the focus of analysis in this paper and will be addressed throughout.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

English as the nativized foreign language and its impact on Serbian

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Tvrtko Prćić
Keyword(s):  
Foreign Language ◽  
American Studies ◽  
First Language ◽  
Foreign Languages ◽  
Official Language ◽  
International Conference ◽  
The Past ◽  
World Communication ◽  
Expanding Circle ◽  
The Status

The concept of English as the nativized foreign language – or ENFL, for short – was first proposed in 2003, at the 13th International Conference on British and American Studies, in Timişoara, Romania, in a presentation entitled ‘Rethinking the status of English today: is it still a purely foreign language?’, and subsequently published as Prćić, 2003 and 2004. Identified and described in these papers are new, additional properties of English, which have developed over the past few decades, concurrently with the establishment of English as the first language of world communication and as today's global lingua franca (for accounts of this phenomenon, see Jenkins, 2007; Mauranen & Ranta, 2010; Seidlhofer, 2011). Viewed from the perspective of the Expanding Circle (Kachru, 1985), English can no longer be considered a purely, or prototypically, foreign language, usually characterized by three defining properties: not the first language of a country, not the official language of a country and taught as a subject in schools (cf. Richards & Schmidt, 2002). Three newly emerged defining properties of English, over and above the three customary ones, set it uniquely apart from all other purely foreign languages and they will be briefly summarized below (for more extensive discussions, see Prćić, 2003, 2004, 2011a: Chapter 2, 2011b, 2014).

scholarly journals Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 99 ◽  
Author(s):  
Nazeer Ahmed ◽  
Zahid Hussain Pathan ◽  
Faria Saeed Khan
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Official Language ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The World

English language enjoys its glory as an official language of Pakistan and it is used widely as a medium of instructions across educational institutes. Since anxiety retards the learning process, therefore it has been widely researched in the world and seems under researched in Pakistani context. Thus, the prime aim of this research is to explore the factors that cause English language speaking anxiety among Postgraduate Students of University of Balochistan (UoB), Pakistan. This study also aimed at determining the statistical significant difference if any across gender. The quantitative research design was employed in which a questionnaire comprising of eighteen items was adapted from the study by Horwitz et al. (1986). Both descriptive and inferential statistics were performed in the SPSS (version, 21). The findings revealed that UOB students were experiencing anxiety due to myriad factors in EFL classroom. The findings of the t-test revealed no statistical significant difference across gender. This paper has implications on both teaching and learning of English as a foreign language in Pakistani context.

scholarly journals LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL

2021 ◽  
Author(s):  
Tetiana Yefymenko ◽  
◽  
Viktoria Maistrenko ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Abilities ◽  
The World ◽  
Language Communication ◽  
Development Of Language ◽  
Linguistic Intuition ◽  
The Individual

The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.

scholarly journals Teaching Chinese Language through Immortal Songs Comparing to Vietnamse Language

2019 ◽  
Vol 8 (1) ◽  
pp. 29-32
Author(s):  
Huynh Tan Hoi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Education Quality ◽  
Foreign Languages ◽  
Ho Chi Minh City ◽  
New Knowledge ◽  
The World ◽  
Teaching Chinese

Foreign languages in general and Chinese in particular has an important role in the context which the world has been developing continuously. Understanding and using this language eloquently will make learners have more chances to exchange culture, absorb new knowledge as well as present thoughts and views in a comfortable way. This paper mentions the reality of teaching and learning Chinese and the ways to upgrade the education quality through training practicing immortal songs as well as comparing to Vietnamese language. The article was completed with the assistance of 30 learners who are studying Chinese at some foreign language centers in Ho Chi Minh City during July of 2018 and it showed that learning process will be much more interesting and easier when listening to music.     

scholarly journals MAKING­A­TARGET­LANGUAGE­YOURS­BY­THINKING­IN­IT

2013 ◽  
Vol 2 (2) ◽  
pp. 76-81
Author(s):  
ANI MANUKYAN
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
World View ◽  
Foreign Languages ◽  
The World ◽  
Basic Understanding ◽  
Level Of Knowledge ◽  
To Come ◽  
Main Thing ◽  
General Communication

The fact that the knowledge of foreign languages ??contributes to the emotions of a positive and positive business man, as well as changes his worldview, is discussed Niyu does not fall under. This article deals with the research of scientists, who, according to certain foreign languages, think differently than those who do not own them. Moreover, the level of knowledge of a foreign language does not have a meaning, the main thing is general communication in this language. According to the notes, when studying a foreign language, one should not only pay attention to the language and language skills of the language, but also try to come close to the present language of thinking about thinking. This explains the fact that the world view of foreign foreign languages ??is different. The latter are perceived by different world cultures according to ben no mo free. Scientists argue that studying foreign languages ??contributes to the basic understanding of their own culture.

Literacy in Thailand

1983 ◽  
Vol 4 ◽  
pp. 141-147 ◽  
Author(s):  
J. D. Palmer
Keyword(s):  
Social Class ◽  
Foreign Language ◽  
Indigenous Peoples ◽  
Foreign Languages ◽  
Official Language ◽  
Language Of Instruction ◽  
Native Languages

There are four major dialects of Thai: Northern (Kam Mueng, Yuan), Northeastern (Isan, Lao), Central (Siamese), and Southern (Pak Tai). Standard Thai, the official language of instruction, is based on a prestigious social class dialect of Siamese. In addition to Thai, a great number of other languages are spoken by indigenous peoples, of whom some individuals are literate in thrir native languages. Foreign languages used in Thailand consist of classical (Pali, Sanskrit, Arabic) and modern (English, Chinese, French, Japanese, German, Spanish, Italian, Russian, Arabic). English is the most widely used foreign language.

scholarly journals Learning Foreign Languages Using Mobile Applications

10.28945/3738 ◽  
2017 ◽  
Author(s):  
Ruti Gafni ◽  
Dafni Biran Achituv ◽  
Gila Rahmani
Keyword(s):  
Foreign Language ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Future Research ◽  
Face To Face ◽  
The World

Aim/Purpose: This study examines how the use of a Mobile Assisted Language Learning (MALL) application influences the learners' attitudes towards the process of learning, in voluntary and mandatory environments. Background: Mobile devices and applications, which have become an integral part of our lives, are used for different purposes, including educational objectives. Among others, they are used in the process of foreign language acquisition. The use of a MALL application to learn foreign languages has advantages and drawbacks, which are important to understand, in order to achieve better learning results, while improving the enjoyment of the process. Methodology: The study population included people who participated in a foreign language course and used Duolingo application on a mobile device in parallel. One group consisted of high school pupils, who were obliged to use the application, while the other group consisted of people who took face-to-face courses, and chose to use the same Duolingo application voluntarily, in order to assist their studies. Contribution: This paper helps to understand the perceived advantages and drawbacks of using a MALL application by students both in mandatory and voluntary environments. Findings: Most of the participants found the MALL Duolingo application as enhancing the learning process. The gamification characteristics, ease of use, ubiquity and self-learning facilities had a stimulating effect on the process of learning, and contributed to the willingness to continue using the application and to recommend it to others. Recommendations for Practitioners: The research findings can contribute to both teachers and students who conduct and participate in foreign language courses, by helping them examine the possibility of combining mobile learning with a traditional face-to-face course. Moreover, the findings can assist developers of mobile learning applications, in order to include gamification options in the process of learning. Recommendation for Researchers: Researchers in the fields of mobile applications and m-learning need to understand the factors enhancing the learning process, in order to develop the next generations of m-learning applications. Impact on Society: Mobile devices have become an accessory that almost every person in the world uses. Its ubiquitous characteristics allow using it everywhere and anytime. This is a greatjite opportunity to facilitate education to people all around the world. Gamification of m-learning applications can promote and encourage the use of these applications. Future Research: Further examination is need in different cultures, in order to understand if the findings are universal.

scholarly journals Gamifying Content and Language Integrated Learning with Serious Videogames

2017 ◽  
Vol 3 (3) ◽  
pp. 107-114
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Levels ◽  
New Methods ◽  
Teaching Support ◽  
The World

New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

Sign in / Sign up

Export Citation Format

Share Document