Application of pragmatics in the classroom. Proposal for teaching apologies in native language, second language and foreign language

<p>This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is Arabic and their Second Language is English. The participants in this research study are the post-secondary students of Buraydah Community College in Intensive Course Programme. The instrument used in this study was in the form of two tests. It is well known that in language assessment tests play a pivotal role in evaluating the EFL learners’ language proficiency. The use of native language as a semantic tool for assessing second language learners’ understanding shouldn’t be rejected altogether especially for the undergrad Saudi EFL (English as a Foreign Language) students. The outcomes of the study show that in learning the vocabulary of target language is significantly helped by the use of translation method of native language (Arabic) in understanding the meaning of novel words and expressions of foreign language (English). This method is widely welcomed by majority of the students of Buraydah Community College. It’s recommended to use this method in order to take the students directly to the core meaning of the word or expression. It also, sometimes, gives a sense of accuracy of the meaning of native language equivalents.</p>

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Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

KnE Social Sciences ◽

10.18502/kss.v1i1.453 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Monika Gultom

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Learning Strategies ◽

Native Language ◽

Noun Phrases ◽

Alternative Learning ◽

Potential Strategy

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

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O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań

Neofilolog ◽

10.14746/n.2010.35.18 ◽

2010 ◽

pp. 185-194

Author(s):

Marzanna Karolczuk

Keyword(s):

Second Language ◽

Foreign Language ◽

Teaching And Learning ◽

Native Language ◽

Russian Language ◽

Educational Institutions ◽

Cultural Environment ◽

Knowledge And Skills ◽

Multilingual Students ◽

Previous Learning

The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.

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Auditory discrimination of French vowels by English speakers

The Canadian Journal of Linguistics / La revue canadienne de linguistique ◽

10.1017/s0008413100004941 ◽

1961 ◽

Vol 7 (1) ◽

pp. 32-44 ◽

Cited By ~ 3

Author(s):

Robert L. Politzer

Keyword(s):

Second Language ◽

Foreign Language ◽

Native Language ◽

Auditory Discrimination ◽

English Speakers ◽

General Area ◽

Sound System ◽

Minimal Pairs

The concept that the auditory discrimination of phonemic differences in a foreign language is influenced by the phonemic contrast of the native language is certainly not new. A considerable amount of research has been done in the general area of auditory discrimination and the results of such research tend to prove the more or less expected: Those sound differences which are utilized by the phonemic system of the native language are perceived more easily than those which do not correspond to a native phonemic opposition. The pedagogical applications of this principle are fairly obvious and far reaching. In the learning of a second language, particular emphasis must be placed on the development of auditory discrimination between sounds which have no acoustic counterpart or near relative in the system of the learner. Thus one of the prerequisites of the teaching of pronunciation is the comparison of the sound system of the native language with that of the language to be learned and the development of auditory discrimination drills involving the phonemes revealed as difficult by the comparison. Usually the auditory discrimination drills take the form of listening to and repeating minimal pairs differentiated by the difficult sounds.

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Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

International Journal of Linguistics Literature and Culture ◽

10.21744/ijllc.v8n1.2003 ◽

2021 ◽

Vol 8 (1) ◽

pp. 1-5

Author(s):

Kenjayeva Adolat Asrorovna

Keyword(s):

Second Language ◽

Foreign Language ◽

Native Language ◽

Foreign Languages ◽

Training Professionals ◽

Methodological Problems ◽

Language Students ◽

Language Description ◽

Foreign Language Students

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

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Speech Interference as the Result of a Two-Pronged Negative Influence

RUDN Journal of Language Studies Semiotics and Semantics ◽

10.22363/2313-2299-2021-12-1-23-40 ◽

2021 ◽

Vol 12 (1) ◽

pp. 23-40

Author(s):

Mahanbet Dzhusupov

Keyword(s):

Second Language ◽

Foreign Language ◽

Comparative Study ◽

Native Language ◽

Mother Tongue ◽

Negative Influence ◽

Speech Errors ◽

Russian Word ◽

Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

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Autonomic arousal in a foreign language in the context of decision making

Proceedings of the Linguistic Society of America ◽

10.3765/plsa.v4i1.4519 ◽

2019 ◽

Vol 4 (1) ◽

pp. 24

Author(s):

Mai Al-Khatib ◽

Charles R. Fletcher

Keyword(s):

Decision Making ◽

Second Language ◽

Foreign Language ◽

Native Language ◽

Framing Effect ◽

Age Of Acquisition ◽

Affective Processing ◽

Autonomic Arousal ◽

L1 And L2 ◽

Emotional Distancing

We test emotional distancing in a second language (L2) by replicating an experiment by Keysar, Hayakawa, and An (2012) on making decisions under the framing effect (Kahneman and Tversky, 1979). With their participants’ average Age of Acquisition (AoA) being around and beyond puberty, autonomic arousal was evident in native language (L1) but absent in L2. Our study showed no difference between L1 and L2 when AoA was around 4. However, when average AoA was around 7.7, autonomic arousal was evident in L1 but absent in L2, predicting an AoA threshold affecting L2 affective processing significantly earlier than puberty.

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Lexical Interference and Ways of Its Elimination: Based on Experience with Junior Course Students of the Azerbaijan University of Languages

International Journal of English Linguistics ◽

10.5539/ijel.v10n2p392 ◽

2020 ◽

Vol 10 (2) ◽

pp. 392

Author(s):

Kamala Avadır Jafarova

Keyword(s):

Second Language ◽

Foreign Language ◽

Negative Impact ◽

Native Language ◽

Direct Influence ◽

Practical Experiment ◽

Contact Language ◽

Lexical Errors ◽

Lexical Interference

The problem of language interference being a process which retards the mastering of a second language, having appeared as a result of transference of speech skills from one contact language into another (from the native language into the foreign language, from the first foreign language into the second one), has concerned researchers for decades. This phenomenon has a direct influence on the success of an individual’s mastery of a foreign language and its use—involving both receptive and productive types of speech activities. Interference resulting from the negative impact of one language on another covers all linguistic levels of the language being studied, including lexical, which leads to deviations from the language norm and numerous lexical errors of students. Linguists and methodologists are trying to find ways to reduce the interference of the language being studied at the lexical level in order to optimize the process of mastering a foreign language and minimize lexical errors of students. The purpose of the current study is to investigate ways to overcome intra-language and inter-language lexical interference in junior courses of the Azerbaijan University of Languages and to verify the validity of these methods in the course of a practical experiment.

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Foreign Language Effect on Decision-Making when Compared to Native and Second Language

10.20944/preprints202109.0080.v1 ◽

2021 ◽

Author(s):

Pratibha Ahirwal ◽

Mahak Kothari ◽

Veeky Baths

Keyword(s):

Decision Making ◽

Second Language ◽

Foreign Language ◽

Native Language ◽

Background Information ◽

Complex Process ◽

French And English ◽

The Given ◽

Risk Loss ◽

Made In

Decision-making is a complex process of selecting an option from the given choices by analyzing the background information like risk, loss, and gain within the alternative options presented. It has been observed in earlier studies that people are prompt to make less rational decisions when choices are given in a language less known to them. Therefore, to understand the effect of languages on decision-making, we have questioned native Hindi speakers in French and English. French being the foreign language, and English as their second language. Thus, this effect of a non-native language brings to light the important role that the native language plays routinely in judgment and decision-making. In this paper, we developed a Neuropsychological assessment to decipher the effects on decision-making between choices when given in foreign language and second language in comparison with the native language of an individual, which is termed as foreign language effect(Fle). We have explored various possible situations to understand the foreign language effect(Fle) in decision-making and does this change translates when the decision is to be made in the second language. Our study concludes that the Foreign language is least affected by the intuitive biases, followed by the second language, and the native language is most affected by it.

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TO THE ISSUE OF PEDAGOGIC TECHNOLOGIES USE IN WORK ON TEACHING OF FOREIGN LANGUAGE TO JUNIOR PRESCHOOL CHILDREN

The Educational Discourse a collection of scientific papers ◽

10.33930/ed.2018.5007.5(5)-6 ◽

2018 ◽

pp. 53-65

Author(s):

Irina Mordous ◽

Inna Kutsenko

Keyword(s):

Second Language ◽

Preschool Children ◽

Foreign Language ◽

Native Language ◽

Preschool Age ◽

Mental Processes ◽

Language Communication ◽

Intensive Development ◽

Natural Way

Many authors consider the preschool age to be exceptionally "sensitive" to the perception and reproduction of the language. The development of the native language precedes the development of the foreign language and gives the basis for mastering the second language. In addition, there is an intensive development of all physical and mental processes that are "adapted" to the environment surrounding the child, which, in turn, permits the natural way to acquaint children with the basics of foreign language communication. Consideration of the above-mentioned is especially important in working with children of junior preschool age, as the mechanism of their psycho-physiological development is extremely vulnerable. In this case, the use of pedagogical technologies serves for its diversification, which stimulates and accelerates it. However, not all innovational technologies offered by modern educators are designed for work with children of junior preschool age or adapted to such.

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