scholarly journals L’interférence de l’anglais dans la production langagière des étudiants de français

CASALC Review ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 41
Author(s):  
Marie Červenková
Keyword(s):  
Foreign Language ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
Lingua Franca ◽  
Contemporary World ◽  
Effective Teaching Strategies ◽  
Transfert Des Connaissances ◽  
French Speaking ◽  
Linguistic Structures

Vu l’intensité de la présence de la langue anglaise dans le monde contemporain, l’apprentissage d’une autre langue étrangère s’avère plus ou moins influencée par cette soi-disant lingua franca. Les recherches (Besse et Porquier : 1984, Astolfi : 2003, Odlin : 1997, Ringbom : 2008 ) montrent que l’influence interlinguistique résulte de similitudes et différences entre la langue cible et toute autre langue acquise et que le transfert des connaissances antérieures est inévitable. Cette contribution traite du transfert négatif (interférence), c’est-à-dire d’erreurs entraînées par des analogies fautives faites entre l’anglais et le français. Nous disposons d’une collection de productions langagières des étudiants du français en tant que langue étrangère seconde (considérée ici comme un système acquis chronologiquement après la langue première et enseignée à des apprenants non francophones à l’étranger) à partir desquelles nous analysons des produits déviants par rapport à la norme du français standard ayant pour source des connaissances préalables de l’anglais.  Le corpus est composé de productions orales et écrites des étudiants de français tchèques et slovaques faisant leurs études à la Faculté d’Economie et d’Administration de l’Université Masaryk de Brno dont le niveau de langue varie entre A2 – C1. L’intérêt de cette recherche est de relever les erreurs de cette origine dans le corpus, de les trier et de les analyser (erreurs relevant des formes et structures linguistiques ou des concepts). Les résultats permettront de comprendre mieux les erreurs qui surviennent dans le processus d’apprentissage et ainsi d’adapter et de rendre plus efficaces les stratégies pédagogiques. Given the intensity of the presence of the English language in the contemporary world, the learning of another foreign language is more or less influenced by this so-called lingua franca. Research shows (Besse and Porquier: 1984, Astolfi: 2003, Odlin: 1997, Ringbom: 2008) that the interlinguistic influence results from similarities and differences between the target language and any other acquired language and that the transfer of prior knowledge is inevitable. This paper deals with the negative transfer, that is to say errors caused by faulty analogies made between the two languages. We have a collection of language productions of students of French as a second foreign language (considered here as a system acquired chronologically after the first language and taught to non-French-speaking learners abroad) from which we analyze deviant products compared to the French standard, which is based on previous knowledge of English. The corpus is composed of oral and written productions of Czech and Slovak students of French studying at the Faculty of Economics and Administration of the Masaryk University in Brno whose language level varies between A2 - C1. The aim of this research is to identify the errors of this origin in the corpus, to sort them and to analyze them (errors relating to forms and linguistic structures or concepts). The results will help to better understand the errors that occur in the learning process and thus to adapt and create more effective teaching strategies.

scholarly journals Implications of Selected Use of Learner’s First Language in English Language Teaching

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Nan Kang
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
First Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Social Functions ◽  
Limited Effect ◽  
Negative Impacts

This academic essay is an assessed coursework in Approaches and Methods in Language Teaching for taught postgraduate in School of Languages, Linguistics, Queen Mary University of London. This essay seeks to identify the necessity of inclusion of First Language  in foreign language teaching and its following positive and negative impacts. Involving Target Language in language lessons is a bright idea due to its cognitive, communicative and social functions, though it might cause a few problems, such as the limited effect on elite students, the inefficient and time- consuming learning process, student’s over-reliance of L1. In the end, the essay provides a few teaching suggestions for language teachers.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Vol 12 (2) ◽  
pp. 251-267
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals Intercultural Awareness of Iranian English Language Learners: An Exploration

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Zahra Edalati Kian
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
Analytical Framework ◽  
Cultural Backgrounds ◽  
Lingua Franca ◽  
Intercultural Awareness ◽  
Semistructured Interviews

The present paper reports on a qualitative study investigating how Iranian learners of English as a foreign language understand culture and the extent to which this understanding meets the needs of efficient intercultural communication. In order to gather data, in-depth semistructured interviews were conducted with eight participants. The interviews were designed and thematically analyzed using Baker’s (2011) model of intercultural awareness. The model, which served as the analytical framework of the study, has been used to account for the knowledge, skills, and attitudes needed to communicate through English as a lingua franca. Based on the findings of the study, the main elements of the model are relevant in accounting for intercultural awareness—which varied among the participants—not only in English as a lingua franca setting but also in contexts where partners with different cultural backgrounds speak the same first language. Moreover, with the aim of developing learners’ intercultural awareness, the policies and practices of English as a foreign language teaching in Iran need to be revised.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals “If English Was Good Enough for Jesus, It’s Good Enough for Me”

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
Peter Kovacs
Keyword(s):  
World War Ii ◽  
Foreign Language ◽  
English Language ◽  
Endangered Languages ◽  
Teaching English ◽  
World War ◽  
Philosophical Discussion ◽  
Lingua Franca ◽  
The World ◽  
Harmful Effects

Since the end of World War II, English has become the virtual lingua franca of the planet. However, this development carries significant ethical and educational questions: What are the consequences of the worldwide dominance of the English language? How has it affected and how will it affect the fortunes of other languages? What can and should we as educators to do to minimize or eliminate the harmful effects on some of the endangered languages of the world? This paper will invite educators into a philosophical discussion of the ethical complexities of teaching English as a Second or Foreign Language.

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