SPEAKING ACCURACY OF RUSSIAN LANGUAGE LEARNERS IN CZECH LOWER SECONDARY SCHOOLS

2020 ◽  
Author(s):  
Janina Krejčí
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Russian Language ◽  
Lower Secondary School ◽  
School Students ◽  
Learner Language

In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.

scholarly journals THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 8 (1) ◽  
pp. 109-124
Author(s):  
Bogusława Gosiewska-Turek
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Language Learning ◽  
Attribution Theory ◽  
Secondary School Students ◽  
School Students ◽  
Affective Factors ◽  
Adolescent Students

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated.  The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.  

scholarly journals DACHL-Bilder. Zum Bildmaterial in polnischen DaF-Lehrwerken für das Gymnasium

2018 ◽  
Vol 143 ◽  
pp. 471-488
Author(s):  
Alina Dorota Jarząbek
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Theoretical Background ◽  
Textbook Analysis ◽  
Lower Secondary School ◽  
School Students ◽  
Ideal Image ◽  
Study Results ◽  
German Speaking

Der vorliegende Beitrag informiert über Ergebnisse einer Lehrwerkanalyse, in der Bilder der deutschsprachigen Länder A, CH, L in polnischen DaF-Lehrwerken für das Gymnasium eine zentrale Rolle spielen. Der theoretische Hintergrund wird dabei nur skizziert. Die Untersuchungsergebnisse lassen allgemein feststellen, dass polnische Gymnasialschüler ein ideales Bild der drei Länder präsentiert bekommen, das Postkarten oder Werbung auf touristischen Flyern ähnelt. Kontrastive, kritische oder provokative Bilder der Realität werden in den Lehrwerken völlig ausgelassen.DACHL Images. For visual material in Polish textbooks of German as a foreign language for lower secondary schoolThe article presents the results of a textbook analysis of Polish textbooks of German. The analysis focuses on the images of the German-speaking countries Austria, Switzerland, Liechtenstein. The theoretical background is only sketched. The study results lead to the general conclusion that Polish lower secondary school students are offered an ideal image of the three countries which is similar to that on postcards or advertising on tourist leaflets. Contrasting, critical and not beautiful pictures of reality are left out in the textbooks.

scholarly journals Language attitudes and L2 pronunciation

2020 ◽  
Vol 13 (2) ◽  
pp. 178-211
Author(s):  
Gillian Roberts
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Secondary School Students ◽  
Language Attitudes ◽  
School Students ◽  
Positive Attitudes ◽  
Phonological Features ◽  
L2 Pronunciation

Abstract Since pronunciation serves as a vehicle for both intelligibility and identity, exploring learners’ attitudes towards different accent varieties can allow both pedagogical and sociolinguistic insights into second language acquisition. This study investigates the attitudes of Flemish secondary school students towards RP and General American and the relation between these attitudes and the students’ actual pronunciation in English. Participants rated British and American accents in a verbal guise experiment, and speech recordings provided a sample of respondents’ own pronunciation. Results diverged from previous findings: while participants had more positive attitudes towards RP, they spoke with a higher proportion of GA phonological features. Almost half of the participants did not aim to speak with either a British or an American accent.

scholarly journals Fixing Students’ Pronunciation Using Songs

2019 ◽  
Vol 6 (2) ◽  
pp. 77
Author(s):  
Ahmad Idris Asmaradhani ◽  
Rindawanto Evendi ◽  
Ahmad Mursid ◽  
Ruslan Abdul Gani
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Secondary School Students ◽  
Research Paper ◽  
School Students ◽  
Strong Interest ◽  
Foreign Language Learners ◽  
English Classroom ◽  
Esl Learners

As a Foreign Language, English is difficult for secondary school students in Indonesia not only in terms of grammatical systems but also in terms of phonetic systems. They find it difficult to pronounce most of the English words because in English there is no regular systems of how to pronounce the English words. For EFL/ESL learners in general, to pronounce the English words intelligibly they must refer to a standard dictionary which also means they have to understand how to use and read the dictionary systematically. To understand and improve the production of the various sounds and the supra-segmental features of English as a foreign language, it is suggested to use English songs. This research paper is discussed descriptive-qualitatively based on the authors’ experience as a foreign language learners and teachers. It is discussed how using songs in the English classroom can help students fix their English pronunciation. Supported with a simple questionnaire given to secondary school students, it is also found that most students can fix their pronunciation and they have a strong interest in listening and understanding popular English songs.

scholarly journals A STUDY OF USING POP SONGS TO PROMOTE NEW VOCABULARY LEARNING FOR SECONDARY SCHOOL STUDENTS

2016 ◽  
Vol 4 (1) ◽  
pp. 86-92
Author(s):  
Thippawan Borisai ◽  
Nutprapha K. Dennis
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learners ◽  
Research Finding ◽  
Secondary School Students ◽  
Vocabulary Learning ◽  
Sampling Technique ◽  
School Students ◽  
Foreign Language Learners ◽  
The Mean

The purpose of this study aimed to1)  promote students’ ability in learning new vocabulary through pop songs and  2)  to investigate students’ opinions toward using pop songs in learning new vocabulary of grade 10 students at YangchumnoiPittayakom school, in Yangchumnoi district of Sisaket province. The sample who participated in this study were 40 grade 10 students at YangchumnoiPittayakom school derived by purposive sampling technique. The instruments were pretest and posttest, lesson plans and a questionnaire which was used to find the student’s opinions towards using pop songs method. The data collection were analyzed with the mean, standard deviation and t-test. The research finding of the study showed that teaching through pop songs increased students’ vocabulary ability for foreign language learners with significant value at .01 level. The students had the positive opinions toward using pop songs methods.  It also revealed that the pop song technique was an effective tool to promote students’ vocabulary ability, made students cheerfully participate in class and increased motivation in learning English.

scholarly journals The link between multilingualism, language learning and open-mindedness in secondary school students in Norway

2021 ◽  
Vol 9 (2) ◽  
pp. 1-24
Author(s):  
Irina Tiurikova ◽  
Åsta Haukås ◽  
André Storto
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
School Context ◽  
Foreign Language Learning ◽  
Migration Background ◽  
Foreign Languages ◽  
Lower Secondary School ◽  
School Students

A positive link between open-mindedness and multilingualism suggested in intercultural psychology research (e.g., Dewaele & Botes, 2020; Korzilius et al., 2011; Dewaele & Oudenhoven, 2009) has also been implicitly assumed in Norway’s Core Curriculum (NDET, 2017) and in the curricula for English (NDET, 2019a) and Foreign Languages (NDET, 2019b). However, little empirical research has been conducted to explore how becoming multilingual, especially through learning foreign languages at school, can be connected to the development of students’ open-mindedness. The present study addresses this gap by exploring open-mindedness in lower secondary school students (n=593) learning one or two foreign languages in school. In addition, other factors related to students’ multilingualism, such as their multilingual identity, migration background, experience living abroad and having friends with home languages other than Norwegian, are also considered to better understand the complex relationship between open-mindedness and multilingualism in the school context. By analysing the data collected with the Ungspråk questionnaire (Haukås et al., 2021a), the study reveals no particular relationship between open-mindedness and students’ migration background and experience of living abroad. However, it indicates that open-mindedness is positively linked to L3 learning at school, multilingual identity and having friends who use other languages at home. These findings have significant pedagogical implications suggesting that promoting learning a second foreign language at lower secondary school, developing students’ self-identification as multilingual and encouraging the interaction with peers speaking further languages may contribute to the enhancement of open-mindedness among students. Keywords: open-mindedness, multilingualism, multilingual identity, foreign language learning, L2, L3

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

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