second language proficiency
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2021 ◽  
Vol 19 (2) ◽  
pp. 222-234
Nadezhda A. Dubinina ◽  
Dmitrii V. Ptiushkin

The current paper discusses possibilities for school students to successfully pass TORFL-I/B1, TORFL-II/B2 and TORFL-III/C1. The relevance of this article is determined by the fact that despite Russian as a foreign (second) language has been taught within the framework of the TORFL system for more than two decades, there is a shortage of methodological material aimed at preparing school students for TORFL. In addition, the issue of choosing the level of testing in accordance with the level of Russian language proficiency and taking into account age specifics is not sufficiently covered in Russian academic literature. The aim of this paper is to define age reference marks for school students who plan to pass TORFL. The materials to review and analyse were the works of Russian and foreign researchers in the field of foreign (second) language proficiency, language development of children and adolescents, assessment of school students communicative competence, language assessment, and correlation of these data with the requirements for completing tasks of the TORFL-I/B1, TORFL-II/B2, TORFL-III/C1 Writing subtests selected as an example. The paper has resulted in providing recommendations on the choice of examination level for senior and junior school students, within the framework of TORFL-I/B1, TORFL-II/B2, TORFL-III/C1, which can also be used in the development of training courses in Russian as a foreign language for schools. The authors concluded that there is need to develop a new methodological area in testing of Russian as a foreign language system capable to provide guidelines and recommendations for preparing school students for examinations, and designing TORFL training courses and teaching materials according to the school students age.

2021 ◽  
Vol 11 (9) ◽  
pp. 517
Pornapit Darasawang ◽  
Hayo Reinders

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness to communicate?”, i.e., their “readiness to enter into discourse at a particular time with a specific person or persons”, using an L2 Understanding the link between proficiency and WTC is important as a great deal of effort is expended by teachers worldwide on encouraging learners to engage in L2 interaction more. If their willingness to do so depends (in part) on their proficiency level at the time, this may affect what type of activities and instruction are to be provided in class, especially compulsory English classes where students have less autonomy and motivation. To establish this relationship, we correlated 1836 Thai university students’ English Placement Test scores with their level of WTC as measured through a three-part survey instrument, with WTC operationalised as “self-perceived willingness to communicate”, “communicative self-confidence”, and “self-perceived L2 use”. We found a weak to moderate correlation between WTC and language proficiency, with the construct of “self-confidence” being the most strongly correlated. We discuss some of the implications of these findings in relation to EFL teaching.

2021 ◽  
Vol 5 (1) ◽  
pp. 38-44
Hernalia Citra Dewi

Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.

NeuroImage ◽  
2021 ◽  
Vol 227 ◽  
pp. 117586
Giovanni M. Di Liberto ◽  
Jingping Nie ◽  
Jeremy Yeaton ◽  
Bahar Khalighinejad ◽  
Shihab A. Shamma ◽  

2020 ◽  
Vol 12 (3) ◽  
pp. 153
Nermin Hosny Yusuf

In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the importance of lexical phrases in language acquisition by providing further insight into their peripheral role in first language and second language acquisition alike. Also, Evidence from neurolinguistic and psycholinguistic studies are provided to account for lexical phrases representation and brain-adaptability. Further, this paper suggests the implementation of lexical phrases, in general, and the Lexical Approach, in particular, in second language acquisition. Finally, further pedagogical implications as well as self-paced ones are proposed. 

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