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Journal articles on the topic 'Foreign Language and education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Shafer, Susanne M. "Foreign-Language Education." European Education 29, no. 2 (1997): 5–6. http://dx.doi.org/10.2753/eue1056-493429025.

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Sulkarnayeva, Assiya Raphailovna. "Foreign Language Education in Kazakhstan: Paradigms and Trends." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 18–24. http://dx.doi.org/10.18844/gjhss.v3i3.1507.

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3

Stranovská, Eva, Silvia Hvozdíková, Dáša Munková, and Gadušová Zdenka. "Foreign Language Education and Dynamics of Foreign Language Competence." European Journal of Social and Behavioural Sciences 17, no. 3 (2016): 2141–53. http://dx.doi.org/10.15405/ejsbs.192.

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Fäcke, Christiane. "Foreign Language Didactics and Foreign Language Education since 1945." European Journal of Applied Linguistics 9, no. 1 (2021): 1–19. http://dx.doi.org/10.1515/eujal-2020-0029.

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Abstract This editorial presents an overview of European language policy and foreign language education in Europe as well as a special focus on two European countries differing very much in multilingualism and language competences: the United Kingdom and Luxembourg. A very brief summary of research discourses and language policy, especially of AILA, leads to a short introduction into the contributions of this volume.

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Pateşan, Marioara, and Dana Zechia. "Foreign Language Education in the Military." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (2018): 351–55. http://dx.doi.org/10.1515/kbo-2018-0114.

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Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial r

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Határ, Ctibor, and Soňa Grofčíková. "Foreign language education of seniors." Journal of Language and Cultural Education 4, no. 1 (2016): 110–23. http://dx.doi.org/10.1515/jolace-2016-0009.

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Abstract This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied wit

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정우향. "Foreign Language Education as Humanities Education." 아시아문화연구 40, no. ll (2015): 131–53. http://dx.doi.org/10.34252/acsri.2015.40..005.

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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.

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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influe

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Khomenko, Oleksandr. "POLYLINGUAL EDUCATION IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS." АRS LINGUODIDACTICAE, no. 2 (2018): 18–28. http://dx.doi.org/10.17721/2663-0303.2018.2.03.

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Background: Globalization processes directly affect the system of foreign language training in particular in non-linguistic higher education institutions and determine the need for its modernization. Such modernization requires both the theoretical and methodological substantiation of the strategic goal of foreign language training in Ukraine. We formulate this goal as formation of a polycultural professional linguistic personality, primarily, a secondary professional linguistic personality. Formation of the secondary linguistic personality is accompanied by acculturation i.e a person’s involv

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Charkova, Krassimira Dimitrova. "Early foreign language education and metalinguistic development." Annual Review of Language Acquisition 3 (December 31, 2003): 51–88. http://dx.doi.org/10.1075/arla.3.04cha.

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Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigate

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Mekhrigul Najmiddin Kizi, Najmiddinova, and Ikromov Qamariddin Ilgorbekovich. "Features of foreign language education." International Journal on Integrated Education 2, no. 3 (2019): 16–17. http://dx.doi.org/10.31149/ijie.v2i3.85.

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12

이승복. "Ecology and Foreign Language Education." Studies in Linguistics ll, no. 22 (2012): 179–200. http://dx.doi.org/10.17002/sil..22.201201.179.

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13

PHILLIPS, JUNE K. "Foreign Language Education: Whose Definition?" Modern Language Journal 91, no. 2 (2007): 266–68. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_9.x.

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14

Csida, Stefanie, and Claudia Mewald. "PrimarWebQuest in foreign language education." International Journal for Lesson and Learning Studies 5, no. 1 (2016): 45–59. http://dx.doi.org/10.1108/ijlls-09-2015-0029.

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Purpose – The purpose of this paper is to demonstrate the teacher and pupil learning progress through the first implementation of a computer-based method called PrimarWebQuest in a primary school classroom. The study aimed at identifying cognitive and metacognitive skills that are needed to work successfully with the platform. To do so, this lesson study (LS) investigated the pupils’ strategy acquisition and analysed their autonomy and knowledge growth making use of observation, collaborative reflection, questionnaires, content analysis and triangulation. Additionally, the teacher’s developmen

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15

Landsiedler, I., M. Kerschbaumer, B. Kettemann, and M. Cossée. "Foreign language education in Austria." Language Learning Journal 17, no. 1 (1998): 57–69. http://dx.doi.org/10.1080/09571739885200111.

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16

Brooks-Lewis, Kimberly Anne. "Stereotyping in Foreign Language Education." Procedia - Social and Behavioral Sciences 51 (2012): 523–26. http://dx.doi.org/10.1016/j.sbspro.2012.08.200.

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17

Motschenbacher, Heiko. "Inclusion and foreign language education." ITL - International Journal of Applied Linguistics 167, no. 2 (2016): 159–89. http://dx.doi.org/10.1075/itl.167.2.03mot.

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Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are o

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Krasnoshchekova, Galina A. "New Concept of Foreign Language Education in Higher Technical School." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 68–74. http://dx.doi.org/10.5373/jardcs/v12sp7/20202084.

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19

Jang, Eun-Young. "Improving Foreign Language Education in Korea and China: Focusing on Foreign Language Education Policy." Institute for Education and Research Gyeongin National University of Education 3, no. 1 (2020): 1–11. http://dx.doi.org/10.25020/joe.2020.3.1.1.

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20

PFEIFFER, PETER C. "The Discipline of Foreign Language Studies and Reforming Foreign Language Education." Modern Language Journal 92, no. 2 (2008): 296–98. http://dx.doi.org/10.1111/j.1540-4781.2007.00719_4.x.

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21

Malykh, L. M. "ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, no. 1 (2021): 108–19. http://dx.doi.org/10.35634/2412-9550-2021-31-1-108-119.

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The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The ai

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22

Kabanov, Alexander, Nelly Savelyeva, Natalie Nevraeva, Natalia Vlasova, Tamara Pyrkova, and Elvira Popova. "Effective principles in the foreign language education." SHS Web of Conferences 87 (2020): 00113. http://dx.doi.org/10.1051/shsconf/20208700113.

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In modern reality, when economic, trade, scientific and cultural ties are rapidly developing in the world, exchanges are being carried out in the scientific and technical fields, knowledge of a foreign language becomes a priority for specialists of almost all levels. The very concept of a “foreign language” is increasingly being replaced by a “language of communication” in various fields of culture, science and technology. There are many different languages in the world, and even more dialects. But the trends are such that for most people knowledge of one common language is enough. And this la

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23

Akhmetova, A., J. Gamper, and L. Dalbergenova. "The problem of overcoming the language barrier when learning a foreign language in higher education institutions." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 104–14. http://dx.doi.org/10.31489/2020ped4/104-114.

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This article is devoted to the study of the problem of overcoming language barriers that prevent students from successfully mastering a foreign language. The concept of «language barrier», its linguistic and psychological aspects are considered, and various approaches to its definition are analyzed. The article describes the main factors that affect the formation of the language barrier. Special attention is paid to the psychological aspects of the language barrier associated with internal fears, self-doubt, fear of making a mistake, which is one of the main causes of the language barrier. The

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24

Sparks, Richard L., Jon Patton, Leonore Ganschow, Nancy Humbach, and James Javorsky. "Native language predictors of foreign language proficiency and foreign language aptitude." Annals of Dyslexia 56, no. 1 (2006): 129–60. http://dx.doi.org/10.1007/s11881-006-0006-2.

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25

LANTOLF, JAMES P. "Knowledge of Language in Foreign Language Teacher Education." Modern Language Journal 93, no. 2 (2009): 270–74. http://dx.doi.org/10.1111/j.1540-4781.2009.00860_4.x.

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26

Kulgildinova, T., and G. Zhumabekova. "FORMATION OF THE SUBJECT OF INTERCULTURAL COMMUNICATION IN FOREIGN-LANGUAGE EDUCATION." Journal of Educational Sciences 53, no. 4 (2017): 14–23. http://dx.doi.org/10.26577/jes-2017-4-448.

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27

Otynshiyeva, M., G. Sarzhanova, and N. Stanciu. "Differentiating education in learning foreign language by students of other majors." Bulletin of the Karaganda University. Pedagogy series 97, no. 1 (2020): 69–75. http://dx.doi.org/10.31489/2020ped1/69-75.

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28

Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign lang

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29

Hayati, A. Majid, and Amir Mashhadi. "Language planning and language-in-education policy in Iran." Language Problems and Language Planning 34, no. 1 (2010): 24–42. http://dx.doi.org/10.1075/lplp.34.1.02hay.

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This paper explores the effects of different political ideologies on language, using as examples three historical stages and three political periods in the history of Iran, and the differing policies adopted in these eras concerning language and language education. Over the years, political ideologies have served as a barrier as well as a contributor to language use (whether first or foreign) and to language teaching. The paper then turns to explore local language policies and the status of the Persian language in the modern era, focusing particularly on foreign language teaching policies afte

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30

Krupchenko, A. K. "Axiological Strategies of Foreign Language Professional Pedagogical Education." Prepodavatel XXI vek, no. 4, 2019 (2019): 44–54. http://dx.doi.org/10.31862/2073-9613-2019-4-44-54.

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The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedag

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31

Wallinger, Linda M. "Foreign Language 101 for School Administrators: Effective Evaluation Of Foreign Language Teachers." NASSP Bulletin 84, no. 612 (2000): 41–52. http://dx.doi.org/10.1177/019263650008461208.

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32

Galskova, Natalya, and Zinaida Nikitenko. "Axiological aspects of foreign language teachers’ preparation for primary foreign language education." E3S Web of Conferences 284 (2021): 08010. http://dx.doi.org/10.1051/e3sconf/202128408010.

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The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiat

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García Bermejo, María Luisa. "Foreign language education in Spain: A historical view." European Journal of Applied Linguistics 9, no. 1 (2021): 115–35. http://dx.doi.org/10.1515/eujal-2020-0021.

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Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes fro

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Sura, Nataliya. "Adult Education in Foreign Languages: Interactive Settings, Models, Practice." Education and Pedagogical Sciences, no. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.

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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teachin

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35

Elovskaya, S. V. "Web Quest in Foreign-Language Education." Psychological-Pedagogical Journal GAUDEAMUS 17, no. 36 (2018): 34–37. http://dx.doi.org/10.20310/1810-231x-2018-17-2(36)-34-37.

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36

Medina, Adriana, and John Sinnigen. "Interdisciplinarity, Interculturality, and Foreign Language Education." ADFL Bulletin 42, no. 2 (2013): 31–35. http://dx.doi.org/10.1632/adfl.42.2.31.

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37

Yang, Peter J. "Networked Multimedia and Foreign Language Education." CALICO Journal 15, no. 1-3 (2013): 75–88. http://dx.doi.org/10.1558/cj.v15i1-3.75-88.

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38

Stone, Gregory B. "Modern Technology in Foreign Language Education." IALLT Journal of Language Learning Technologies 22, no. 2-3 (1989): 29–30. http://dx.doi.org/10.17161/iallt.v22i2-3.9343.

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39

Gilgen, Read. "Compuserve's Foreign Language Education Forum (FLEFO)." IALLT Journal of Language Learning Technologies 23, no. 3 (1990): 47–48. http://dx.doi.org/10.17161/iallt.v23i3.9404.

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40

Andrews, Dianne, and Zena Moore. "Foreign Language Teacher Education: Multiple Perspectives." Modern Language Journal 81, no. 4 (1997): 560. http://dx.doi.org/10.2307/328901.

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41

Ely, Christopher M., Amado M. Padilla, Halford H. Fairchild, and Concepcion M. Valadez. "Foreign Language Education: Issues and Strategies." Modern Language Journal 75, no. 4 (1991): 503. http://dx.doi.org/10.2307/329503.

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42

Бурлакова, И. И. "PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 3(47) (October 24, 2020): 83–92. http://dx.doi.org/10.36622/vstu.2020.63.27.006.

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Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориен

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Hrabovska, N. A., and T. P. Tsymbaliuk. "INFORMATION TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION." Innovate Pedagogy 2, no. 24 (2020): 222–25. http://dx.doi.org/10.32843/2663-6085/2020/24-2.44.

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44

Williams, Kevin. "Critical Pedagogy and Foreign Language Education." Journal of Philosophy of Education 38, no. 1 (2004): 143–48. http://dx.doi.org/10.1111/j.0309-8249.2004.00369.x.

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Kramsch, Claire. "Ecological perspectives on foreign language education." Language Teaching 41, no. 3 (2008): 389–408. http://dx.doi.org/10.1017/s0261444808005065.

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Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. This paper builds on Kramsch & Whiteside (in press) to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like. It first explains some of the major tenets of complexity theory, and analyzes transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the eco

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46

Saricoban, Gulay. "Foreign Language Education Policies in Turkey." Procedia - Social and Behavioral Sciences 46 (2012): 2643–48. http://dx.doi.org/10.1016/j.sbspro.2012.05.539.

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Shotton, Richard. "Cultural studies in foreign language education." Language Learning Journal 3, no. 1 (1991): 68–70. http://dx.doi.org/10.1080/09571739185200241.

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Bogush, Alla M., Tetiana M. Korolova, and Oleksandra V. Popova. "Foreign Language Education Standards: Ukrainian Dimension." Universal Journal of Educational Research 8, no. 4 (2020): 1261–72. http://dx.doi.org/10.13189/ujer.2020.080417.

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49

Yan, Zhou. "Understanding Foreign Language Education at BFSU." MANUSYA 7, no. 3 (2004): 60–67. http://dx.doi.org/10.1163/26659077-00703006.

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The paper shows that the students at Beijing Foreign studies University (BFSU) are from various parts of the country with uneven exposure to and different training in English. They have to go through a period of adjustment: learning new materials, new ways of language learning as well as of unlearning certain learning habits gotten from their high schools. It is pointed out that language learning does not only mean mastering linguistic rules or structures but also understanding culture of the target language. In order to do this many things are required: motivation, willingness to do rote lear

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50

Blackie, John A. "Foreign Language Education: Winning through Communications." Hispania 74, no. 1 (1991): 190. http://dx.doi.org/10.2307/344580.

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