Relevant bibliographies by topics / Foreign language cognitive processes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign language cognitive processes'

Author: Grafiati
Published: 5 June 2025
Last updated: 26 June 2025

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Journal articles on the topic "Foreign language cognitive processes"

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Romanchuk, Svitlana, Krisztina Zekany, Maryna Pilash, Tamara Suran, and Maryia Savitskaya. "Cognitive Linguistics: Disclosure of Cognitive Processes in Language Perception from an Analytical Perspective." Forum for Linguistic Studies 6, no. 3 (2023): 158–70. http://dx.doi.org/10.30564/fls.v6i3.6602.

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Cognitive theorists propose that the cohesion of human cognition directs cognitive functions, including all higher cognitive processes like memory, language, problem-solving, etc., are different manifestations of the same basic system. This postulate is at odds with the mental conception of language acquisition, which assumes the existence of a specific linguistic technique pre-programmed by a universal grammar. This concept has given rise to the dichotomy of acquisition and learning, which contrasts two independent ways of perceiving a foreign language: on the one hand, unconscious and accidental acquisition, which provides tacit knowledge that allows achieving spontaneous language use and constitutes linguistic competence. The paper proposes the concept of foreign language learning as part of the cognitive tradition, in which learning is attained through problem-solving in purposeful activities, and in which explicit and implicit, declarative, and procedural processes are integrated into a single, complex operation, forming part of the overarching mechanisms of cognitive processes. The paper uses a closed questionnaire survey of 1st–4th year students of the State Higher Educational Institution “Uzhhorod National University” and the Ukrainian Humanities Institute, Faculty of Humanities, Department of Journalism. The developed questionnaire presents 14 cognitive strategies in foreign language learning. The results of the survey showed that students equally often use language patterns, subtext, context, adaptation to different language situations, information reconstruction, and mnemonics.
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Broda, Mariana, Kaleriia Kovalova, Iryna Bezugla, Olesia Stoika, and Kateryna Mulyk. "ENHANCING FOREIGN LANGUAGE ACQUISITION." Conhecimento & Diversidade 17, no. 45 (2025): 166–82. https://doi.org/10.18316/rcd.v17i45.12371.

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The article is devoted to analysing cognitive aspects of foreign language learning, including theoretical foundations, modern approaches and innovative technologies such as artificial intelligence and interactive tools. It emphasises the importance of considering cognitive processes, in particular memory, attention and motivation, to improve the efficiency of the learning process. The study’s relevance is driven by the need to improve the effectiveness of foreign language learning in the context of globalisation, multiculturalism and the development of information technology. Focusing on the cognitive aspects of learning allows us to consider learners’ individual characteristics, improving their motivation, engagement and learning. The article aims to study the cognitive aspects of foreign language learning and develop recommendations for implementing cognitively oriented methods in the educational process using innovative technologies. The methods included theoretical analysis of the literature, systematisation of methods, empirical survey of teachers and students, and quantitative and qualitative data analysis. The study results show that cognitive approaches contribute to effectively learning foreign language material. Teachers and students positively evaluate interactive methods and gamification, although there is a need to improve technical support. It has been found that individual cognitive styles, memory, attention and motivation are key factors in effective learning.
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Kostadinov, O.D. "KEY PRINCIPLES OF KOSTADINOV'S MODELS OF COGNITIVE PROCESSES IN FOREIGN LANGUAGE LEARNING: IMPLICIT AND EXPLICIT METHODS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 80 (May 18, 2024): 43–49. https://doi.org/10.5281/zenodo.11213887.

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Cognitive processes in learning a foreign language are complex and depend on various emotional and psychological factors. The leading factors are emotional factors that give birth to the desire to learn a foreign language. Psychological factors influence the current state of the human mind. Foreign language information is received through attention via the senses. The most important senses are hearing and vision. Information is acquired through listening and reading, but the human mind possesses greater capabilities. Foreign language information can be received verbally through listening and speaking (in dialogue); listening to an audio recording and reading the accompanying text; and reading an illustrated text with pictures on the subject. Subsequently, the human brain processes the information with attention to assimilate and memorize it. Attention, foreign language perception, and assimilation are crucial factors for memorization, as well as the emotional factors of the learners. All these factors are variable; thus, the cognitive processes should be considered dynamic. The author's thesis is that there is a cycle of psychological factors continuously interacting in cognitive processes. Understanding the dynamics of foreign language cognitive processes helps us to overcome the difficulties in learning it.
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Savitskaya, T. P. "Cognitive aspect of written language learning for Master students of technical university." Izvestiya MGTU MAMI 8, no. 2-5 (2014): 190–97. http://dx.doi.org/10.17816/2074-0530-67549.

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The issue of cognitive learning of foreign language activities is one of the actual problems of modern methods of foreign language teaching. The article discusses the concept of cognition and peculiarities of cognitive processes in writing skills teaching of technical university Master students, as well as the possibility of formation a professional and personal competencies in the process of perception and generation of writing.
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Kamenická, Jana. "APPLE TREE MODEL OF EMOTION-INVOLVED PROCESSING." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 184–94. http://dx.doi.org/10.12955/pss.v2.219.

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The aim of this paper is to summarize the findings of research done in the field of foreign language pedagogy, neuroscience, and psychology with regard to the emotion-cognition relationship. Several studies of qualitative and quantitative nature, which were conducted on teenage and university students, suggest that cognition is strongly affected by emotional experience. Especially positive emotionally competent stimuli experienced when learning a foreign language can contribute to deeper processing and better long-term retention, and at the same time, it is suggested that they have the power to alleviate foreign language anxiety and enhance foreign language enjoyment and the motivation of learners. With regard to these research findings and several cognitive theories, the Apple Tree Model of Emotion-Involved Processing in Foreign Language Learning is proposed and discussed – as well as several ideas on how to emotionally stimulate foreign language learners, which are applicable not only in foreign language classes but also out of the class. Their addictive nature ensures that learners can and do learn the foreign language every day at any time of the day in an authentic language environment – even without realizing it – doing it as a hobby.
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Milieva, Muattar Gaffarovna. "Teaching Methods in Learning Foreign Languages and Developing Communication Skills." Journal of Social Sciences and Humanities Research Fundamentals 5, no. 5 (2025): 99–102. https://doi.org/10.55640/jsshrf-05-05-25.

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Language acquisition is one of the most complex cognitive processes that individuals undergo. Learning a foreign language not only involves mastering vocabulary and grammar rules but also developing the ability to communicate effectively. In today’s globalized world, the ability to speak multiple languages and communicate with people from different cultures is increasingly important. Therefore, understanding the most effective teaching methods for learning foreign languages and fostering communication skills is essential for educators. This article will explore the methods employed in foreign language teaching, with a focus on developing students' communication abilities. We will examine the role of communicative competence, the relationship between language skills and communication skills, and how modern teaching approaches support language acquisition.
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Xu, Xujiayi. "An Empirical Study on the Cognitive Processes and Translation Strategies for Foreign Language Majors Based on the Think-Aloud Protocols." Journal of Linguistics & Cultural Studies 2, no. 1 (2025): 19–23. https://doi.org/10.70088/0a3wyv52.

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Think-Aloud Protocols (TAPs) are empirical research methods suitable for small-sample longitudinal investigations which have significant application in foreign language translation research. Taking the 2nd and 4th-year English majors of Yancheng Institute of Technology as the object of investigation, this study explores the cognitive processes and translation strategies of foreign language majors. It is concluded that investigating the cognitive processes and translation strategies of foreign language majors through the Think-Aloud Protocols has a very positive significance for improving their translation proficiency.
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Yuliawati, Achmad Baidawi, Dzulfikri, and Suwantoro. "Learning Strategies in Arabic and English as Foreign Language: Study Perspective of Multilingual." ICONIS: International Conference on Islamic Studies 8, no. 1 (2024): 377–84. https://doi.org/10.19105/iconis.v8i1.934.

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A multilingual must have a special learning strategy to gain mastery of a new language. This study aims to find out the learning strategies used by Arabic teachers who are very proficient in English. This case study uses interviews to gain a deeper understanding of the processes, strategies, and challenges in mastering foreign languages, namely Arabic and English. The results show that multilinguals use social and cognitive strategies in the field of practice and social interaction. Meanwhile, multilinguals use auxiliary resources like YouTube, Instagram, TikTok social media, and others to keep up their foreign language proficiency. The difficulties a multilingual person has are primarily cognitive, such as the various word structures found in each foreign language. It is expected that language learners who wish to acquire a foreign language will use this case study as a reference.
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Herrera Naranjo, Sol, Mercedes Suárez de la Torre, Francia Restrepo de Mejía, and David Facal. "Foreign Language Training to Stimulate Cognitive Functions." Brain Sciences 11, no. 10 (2021): 1315. http://dx.doi.org/10.3390/brainsci11101315.

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Adult development throughout a lifetime implies a series of changes in systems, including cognitive and linguistic functioning. The aim of this article is to study the effect of foreign language training on linguistic processing, particularly the frequency of the tip-of-the-tongue (TOT) phenomenon and on other cognitive processes such as processing speed and working memory in adults aged 40 to 60 years. Sixty-six healthy Colombian teachers were enrolled in this study. They were then randomly divided into an experimental group (33 healthy adults who underwent a four-week training period) and a passive control group (33 healthy adults who did not undergo any training). All participants performed induction tasks for the TOT phenomenon, working memory and processing speed before and after the four weeks. Results showed more of an effect in the semantic access, phonological access and processing speed measures with a better performance in the experimental group than in the control group. In Colombia, this type of training is still new and little is known to date about programs to prevent cognitive impairments. The need to conduct more studies confirming or refuting these findings is discussed, thus raising awareness about the extent of this type of training to increase the linguistic and cognitive performance of adults.
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García, Álvaro Marín. "Language mediation training and the foreign‑language effect in moral decision‑making*." Translation, Cognition & Behavior 7, no. 1 (2024): 140–58. http://dx.doi.org/10.1075/tcb.00093.gar.

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Abstract Moral cognition is an emerging field investigating the cognitive underpinnings of moral judgement and moral decision-making. Of particular interest for Cognitive Translation and Interpreting Studies (CTIS) is the impact of the use of a foreign language on the cognitive processes associated with moral decision making, what has been labeled “Foreign Language Effect” (FLE). Using a second language has been reported to reduce decision-making biases, doing away with framing effects in risk aversion settings. At the same time, moral dilemmas posed in a second language prompt more utilitarian responses than when presented in the subjects’ native tongues. These results beg the following question for the CTIS scholar: does language mediation training mitigate the FLE? This paper reports on an exploratory study investigating the impact of language mediation training on the FLE. Drawing from Costa et al. (2014), 1st and 4th year, bilingual students in a Translation and Interpreting degree are presented with the trolley dilemma both in their L1, L2, and L3. Initial results seem to indicate that language mediation training might have an impact on the FLE. However, the limitations of the study suggest the need for further exploration of the intersection between language mediation training and the FLE.
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Dissertations / Theses on the topic "Foreign language cognitive processes"

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Shimono, Torrin Robert. "The Dynamic Cognitive Processes of Second Language Reading Fluency." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/586672.

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Teaching & Learning<br>Ph.D.<br>Second language (L2) reading fluency has not received sufficient attention in the field of second language acquisition (SLA) and applied linguistics, especially regarding the types of treatments that promote reading fluency (Grabe, 2009). Hence, this study was a longitudinal, quasi-experimental investigation of the effects of timed reading, repeated oral reading, and extensive reading on the development of reading fluency among Japanese university students. The eight purposes of this study were to: (a) better understand how timed reading, repeated oral reading, and extensive reading treatments contribute to reading fluency in terms of reading rate and comprehension over one academic year; (b) distinguish how extensive reading, timed reading, and repeated oral reading treatments differentially promote reading fluency; (c) elucidate on how timed reading, repeated oral reading, and extensive reading treatments affect the automatization of word recognition sub-processes over time; (d) investigate differences between the reading fluency treatment groups in terms of their word recognition sub-processes; (e) further understand how reading fluency treatments contribute to oral reading fluency; (f) examine differences in oral reading fluency between the reading fluency treatment groups; (g) determine how reading fluency training affects learners’ perception of their L2 reading self-efficacy; and (h) shed light on differences in L2 reading self-efficacy between reading fluency treatment groups. This study was conducted in a private university in western Japan. The participants (N = 101) were first- and second-year Japanese university students. These participants formed four quasi-experimental groups: (a) Group 1, labeled as the oral reading group, received a reading fluency treatment consisting of extensive reading, timed reading, and repeated oral reading; (b) Group 2, the timed reading group, participated in extensive reading and timed reading; (c) Group 3, the extensive reading group, did extensive reading only; and (d) Group 4, the comparison group, practiced speaking and communication activities. Data for this study were obtained using the following instruments: a vocabulary size test, timed reading tests, timed reading practice passages used throughout the treatment period, an extensive reading test, a lexical decision task, an antonym semantic decision task, a pseudoword homophone judgment task, an oral reading task, and an L2 reading self-efficacy questionnaire, a utility of the reading fluency treatments questionnaire, as well as individual interviews with 20 of the participants. Excluding the vocabulary size test, the timed reading treatment passages, the utility of the reading fluency treatments questionnaire, and the interviews, the other measures were administered three times over the course of one academic year—once prior, once in the middle, and once at the end of the reading fluency treatment period. Prior to conducting quantitative analyses on the data gathered with the instruments mentioned above, the L2 reading self-efficacy questionnaire data were analyzed using the Rasch rating-scale model in order to confirm the validity and reliability of the instrument as well as to transform the raw scores into equal interval measures. In addition, the Rasch model was used to check for interrater reliability and rater severity of the scores of the oral reading task. Data cleaning procedures were also applied to the reaction time and reading rate data. The data were then analyzed using repeated-measures ANOVAs and MAN(C)OVAs in order to ascertain differences in within-subjects and between-subjects measures. The results showed that the three reading fluency treatment groups made significant within-subjects increases in their reading fluency with the oral reading group making the most reading rate gains, followed by the timed reading group, and the extensive reading group. Moreover, the oral reading group generally outperformed the other groups on reading rate measures. However, the extensive reading group did not significantly outperform the comparison group. In addition, while the timed reading group had the fastest word recognition reaction times, the oral reading group made the most gains in orthographic, semantic, and phonological processing. Furthermore, no significant differences were found between the groups on orthographic processing, but the oral reading group, timed reading group had significantly faster semantic and phonological processing reaction times compared to the comparison group. With regards to oral reading fluency, the oral reading group made the most gains and achieved the highest scores, but the timed reading group also made significant gains. Finally, the oral reading groups’ L2 reading self-efficacy increased the most. The results of the study underscore the importance of using a multifaceted approach of extensive reading, timed reading, and repeated oral reading in the development of L2 reading fluency. Through this reading fluency training, the learners not only became more proficient readers in both silent and oral modes, but they also became more self-efficacious in L2 reading tasks. Ultimately, these learners became more empowered to achieve success in their L2 learning endeavors.<br>Temple University--Theses
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Mellinger, Christopher Davey. "Computer-Assisted Translation: An Empirical Investigation of Cognitive Effort." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398088162.

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Морозова, Ірина Анатоліївна, Ирина Анатольевна Морозова, and Iryna Anatoliivna Morozova. "Some benefits of learning a foreign language." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46805.

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Learning a new language takes time and dedication. Being fluent in a second language offers numerous benefits and opportunities. Learning a foreign language is exciting and beneficial at all ages. It offers practical, intellectual and many aspirational benefits. Today there are more than 7000 languages and learning at least one can do a lot of good. Although it has been proven that it is easier for children to learn a second language, it is obviously never too late to learn. Whatever your age, being bilingual certainly has advantages. Physiological studies have found that speaking two or more languages is a great asset to the cognitive process.
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Li, Suogui. "A cognitive approach to foreign-inspired Chinese terms." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/26322.

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Thesis (Ph.D.)--University of Western Sydney, 2008.<br>A thesis submitted to the University of Western Sydney, College of Arts, School of Humanities and Languages in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Graham, Suzanne. "Foreign language learning processes in post-compulsory education." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.

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Li, Suogui. "A cognitive approach to foreign-inspired Chinese terms." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/26322.

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This thesis has aimed to set out the classification and word production of foreign-inspired Chinese terms (FICT) within the language system of modern Chinese. FICT refers to a group of vocabulary items in Chinese as a recipient language, where formation is motivated by foreign entities or concepts and designated by some foreign words, but no established foreign elements are in fact transferred from the donor language. The thesis establishes a group of terms identified as a particular category of Chinese borrowings according to the motivation of word production, concerning human bodily perception and cognition experience of foreign entities or concepts. Chinese borrowing is categorized as four types: phonic loans, semantic loans, loan blends and FICT, based on the motivation of sound, form and meaning of foreign words, and sensory perception and cognition of foreign entities and concepts. Cognitive semantics, adopted as an approach in the thesis, is a study of mind and its relationship with embodied experience and culture. Employing language as a key methodological tool for uncovering conceptual organization and structure, this study explores the methods of FICT word production, such as sensory perceptual and metaphorical production in terms of principles of cognitive semantics within the Chinese language system. The various types of Chinese borrowings are analysed in terms of the theory of categorization, and FICT in particular are examined under the semantic model proposed here. It is hoped that the thesis is able to open a new approach to the investigation of Chinese loan words and the process of FICT word production within cognitive semantics.
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Ikawa, Hisako. "Events and anaphoric processes." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288990.

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This dissertation deals with the cognitive act of perception and the linguistic form of perceptual reports, and the linguistic mechanism of anaphoric processes involved in the semantics of atomic "events" in human language. It has been claimed that the notion of "events" should be incorporated into formal grammar. Adopting this insight, our main concern in the present thesis is how "events" are realized in syntactic and semantic structures. I show that Japanese is a suitable language to demonstrate that an "event" is a fundamental notion of human thought and language. I follow Davidson's (1967) original conception of event semantics, and I illustrate that human language has a variety of devices for marking events, and that our language architecture does reflect the event structure of the human mind. More specifically, following the ontological discussion of Bach (1981, 1989), I provide evidence that supports Higginbotham (1985, 1987, 1996) and Higginbotham and Ramchand (1996), who claim that every predicate (including stative predicates) has an implicit event argument that can be bound by either overt or non-overt operators. For this purpose, I look at data from three general areas. The first area is the cognitive judgment style of thetic assertion and its syntactic realization in perceptual reports. I show that thetic sentences are sentences in which an event variable e&barbelow; is obligatorily existentially closed. The second area I address involves anaphoric processes of reciprocity and eventualities in linguistics semantics. Specifically, I investigate otagai and V-aw, the so-called "reciprocals" in Japanese. The properties of otagai and V-aw give rise to the seeming appearance of reciprocity. However, I illustrate that "reciprocals" in Japanese are not like the reciprocals in English. I propose that otagai is a dual existential quantifier over event positions, and that it binds event variables in predicates. The third area is the semantics of zibun (the so-called "reflexive" in Japanese) and otagai with regard to "intensional context". This analysis reveals the different stage-phases of the properties of the Japanese pro-forms. Throughout the chapters, I pursue the question of how "stageness" is captured and computed in human language devices.
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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.

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Jago, Martine Ann. "Foreign languages in early schooling : policy, pupils and processes." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342149.

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This study explores the professional values which underpin choices made on behalf of young children (three to seven year olds) for learning a foreign language in English nursery, infant and primary schools. Since the Education Reform Act of 1988, young children in maintained early years settings have been excluded from the modern foreign languages curriculum in England. The aim of this inquiry is to expose the belief systems of individuals in institutions with the power to influence the quality of the early learning experience and notions of status and control with regard to the conceptualisation of both 'childhood' and 'foreign language education'. A value position is unavoidable: any interest on the part of the researcher has been set aside to eliminate traces of attachment and to ensure, as far as possible, an unbiased inquiry. The research questions which lead the investigation are as follows: • Why are modern foreign languages omitted from Government policies for nursery settings and from the National Curriculum at Key Stage 1? • To what extent, if at all, have local education authorities in England already established foreign language initiatives for young learners? • What are the challenges facing schools in the current context for the implementation of a national policy? • What is the underpinning structure that supports the policy making framework for this area of the early years curriculum? For the purpose of this study, the term 'policy maker' is used to encompass headteachers (micro level), local education authority advisers (meso level) and national authorities (macro level). Research methods include case study, postal questionnaire and indepth interviews. Outcomes are presented as an analysis of innovation in one English county, perceptions of early language learning in local education authorities and discussions with policy makers at the national level. A research study which links education policy making, constructions of childhood and theories about modern foreign language acquisition has not yet been conducted in England. It is anticipated that this investigation will contribute to the debate on curriculum and values at the turn of the millennium based on new paradigms for the sociology of childhood and the perceived needs of young children in an increasingly multicultural, multilingual society. The notion of 'bilingualism' will be deconstructed and reconstructed within an inclusive spectrum: the bilingual continuum. The outcomes of the study are likely to have implications for future education policy and practice.
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Powell, Deborah Sue. "Increasing cognitive functioning in science for English language learners." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/3024.

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Books on the topic "Foreign language cognitive processes"

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Ardila, Alfredo, and Feggy Ostrosky-Solis, eds. Brain Organization of Language and Cognitive Processes. Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-0799-0.

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Alfredo, Ardila, and Ostrosky-Solis Feggy, eds. Brain organization of language and cognitive processes. Plenum Press, 1989.

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Malim, Tony. Cognitive processes: Attention, perception, memory, thinking and language. Macmillan, 1994.

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Dale, Dagenbach, and Carr Thomas H, eds. Inhibitory processes in attention, memory and language. Academic Press, 1994.

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Achard, Michel, and Susanne Niemeier, eds. Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching. Mouton de Gruyter, 2004. http://dx.doi.org/10.1515/9783110199857.

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1959-, Achard Michel, and Niemeier Susanne 1960-, eds. Cognitive linguistics, second language acquisition, and foreign language teaching. Mouton de Gruyter, 2004.

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Helen, Moss, and Hampton James, eds. Conceptual representation: Special issue of "Language and cognitive processes". Psychology Press, 2003.

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1952-, Schmalhofer F., and Perfetti Charles A, eds. Higher level language processes in the brain: Inference and comprehension processes. Lawrence Erlbaum, 2007.

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Čok, Tina. Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27829-7.

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Bielak, Jakub, and Mirosław Pawlak. Applying Cognitive Grammar in the Foreign Language Classroom. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-27455-8.

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Book chapters on the topic "Foreign language cognitive processes"

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Skehan, Peter. "Foreign language aptitude, acquisitional sequences, and psycholinguistic processes." In Cognitive Individual Differences in Second Language Processing and Acquisition. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/bpa.3.02ske.

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Rodriguez-Cuadrado, Sara, and Carlos Romero Rivas. "Chapter 8. Effects of foreign-accented speech on language comprehension processes and social cognition." In Bilingual Processing and Acquisition. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.08rod.

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In this chapter, we review the literature on how foreign-accented speech modulates cognitive processes related to language comprehension and describe the interactions between native and non-native speakers. First, we focus on how language comprehension processes are modulated when native listeners listen to foreign-accented speakers. Whilst the results about acoustic-phonetic and syntactic processing are relatively consistent throughout the literature on the subject, there is currently a debate on what the effects of foreign-accented speech are on lexical-semantic processing. Secondly, we analyze the literature on how foreign listeners process foreign-accented speech, a field of research that has grown recently. Then, we discuss how native and non-native speakers align with one another during verbal interactions. Finally, we examine the cognitive biases that native listeners show when interacting with non-native speakers that modulate social cognition processes.
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Guggenbichler, Elisa, Kathrin Eberharter, and Benjamin Kremmel. "Chapter 12. Investigating cognitive processes during writing tests." In Research Methods in the Study of L2 Writing Processes. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/rmal.5.12gug.

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The purpose of this chapter is to critically discuss some of the key issues when investigating writing processes for the purposes of foreign language assessment research – a branch of research that currently tends to triangulate synchronous observational data (e.g., eye tracking, keystroke logging) with asynchronous data from stimulated verbal recalls or text analysis. We will discuss a range of methodological considerations that should be taken into account when researching foreign language writing processes in the context of language tests and beyond. We will exemplify and critically discuss key issues related to three of the methods predominantly used in this strand of research: eye tracking, keystroke logging, and stimulated recalls. We will illustrate these issues and decision-making processes at the various stages of research by critically reflecting on the lessons learned from two research projects of this kind conducted by the authors.
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Mondahl, Margrethe, Jonas Rasmussen, and Liana Razmerita. "Web 2.0 Applications, Collaboration and Cognitive Processes in Case-Based Foreign Language Learning." In Visioning and Engineering the Knowledge Society. A Web Science Perspective. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04754-1_11.

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Ortigosa, Isabel, Azucena Garcia-Palacios, and Jon Andoni Duñabeitia. "Chapter 9. Fear conditioning and bilingualism." In Bilingual Processing and Acquisition. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/bpa.17.09ort.

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There is evidence that the emotional reactivity in a foreign language is reduced as compared to native languages. This differential emotional reactivity has effects in various cognitive domains, as revealed by the so-called foreign language effect on decision-making. This opens doors to the potential use of foreign languages in scenarios where a modulation of the role of emotional involvement would be desirable, like conflict resolution, healthy choices, or psychotherapy. The current chapter focuses on whether fear acquisition and extinction can be modulated by the language context in which people are set. With the lead of Prof Albert Costa, we explored whether this emotional distance could modulate fear conditioning and fear extinction, essential mechanisms for the understanding and treatment of different mental disorders. Our findings provided evidence that certain verbal conditioning processes may be affected by language context, opening the avenue to the potential use of a foreign language in clinical contexts.
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Zhao, Huan, and Lawrence Jun Zhang. "Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice." In Teaching Writing in English as a Foreign Language. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_6.

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Malim, Tony. "Thinking and Language." In Cognitive Processes. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13133-4_5.

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Albrecht, Eduardo. "Mechanics of Expression." In Political Automation. Oxford University Press, 2025. https://doi.org/10.1093/9780197696989.003.0006.

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Abstract This chapter considers programs that collect data relating to an individuals’ psychological activity, personality dispositions, and behavioral patterns. It begins with a look at the efficacy of criminal profiling in the past and the progression to emotion coding systems in the 1980s. The chapter explores how these historical programs, as well as the theory that facial expressions are biologically connected to certain emotions, provide the foundation for modern facial emotion recognition (FER) technologies in use today. The chapter looks at how FER software is utilized by governments to monitor facial expressions, and how natural language processing (NLP) is used by authorities to ascribe meaning to written discourse. The chapter also reviews the notion of cognitive security—the idea that our thought processes are vulnerable to hacking by foreign or nefarious actors and therefore the state has the responsibility to step in to protect our mental resilience to these threats.
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Révész, Andrea. "Exploring task-based cognitive processes." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.11rev.

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Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.
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Čok, Tina. "Cognitive Approaches to Foreign Language Acquisition." In Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27829-7_2.

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Conference papers on the topic "Foreign language cognitive processes"

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NESTERENKO, V. V. "STUDYING OF READING COGNITIVE PROCESSES IN RUSSIAN AS A FOREIGN LANGUAGE." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2023. https://doi.org/10.17223/978-5-907572-02-7-2023-60.

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The work examines cognitive processes of Chinese students educational reading in Russian as foreign language. The author designed and conducted an experiment using eye-tracking software to analyze the ways in which Chinese students process information while reading the texts. The results of the research were used as the basis for studying reading strategies of international students who learn Russian as foreign language.
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Savinova, Yuliya, Natalia Mokrova, and Svetlana Pozdnyakova. "ELECTRONIC TERMINOLOGICAL MINI-DICTIONARY IN THE CONTEXT OF COGNITIVE AND METHODOLOGICAL CHALLENGES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-150.

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The article deals with elaboration of electronic terminological dictionary-minimum in the context of cognitive and methodological challenges. It is known that the reliance on cognitive processes, such as representation, storing, processing, interpretation and reproduction of new knowledge, creates conditions for effective foreign language professional communication teaching. The article substantiates a cognitive approach as a conceptual basis for elaborating a new model of dictionary-minimum of terminology units. This approach enabled the authors to set the unit of the dictionary selection - the term-concept (TC) as "operative unit of memory". When mastering TC, learners' mind has a complicated chain of cognitive processes of emergence and forming of scientific notions, which are professionally-coloured ones. Definitely, TC as a specific mental unit, is verbalized in the language system by the lexical unit of terminology character, which represents a fragment of professional reality and determines a special concept of engineering field of knowledge. Following cognitive imperatives, the authors revealed lingvodidactic and cognitive principles of ?? selection. Taking them into account, methodological and cognitive grounds for organizing dictionary-minimum of terminologically-marked lexis have been substantiated. The conceptual field as a unit of terminological dictionary-minimum has the property to integrate all grounds for creating an optimal, systemically-modelled dictionary-minimum. In accordance with cognitive ideas about the mental essence of the concept, the selected contour of the dictionary-minimum field is some kind of professionally-organized environment, which helps to model in the cognitive mind of students the whole integrity of concepts, or integrated fragment of professional concept-sphere, which reflects systematic knowledge of specific highly-professional educational disciplines. The cognitive vision of the process of a new format dictionary-minimum elaboration enabled the authors to shift accents from linguistic phenomena to mental processes. Organization of the dictionary-minimum predetermined the necessity of using praxeological approaches, in the course of which the authors elaborated a cognitively-set algorithm of students' work with the electronic version of the dictionary-minimum. Thus, electronic dictionary-minimum in the context of cognitive and methodological challenges becomes a guide to the terminological world of students' specialty with specific professional shell, and serves a kind of catalyst of adequate understanding of foreign language terminology.
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Galishnikova, Elena, Anisa Khusainova, Marina Kudryavtseva, and Rimma Mardanshina. "UNIVERSITY STUDENTS� COGNITIVE INITIATIVE IN THE PROCESS OF FOREIGN LANGUAGE LEARNING." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/5.2/s22.111.

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Pavlova, N. Y. "Pedagogical support for the formation of communicative competence of students in the process of learning a foreign language." In Наука России: Цели и задачи. НИЦ "LJournal", 2022. http://dx.doi.org/10.18411/nrciz-02-2022-06.

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The article is devoted to the issue of teaching a foreign language in a non-language university. The author draws the readers' attention to the pedagogical principles on which the learning process should be based. The university course of a foreign language is designed to be communicatively oriented and professionally directed, so its tasks are determined by communicative and cognitive needs of the students.
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Becker, Daniel, Ralf Gießler, and Janine Schledjewski. "Cognitive apprenticeship as a tool for materials development in an EFL teacher education project." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9364.

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A major problem in teacher education is the gap between theory and practice. Engaging student teachers in materials development is one way to integrate theory and practice in EFL (English as a Foreign Language) teacher education. It is during the complex process of materials development that student teachers start to envision learning processes and outcomes of specific language learning tasks. However, materials development does not take care of itself. It is argued that methods of cognitive apprenticeship can be a tool to support student teachers in the complex process of materials development. Cognitive apprenticeship is about modelling and verbalizing the internal cognitive processes underlying complex problem-solving tasks such as adapting authentic materials and writing rubrics. This paper reports how these methods are applied in an EFL teacher education project on materials development. Engaging student teachers in materials development can be a worthwhile opportunity-to-learn in university-based teacher education for any subject whatsoever.
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MELNICIUC, Radu. "From text-based glottodidactics to reading appetite." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p388-392.

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The present study discusses the problem (specific to students from the Republic of Moldova) of the insufficient reading in general and, in particular, that of reading in a foreign language. The low level contact with the text (especially with literary works) generates poor knowledge of the foreign language, poor communication skills, major gaps at the lexical, grammatical, expressive, cultural and intercultural level; it also affects the creative use of language, the cognitive and metacognitive processes during the university studies. Apart from discussing the causes of the problem (individual and social institutional), we propose to offer a series of (gloto) didactic solutions in order to overcome the psychological threshold of refusal of the work/text. The primary mandatory condition, which would ensure the effectiveness of the proposed didactic strategies and techniques, is the provision of a sufficient number of hours for subjects that involve reading and activities based on texts.
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Dmitrieva, N. K. "Maintenance of self-cognitive activity of students in the process of learning a foreign language at a technical college." In Научные тенденции: Педагогика и психология. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-04-11-2018-01.

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Selcuk, Hasan, and Lilian Isperdon. "Opportunities and Challenges of Videoconferencing-Based Teaching among English Teachers." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.59.

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Over the last decade, online English as a foreign language learning courses have become increasingly popular since teachers and practitioners have realised the benefits of synchronous, video conferencing-based learning activities for their learners. Not all teachers (especially pre-service teachers) are, however, sufficiently well-versed in implementing video conferencing-based English teaching to use its benefits effectively. A qualitative research study aiming to investigate the opportunities and challenges experienced by six pre-service teachers of English as a foreign language in their video conferencing-based praxis was thus devised. It included a five-week, practice-based teacher training course for video conferencing-based English teaching followed by a five-week teaching practice. The study’s findings revealed several opportunities, such as video conferencing-based English courses effectively facilitating productive skills (e.g., speaking and writing) by implementing collaborative learning strategies that support cognitive processes and promote social interaction. Furthermore, the nature of video conferencing-based English teaching encouraged the pre-service teachers to utilise more active learning approaches to keep learners’ interest and engagement in class, potentially leading to longer retention of vocabulary, enhanced comprehension, improved motivation, and critical thinking skills. There were also several challenges. For example, not all pre-service teachers found video conferencing tools engaging or easy to cope with due to limited internet speed, which may affect the quality of video and audio communication. Additionally, instructional design should be tailored to learners’ physiological and psychological needs, including fatigue, technology-related stress, and anxieties. The findings from this study provide valuable insights for educators, policy-makers, and researchers and contribute to the ongoing discourse on the use of technology in foreign language education.
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Popovici, Alexandrufilip, Adelina Mirzea, Dumitru Grigore, et al. "A NEUROLINGUISTICS EXPERIMENT BASED ON A NOVEL PSYCHOLOGICAL ASSESSMENT TOOL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-112.

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The science of neurolinguistics represents the study of brain activity as related to the control, acquisition, and production of language. Neurolinguistics looks to the mechanism through which the brain processes language concepts. It is an interdisciplinary field at the intersection of linguistics, neuropsychology, communication, computer science, and the theory of languages. It is taught in the field of learning foreign languages but it is of interest in other educative disciplines such as psychology, computer science, etc., as well. Neurolinguistics is based both on experimental methods and theoretical models. In this paper, we present a novel neurolinguistics experiment done with a psychological iOT tool, namely MindMiTM System, which is described in a patent. MindMiTM System is based on the bio-potentials measurements (response and levels of skin potentials) taken from the hand's fingers with the help of a finger scanner (for both hands) with monopolar electrodes. All the data needed for a psychological measurement is collected in approximately five minutes. Based on the gathered data, the psychological profile is computed through an innovative method. The system was calibrated on 5000 subjects. The method is based on relevant variables related to personality traits such as the level of cortical arousal, the lability, and amplitude of electro-dermal response, etc. The algorithm based on those key variables computes a kernel of psychological indicators that reflect cognitive, emotional and social abilities. For the first time in the reported literature, we used the MindMiTM System for a neurolinguistics experiment. The experiment is based on interpreters translating the same text in Romanian, English, and German. We present the core technology of the system and the results obtained. The system itself can be used also in educational settings by students in psychology, linguistics computer science, etc.
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Vintu, Victoria, Argentina Chiriac, Tatiana Trebes, and Aliona Busuioc. "THE IMPORTANCE OF MULTIMEDIA IN TEACHING/LEARNING THE SPECIALIZED LANGUAGES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-132.

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The process of learning represents an individual organization of a specific content that does not mean a simple memorization. The organization of the process of the study implies a complex demarche that includes a set of cognitive processes as intellectual interaction, informing, critical analysis. The active and interactive involving of students in the teaching process depends on their interests and preferences. The implementation of additional informational instruments is favorable for access to offer new learning opportunities. The implementation of informational technologies during the lessons of Romanian language, especially in the process of learning the specialized language, presents a series of advantages. Due to IT, the teaching process obtains a particular character. The teachers pay attention to such modern instruments as e-books, didactic applications, videos. The lesson becomes a laboratory where students have the opportunity to discover new linguistic structures, models, to use words in unexpected contexts. Another advantage of using informational technologies is the chance to assimilate a large amount of information in a short period of time. Students get the opportunity to improve their knowledge, their skills of oral and written comprehension. There are various categories of people (students, teachers, IT specialists), each with a well-defined role. The process of teaching the specialized language is a specifical one. The teacher will pay attention to such aspects as the conditions of the study process, the specifics of the target audience, the level of the linguistic knowledge, the level of training in the concerned field, so to the way both foreign language and the specialized language will be used.
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Reports on the topic "Foreign language cognitive processes"

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Goodwin, Sarah, and Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, 2023. http://dx.doi.org/10.46999/corj9896.

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In this paper we describe how the language skill of listening is operationalized and measured on the Duolingo English Test (DET). This work is situated in the DET’s theoretical assessment ecosystem (Burstein et al., 2022), a set of evidence-based frameworks that reflect the iterative processes for assessment design, computational psychometrics, and test security. In this ecosystem, the Language Assessment Design Framework stipulates that the domain for tested constructs be described. To achieve this goal, the present paper is one in an ongoing series of skills construct whitepapers that describes the underpinnings for each language skill construct, in this case for listening (see also Park et al., 2022 for reading; Goodwin et al., 2022 for writing; LaFlair et al., 2023 for interactional competence; Park et al., 2023 for speaking). The paper first gives background information on the DET. We then describe the DET’s conceptualization of the second language listening construct using the multi-layered framework of Aryadoust and Luo (2023). Within this framework, we consider how subskills, cognitive processes, attributes (i.e., task and test-taker traits) contribute to the overall listening construct. We also exemplify how these different elements of listening are measured through the DET item types.
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Woodhill, Jim, and Juliet Millican. Systems Thinking and Practice: A guide to concepts, principles and tools for FCDO and partners. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/k4d.2023.002.

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This guide is a basic reference on systems thinking and practice tailored to the context and needs of the UK Government’s Foreign, Commonwealth &amp; Development Office (FCDO). It is an output of the FCDO Knowledge for Development Programme (K4D), which facilitated a Learning Journey on Systems Thinking and Practice with FCDO staff during 2021 and 2022. The guide offers a common language and shared framing of systems thinking for FCDO and its partners. It explores what this implies for working practices, business processes and leadership. It also offers links to additional resources and tools on systems thinking. We hope it can support systems thinking to become more commonplace within the culture and practices of FCDO and working relations with partner organisations.
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