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Journal articles on the topic 'Foreign language cognitive processes'
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1
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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Palkova, Anna Viktorovna, and Larisa Mikhailovna Sapozhnikova. "Instructional design in foreign language teaching." SHS Web of Conferences 127 (2021): 03005. http://dx.doi.org/10.1051/shsconf/202112703005.
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This paper offers a presentation of two original multimedia educational resources with interactive online tasks in the German language developed within the course “Teacher”s and translator”s electronic resource” in cooperation with the students of the Faculty of Foreign Languages and International Communication of Tver State University. The purpose of our projects assumes, in the first place, deliberate formation of a learning environment meeting the needs of a target audience. In the process of working over the projects, the authors took into consideration the principles of instructional design that served as a theoretical basis for the development of educational materials. Instructional design is viewed by the authors of the article as a separate branch of practical pedagogy which primarily focuses on the application of pedagogical knowledge in practice, namely, development of high-quality efficient educational resources with the use of modern information technologies. The distinctive feature of the theory of instructional design is consideration of not so much the cognitive parameters and mental processes characterising the learning process as the efficient methods and learning formats stimulating these cognitive processes. The most important result of our work is the conclusion that the projects developed with regard for the principles of instructional design under the ADDIE model contribute to enhancement of students’ cognitive abilities and increase the amount and quality of information assimilated by them; at the same time, the learning becomes more systemic and practice-oriented from the first stages of project analysis and planning. The novelty of our approach specifically lies in practical treatment of instructional design as a tool for development of learning materials, invigoration of learning activities and tutor support of students.
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Gadušová, Zdenka, Martina Pavlíková, and Romana Havettová. "Intervention in teaching reading in a foreign language:." Journal of Education Culture and Society 12, no. 1 (2021): 297–313. http://dx.doi.org/10.15503/jecs2021.1.297.313.
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Aim. The paper presents partial results of research aimed at the development of foreign language reading comprehension using the specially developed intervention programme. Concept. The English Reading Comprehension Intervention Program has been developed within the research project Support for reading literacy in the mother tongue and foreign language. It consists of 10 intervention units and is based on 10 identified predictors, the conscious development of which contributes to students’ success in reading comprehension. Methodology. Assumptions presented in the paper are based on the cognitive theory of learning, identifying which cognitive processes precede the predictors with the greatest share of influence, and which higher cognitive processes follow them. Based on these scientific hypotheses and research results, we have determined the predictors positively influencing reading comprehension and worth intervening in the process of development of reading comprehension.Results and conclusions. In the paper, the English Reading Comprehension Intervention Program for B1 level of language proficiency is introduced, with both the content and methodology of its class application described. The predictors of divergent thinking and ambiguity tolerance are discussed in detail as the presented example of the intervention unit is focused on their development. Originality. While intervention programmes are not a new phenomenon, the recently developed reading comprehension intervention programmes for foreign languages are a valuable contribution to teaching foreign language reading comprehension in primary and secondary schools. They provide foreign language teachers with ready-made materials, which can be immediately used in their classes and will contribute to better learning results of their students.
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Olkova, I. A., and N. A. Sytnikova. "GRAPHIC ORGANIZERS IN CLIL LESSONS AS A WAY TO ACTIVATE COGNITIVE PROCESSES." Bulletin of Kazakh National Women's Teacher Training University, no. 1 (April 9, 2021): 124–35. http://dx.doi.org/10.52512/2306-5079-2021-85-1-124-135.
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This article deals with the issues related to the formation and improvement of cognitive skills of students of schools in Kazakhstan in the framework of the updated content of education. The article presents the results of an applied research aimed at finding effective ways to use graphic organizers when working with texts in English as a foreign language lessons in secondary school. The features of teaching the disciplines of the natural science cycle in a foreign language are considered from the point of view of CLIL technology. The authors’ ideas on the use of graphic organizers as a productive tool for activating cognitive processes and improving students' cognitive skills are described. The variable forms of graphic organizers develop the skills of formulating high-order questions, teach you to express your opinion, structure information, and argue your point of view using the subject knowledge obtained from the text in a foreign language. In this way, students develop the skills that underlie the formation of critical thinking.
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Kravchyna, Tetiana. "MODELS OF FOREIGN TEXT UNDERSTANDING." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 15 (2022): 14–18. http://dx.doi.org/10.25264/2415-7384-2022-15-14-18.
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The article aims: 1) to analyze the theoretical development of models for understanding a foreign language text from a psychological point of view; 2) to emphasize their contribution to the general theory of understanding; 3) to structure, single out models of comprehension of a foreign language text. It also considers psycholinguistic and cognitive processes that affect the reader’s understanding of a foreign language text, analyzes resonant, constructivist and dynamic approaches to the processes of decoding lexical and grammatical information and inference of the meaning of the text. The main idea of the resonant approach is that in the process of reading, the reader automatically activates and removes from long-term memory all the information that corresponds to the semantic and phonological material of the text. The constructivist approach assumes that text comprehension is based on cognitively processed meanings of lexical units, which are always constructed in working memory depending on the content of the context and verbal/nonverbal experience of the reader. Currently, a dynamic approach to modelling the foreign text comprehension dominates, in which the resonant process and construction are considered to interact on a stage basis: the initial broad activation of lexical and grammatical concepts is accompanied by cognitive processing and extraction of relevant meanings from different knowledge structures in the long run. Thus, all these processes actively interact with the individual cognitive base of the reader, which does not lead to the creation of a literal, but to a more complex mental representation of a foreign text. The created representation depends not only on the previous knowledge of the reader, but also enriches his frames, which contain information about the typical and the possible in relevant situations.
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Horníčková, Mária, and Eva Stranovská. "Reading competence in the second foreign language and its measurement." Journal of Linguistic and Intercultural Education 15, no. 3 (2022): 141–52. https://doi.org/10.29302/jolie.2022.15.3.9.
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Reading competence in a foreign language is manifested in a transformational experience influencing the individual’s thinking and cognitive process. New words, meanings and language structures support existing knowledge, thereby stimulating cognitive processes that support textual reading comprehension and the processes of metacognitive activity. When working with a text, not only a complex of cognitive and metacognitive processes is involved, but also phenomena at the affective and social level. The way to measure these dimensions is a constant controversy. The study conceives current trends in the research of reading competence in a second foreign language (also called additional language, for example French and German taught in the Slovak school system) and its measurement with respect to the text comprehension. Its focus relies on the method of assessing reading competence using the Schulz method, suitably supplemented by a questionnaire of reflective and self-reflective kind drawing on students’ reading strategies and preferences. The aim of the study is to analyse suitable methods for assessing students’ reading competence in a second foreign language and to define indicators of reading comprehension quality.
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Di Carlo, Sergio. "Understanding Cognitive Language Learning Strategies." International Journal of Applied Linguistics and English Literature 6, no. 2 (2017): 114. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.114.
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Over time, definitions and taxonomies of language learning strategies have been critically examined. This article defines and classifies cognitive language learning strategies on a more grounded basis. Language learning is a macro-process for which the general hypotheses of information processing are valid. Cognitive strategies are represented by the pillars underlying the encoding, storage and retrieval of information. In order to understand the processes taking place on these three dimensions, a functional model was elaborated from multiple theoretical contributions and previous models: the Smart Processing Model. This model operates with linguistic inputs as well as with any other kind of information. It helps to illustrate the stages, relations, modules and processes that occur during the flow of information. This theoretical advance is a core element to classify cognitive strategies. Contributions from cognitive neuroscience have also been considered to establish the proposed classification which consists of five categories. Each of these categories has a different predominant function: classification, preparation, association, elaboration and transfer-practice. This better founded taxonomy opens the doors to potential studies that would allow a better understanding of the interdisciplinary complexity of language learning. Pedagogical and methodological implications are also discussed.Keywords: cognitive processes, cognitive neuroscience, information processing, second and foreign language acquisition, Smart Processing Model
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Zhebrunova, Lyudmila A. "PROJECT LEARNING AND FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION." Russian Journal of Education and Psychology 15, no. 1 (2024): 32–48. http://dx.doi.org/10.12731/2658-4034-2024-15-1-434.
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Purpose. The study aims to integrate theoretical and applied linguistic knowledge and a project method of teaching a foreign language thus assimilating socio-cultural stereotypes of the native and foreign languages in comparison. Methodology. The article describes a project method that has been implemented in teaching English to young athletes. The study has made use of systematic, culturological, linguocognitive methodological approaches. The empirical base rests on the linguistic studies of terminological systems and socio-cultural stereotypes. The main results of the research conducted are the following: improvement of the language skills of the students involved, building the understanding of the cognitive processes of language nomination in Russian and English in comparison in the students’ mind. Since these processes are based on the worldviews peculiar to each language, as a result of studying the nomination mechanisms, students add to their knowledge of the socio-cultural stereotypes characteristic of each of the above languages. Practical implications. The applied method of involving students of non-linguistic specializations into language studies has as a result in the formation of a deeper understanding of the essence of the interaction of languages and peoples as social communities. This research area is prospective for further studies.
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Балтабаева, Гульимхон. "Effective methods for teaching and learning foreign languages with 12 brain rules." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 191–93. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp191-193.
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Teaching methodology that aligns with the brain’s natural processes is crucial for effectively teaching and learning a foreign language for several reasons. Understanding how the brain learns can lead to more efficient and successful language acquisition. In our interconnected world, the ability to communicate in foreign languages has become increasingly valuable. Beyond the practical advantages, learning a foreign language has a profound impact on cognitive functions, particularly memory. The intricate connection between foreign language learning and memory is a subject of growing interest among educators, psychologists, and neuroscientists. This article will discuss the profound role of twelve rules of brain on both acquiring a second language and effective approaches for teaching a foreign language with some applied theories coupled with practical experience that have been applied in developed countries’ educational systems as well as some scientists’ teaching experiences.
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Mozol, T. S. "BORROWING OF LEXEMES DENOTING ARTIFACTS IN THE SITUATION OF ASYMMETRIC CONTACT-INDUCED CHANGES: ENGLISH-KOREAN LANGUAGE PAIR." Voprosy Kognitivnoy Lingvistiki, no. 1 (2025): 103–14. https://doi.org/10.20916/1812-3228-2025-1-103-114.
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The article focuses on the specificity of the contact-induced changes in the English-Korean language pair on the material of the most widely represented group of lexical borrowings, namely artifact borrowings. The analysis of a continuous sample of borrowings from the Standard Korean language Dictionary and the Merriam-Webster Dictionary demonstrated a strong asymmetry of interference processes in the English-Korean language pair, which manifests itself both in the intensity of borrowing processes and in the range and openness of borrowing areas, as well as in the transformations of borrowed lexical units within the framework of recategorization processes. The paper examines the cognitive processes and mechanisms underlying the transformation of knowledge structures that occurs in a language-contacted situation and demonstrates the reciprocal influence of cognitive structures under conditions of language contact and interference. When a lexeme enters a “foreign” linguistic and sociocultural environment, a transformation takes place both within the borrowing itself and in the recipient language. When a lexeme enters a “foreign” linguistic and sociocultural environment, transformation takes place both within the borrowing itself and in the receiving language. That is, on the one hand, the cognitive structure underlying the semantics of a lexeme may change, while, on the other hand, the borrowing of a lexeme leads to the transformation of the field of knowledge into which the foreign-language word is borrowed.
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Frolli, Alessandro, Francesco Cerciello, Clara Esposito, et al. "Executive Functions and Foreign Language Learning." Pediatric Reports 14, no. 4 (2022): 450–56. http://dx.doi.org/10.3390/pediatric14040053.
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Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various studies suggest that foreign language learning likely promotes executive functions, but others suggest that executive functions could improve foreign language learning. The aim of this study is to investigate the relationship between executive functions and foreign language learning and how these processes could interact. The sample included 64 children from kindergarten, aged 4–5 years, with no documented neuropsychiatric disorders, and from the middle–high literacy group. They were divided into three groups based on the level of their knowledge of the foreign language. A significant effect of the group on the executive tasks is shown in the comparison of the groups. Children who belonged to a group that had advanced foreign language proficiency had better results in executive tasks. Our results suggest that the higher the level of foreign language proficiency, the higher the performance of the executive tasks. However, we do not know if there is a causal effect between these variables.
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Ciocoi-Pop, Maria-Miruna. "Reading Comprehension for ESL Students. Processes of Perceiving Texts." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (2020): 278–82. http://dx.doi.org/10.2478/kbo-2020-0090.
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AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.
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Estrada Naranjo, Luis Carlos. "Meaning and direction in foreign language teaching." Praxis Pedagógica 5, no. 6 (2005): 22–29. http://dx.doi.org/10.26620/uniminuto.praxis.5.6.2005.22-29.
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This document explores the possibility to link to foreign lan - guage teaching practice in the classroom, two streams of theo - retical elements set by late research on neurosciences about the cognitive processes underling learning, and the elements from sociolinguistics dealing with languages in contact. The objective of the paper is to consider those elements as an en - riching source for didactics and as an alternative to practice based on recipe -like activities well designed to different settings. Reflective teaching is presented though, as the empirical tool to make language education a real part of praxeology, in which effective teaching is connected to meaningful and contextualized didactics.
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Raxmatova, Marjona Uktamovna. "PSYCHOLOGICAL ASPECTS OF THE FOREIGN LANGUAGE LEARNING PROCESS." European International Journal of Pedagogics 4, no. 9 (2024): 27–29. http://dx.doi.org/10.55640/eijp-04-09-06.
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This article delves into the psychological foundations of foreign language learning, highlighting key cognitive, emotional, and social factors that influence the acquisition process. It explores how working memory, attention and metacognitive awareness are crucial for language processing and retention. Emotional factors such as motivation, anxiety and self-efficacy are discussed as pivotal elements in shaping a learner’s persistence and success. Additionally, the role of social interaction and cultural adaptation is examined, emphasizing the importance of communication and openness to new cultural identities. The article concludes by touching on age-related considerations and the brain’s plasticity in language learning. This comprehensive overview provides valuable insights into how psychological aspects can impact and enhance language acquisition.
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Toma, Adriana. "Mental translation as a cognitive process in communicative language teaching and learning." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 23 (2024): 43–50. https://doi.org/10.59168/inej3858.
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In EFL learning and teaching processes, mental translation might play an essential role in the mind of the foreign language learner. Some scholarly papers investigate the types of processing in the language learners’ mind such as language perception, language acquisition and dialogue production. Other studies, based on empirical psycholinguistic research about the process of mental translation, investigate mental translation strategies as well as the neuro-linguistic aspects of this process, including cognitive and brain imaging research. There is a consensus among researchers that using neurolinguistics knowledge, one can connect neurological processes in the language learners’ brain with the foreign language learning. This paper tries to contribute to existing studies in this field and highlight the importance of neuro-linguistic research in connection to the biological capacity of the human memory to make connections between language systems in the process of communicative language learning.
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Xiao, Ting, Sisi Yi, and Shamim Akhter. "AI-Supported Online Language Learning: Learners’ Self-Esteem, Cognitive-Emotion Regulation, Academic Enjoyment, and Language Success." International Review of Research in Open and Distributed Learning 25, no. 3 (2024): 77–96. http://dx.doi.org/10.19173/irrodl.v25i3.7666.
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The consideration of students’ emotional and psychological health is crucial to facilitate effective teaching and grading practices. This study set out to shed light on the interplay between self-esteem (S-E), cognitive-emotion regulation (CER), academic enjoyment (AE), and language success (LS) in artificial intelligence (AI)-supported online language learning. To this end, the foreign language learning self-esteem scale, the Cognitive Emotion Control Questionnaire, the foreign language enjoyment scale, and a researcher-made test were distributed to 389 English as a foreign language learners in China. Screening the data with confirmatory factor analysis and structural equation modeling, the effects of S-E, CER, AE, and LS were identified and quantified. These results highlighted the important function that online courses assisted by AI perform in enhancing students’ CER and AE. This implied that students who have cultivated a robust sense of self-efficacy are adept at effectively regulating their cognitive and affective processes in AI-supported language learning. Possible improvements in language education are discussed, as are the study’s broader implications.
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Pantos, Andrew J. "Defining the cognitive mechanisms underlying reactions to foreign accented speech." Review of Cognitive Linguistics 10, no. 2 (2012): 427–53. http://dx.doi.org/10.1075/rcl.10.2.08pan.
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With the notable exception of the application of the metonymy model to explain stereotyping (Kristiansen, 2001), sociolinguistic language attitudes research has typically focused exclusively on explicit attitudes toward foreign accents without providing a cognitive model to explain how such attitudes are formed. At the same time, researchers in other fields have proposed the use of specific cognitive processing models such as the Elaboration Likelihood Model (Petty & Cacioppo, 1986) to explain the cognitive processes underlying reactions to foreign-accented speakers, without isolating foreign accent as an independent variable and without considering that listeners may possess different explicit and implicit attitudes towards the same speaker (e.g., Frumkin, 2007). Focusing on instances where participants exhibit different explicit attitudes toward the same foreign-accented speaker for different speaker traits (e.g., likeability versus knowledge), the present study seeks to provide a deeper understanding of the nature of reactions to foreign accented speech by testing at which point negative attitudes toward foreign accents are formed and changed. Specifically, this research asks whether interlocutors have uniformly negative immediate associative reactions to foreign accent that are subsequently mitigated for certain judgments by propositional processes to form differing explicit attitudes, or whether the immediate reactions are ambivalent, but subsequently become negative for certain judgments through propositional processes.
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Ceytlin, Stella N., and Tatiana A. Kruglyakova. "Case system in learning Russian as a first and second foreign language." Russian Language Studies 22, no. 1 (2024): 135–49. http://dx.doi.org/10.22363/2618-8163-2024-22-1-135-149.
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The task of creating innovative technologies for teaching Russian as a native, as a non-native and as a foreign language, taking into account the age of students, their cognitive abilities and features of the first language, is relevant. The solution of this problem requires a fundamental psycholinguistic study of the processes accompanying the formation of the language mechanisms of children and adults. The aim of this research is to specify the ideas about mastering the category of Russian case in various conditions of language acquisition. The method of comparative analysis of the processes of mastering Russian case in monolingualism, simultaneous child bilingualism, studying Russian as a foreign language and Russian language acquisition by a foreign-speaking child in the process of communication, was used. The material was collected during longitudinal observation of the speech of primary school students from St. Petersburg, who were native speakers of Turkic and Caucasian languages. The classification of errors in selecting and constructing case forms is proposed. The ways of access to the mental lexicon and the mechanisms of procedural grammar rules formation are described. The conclusion is that there is the imbalance between the cognitive and communicative development of a foreign child and the level of language proficiency, which leads to a detailed, but grammatically unformed statement, characteristic of a successive natural bilingual. When Russian-speaking child resorts to retrieving ready-made frameworks of prepositional case constructions from memory, the foreign child independently constructs them in speech, preferring to use basic and reduced forms. In the future, it is necessary to develop a unified toolkit for studying grammar mechanisms formation and to increase the empirical base of the study. The information about speech ontogenesis obtained as a result of the study must be taken into account for developing scientifically based methods of teaching Russian as a non-native language and as a foreign language.
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Huliak, Oksana. "DEVELOPMENT OF THE COMPETENCE OF PERSONAL IMPROVEMENT IN THE FOREIGN LANGUAGE TRAINING OF FUTURE EXPERTS IN TOURISM." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (2020): 3–6. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-3-6.
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Actualizing the importance of socio-cultural sustainability as a factor of sustainable development of society under the conditions of deepening contradictions of the globalized world determines the social order for purposeful formation of the personality that is ready for meaningful activity and permanent growth. Professionally oriented foreign language training facilitates the development of the competence of personal improvement, which primarily consists of the relevant knowledge and ability to carry out meaningful activities, in particular moral self-regulation. It also implies the experience of such activity and certain authority over such life strategy ̶ the strategy of permanent personal development as a prerequisite for successful professional activity and socio-cultural sustainability. The core of this competence is self-cognition based on reflection. It is also concerned with positive thinking and creativity. The key role in these processes belongs to language, which is the tool of thought, the basic mechanism of acquiring knowledge about the objective world. Learning the language, the person masters the basic forms and laws of thinking. Language allows people to go beyond their immediate sensory perception and makes up the element of their self-consciousness, which is highly important from the perspective of personal improvement. Professionally oriented foreign language training is a powerful factor of enhancing students’ cognitive abilities, in particular their self-consciousness. The development of the competence of personal improvement in the process of foreign language training is primarily due to the acceleration of cognitive processes in learning, which is ensured by the intensive use of language as a means of cognition and communication.
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Pirogova, Lyudmila I. "WAYS TO ACTIVATE SPEECH-THINKING ACTIVITY IN FOREIGN LANGUAGE AT A NON-LINGUISTIC UNIVERSITY." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 3 (2022): 31–42. http://dx.doi.org/10.28995/2073-6398-2022-3-31-42.
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The article discusses issues related to developing processes of speech-thinking activity among students studying a foreign language in a non-linguistic university. The author mainly focuses on the ways of formation of cognitive activity. Modern innovative methods of teaching a foreign language are aimed at developing students’ speech-thinking skills and increasing their intellectual activity. Thanks to the variety and flexibility of techniques and methods, the teacher gives students the opportunity to develop their own strategies of cognitive initiative, the universality of which will find application in different fields of knowledge. In the process of learning a foreign language, students cultivate communicative mobility as the ability to quickly and adequately respond to external challenges in the process of communication. Learning a foreign language greatly contributes to meeting this challenge, since it is the key to not only perceiving the world around you, but also your inner one, as well as stimulates memory processes, promotes the development of multitasking and concentration. A foreign language in a non-linguistic university is located at the junction of disciplines while being a valuable source for getting acquainted with the experience of foreign experts which allows students to dive deeper into the sphere of professional interests
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Volkova, Liudmyla. "COMMUNICATIVE ASPECT OF FOREIGN LANGUAGE LEARNING PROCESS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (2021): 163–65. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-163-165.
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The importance of forming foreign language communicative competence in the context of professional training has been ascertained for efficient usage in learning process of foreign language. The efficiency of communicative aspect in the educational process of higher education is proved, as it provide an opportunity to form professional skills of future professionals, involving them in intensive cognitive, intellectual and creative activity. Communicative activity is considered as a process of solving a number of professional tasks by students. This activity is aimed at achieving a common goal – training, education and personal development of a student. The aim of the communicative activity is the formation of foreign language communicative competence using of the theoretical material in solving professional problems. The importance of understanding the main structural elements of communicative activity have been ascertained for its efficient usage in learning process of foreign language. The article highlights the problems associated with different methods and techniques of communicative-based learning. The communicative activity approach of learning foreign languages is particular important. It is based on the fact that learning is a model of communication. The basic principles of its implementation as a communicative teaching method of speaking are analyzed. It should be noted that communicative and active approach to learning foreign languages is one of the most significant and effective. Through communicative methods, lessons can be more interesting and various. This means that students will have interest in further understanding and learning. Communicative nature of communication is that learning is a model of the communication process. Communicative orientation of learning process is a prerequisite of success in practical learning of a foreign language. Communicative activity approach is based on the fact that learning is a model of communication. The communicative method of teaching activities is based on the main principles which are analyzed below.
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Radbil, T. B. "Linguacultural assimilation of borrowings in the оnline media discourse as manifestation of glocalization processes". Current Issues in Philology and Pedagogical Linguistics, № 1 (25 березня 2024): 98–111. http://dx.doi.org/10.29025/2079-6021-2024-1-98-111.
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The work analyzes some innovative phenomena in the Russian language as a manifestation of glocalization in the online media discourse. The article focuses on the phenomenon of linguacultural assimilation of borrowings, which consists in the lexical, word-formation, grammatical and linguapragmatic transformation of root or affix elements of foreign language origin in accordance with the original Russian models of language implementation of lexemes, word forms and pragmemes. This assimilation process reflects the principles of the linguistic conceptualization of the world characteristic of a particular nation. The purpose of the study is to describe the current linguistic, communicative, pragmatic, cognitive and discursive features of this process in the Russian online media discourse. The research is based on the principles of the cognitive and discursive approach, methods of integrative analysis of Internet communication, as well as on the ideas of pragmalinguistic description of the emotional and evaluative sphere of language signs. The language data of the newspaper corpus in the Russian National Corpus is analyzed. The features of acculturation of borrowings at the lexical and semantic, formal and grammatical levels of the language are described. Particular attention is paid to communicative and pragmatic cultural russification of foreign language elements, which lies in the fact that words with a foreign language component at a certain stage of their functioning expand the possible areas of use, going beyond the initially specialized area of use associated with the realities of computer technology, Internet communications and social networks. Based on the analysis of such lexemes as flud / fludit’, frend / frendit’, ban / banit’ (zabanit’), spam / spamit’ (zaspamit’), troll’ / trolit’ (zatrollit’), it is concluded that the reflexes of the language expansion of new formations with a foreign language component considered in the work contribute to increasing the expressive and linguacreative potential of the Russian language.
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Khokhlova, L. A., and L. E. Deryagina. "LATERALIZATION OF THE BIOELECTRIC BRAIN ACTIVITY AS A PREDICTOR OF MOTIVATIONAL AND COGNITIVE PROCESSES." I.P. Pavlov Russian Medical Biological Herald 25, no. 2 (2017): 184–92. http://dx.doi.org/10.23888/pavlovj20172184-192.
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The conducted research was devoted to the study of influence of the laterality pattern of the bioelectric brain activity on the formation of foreign language acquisition abilities based on the actualization of motivational and cognitive processes. Medical students (n=620) studying at the Foreign Language Department took part in the research. Investigation of the bioelectric brain activity was carried out by EEG with the use of a 16-channel Neiron Spectr 3 (Russia) electroencephalograph. Aspiration level (motives) was revealed by V.K. Gerbachevskij Inventory (1969). Elers test was used to determine achievement and avoid-ance motivation. The level of state and trait anxiety was assessed by C. Spielberger-Ju. Hanin Inventory. Correlation between the motive choice and peculiarities of the bioelectric brain activity was determined. Being a success marker of foreign language acquisition abilities, the academic achievement is likely to be a reflection of the learning efficiency dependence on the laterality pattern of the bioelectric brain activity, motivational behavior. As a rule, students with achievement motivation predominance (well advanced students) relied on their own ab-ilities, aimed at self-actualization and tried to solve problems requiring effort. The predo-minance of motive of avoidance in the motivational structure of the personality in poorly ad-vanced students of the right profile had a negative influence on the course of cognitive processes, manifested in low efficiency of formation of foreign-verbal abilities.
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Foncubierta Muriel, José Manuel, and María Carmen Fonseca Mora. "Comprender el proceso lector en segundas lenguas: cognición y afectividad / Understanding the reading process in a second language: cognition and affect." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 28 (September 14, 2018): 11–42. http://dx.doi.org/10.17398/1988-8430.28.11.
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The complexity of the cognitive (attentional processes, working memory, processing speed), the affective (motivation, self-esteem, empathy) and the socio-cultural (social integration, literacy, awareness intercultural) mechanisms that are involved in the acquisition of foreign language reading, makes their study of particular interest. The central objective of this article is to present a review of the factors that affect the learning-to-read process in a foreign language. This article also includes the analysis of the seven studies included in Tejuelo, issue 28. The review of these studies with data from kindergarten to tertiary education offers pedagogical implications for the understanding of the cognitive and affective factors that show for improvement in foreign language reading.
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Musayeva, Adiba A. "DEVELOPMENT OF REFLECTIVE COMPETENCE OF STUDENTS IN THE PROCESS OF INTERACTIVE TEACHING OF A FOREIGN LANGUAGE." American Journal Of Social Sciences And Humanity Research 3, no. 10 (2023): 32–40. http://dx.doi.org/10.37547/ajsshr/volume03issue10-06.
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The article is devoted to the problem of developing students' reflexive thinking and excessive cognitive skills in order to prepare them for effective professional activity in modern conditions. Critical thinking, readiness for creativity, reflective abilities, and the ability to self-regulate are no less than the professional knowledge obtained in the study of special subjects. The evolution of approaches to reflectivecompetence and reflective methods in teaching is noted. Learning a foreign language can greatly contribute to the development of the intellectual apparatus of a student's personality due to the realization of the integral connection between thinking and speech, communication and cognitive processes.
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Burlakova, I. I. "PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION." Modern Linguistic and Methodical-and-Didactic Researches, no. 3(30) (December 31, 2020): 65–72. http://dx.doi.org/10.36622/mlmdr.2020.30.3.006.
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The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.
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Кокорина, Е. А. "PSYCHOLINGUISTIC STRATEGIES FOR LEARNING A FOREIGN LANGUAGE." Vestnik of Russian New University. Series "Man in the modern world", no. 2 (May 31, 2024): 37–48. http://dx.doi.org/10.18137/rnu.v925x.24.02.p.037.
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Статья посвящена сложной сфере психолингвистического восприятия письменного текста на иностранном языке – области, где когнитивные и культурные аспекты пересекаются, формируя языковой опыт. Автор проясняет сложное взаимодействие между языковой компетенцией, когнитивными процессами и культурным контекстом при восприятии иностранного языка. В центре исследования – определение лингвистической компетенции не просто как набора языковых правил, а как динамической структуры, способствующей когнитивному взаимодействию с текстом. Дискурс распространяется и на психологическую сферу, где мотивация, отношение и предшествующие знания оказываются ключевыми в навигации по когнитивным требованиям восприятия иноязычного текста. В статье также подробно рассматривается влияние культурных факторов, подчеркивается, как культурная адаптация текста и укоренившиеся культурные стереотипы могут либо способствовать, либо препятствовать процессу понимания. Данные выводы позволяют обсудить их практическое применение, особенно в сфере обучения иностранным языкам и разработки учебных материалов. Психолингвистические исследования служат основой для стратегий и методик, направленных на улучшение усвоения языка, пропаганду иммерсивной, богатой контекстом среды обучения и использование педагогических инструментов, учитывающих когнитивное разнообразие учащихся. В результате анализа аспектов в статье утверждается, что восприятие иноязычного текста – это многогранное явление, глубоко укорененное в когнитивных и культурных пластах. Полученные результаты подчеркивают необходимость разработки подходов к преподаванию языка и созданию материалов, учитывающих эти психолингвистические и культурные аспекты, и предполагают, что такой осознанный подход может значительно улучшить результаты изучения языка. This article is devoted to the complex area of psycholinguistic perception of a written text in a foreign language, an area where cognitive and cultural aspects intersect to shape language experience. The author clarifies the complex interplay between linguistic competence, cognitive processes and cultural context in foreign language comprehension. At the centre of the study is the definition of linguistic competence not simply as a set of linguistic rules, but as a dynamic structure that facilitates cognitive interaction with a text. Discourse extends to the psychological domain, where motivation, attitudes and prior knowledge are found to be key in navigating the cognitive demands of foreign language text perception. The article also elaborates on the influence of cultural factors, emphasising how cultural adaptations of a text and ingrained cultural stereotypes can either facilitate or hinder the comprehension process. These findings allow for a discussion of their practical applications, especially in the field of foreign language teaching and instructional design. Psycholinguistic research provides a basis for strategies and techniques to improve language acquisition, advocate immersive, context-rich learning environments and use pedagogical tools that take into account learners' cognitive diversity. As a result of the analysed aspects, the article argues that foreign language text comprehension is a multifaceted phenomenon deeply rooted in cognitive and cultural layers. The findings emphasise the need to develop approaches to language teaching and materials creation that take into account these psycholinguistic and cultural aspects, and suggest that such an informed approach can significantly improve language learning outcomes.
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Dyankova, Gergana, and Maya Mladenova. "Verbal-Performance Activities for Optimizing Foreign Language Education." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (2020): 93–102. http://dx.doi.org/10.23947/2334-8496-2020-8-3-93-102.
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The modern world, characterized by dynamic changes, rapid development of ICT and globalization processes sets new challenges to present-day education. This research aims at investigating the influence of applying verbal-performance activities in foreign language education. A pedagogical experiment was conducted in authentic environment with the participation of 99 pupils aged 10 to 11 who formed an experimental and a control group. The study combined qualitative and quantitative approach. It measured pupils’ entry and exit levels of practical English knowledge and communicative skills and also traced the effect of the experimental education on the pupils from the experimental group. The interpretative analyses of the results revealed that applying verbal-performance activities in foreign language education led to higher achievements in terms of knowledge and communicative competence for the pupils from the experimental group compared to the progress of the children from the control group. A measurement of the attitude of the pupils from the experimental group towards applying verbal-performance activities in the educational process proved the potential of the method to increase children’s motivation for learning. The findings of this research confirm the need of further studies on the influence of applying verbal-performance activities in a broader context of school education.
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Odilovna, Djabbarova Feruza. "THE ESSENCE OF THE PSYCHOLINGUISTIC APPROACH IN TEACHING FOREIGN LANGUAGES." Current Research Journal of Pedagogics 5, no. 11 (2024): 54–57. http://dx.doi.org/10.37547/pedagogics-crjp-05-11-11.
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The psycholinguistic approach in teaching foreign languages represents an intersection of psychology and linguistics, focusing on the cognitive and psychological mechanisms underlying language learning. This approach emphasizes the importance of understanding how language is processed, stored, and recalled in the human brain to create more effective teaching methodologies. By integrating principles from both psychology and linguistics, educators can tailor instruction to enhance memory retention, comprehension, and communicative competence. This article explores the theoretical foundation, key strategies, and practical implications of the psycholinguistic approach, highlighting its benefits in fostering active learning and sustainable language acquisition.
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Dr. Shabir Parmar. "The First Language vs. the Foreign Language: A Study." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 3, no. 1 (2021): 123–31. http://dx.doi.org/10.58213/ell.v3i1.36.
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Putting pen to paper when you don't speak the language is a challenge. When writing in a foreign language, Esther Odilia Breuer employs a boxing analogy to depict the challenging task of balancing cognitive processes and avoiding the "punches" of the first language (L1) to the foreign language (L2), which requires the writer's training, flexibility, and endurance (FL). The fight between the L1 and FL for supremacy is a major topic of Breuer's PhD dissertation, which Peter Lag has recently published as a book in the Text production and Medium series (Eds. Eva-Maria Jakobs and Dagmar Knorr). "when, how, and in which areas the battle between the L1 and the FL takes place, which methods [writers] use in order to shield themselves from the 'attacks' of the L1, and when they fail and have to take a strike" (First language against foreign language) (Chapter 1, p. 4). Writing in FL has been shown to have three distinct problems: (1) fluidity, (2) mistakes, and (3) revision, all of which Breuer examines in great length in comparison to writing in L1. Breuer also looks at the connections between these characteristics.
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Bazarbayeva, Azizakhon Shokirovna. "MODERN REQUIREMENTS FOR THE TYPOLOGY AND SYSTEM OF EXERCISES IN TEACHING FOREIGN LANGUAGES." European International Journal of Pedagogics 4, no. 8 (2024): 36–39. http://dx.doi.org/10.55640/eijp-04-08-07.
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This article provides for the study of the typology and system of exercises used in teaching foreign languages, the identification of modern requirements for them, and the analysis of the methodological foundations for the formation of an effective system of exercises. The article uses methods of historical-comparative analysis, systematic approach, and contextual analysis. Theoretical sources on typologies and systems of exercises developed in different periods have been studied, a comparative analysis of which has been carried out. As a result of the study, various typologies of exercises (language and speech exercises, receptive and reproductive exercises, complex language exercises, etc.) were identified and analyzed. The basic requirements for the exercise system are established: the development of cognitive processes, the inclusion of all linguistic aspects and types of speech activity, the growing level of difficulty, interdependence, repeatability, and communicative orientation. Also, the importance of exercises and the requirements for them have been determined in the methodology of Modern Language Teaching. Exercises are considered the basis of the process of teaching a foreign language, the formation and application of which depends on a number of factors. An effective exercise system should be aimed at the balanced development of cognitive, linguistic, and communicative aspects. A system of exercises developed on the basis of modern approaches makes it possible to effectively formulate the communicative competence of language learners.
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Ashirimbetova, M., and D. Shayakhmetova. "THE USE OF COGNITIVE STRATEGIES IN IMPROVING UNIVERSITY STUDENTS’ LEVELS OF ENGLISH LANGUAGE PROFICIENCY." BULLETIN 406, no. 6 (2023): 93–101. https://doi.org/10.32014/2023.2518-1467.619.
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Cognitive strategies are considered to be an effective tool for helping students structure their thinking processes and improve effectiveness of information comprehension and retention in the process of foreign language learning. Conscious application of strategies helps students acquire the language more effectively. Present article discusses the connection between the students’ language mastery levels and frequency of their language learning strategies application. The results show that the higher the students’ mastery of the foreign language is, the more strategies they use. Mixed method research was applied for investigation of the issue. Thus, the importance of introducing the language learning strategies and helping the students to use them in the process of language acquisition might result in improvement of their language mastery.
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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.
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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-garde approaches. The recourse to the theory of language activity, cognitive and discursive sciences, emerged in this new anthropocentric paradigm where the learner is placed at the center of the educational process, reshapes the methodological pillars of the didactics of FFL, namely its object, its objectives. , its content and methods. At the same time, these areas offer tools for building a language teaching system best suited to current axiological values.
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LINNIK, LIUBOV A., and MERRI M. PETROSIAN. "FOREIGN LANGUAGE DISCURSIVE SPACE AND ITS INTEGRATIVE POTENTIAL." PRIMO ASPECTU, no. 4(60) (December 2024): 52–56. https://doi.org/10.35211/2500-2635-2024-4-60-52-56.
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The article is devoted to the study of the foreign language discursive space as an important factor in the process of learning Russian as a foreign language, with an emphasis on its integration potential. The foreign language discursive space opens up opportunities for students to actively integrate into an intercultural context, transcending the boundaries of traditional language learning, which is often limited to the study of grammar and vocabulary. It seems significant that when a language learner is integrated into a foreign-language discursive space, recursive communicative processes are launched in all the multidimensionality of its structure, which are a factor in the communicative success of a discourse participant. The importance of the discursive environment for the activation of cognitive processes in students, such as memory, perception and assimilation of language material, is considered. The transformation of views on scientific and academic discourse in the context of information technology progress and the psychologization of educational processes is discussed. The experiment described in the article indicates an increase in the effectiveness of teaching a foreign language by more than 20% when involving the student in the multidimensional discursive space of the studied language as a full-fledged participant in communication, taking into account the extralinguistic components of the discursive space, individual psychological and social characteristics of the student.
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Tobbi, Saida. "BEYOND LITERAL INTERPRETATIONS: EXPLORING THE CULTURAL AND COGNITIVE DIMENSIONS OF ENGLISH BODY PARTS IDIOMS." Armenian Folia Anglistika 20, no. 1 (29) (2024): 129–41. http://dx.doi.org/10.46991/afa/2024.20.1.129.
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The present study aims at unraveling the deep cultural and cognitive dimensions embedded within English idioms that relate to body parts. Through a systematic analysis of a comprehensive corpus compiled from diverse sources such as dictionaries and websites, it scrutinizes not only the literal interpretations of these idioms but also their socio-cultural significance and cognitive underpinnings. The findings highlighted the solid interplay between language, culture, and cognition, shedding light on how these body parts idiomatic expressions reflect and shape socio-cultural norms and cognitive processes. These idioms are revealed to be more than mere linguistic quirks; they serve as conduits for conveying shared experiences and cultural heritage. The findings of the present study not only enrich our understanding of language and culture but also offer practical implications for English as a foreign language education and cross-cultural communication. The insights gained from this investigation contribute to various fields, such as linguistics, cultural studies, cognitive science, and language education.
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ПАВЛИК, О. "КОГНІТИВНІ ПРОЦЕСИ В ПЕРЕКЛАДІ". Current issues of linguistics and translation studies 21, № 2 (2021): 60–63. https://doi.org/10.31891/2415-7929-2021-21-40.
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The study considers the issues of cognitive processes in translation and in the training of translators. The author analyses the Ukrainian and foreign researchers’ works that have raised the problem. Due to the complexity of cognitive processes and insufficient study of some aspects, the problem of cognitive processes in translation remains relevant and needs further research. The aim of this research is to analyze the cognitive processes in translation and their efficiency in training of translators. The author states that translation is based on the automated cognitive processes. The article analyses the terminology associated with the cognitive processes of translation and the cognitive techniques of text analysis. Different ways and approaches of text analysis are reviewed in the article. The author distinguishes the cognitive processes of interpreting and written translation, gives the recommendations of the cognitive techniques application in the teaching process, suggests some exercises to form the skills of cognitive word processing. Such types of exercises are aimed to develop students’ skills to perceive the grammatical, synthetic and lexical divergences in different languages. The author concludes that the translator should have language competences, worldview and country study knowledge as well as different techniques of oral and written texts analysis and apply them taking into consideration the situation, task and type of translation.
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Jakosz, Mariusz. "Zum Einfluss affektiver Faktoren auf den frühen Fremdsprachenerwerb im Elementarbereich durch den narrativen Ansatz." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (2018): 51–68. http://dx.doi.org/10.14746/gl.2018.45.1.04.
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The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.
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Malyk, Valentyna. "Psycholinguistic factors of foreign language acquisition." Scientia et Societus 3, no. 2 (2024): 82–92. https://doi.org/10.69587/ss/2.2024.82.
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This study is significant as it highlights the importance of teachers effectively utilising psycholinguistic and psychological approaches when teaching foreign languages, with a focus on enhancing students’ communicative skills. The primary objective of teaching is to foster the ability to engage with authentic materials and apply acquired knowledge in practical settings, thereby addressing the challenges associated with foreign language learning. This study aimed to provide a detailed analysis of the essence of psycholinguistics and its contributing factors. The article clarified the key psychological characteristics of students learning foreign languages. It was stated that the potential of mental processes, as well as the emotional and volitional spheres of students, is determined by and connected to language. The article defined psycholinguistics and outlines the main stages of its development. It has been demonstrated that psycholinguistics emphasises the communicative activity of individuals and the cognitive processing of information based on mental representations. The role of age-related characteristics in foreign language acquisition was examined. It was emphasised that the necessary development of intellectual functions depends on factors such as aptitude and cultural background. Students were noted to experience effective improvement in moral and volitional qualities, the strengthening of character, and the acquisition of a comprehensive range of adult roles in society, all of which are essential for appropriate communicative activity. It has been established that foreign language learning should occur through the development of language awareness rather than the mechanical repetition of words, phrases, or extended speech. The practical application of the findings can be utilised by teachers, lecturers, postgraduate students, and researchers in educational institutions for preparing lessons, organising educational activities, and producing academic studies
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Dragomir, Isabela-Anda, and Brânduşa-Oana Niculescu. "Shallow and Deep Processing – An Integrated Cognitive Architecture for Foreign Language Learning." Land Forces Academy Review 27, no. 3 (2022): 216–20. http://dx.doi.org/10.2478/raft-2022-0028.
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Abstract This article aims to present an architecture for the integration of shallow and deep processing techniques in the context of foreign language learning. Since the concept of “levels of processing” has been originally proposed by Craik and Lockhart in 1972, specialized literature has been constantly tried to replicate this cognitive-based architecture in order to find its applications to different domains. In an endeavor to fill the existing gap in the literature that attempts to “marry” language learning and psycholinguistics, this study offers an added cognitive neuroscience perspective to the understanding of shallow and deep processing encoding mechanisms that facilitate effective language learning. Starting from a brief theoretical report of the role of cognitive processes activated for the acquisition and learning of a foreign language, this study will propose some integrated pedagogical suggestions for promoting learners’ effective processing of L2 data in the classroom.
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Kostadinov, O.D. "TRANSFORMING KNOWLEDGE INTO SKILLS — COGNITIVE FOUNDATIONS OF LANGUAGE MASTERY." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 104 (May 20, 2025): 45–48. https://doi.org/10.5281/zenodo.15477066.
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Language — that remarkable human skill — is the foundation of our communication, thought, and social interaction. It is a dynamic system that is constantly evolving, reflecting changes in societies and cultures around the world. Mastering a language, whether native or foreign, is a complex process that engages different cognitive mechanisms and requires targeted teaching practices. This article explores these aspects by analyzing teaching approaches, methods, and techniques that facilitate language acquisition and mastery, as well as the cognitive processes that underlie this journey from knowledge to skill.
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Ovsyanko, Ganna, and Svitlana Kyrychenko. "Psychological features of studying a foreign language for professional purposes." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 158–67. http://dx.doi.org/10.31874/2520-6702-2021-11-1-158-167.
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The article considers the issue of taking into account the psychological characteristics of students in the study of a foreign language for professional purposes. It was analyzed the methodological aspects of taking into account psychological features in teaching a foreign language. Emphasis is placed on the need and importance of taking into account the psychological characteristics of students in the process of learning a foreign language for professional purposes. The main psychological factors of learning a foreign language are identified. Among the main psychological factors are: motivation and interest in language learning, temperament, memory, ability to learn languages, language barrier. Motivation is a major factor in language learning. Only the motivation to succeed can bring results in language learning. Psychological comfort in the classroom is a way to realize their importance in society, trying to get the most information for successful self-development. Under the condition of complete psychological comfort, the intensive development of mental processes and imagination, the improvement of memory, and the ability to communicate begin. Activating memorization processes also plays an important role in foreign language learning. The human brain is a complex mechanism and the main indicator of its efficiency is attention. If attention is reduced, a person can hardly concentrate. The article states that the success of learning a foreign language is determined by a combination of factors: motivational, emotional, cognitive, linguistic, psychophysiological and interactive. This means that the psychological aspects of learning a foreign language determine not only the goals and objectives of teaching, motivation, interest of students, but also the methods and approaches to learning. Emphasis is placed on the need to constantly search for new opportunities and ways to form and improve methods of learning a foreign language for professional purposes. The leading idea of the article is that taking into account the psychological, pedagogical and individual characteristics of students in the study of a foreign language for professional purposes allows to introduce new technologies into the educational process, increase learning efficiency, develop language skills and competencies, develop creative abilities, increase independent and extracurricular activities.