Relevant bibliographies by topics / Forgetting foreign language knowledge

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

Academic literature on the topic 'Forgetting foreign language knowledge'

Author: Grafiati
Published: 5 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Forgetting foreign language knowledge"

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Arieșan, Antonela. "Strategies for vocabulary learning in romanian as a foreign language." Dacoromania 30, no. 1 (2025): 20–27. https://doi.org/10.33993/dr.2025.1.20.27.

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This article examines the impact of the forgetting curve on the process of learning Romanian as a foreign language, focusing on the role of vocabulary in developing communication skills. Starting from the challenges learners face in retaining and using vocabulary, it presents effective teaching and learning strategies, such as spaced repetition, that is highlighted as an essential method for maximizing retention and consolidating long-term knowledge. The conclusions provide practical solutions for teachers and learners, aiming to reduce rapid forgetting and improve linguistic competence.
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Kostadinov, O. "MODEL OF PASSIVE AND ACTIVE FOREIGN LANGUAGE VOCABULARY DYNAMICS." Slovak international scientific journal, no. 84 (June 12, 2024): 69–73. https://doi.org/10.5281/zenodo.11624502.

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Learning a foreign language requires the perception and assimilation of foreign language knowledge to memorize and use it later. The process of remembering is accompanied by forgetting. Memorizing foreign words happens gradually and in stages, which is why foreign language vocabulary is divided into two categories: passive and active vocabulary. For these reasons, we have different degrees of mastery of foreign words. These features of the process of acquiring foreign language knowledge make it dynamic. Between passive and active vocabulary, there is constant movement of vocabulary in both directions. Repetition of foreign words from the passive vocabulary leads to their passage into the active vocabulary and vice versa – when a given foreign word is not actively used, it returns to the passive vocabulary. The dynamics of learning the foreign language determines the result. Knowledge of this dynamic is important for the correct construction of teaching methods and conducting the process of learning a foreign language.
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Lubyanova, Marina A., and Tatyana F. Belousova. "Methodological Competence of a Foreign Language Teacher: Psychological Component." Proceedings of Southern Federal University. Philology 2020, no. 4 (2020): 193–202. http://dx.doi.org/10.18522/1995-0640-2020-4-193-202.

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The article is dedicated to the examination of integral approach to the methodological competence concept of the teacher of the foreign language. The authors consider it a necessary component of the methodological competence – the possession by teacher of the psychological knowledge, which has direct influence on the mastery by the students of the foreign language. In the article it is represented the survey of scientific literature regarding the interrelation of psychological data in the field of general psychology and psycholinguistics with the process of teaching foreign languages, possibility of their application in the practice of instruction, and also training of specialist. The important condition of moulding the psychological component of the professional competence of the teacher is the support of the educational and developmental psychology, however, for the teacher of the foreign language it is especially important to manage scientific information about the psychological features of creation and perception of speech, the processes of communication and vocal behaviour, and the knowledge of the processes of memorization, keeping in mind and forgetting the material, special features of the formation of lingual habits and vocal skills.
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Setyawan, Aris. "INTERCULTURAL LEARNING AS A RESPONSE TO WESTERN HEGEMONY IN ENGLISH LANGUAGE LEARNING IN INDONESIA." JIPIS 32, no. 2 (2023): 120–32. http://dx.doi.org/10.33592/jipis.v32i2.4237.

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There is nothing wrong with using English as a knowledge-generating language alongside Indonesian. The most important part is that we as an Indonesian-speaking community must be able to choose and sort out the elements of English that we want to be included in Indonesian without forgetting our identity as Indonesians. Indonesian people as users of the Indonesian language, use Indonesian. Therefore, we need an innovation in foreign language learning (English) that prioritizes local cultural elements so that students only learn elements of the foreign language. However, the learning content still includes elements of local Indonesian culture. Two things can be done as a form of innovation in learning English that can maintain noble Indonesian values, namely by learning with an intercultural perspective. With this model, students who study a foreign language will not necessarily take on the cultural values of native speakers. Still, rather they will have a comparison of values with the students' local culture and students will be able to take the best attitude from the foreign language learning process. Keywords: Intercultural Insight Learning, Western Hegemony, English Language Learning
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Setyawan, Aris, and Muhammad Tamsil Muin. "Implementation Of Intercultural Learning In English Language Learning In SMAIT Asy-Syukriyyah Tangerang." TARQIYATUNA: Jurnal Pendidikan Agama Islam dan Madrasah Ibtidaiyah 2, no. 2 (2024): 110–20. http://dx.doi.org/10.36769/tarqiyatuna.v2i2.453.

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There is nothing wrong with using English as a knowledge-generating language alongside Indonesian. The most important part is that we as an Indonesian-speaking community must be able to choose and sort out the elements of English that we want to be included in Indonesian without forgetting our identity as Indonesians. Indonesian people as users of the Indonesian language, use Indonesian. Therefore, we need an innovation in foreign language learning (English) that prioritizes local cultural elements so that students only learn elements of the foreign language. However, the learning content still includes elements of local Indonesian culture. Two things can be done as a form of innovation in learning English that can maintain noble Indonesian values, namely by learning with an intercultural perspective. With this model, students who study a foreign language will not necessarily take on the cultural values of native speakers. Still, rather they will have a comparison of values with the students' local culture and students will be able to take the best attitude from the foreign language learning process.
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Zhang, Xiaofang, and Barry Lee Reynolds. "A Mixed-Methods Investigation of the Effectiveness and Perceptions of Learning English Collocations Using the Keyword Method and the Rote Learning Method." Behavioral Sciences 13, no. 7 (2023): 591. http://dx.doi.org/10.3390/bs13070591.

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This study investigated the effectiveness, as well as EFL learners’ perceptions, of the keyword method (KWM) in comparison to the rote learning method (RLM) for the learning of English collocations. A controlled laboratory-like setting was adopted for randomly assigning participants to the KWM group (n = 15) or the RLM group (n = 15). After receiving training on the use of the respective strategy, the two participant groups applied the respective strategy to the learning of collocations. Collocations were assessed at three different time periods, and additional data regarding perceptions of the two strategies were elicited through one-on-one post hoc interviews. The quantitative data revealed that the KWM was superior to the RLM in terms of the long-term retention of productive collocation knowledge; knowledge of adjective–noun collocations was retained better than verb–noun collocations. The qualitative data revealed that participants deemed that the KWM was unfamiliar but effective. Additionally, participants claimed that the RLM was facile but may result in a high rate of forgetting. The pedagogical implications are that foreign language teachers should encourage language learners to use the KWM for learning English collocations. Although the KWM has been recommend by many researchers, it is still rarely advocated for by foreign language instructors. Therefore, it is important that both EFL learners and teachers should be aware of the KWM’s long-term retention effects on the learning of English collocations and apply this vocabulary learning strategy (VLS) in their actual learning and teaching context.
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Betkulova, A., M. Temirkhanov, and A. Seitkhanova. "Features of teaching physics in English in secondary school." Bulletin of the Innovative University of Eurasia 82, no. 2 (2021): 16–20. http://dx.doi.org/10.37788/2021-2/16-20.

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This article reveals the essence of teaching the disciplines of the natural science cycle in English in high school. When preparing for the lesson, there is a need for careful selection of educational material, the teacher thinks out a specific algorithm for working with the text in a foreign language using subject terminology, while not forgetting the basic grammatical and syntactic models characteristic of the English language. In such a language environment, foreign speakers actively acquire solid knowledge, eliminating language difficulties in professionally-oriented lessons. Given this problem, we decided to create a methodological guide for teachers, which will contain tasks for formative assessment in physics lessons in English. Its lexical and grammatical material meets the requirements for mastering the English language (B1) in educational and cognitive activities. The presented progress tests also meet all the requirements of the corresponding stage of training of non-native speakers and help to consolidate the skills of professionally oriented communication. The purpose is to reveal some principles that should be taken into account when preparing assignments for physics lessons in English, as well as to provide a methodological guide for teachers. This article shows several principles that are most effective when conducting lessons. All the data of the article was confirmed by a computer survey of students, the answers were analyzed and collected for publication. Given the results we have presented, secondary school teachers can improve the quality of the material provided, as well as spend less time preparing for lessons. Physics is one of the fundamental sciences that can combine both the subject content and the language component. Here we present various methods of subject- language integration to improve communication skills. Thus, the preparation and conduct of physics lessons in English requires a strict and careful selection of educational material and takes into account the educational profile of secondary school students.
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PONOMARENKO, N., V. PONOMARENKO, G. NEUSTROIEVA, and G. TIMCHENKO. "THE PROBLEM OF SELECTING AND STRUCTURING OF EDUCATIONAL MATERIAL IN ENGLISH WHEN TEACHING STUDENTS OF TECHNICAL SPECIALITIES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 194–98. http://dx.doi.org/10.33989/2075-146x.2022.29.264346.

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The article deals with the scientifically substantiated methods of selecting and organizing educational material based on its didactic significance, taking into account the characteristics of perception, preservation and forgetting of educational information by students of technical specialities, the peculiarities of the educational process of higher education from the point of view of the influence of educational material on the formation of professional qualities of a future specialist.
 This article considers such theoretical and methodological issues of selecting and structuring of educational material in English for developing students’ educational activities in the technical university in the practice of teaching a foreign language, as well as the basic requirements for mastering the knowledge in technical subjects, like Mathematics in which the language of teaching is English. The activities of future specialists, when introducing the academic mobility, depend on the content and nature of the knowledge that higher education should provide them with. A serious reason for many disadvantages in the training of specialists is the lack of scientific substantiation for the selection of the content of education at the university.
 The general provisions on analysis of various options for solving this problem are given and it is estimated that the cybernetic approach is the most optimal, since it allows you to build a technology for selecting educational inaterial that ensures the continuity of learning. It is advisable to consider the presentation of the process of selection and structuring of educational material as a pedagogical technology for constructing an educational thesaurus through a description of its information-semantic structure. This approach reveals the interaction between didactic principles and parameters that characterize the semantic content of the descriptor of educational material. Analysis from the position of didactics of information-semantic structuring of educational material allows us to make a conclusion about the necessity of research in this area.
 The article analyzes scientists’ views on the process of selecting and structuring of educational material as a process of an educational thesaurus. The structuring of educational material depends primarily on the specifics of the subject, on the functions that the latter performs in education, and on the general idea of the construction of the content of education. Practical recommendations are provided for selecting and structuring of educational material.
 The approaches have been developed for structuring educational material that cannot be mechanically transferred to all academic subjects in the same completeness and a further study of the theory and methodology for selecting and structuring of educational material was proposed.
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Kostadinov, O.D. "SOME ASPECTS OF THE DYNAMICS OF THE PROCESS OF FOREIGN LANGUAGE LEARNING." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 57 (June 1, 2023): 31–34. https://doi.org/10.5281/zenodo.7994847.

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The acquisition of a foreign language is a lengthy process. Learned foreign words go into memory, but later the learners may forget them or, after repetition for varying lengths of time, they can memorize them. Forgetting foreign words has two degrees: forgetting the foreign words and their meaning in the native language or forgetting only the meaning of the foreign words in the native language. Learners must learn the forgotten foreign words again, like unknown words. Foreign language learners use only part of the learned words actively through speaking or writing, but there are words that learners can only understand when they listen or read. This division is the basis of the division of memory into active and passive. This publication examines the dynamics of the process of foreign language learning
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Gengtian, Ren. "FACTORS OF FORGETTING HIEROGLYPHS IN TEACHING CHINESE AS A FOREIGN LANGUAGE." Вестник Пермского университета. Российская и зарубежная филология 12, no. 3 (2020): 24–30. http://dx.doi.org/10.17072/2073-6681-2020-3-24-30.

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The study focuses on the problem of forgetting Chinese hieroglyphs that arises in the process of learning the Chinese language. The problem is relevant with regard to the modern methods in teaching Chinese as a foreign language. The author sets the following tasks: 1) by the example of students specializing in linguistics at Perm State University, to analyze experimentally the process of forgetting the lexical minimum; 2) to study the cognitive characteristics and patterns of forgetting hieroglyphics. The experiment results were analyzed based on the reactions ‘Reading’ and ‘Translation’. It was found that for students it is easier to remember translation rather than reading of a hieroglyph: the coefficient of correct answers for the ‘Translation’ reaction is on average higher than that for the ‘Reading’ reaction. Comparative tables were compiled showing the average value of the forgetting coefficient among students learning vocabulary HSK 1 and HSK 2 at three control time points. The experiment showed that at all levels and for both reactions one tendency is observed: the degree of forgetting hieroglyphics increases by the beginning of the academic period following the previously completed period but decreases by the end of the educational period to the initial or lower level. There were identified factors that can increase recognition of hieroglyphs, for example, the presence of analogues in the Russian language (terms of kinship, numerals, pronouns). The process of forgetting was analyzed; analysis showed that hieroglyphs are forgotten only at the initial stage of training, with subsequent increase in the memorizing degree exceeding the initial indicators. The data obtained can serve as an important empirical basis in developing approaches to the methodology of teaching the Chinese language, and can also be useful for research concerning the problems of forgetting lexical units when studying foreign languages and, in particular, the memorization of hieroglyphs.
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Dissertations / Theses on the topic "Forgetting foreign language knowledge"

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Kepol, Napisah. "Investigating English as a foreign language (EFL) teacher knowledge bases." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552755.

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This thesis presents the results of an investigation into the nature of the knowledge bases of five experienced exemplary teachers of English as a Foreign Language (EFL) in four private language schools in Britain. The purpose of this qualitative descriptive study was to explore and understand the practical everyday classroom knowledge of these teachers through an analysis of the various types of knowledge that they drew upon when teaching. Researchers investigating English for speakers of other languages (ESOL) teacher knowledge have revealed different types of knowledge that ESOL teachers possess and have pointed out the interactive nature of this knowledge. Some researchers have begun to unravel the finer elements of this knowledge and its interwoven nature but to a limited extent so far. This research was aimed at being instrumental in improving understanding and developing the conceptualization of ESOL teacher knowledge by not only providing information about the finer elements of the teachers' knowledge but also providing it within a new contextual perspective which is ESOL teacher knowledge in British private language schools. The main questions guiding this study focused on what constituted the knowledge bases of these teachers and the nature of their relational complexity. The study was carried out using an instrumental multiple-case study methodology in which interviews and classroom observations were the main methods of data collection. The analysis of the five cases produced a detailed taxonomy of the participating teachers' knowledge bases and revealed the relational complexity of the various types of knowledge. The findings have led to a better understanding of ESOL teacher knowledge where it has been revealed to be much richer and more complex than so far has been presented in the literature.
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Cavieres, Lizette, Patricio Escobar, Carla Gallego, et al. "Lexical knowledge and reading comprehension skills in English as a foreign language." Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/109759.

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Wistner, Brian. "Effects of metalinguistic knowledge and language aptitude on second language learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/250126.

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Applied Linguistics<br>Ph.D.<br>The purpose of this study was to investigate the effects of metalinguistic knowledge and language learning aptitude on second language (L2) procedural knowledge. Three lines of inquiry were undertaken: (a) confirming the factorial structure of metalinguistic knowledge and language learning aptitude; (b) testing the relative effects of metalinguistic knowledge and language learning aptitude on L2 procedural knowledge; and (c) assessing the relative contributions of receptive and productive metalinguistic knowledge and components of language learning aptitude to L2 procedural knowledge. Two-hundred-forty-nine Japanese university students participated. One receptive and two productive tests of metalinguistic knowledge related to metalinguistic terminology and English grammatical rules were administered. Learners' language learning aptitude was measured using the Lunic Language Marathon, which consisted of four scales: number learning, sound-symbol association, vocabulary learning, and language analytical ability. Participants' L2 procedural knowledge was assessed through performance on a timed writing task. The writing samples were scored for overall quality, L2 complexity, accuracy, and fluency. The scores from each test were subjected to Rasch analyses to investigate the construct validity and unidimensionality of the instruments. The results of the Rasch analyses indicated that the test items fit the Rasch model, supporting the construct validity of the instruments. The unidimensionality of each instrument was established through Rasch principal component analyses. Interval-level Rasch measures were used for the subsequent analyses. The results of exploratory and confirmatory factor analyses indicated that metalinguistic knowledge and language learning aptitude were distinct constructs. A two-factor model showed good model fit and explained the relationship between the two constructs. Structural equation modeling revealed that metalinguistic knowledge significantly predicted L2 procedural knowledge, complexity, accuracy, and fluency. Language learning aptitude, however, was not a statistically significant predictor of the L2 procedural knowledge variables. The results of a path model analysis indicated that productive metalinguistic knowledge was the strongest predictor of L2 procedural knowledge, language analytical ability predicted receptive metalinguistic knowledge, and number learning was negatively associated with L2 procedural knowledge. The findings point to the facilitative role of metalinguistic knowledge in L2 learning and the viability of L2 declarative knowledge becoming proceduralized through practice.<br>Temple University--Theses
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Zubenko, O. V., and О. В. Зубенко. "Academic Success in Mastering a Foreign Language." Thesis, ВНТУ, 2019. http://ir.lib.vntu.edu.ua//handle/123456789/24398.

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The importance of academic success in mastering a foreign language is considered in this paper, taking into account linguistic and non-linguistic factors of influence, the combination of which makes it possible to improve the efficiency of learning not only a foreign language but also stimulates and improves the success in other disciplines and fields of activity<br>В даній роботі розглядається важливість академічного успіху в опануванні іноземної мови із урахуванням лінгвістичних та нелінгвістичних факторів впливу, сукупність яких дає можливість підвищити ефективність засвоєння не тільки з іноземної мови, але й стимулює і покращує успішність з інших дисциплін та сфер діяльності.
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Qureshi, Muhammad Asif. "Age and knowledge of morphosyntax in English as an additional language| Grammatical judgment and error correction." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705456.

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<p> Research on age and second language acquisition (L2A) is vast, but inconclusive. Such research has mainly been motivated by the Critical Period Hypothesis (CPH), which postulates that language acquisition becomes extremely difficult after the onset of puberty. Also, there is a lack of research on age and third/additional language (L3/Ln) learning. To fill this gap, this dissertation examines differences in morphosyntactic knowledge between early and late learners of English as a L3/Ln. In this study, `early' and `late' learners are those participants first exposed to English as a medium of instruction (MOI) in 1st and 11th grades, respectively. Participants' morphosyntactic knowledge was assessed based on two tasks: (a) a Grammaticality Judgment Task (GJT) and (b) an editing task, which required participants to correct morphosyntactic errors. Three hundred and thirty five undergraduate and graduate students from two universities in Pakistan voluntarily participated in the research. </p><p> Results of the group comparisons showed no statistically significant differences between early and late learners on the GJT; however, on the editing task, a modest but significant difference was observed between the two groups, with late learners scoring higher. This finding contradicts the predictions of the CPH. </p><p> On individual morphosyntactic features in the GJT, a significant difference was observed between the two groups on past tense and third person singular. The effect sizes supported an edge for late learners. In contrast to the GJT, on the editing task all morphosyntactic features (a total of eight features) except adverb suffix, present progressive, and past tense showed a small but significant difference, again favoring late learners. In terms of task difficulty, both groups attained higher scores on the GJT and lower scores on the editing task. Also, a strong and statistically significant correlation was found between scores for grammatical and ungrammatical stimuli on the GJT, but a very weak and statistically non-significant correlation between the grammatical and ungrammatical halves of the GJT and the editing task. </p><p> Results showed that early L3/Ln learners did not have an edge over late L3/Ln learners in their morphosyntactic proficiency in this English as an additional language context. This dissertation explored L3/Ln learning by predominantly Urdu and Punjabi bilingual speakers, a previously unexplored population. The two measures used provided complementary perspectives on grammatical knowledge. Future research should also examine early and late proficiency differences using a more ecologically valid measure (e.g., a writing task). </p>
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Zhang, Weimin. "In search of English as a foreign language (EFL) teachers' knowledge of vocabulary instruction." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-05232008-215235/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. John Murphy, committee chair; Diane Belcher, Gayle Nelson, Sara Weigle, committee members. Electronic text (288 p. : ill.) : digital, PDF file. Description based on contents viewed June 9, 2008. Includes bibliographical references (p. 249-273).
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Ariogul, Sibel. "Exploring of teacher knowledge base a qualitative study of English as a foreign language (EFL) teachers' practical knowledge in Turkey /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223068.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>"Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2083. Adviser: Sharon Pugh.
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Clenton, Jonathan. "Investigating the construct of productive vocabulary knowledge with Lex30." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42281.

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This thesis investigates the construct of productive vocabulary knowledge with a productive vocabulary task, Lex30. The task is designed to elicit up to four vocabulary items in response to each of 30 cues. In this way, Lex30 generates a corpus for each subject up to 120 words, which is then categorised according to frequency bands. The test is scored according to the number, or proportion, of infrequent words elicited, with infrequent defined as all items excluding the most frequently occurring 1000 English words. The higher the Lex30 score, then, the more infrequent words that subject has produced in response to the cues. Each corpus generated by Lex30, therefore, offers information about subjects' relative knowledge of infrequent items, although this might only be threshold knowledge. A feature of Lex30 is that it appears to measure productive vocabulary knowledge discretely: it does not activate multiple aspects of language knowledge, and is not context engaging. This feature suggests that we can measure one of the many aspects that are commonly considered to constitute language knowledge, productive vocabulary knowledge, without interference from other aspects of language knowledge. Additionally, Lex30 offers the potential to hypothesize about subjects' relative L2 proficiency in terms of the proportion of infrequent items they provide. To investigate the construct of productive vocabulary with Lex30, this thesis examines, in a principled way, exactly what aspect of language competence it measures, and makes comparisons with other cognate tests. The test has been used in a number of contexts since its introduction; this thesis offers a thorough investigation of its reliability, different versions of the scoring system, the influence cue frequency and of specific cue items, and the mode of task delivery and response. The thesis concludes that Lex30 provides us with a helpful means to understand the construct of productive vocabulary knowledge.
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Buregeya, Alfred. "Language production, grammaticality judgements, and rule verbalisations in second language acquisition : a study of the interlanguage knowledge of English wh-questions by EFL Rwandan learners." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239485.

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Dwalk, Raghad A. "the role of lexical and syntactic knowledge in English as a foreign language reading comprehension." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247851133.

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Books on the topic "Forgetting foreign language knowledge"

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Tardy, Christine M. Building genre knowledge. Parlor Press, 2009.

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Sargsyan, Mariana. Integrating cultural knowledge in the English language class. Nairi, 2016.

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Ramanathan, Vai. The politics of TESOL education: Writing, knowledge, critical pedagogy. Routledge Falmer, 2003.

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Aguado, Karin, and Annelie Knapp. Fremdsprachen in Studium und Lehre: Chancen und Herausforderungen für den Wissenserwerb = Foreign languages in Higher Education : Opportunities and Challenges for the Acquisition of Knowledge. Peter Lang Edition, 2015.

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Alan, Pulverness, and Williams Melanie 1952-, eds. The TKT course: Teaching knowledge test : modules 1, 2 and 3. 2nd ed. Cambridge University Press, 2011.

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Puhvel, Jaan. Homer and Hittite. Institut für Sprachwissenschaft der Universität Innsbruck, 1991.

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Aoki, Naoko. Nihongo kyōiku no atarashii chizu: Senmon chishiki o kakikaeru = State-of-the-art in Japanese language education : rewriting expert knowledge. Hitsuji Shobō, 2021.

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Bettina, Missler, Multhaup Uwe, and Wolff Dieter, eds. The construction of knowledge, learner autonomy, and related issues in foreign language learning: Essays in honour of Dieter Wolff. Stauffenburg, 1999.

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Elizabeth. Elizabeth I: Autograph compositions and foreign language originals. University of Chicago Press, 2003.

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1953-, Lackner Michael, Amelung Iwo, and Kurtz Joachim, eds. New terms for new ideas: Western knowledge and lexical change in Late Imperial China. Brill, 2001.

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Book chapters on the topic "Forgetting foreign language knowledge"

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Knospe, Yvonne. "Metacognitive Knowledge about Writing in a Foreign Language." In Metacognition in Language Learning and Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351049146-7.

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Glaser, Karen. "Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.03gla.

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Despite its crucial contribution to second/foreign language (L2) competence, pragmatics has still not gained a fixed place in many language teacher training programs. To address this, a workshop for in-service primary English as a Foreign Language (EFL) teachers was conducted to raise awareness of L2 pragmatics and to present suggestions for teaching it in the classroom. This chapter documents the contents of this professional training course and presents insights into the participants’ expectations and perceptions of the workshop, as well as their knowledge and attitudes towards the teaching of L2 pragmatics. Data was collected by means of questionnaires at the beginning and end of the workshop. In addition to presenting the results, the chapter discusses implications for teacher education to help bring pragmatics into the L2 classroom on a wider scale.
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Borzova, Elena V., and Maria A. Shemanaeva. "The Effects of Tasks on Comprehending Foreign Language Professional Texts." In Knowledge in the Information Society. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_18.

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Stein-Smith, Kathleen. "The Career Connection—Foreign Languages as a Career Asset: The Importance of Foreign Language Knowledge and Intercultural Competence." In The U.S. Foreign Language Deficit. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34159-0_3.

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Cots, Josep M. "Knowledge About Language in the Mother Tongue and Foreign Language Curricula." In Language Awareness and Multilingualism. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02240-6_2.

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Cots, Josep M. "Knowledge About Language in the Mother Tongue and Foreign Language Curricula." In Language Awareness and Multilingualism. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02325-0_2-1.

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Kisselev, Olesya, Mikhail Kopotev, and Anton Vakhranev. "Measuring Lexical Knowledge in Russian as a Second Language." In Assessment of Russian as a Foreign Language. Routledge, 2025. https://doi.org/10.4324/9781003476122-7.

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Belyakova, O. V., and N. A. Pyrkina. "App-Based Multimedia in Foreign Language Teaching: Options for Language Learner." In Current Achievements, Challenges and Digital Chances of Knowledge Based Economy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47458-4_64.

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Swartz, Merryanna L. "Issues for Tutoring Knowledge in Foreign Language Intelligent Tutoring Systems." In Intelligent Tutoring Systems for Foreign Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_14.

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Mitchell, Rosamond, and Christopher Brumfit. "20. The place of knowledge about language in the mother tongue and foreign language curriculum." In Reflections on Language and Language Learning. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.27mit.

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Conference papers on the topic "Forgetting foreign language knowledge"

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Dou, Shihan, Enyu Zhou, Yan Liu, et al. "LoRAMoE: Alleviating World Knowledge Forgetting in Large Language Models via MoE-Style Plugin." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.106.

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Ni, Shiwen, Dingwei Chen, Chengming Li, Xiping Hu, Ruifeng Xu, and Min Yang. "Forgetting before Learning: Utilizing Parametric Arithmetic for Knowledge Updating in Large Language Models." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.310.

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Jin, Xing, Chaofeng Zhang, Yanli Wang, and Guozheng Fang. "Application and Practical Exploration of Knowledge Graphs in Inquiry-Based Foreign Language Teaching." In 2025 14th International Conference on Educational and Information Technology (ICEIT). IEEE, 2025. https://doi.org/10.1109/iceit64364.2025.10976016.

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Grupp, Katja. "(Foreign) Language against Forgetting." In XII Congress of the ICLA. Georgian Comparative Literature Association, 2025. https://doi.org/10.62119/icla.4.9049.

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"The Eighth Life: (For Brilka)" a novel by Nino Haratischvili (2014) and "Maybe Esther A Family Story" a memoir by Katja Petrowskaja (2014) are both German language works Both authors recount the passing on of memories and stories within a family over generations. In both stories, the family narrative is strongly influenced by the political events of 20th century world history. The personal confrontation with the consequences of the tota­litarian regimes in Eastern and Western Europe proceeds differently in the families. Stalinism and Nazi dictatorship leave violent traces in the respective families but also in the individual biographies. This paper will explore the question of how differently family history is passed on and how family stories, which are preserved in communicative memory and passed on orally (Welzer, 2011), relate to world history, which is stored in cultural memory (Assmann, A. 2018). "Families serve as a kind of switchboard between the individual memory and larger frames of collective remembrance. " (Erll 2011, p. 315). In both books, however, the remembering, telling and (re)constructing of family histories is also contrasted with forgetting (Haratischvili) and silen­ce (Petrovskaya). "The score of Forgetting" and the "Silence" in Katja Petrov­s­kaya's family history create gaps that are filled by fictional stories. Langu­age, also the "language of the mute", is the medium used to work against forgetting. Two different methods are shown of how language can function as a tool of emancipation and what functions language takes on in the indivi­dual, the familial and cultural memory. Notably, the works were not written in the mother tongue of the authors, but in German.
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Tremblay, Annie, and Mirjam Broersma. "Foreign-Language Knowledge Enhances Artificial-Language Segmentation." In Interspeech 2019. ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-2446.

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Ma, Boxuan, Gayan Prasad Hettiarachchi, Sora Fukui, and Yuji Ando. "Each Encounter Counts: Modeling Language Learning and Forgetting." In LAK 2023: 13th International Learning Analytics and Knowledge Conference. ACM, 2023. http://dx.doi.org/10.1145/3576050.3576062.

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Ge, Jun, and Xing Li. "Investigating into Visual Representations for Foreign Language Knowledge." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00049.

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Kar, Sudipta, Giuseppe Castellucci, Simone Filice, Shervin Malmasi, and Oleg Rokhlenko. "Preventing Catastrophic Forgetting in Continual Learning of New Natural Language Tasks." In KDD '22: The 28th ACM SIGKDD Conference on Knowledge Discovery and Data Mining. ACM, 2022. http://dx.doi.org/10.1145/3534678.3539169.

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Gridneva, Bella Olegovna. "Professionally Oriented Foreign Language Teaching In A Technical University." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.277.

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Pronina, Natalia Sergeevna. "Problem Of Classification Of Methods In Foreign Language Education." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.174.

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Reports on the topic "Forgetting foreign language knowledge"

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Бакум, З. П., та О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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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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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, 2022. http://dx.doi.org/10.55317/9781784135010.

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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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