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Journal articles on the topic 'French Foreign and Second Language'
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Shepeleva, Natalia Y. "FEATURES OF TEACHING A SECOND FOREIGN LANGUAGE (FRENCH) IN NON-LANGUAGE SPECIALTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 226–30. http://dx.doi.org/10.34216/2073-1426-2020-26-2-226-230.
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The article considers the introduction of second-language students into the training, which actualizes the problem of interaction between two foreign languages: English as a basic and French, as a second foreign language among students of non-linguistic specialties. The purpose of teaching a second foreign language is to form sociocultural and professional competences among students. An important task is to develop a method of applying tasks and exercises to gain knowledge, skills, skills in training and mastering special professional terminology. The methodology of teaching the second foreign language was analyzed, based on the compensatory and adaptive skills of students formed in the first foreign language (English) compensatory and adaptive skills and compensatory possibilities of the educational material in learning the second language. The article considers the issue of solving a set of problems related to the assimilation of two foreign languages, provides methodological techniques aimed at raising efficiency of the language learning process.
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Neufeld, Gerald G. "Non-Foreign-Accented Speech in Adult Second Language Learners." ITL - International Journal of Applied Linguistics 133-134 (January 1, 2001): 185–206. http://dx.doi.org/10.1075/itl.133-134.01neu.
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Abstract The findings of this study add to the growing number of reports in which investigators claim to have located adult second language learners who, under rigorous test conditions, manage to pass as native speakers in L2. The aims of this paper were two, first, to provide a detailed account of how we tested and qualified our Anglophones as native-like speakers of French and, second, to suggest that, interesting as our data were, more questions emerge than do answers. Seven of 18 English/French bilinguals, having acquired L2 after the age of 16, were selected by means of a pre-test interview with three Francophones as “potentially of French-speaking background.” These seven, along with three Francophone controls, recited an 81-word passage in French onto a tape-recorder. Sixty-eight native-speaking French raters, of similar dialectal background and weak in English, each heard one of four tapes with differing random roders of the 10 passages, their task being to designate each voice as “Franco-phone” or “non-Francophone.” Four of our seven English-Franch bilinguals obtained ratings statistically comparable to those of our three Francophone controls.
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Balas, Anna. "The influence of second language vowels on foreign language vowel perception." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 44. http://dx.doi.org/10.3765/plsa.v2i0.4085.
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This paper examines the limits of feature abstraction and the influence of second language vowels on foreign vowel perception (cf. Pajak and Levy 2014). Perception of Dutch vowels by Polish students of English and French and Dutch was assessed using categorization tasks with goodness ratings. Dutch front rounded vowels were identified predominantly as front vowels by learners of French and Dutch and as back vowels by learners of English.The results suggest that the hypothesis about selective attention to features should incorporate markedness and that experience with second language front rounded vowels is enough to trigger disentangling rounding from backness.
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Duquette, Lise, and Claude St-Jacques. "An Online Tutorial for French as Second / Foreign Language." International Journal of Learning: Annual Review 12, no. 5 (2006): 257–64. http://dx.doi.org/10.18848/1447-9494/cgp/v12i05/47864.
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Ndinga-Koumba-Binza, H. S. "From foreign to national: a review of the status of the French language in Gabon." Literator 32, no. 2 (June 22, 2011): 135–50. http://dx.doi.org/10.4102/lit.v32i2.15.
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This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.
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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.
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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.
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Ekmekci, Emrah. "Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors." International Education Studies 11, no. 5 (April 23, 2018): 74. http://dx.doi.org/10.5539/ies.v11n5p74.
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Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.
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Dubrova, S. V. "Особенности преподавания французского языка как второго иностранного в высших учебных заведениях." Science and Education a New Dimension VI(163), no. 67 (May 27, 2018): 26–29. http://dx.doi.org/10.31174/send-pp2018-163vi67-06.
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Petrova, Мaria А. "Language practices of Russian and Austrian diplomats in the second half of the eighteenth century." Central-European Studies 2019, no. 2 (11) (2020): 35–60. http://dx.doi.org/10.31168/2619-0877.2019.2.2.
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The introduction of French into the international sphere proceeded gradually throughout the eighteenth century and was largely due to the growing significance of French culture in the courts and educated milieu of Europe. By the middle of the century, French had not only become the most important language of external diplomatic communication, but had also gradually entered into the internal correspondence of foreign offices. Nevertheless, in the second half of the eighteenth century a large part of such correspondence continued to be conducted in the native language of the diplomats involved. This paper, based on archival sources, deals with the linguistic practices of Russian-speaking (Russophone) diplomats of the Russian Empire and diplomats from Austria, as well as the problem they faced in choosing between their native language or French when writing reports and letters. The language practices are considered in the context of the language policies of Catherine II, Maria Theresa, and Joseph II, who consistently implemented reforms in the Russian Empire and the Austrian monarchy in support of Russian and German respectively. Since there were many diplomats of foreign origin in the Russian College of Foreign Affairs, the French and Russian languages were considered equal. Their use in correspondence depended on the preferences of the chiefs, the personal experience of the diplomatic representatives (their French language skills, level of education in general, social and cultural background, and the characteristics of their particular place of residence), and in some cases on the subject of the correspondence. In the paperwork of the Austrian State Chancellery, the French language was used in official reports far less frequently than German, but rather often in semi-private correspondence with monarchs or high-ranking nobles in order to establish a confidential contact with them. A significant conclusion is drawn that the analysis of the language practices of Russian and Austrian diplomats requires a study of the language competency of the mission staff.
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Kucharczyk, Radosław, and Krystyna Szymankiewicz. "Uwarunkowania wyboru nauki języka francuskiego przez polskich licealistów." Acta Neophilologica 1, no. XXII (June 1, 2020): 73–90. http://dx.doi.org/10.31648/an.5219.
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The aim of this article is to present the results of a sociological study diagnos-ing the reasons and circumstances for the choice of French as a second foreign language by Polish youth in secondary schools. In our study, we focused on two groups of factors. The first of these concerns systemic solutions that affect the position and perception of French as a second foreign language taught in secondary schools as a consequence of the organization of foreign language teaching in Polish schools. The second group of factors is related to students themselves and, more specifically, to social representations they have about French and its learning, language biography and experiences stemming from contacts with French beoynd school. Our goal was to determine if and how these factors have the power to influence the motivation to study French in secondary schools. The study was a survey and included a sample of over 500 secondary school students from Warsaw and nearly 400 secondary school students from the Świętokrzyskie Province.
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Gahunga, Olive. "Are Self-Efficacy, Language Learning Strategies, and Foreign Language Ability Interrelated?" Buckingham Journal of Language and Linguistics 2 (June 22, 2010): 47–60. http://dx.doi.org/10.5750/bjll.v2i0.14.
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This study investigated the interrelationships among three variables: self-efficacy, language learning strategies, and language ability. The study participants were thirty-seven college students studying French at a midwestern, medium-size, university located a large metropolitan area. All the students were at the intermediate level of proficiency in French. The students’ self-efficacy was measured through a forty-item questionnaire in which they expressed their levels of certainty that they could perform learning tasks at desired levels of proficiency. Their use of language learning strategies was also measured through a forty-item questionnaire that was an adaptation of Oxford’s (1990) Strategy Inventory for Language Learning (SILL). Their language ability in French was measured through a sixty-item cloze test. The results of the study revealed the existence of positive and statistically significant relationships among the three variables. Recommendations for second language students, programs, and instructors were suggested to help students achieve higher communicative competence.
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Tremblay, Annie. "PROFICIENCY ASSESSMENT STANDARDS IN SECOND LANGUAGE ACQUISITION RESEARCH." Studies in Second Language Acquisition 33, no. 3 (July 20, 2011): 339–72. http://dx.doi.org/10.1017/s0272263111000015.
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The present study aims to sensitize SLA researchers to the importance of documenting and controlling for their participants’ proficiency in the target language, with the goal of establishing more robust proficiency assessment standards in experimental research. First, this article presents a survey of recent (2000–2008) foreign and second-language (L2) acquisition studies that show that such standards have yet to be met. Second, it demonstrates the validity, reliability, and practicality of a cloze (i.e., fill-in-the-blank) test designed to discriminate among L2 learners of French at different proficiency levels. Subject and item analyses are performed on the cloze test scores of 169 L2 learners of French from various language backgrounds. The relationship between these scores and the learners’ language background is examined. Cutoff points between proficiency levels are identified in the data. The test then is shared with scholars so that those working with a similar population of L2 learners of French can also use it.
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Azieb, Samia, Rajai AL-Khanji, and Majid Tarawneh. "French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?" International Education Studies 14, no. 7 (June 24, 2021): 72. http://dx.doi.org/10.5539/ies.v14n7p72.
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The aim of the present study is two-fold in essence. First, it aims at finding out the extent to which cognates’ recognition aids Jordanian French-English bilinguals to translate from English into French. Second, it seeks to determine if such recognition can be a good strategy in learning foreign languages. Accordingly, a Translation Elicitation Task containing cognates and false cognates was devised and given to a sample of 31 students majoring in French at both the B.A and M.A levels at the University of Jordan. Findings of the study showed that most students did benefit from their English language background, and thus cognates facilitated their comprehension of French. However, some students participating in the translation test were not mindful of the lexical differences between English and French, thus producing an incorrect interpretation of the text. The study ends with a recommendation for foreign language instructors to teach cognate recognition strategies explicitly.
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Granfeldt, Jonas, Susan Sayehli, and Malin Ågren. "The context of second foreign languages in Swedish secondary schools." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 27–48. http://dx.doi.org/10.17011/apples/urn.201903011688.
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This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socio-economic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.
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Möhring, Anja. "The acquisition of French by German pre-school children." EUROSLA Yearbook 1 (January 1, 2001): 171–93. http://dx.doi.org/10.1075/eurosla.1.14moh.
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The present study is an analysis of the acquisition of French by German children who were exposed to the language for the first time at the age of approximately three years. I investigated the usage of the French gender system, namely gender attribution and gender agreement, in order to determine whether these children were acquiring French as a ‘second’ first language, as bilinguals do with simultaneous input of two languages from birth onwards, or whether they were acquiring it as a ‘first’ second language. The analysis of several measures demonstrated that the usage of gender-marking elements of most subjects was more similar to that of bilingual children than of child L2 learners who have first been exposed to French after the age of 6. This suggests that bilingual first language acquisition is also possible with first exposure to a foreign language at the age of approximately three years.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Hardini, Tri Indri, and Philippe Grangé. "AN OVERVIEW OF INDONESIAN LOANWORDS FROM FRENCH." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 155. http://dx.doi.org/10.17509/ijal.v6i1.2749.
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When two languages come into contact, they exert a reciprocal influence, often unbalanced. A phenomenon that often occurs in case of language contact is the absorption or borrowing of lexical elements, which will enrich the vocabulary of the receiving language. In this article, we deal with words adopted from French in Indonesian and vice-versa. This research shows that most of the words of French origin in Indonesian/Malay language were borrowed through Dutch. Historical background explains why there are no direct loanwords from French language in Indonesian. Nowadays, a second batch of words originating from Old French finds their way into Indonesian through English. On the other hand, very few words from Malay-Indonesian origin were borrowed in French, and their route was not straight either: they were conveyed through Portuguese or Dutch. Phonological adaptation and shift of meaning may have happen when the words were loaned from French to Dutch language or later, when adapted from Dutch into Indonesian language. The data analysed in this article may help teachers of French as a Foreign Language in Indonesia, as well as teachers of Indonesian as a Foreign Language in French-speaking countries, to predict which words will be immediately recognized by their students, and when they should pay extra-attention to faux-amis (cognates whose meanings differ).
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Kupisch, Tanja, Dagmar Barton, Katja Hailer, Ewgenia Klaschik, Ilse Stangen, Tatjana Lein, and Joost van de Weijer. "Foreign Accent in Adult Simultaneous Bilinguals." Heritage Language Journal 11, no. 2 (August 30, 2014): 123–50. http://dx.doi.org/10.46538/hlj.11.2.2.
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The study reported in this paper examines foreign accent (FA) in adult simultaneous bilinguals (2L1ers). Specifically, we investigate how accent is affected if a first language is acquired as a minority (heritage) language as compared to a majority (dominant) language. We compare the perceived FA in both languages of 38 adult 2L1ers (German-French and German-Italian) to that of monolingual native speakers (L1ers) and late second language learners (L2ers). Naturalistic speech samples are judged by 84 native speakers of the respective languages. Results indicate that the majority language is always spoken without an FA, while results for the heritage language fall between those of L1 and L2 speakers. For the heritage language, we further show that a native accent correlates with length of residence in the heritage country during childhood but not during adulthood. Furthermore, raters have comparatively more difficulties when judging the accent of a heritage speaker. The results of this study add to our current understanding of what factors shape the phonology of a heritage language system in adulthood.
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AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (November 21, 2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.
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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.
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Whyte, Shona. "Moving with the times: new developments in languages in French higher education contexts." European Journal of Language Policy: Volume 12, Issue 2 12, no. 2 (October 1, 2020): 193–214. http://dx.doi.org/10.3828/ejlp.2020.10.
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Since the turn of the century, the increasing internationalisation of French higher education has been felt in research and teaching across a broad range of disciplines. The challenges and opportunities affect different sectors of foreign language (FL) education, including modern foreign language (MFL) studies, languages for specific purposes (LSP) and FL certification. This paper offers a review of recent developments in these three areas in France and other European countries, before examining a key difference in French higher education (HE), that is, the schism between second language acquisition (SLA) and language didactics (didactique des langues, DDL). A historical overview of developments in applied linguistics is followed by a panorama of the French language education research community today. The last section of the paper presents three new research networks taking an interdisciplinary perspective on SLA and FL education offering ways to bring together different interests within an expanded understanding of applied linguistics and opening up promising avenues for future collaboration.
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Nsakala, Lengo. "Code-Mixing as a Communication Strategy in the Speech of Zaïrean Students of English." ITL - International Journal of Applied Linguistics 103-104 (January 1, 1994): 113–34. http://dx.doi.org/10.1075/itl.103-104.07nsa.
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Abstract The lack of balance between foreign language students' competence and the communicative demands imposed on them prompts them to resort to communication strategies, one of which is code-mixing. This strategy with Zaïrean students is mostly characterized by the influence of French (rather than their Zaïrean languages) on their English. Foreign language students should be advised to avoid code-mixing in their use of the target language, first because of its poor effect on the listener, and second because it may slow down the acquisition of the target language, instead of promoting it.
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Paillereau, Nikola Maurova. "“Identical” vowels in L1 and L2? Criteria and implications for L2 phonetics teaching and learning." EUROSLA Yearbook 16 (August 10, 2016): 144–78. http://dx.doi.org/10.1075/eurosla.16.06pai.
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Researchers in the field of the teaching and learning of phonetics agree that learners of a foreign/second language (L2) acquire identical vowels by positive transfer from their first language (L1). This statement prompted us to examine whether the French and Czech languages, differing in the size of their vowel inventories, possess any identical vowels that could thus be omitted from French as a Foreign Language (FFL) phonetic curricula intended for Czech learners. The quantification of the vowels’ phonetic similarity is based on the comparison of their (1) phonetic symbols, (2) formant values (F-patterns), and (3) perceptual characteristics. The combined results show that strictly identical vowels between the two languages do not exist, but some French vowels can be defined as highly similar to some Czech vowels. Different coarticulatory effects of vowels produced in isolation and in labial, dental and palato-velar symmetrical environments point to a very strong influence of phonetic contexts on vowel similarity. Indeed, no French vowel is highly similar to any Czech vowel in all of the contexts studied. The findings suggest that phonetic exercises designed for Czech learners should focus on allophonic variations of all French vowels.
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Fernández, Susana, and Hanne Andersen. "Oral proficiency in second and third foreign languages in the Danish education system." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 49–67. http://dx.doi.org/10.17011/apples/urn.201903011689.
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In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.
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Bryxina, I. Y., and O. G. Polyakov. "Intercultural Learning in the French-as-a-second-foreign-language Classroom after English." Yazyk i kul'tura, no. 49 (March 1, 2020): 186–98. http://dx.doi.org/10.17223/19996195/49/12.
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Armelle, Guemkam Ouafo Diane. "Chinese Learners’ Mistakes in the Acquisition of French: Case of Verb Tenses." World Journal of Social Science Research 5, no. 2 (June 6, 2018): 201. http://dx.doi.org/10.22158/wjssr.v5n2p201.
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<em>The mastery of grammatical categories is a very important aspect during the acquisition of foreign languages in general, and in particular contrastive linguistics. Verb tenses in French are important part of speech grammar. Non-Mastery of them may cause second language acquisition mistake and misunderstanding especially in French with the verb lexeme. Their confusion by Chinese learners leads to mistakes. This paper uses descriptive method to analyze Chinese learners’ mistake in French speaking and writing.</em>
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Hijazo-Gascón, Alberto, and Reyes Llopis-García. "Applied cognitive linguistics and foreign language learning. Introduction to the special issue." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 1–20. http://dx.doi.org/10.1515/iral-2018-2004.
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Abstract This introduction provides an overview of the intersection between Applied Cognitive Linguistics and Second/Foreign Language Learning. First, the relevance of Cognitive Linguistics (CL) for Applied Linguistics in general is discussed. The second section explains the main principles of CL and how each relates to the acquisition of second languages: (i) language and human cognition, (ii) language as symbolic, (iii) language as motivated; and (iv) language as usage-based. Section three offers a review of previous literature on CL and L2s that are different from English, as it is one the main aims of this Special Issue to provide state-of-the-art research and scholarship to enhance the bigger picture of the field of Second Language Acquisition beyond English as the target language. Spanish as L2/FL in Applied Cognitive Linguistics is the focus of the next section, which leads to a brief overview of the papers included in the Issue, featuring Spanish as the L2 with L1s such as English, French, German and Italian. Polysemy, Motion Events Typology, Cognitive Grammar and Construction Grammar are the Cognitive Linguistics areas addressed in the contributions here presented.
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Robert, Jean-Michel. "Towards a Teaching of French to English-speaking Learners by Cognate Comprehension." ITL - International Journal of Applied Linguistics 121-122 (January 1, 1998): 39–50. http://dx.doi.org/10.1075/itl.121-122.04rob.
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Abstract Acquiring a foreign or a second language differs strongly according to the proximity of the target language and the mother tongue. In the case of distant languages, the learner tends to simplify the structure of his/her mother tongue and use semantax. On the other hand, the learner of a cognate language could consider the target language as a dialectal variant of his/her own mother tongue. The resulting adaptation would be an innate adaptation, a linguistic superposition. The didactic strategy would then consist in supervising this process of superposition and devising a teaching system based on 'cognate comprehension' of the closely related languages. Such a strategy could be used in the teaching of French to English-speaking learners, though English and French are not commonly considered closely related languages.
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Meristo, Merilyn. "The French Language Olympiad: Promoting language and culture learning." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 39–52. http://dx.doi.org/10.2478/jolace-2020-0012.
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Abstract The aim of this paper is to shed light on promoting teaching and learning the French language and culture through the Olympiad, initiated by a group of practitioners in a community of practice. What makes this Olympiad rather unique is its main focus on cultural knowledge combining it with linguistic aspects. The Olympiad takes place in four different categories taking into account students’ age and prior experience in learning French (e.g. first or second foreign language). In addition, the regional round is organised in Moodle enabling more participants to take part and the national one in situ, at the University of Tallinn. Since the first Olympiad in 2014, the number of competitors has increased and both, private and municipality funded (public) schools participate. The paper provides a detailed overview of the olympiad process: how it was initiated and how it is annually run as well as a description of challenges faced by the organisers.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Blachowska-Szmigiel, Marzena. "L’anxiété nuisible chez les apprenants du FLE. Le cas des étudiants de la philologie romane en cycle de licence." Glottodidactica. An International Journal of Applied Linguistics 47, no. 1 (June 1, 2020): 7–21. http://dx.doi.org/10.14746/gl.2020.47.1.01.
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Language anxiety is the feeling of tension and apprehension associated with second / foreign language learning. It manifests itself in two types of emotional reactions: positive (positiveanxiety) and negative (debilitating anxiety). The focus of this article is to explore the debilitating language anxiety of students learning French as a foreign language and to find out its level in thefirst, second and third years of undergraduate studies in Romance philology. The main research problem concerns the need to develop their ability to manage debilitating language anxiety. Forthis purpose, the findings of a FLCAS questionnaire are presented
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Capliez, Marc. "Prosody- vs. segment-based teaching." Language, Interaction and Acquisition 7, no. 2 (December 31, 2016): 212–37. http://dx.doi.org/10.1075/lia.7.2.03cap.
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English, an international language, is widely taught and learnt as a foreign language in France. However, French learners face pronunciation difficulties, as the two languages differ both on the segmental level (i.e. individual sounds) and on the suprasegmental, prosodic level (i.e. stress, rhythm, intonation). It has been argued that focus on the prosodic features of the target language (L2) would improve learners’ oral skills. Nevertheless, very few studies have brought evidence of the greater role of prosody in the acquisition of a second or foreign language. The current study seeks to address this gap by directly comparing prosody-centred and segment-centred teaching to determine whether one approach is more effective than the other in the improvement of L2 oral perception skills. The study shows that both teaching approaches enabled French EFL learners to improve their perception skills; however, neither method proved to have a stronger impact, suggesting that both segmental and suprasegmental aspects should both be addressed in L2 teaching.
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Mulamba, Kashama. "Social beliefs for the realization of the speech acts of apology and complaint as defined in Ciluba, French, and English." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 19, no. 4 (December 1, 2009): 543–64. http://dx.doi.org/10.1075/prag.19.4.03mul.
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Most cross-linguistic studies of speech acts have dealt mainly with two languages, a native language and a second or foreign language (Carrell and Konneker 1981; Castello 1981; Blum-Kulka 1982; Daikuhura 1986; Eisenstein 1986; Wieland 1989; Chen Rong 1993, 2001; Sifianou 2001; Lee 2004, 2005). Neither have they dealt with an African language as the first language. The present study investigates a multilingual situation where the native speakers of Ciluba, French, and English are compared to the trilingual speakers of the three languages in terms of the realization of the speech acts of apologizing and complaining. It considers the social beliefs of the subjects of the four language groups for the realization of the two speech acts. The study is part of a larger study that was designed to discover the norms of the three languages under investigation and to see how people speaking a second and a foreign language, with different levels of fluency in each, can participate in the activity of the speech communities of the two languages without violating their socio-cultural norms, and what impact, if any, their knowledge of these languages has on each of the languages they speak. Data for the larger study was collected by means of a written questionnaire, role plays, and direct observation. The data and results presented and discussed in this paper come from the written questionnaire administered to the monolingual English and French speakers and trilingual speakers native in Ciluba; and from the same version of the questionnaire administered orally to the monolingual Ciluba speakers. It was found that for the realization of the speech acts of apologizing and complaining, Luba socio-cultural beliefs were different from those of English and French, which are similar. In contrast to French and English, in Ciluba social distance and relative power between the participants play an important role in deciding whether the speech acts can be performed or not. The results also revealed that, despite the difference which exists between Ciluba and the other two languages, i.e., French and English, some subjects from the group of Ciluba monolingual subjects showed some similarities with the groups of French and English monolingual subjects in their responses to some items in the questionnaire. This deviation of some of the native speakers of Ciluba from their social beliefs was hypothesized to be a result of their contact with an urban environment and its mixed culture.
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Avramenko, Anna Р., and Olga Yu Matveeva. "Evaluating the level of interaction strategies of master’s degree students of non-philological specialties (French as a second foreign language)." Rhema, no. 3, 2020 (2020): 53–64. http://dx.doi.org/10.31862/2500-2953-2020-3-53-64.
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This article raises the question of necessity to develop interaction strategies for master’s degree students of non-linguistic faculties who study French as a foreign language. It also describes experiment of evaluating their interaction strategies skills. The article specifies which microskills are required to use interaction strategies at B1 level and outlines the features of communication in foreign language in mini-groups of 2–3 students.
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Ewa Półtorak. "PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA." Neofilolog, no. 53/2 (December 30, 2019): 263–80. http://dx.doi.org/10.14746/n.2019.53.2.8.
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The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.
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Майєр, Н. В. "The education professional program “The French language and second Western European language, foreign literature, foreign language and culture teaching methods at higher education institutions”." Scientific and methodological journal "Foreign Languages", no. 1 (February 26, 2018): 36–40. http://dx.doi.org/10.32589/im.v0i1.124871.
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Akanbi, Balogun Thomas, and Kezie-Osuagwu Clementina Ndidi. "Improving Learners’ Oral Proficiency in French Through the Communicative Approach: Colleges of Education in Oyo in Focus." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 55. http://dx.doi.org/10.5430/jct.v9n1p55.
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It cannot be overemphasised that French language is a foreign language in Nigeria and that its teaching and learning cannot take the same process as acquiring/learning the mother tongue or a second language. Foreign language learning requires some strategic applications in order to be able to interact with the native speakers in real life day to day communication. This study aims at delving into some teaching strategies involving the communicative approach to teaching French as a foreign language in order to boost the oral proficiency of our learners in French. The teachers and students in two colleges of Education namely Federal College of Education (Special) [FCES] and Emmanuel Alayande College of Education (EACOED), both located in Oyo town, were the participants in the study. Data were collected through classroom observation, students’ achievement test as well as questionnaires for teachers. The results indicated that students perform better when the teachers employ the communicative approach. Based on the findings of this study, it is therefore recommended that teachers of French language use the communicative language teaching approach to build confidence in their students as this will help to develop faster their linguistic skills, given that this approach gives priority to listening and speaking skills over reading and writing skills.
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Оlefir, H. "ANGLICISMS IN THE MODERN FRENCH LANGUAGE: A FASHION TREND OR THE DEMAND OF THE TIME?" PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 33 (2018): 218–30. http://dx.doi.org/10.17721/2663-6530.2018.33.16.
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It is an undeniable fact that the English language has become the most widely used, either as native, second national or especially a foreign one. Strong position of English in the globalization processes has led to massive imposition of Anglicisms over other languages, including the French language. French linguists are concerned about the English language domination; the actions are taken to protect the French identity. In particular, the Académie française analyses all the borrowings and provides recommendations regarding their use or substitution. The research topicality is proved by the need to study spread of Anglicisms in French, and to prevent the lexemes interference. The importance of research is evident as the Anglicisms are widely used in all fields of communication. The French language vocabulary reacts to the processes inside the society. French politicians and journalists are responsible for major promotion of Anglicisms – though they are expected to serve examples of literary French. The point is that Anglicisms are perceived as prestigious and fashionable, provoking interest to the notion. However, the Anglicisms are often used in order to sound snobbish which is unacceptable. Morevover, original French words are available. In some cases, the Académie française offers French replacements for the terms accepted worldwide. According to the UN estimation, 2/3 of the world population speaks English. International contacts pushed the process of the languages unification through the language economy. Of course, not all borrowings actually enrich the vocabulary, yet they provide the speakers with additional tools.
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Paquot, Magali. "L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing." Second Language Research 33, no. 1 (July 7, 2016): 13–32. http://dx.doi.org/10.1177/0267658315620265.
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This study investigated French and Spanish EFL (English as a foreign language) learners’ preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data (i.e. argumentative essays), and the frequency of their translation equivalent forms was analysed on the basis of French and Spanish L1 corpora. Strong and positive monotonic correlations were found between the frequency of a lexical bundle in the EFL learners’ written productions and the frequency of its equivalent form in the learners’ first language. Results also suggest that different patterns of use across the two L1 learner populations may be explained by frequency differences in L1 French and Spanish. Overall, the study calls for a more systematic investigation of L1 frequency effects within usage-based perspectives on second language acquisition.
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Paprocka-Piotrowska, Urszula. "KONCEPTUALIZACJA PRZESTRZENI I CZASOWNIKI RUCHU W JĘZYKU POLSKIM I FRANCUSKIM JAKO OBCYM." Neofilolog, no. 40/1 (October 16, 2019): 127–43. http://dx.doi.org/10.14746/n.2013.40.1.9.
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The following text presents part of a trans-lingual research project which aims at the comparison of the acquisition of French and Polish as second languages. The empirical research presented below attempts to answer questions about the extent of language categorisation (semantic/syntactic structures), characteristics of the mother tongue, and influences of the representation of the objective world in the moment when an adult who is learning a (typologically different) foreign language starts to use it in actual communication.
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DEWAELE, JEAN-MARC. "The acquisition of sociolinguistic competence in French as a foreign language: an overview." Journal of French Language Studies 14, no. 3 (November 2004): 301–19. http://dx.doi.org/10.1017/s0959269504001814.
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The present contribution presents an overview of studies in French as a second (L2) and/or foreign language that consider the effects of extralinguistic variables (mostly instructional, experiential and situational factors) on the development of sociolinguistic competence. It focuses specifically on variation between informal and formal variants in phonology, morphology, morpho-syntax and the lexicon.
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Lein, Tatjana, Tanja Kupisch, and Joost van de Weijer. "Voice onset time and global foreign accent in German–French simultaneous bilinguals during adulthood." International Journal of Bilingualism 20, no. 6 (July 27, 2016): 732–49. http://dx.doi.org/10.1177/1367006915589424.
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Aims and objectives: In this study, we investigated crosslinguistic influence in the phonetic systems of simultaneous bilinguals (2L1s) during adulthood. Methodology: Specifically, we analyzed the voice onset time (VOT) of the voiceless stop /k/ in the spontaneous speech of 14 German–French bilinguals who grew up in France or Germany. We looked at both languages, first comparing the groups, second comparing their VOT to their global accent. Data and analysis: The material consisted of interviews, lasting for about half an hour. Findings/conclusions: Most 2L1s showed distinct VOT-ranges in their two languages, even if they were perceived to have a foreign accent in the minority language of their childhood environment. We conclude that the phonetic systems of 2L1s remain separate and stable throughout the lifespan. However, the 2L1s from France had significantly shorter VOTs in German than the 2L1s from Germany, and their speech was overall more accented. These findings are discussed with respect to the role of intra- and extra-linguistic factors. Originality: Our study adds a new perspective to existing VOT studies of bilinguals by using naturalistic speech data and by comparing two groups of 2L1s who have the same language combination but grew up in different countries, which allows us to evaluate the impact of their childhood environment on VOT development. Significance/implications: Language exposure during childhood seems to be beneficial for pronunciation during adulthood.
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Muñoz González, Juan Manuel, Carmen De Castro Castro, and Ana Isabel Brazo Millán. "The adventure of an adventure videogame in French." Digital Education Review, no. 39 (June 30, 2021): 257–69. http://dx.doi.org/10.1344/der.2021.39.257-269.
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With the understanding that videogames have become a powerful resource not only for entertainment but also as an educational resource for foreign language teaching today, the objective of this study was to examine the use of the videogame Broken Sword for the teaching of French as a second language in a higher education setting. To assess the suitability of the video game as a foreign language teaching tool, a quantitative methodology based on a 22-item ad hoc questionnaire was used, through which we collected the assessment of the students. Despite the expectations and the high degree of participation and cooperation of the students surveyed, the results revealed an attitude of indifference regarding the videogame’s contributions to language learning. We considered the results to be very positive, as for many of the students this exercise was not only a test with a language that they did not master yet, but also had technical difficulties that they had to overcome. The challenge of this experience invites us to continue working with new videogames titles and to improve our future methodological interventions.
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Holobow, Naomi E., Fred Genesee, and Wallace E. Lambert. "The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2." Applied Psycholinguistics 12, no. 2 (June 1991): 179–98. http://dx.doi.org/10.1017/s0142716400009139.
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ABSTRACTThis report presents the results of the second year of a 4-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio. This program is of particular interest because it includes children from lower socioeconomic group and ethnic minority group (black) backgrounds in addition to majority group (white), middle-class students who have been the subject of virtually all evaluations of immersion to date. The native language development (English), academic achievement (math), and second language attainment (French) of pilot groups of middle- and working-class students and of black and white students who were in grade 1, as well as those of a follow-up cohort of kindergarten students, were assessed. The results showed that performance differences in English and mathematics between subgroups of students did not depend on the program of instruction they were receiving. Moreover, it was found that the working-class and black students scored as well as the middle-class and white students on the French language tests. The results are discussed further in terms of the immersion students’ level of proficiency in French.
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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Półtorak, Ewa. "Anxiety of writing and developing writing skills on French lessons as the second foreign language." Rozprawy Społeczne 13, no. 3 (January 31, 2020): 112–26. http://dx.doi.org/10.29316/rs/114825.
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Erofeeva, Elena Vladimirovna, and Ludmila Valentinovna Skopova. "METHODOLOGY OF DEVELOPING A PROFESSIONALLY-ORIENTED COURSE BOOK FOR FRENCH AS A SECOND FOREIGN LANGUAGE." Philological Class 25, no. 1 (2020): 153–63. http://dx.doi.org/10.26170/fk20-01-15.
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Bozavlı, Ebubekir. "Is Foreign Language Teaching Possible Without School? Distance Learning Experiences of Foreign Language Students at Ataturk University During the Covid-19 Pandemic." Arab World English Journal 12, no. 1 (March 15, 2021): 3–18. http://dx.doi.org/10.24093/awej/vol12no1.1.
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Covid-19 pandemic forced Turkey, like other countries, to give up face to face teaching in all educational institutions and to move toward distance education. This research aims to determine the learning experiences of foreign language students participating in distance education during the pandemic and their beliefs about whether it is possible to learn a foreign language without school. There were two problems that attempted to be answered; first, is it possible to learn a foreign language during and after the pandemic without being physically at school and second, what kinds of experiences do students gain in distance learning of foreign languages. The sample of the study consists of the students of department of foreign languages at Atatürk University, in Turkey. The study was carried out with a sample population composed of two hundred forty-two male and female students from German, French, and English Language Education Departments. A questionnaire consisting of thirteen close-ended questions created with a 5-Likert type developed by the researcher was applied. Participants answered the questionnaire online via Atatürk University Course Information System. The data were analyzed through the SPSS program to determine their frequency and descriptive analysis, and interpreted with content analysis and descriptive analysis. The results demonstrated that students believe that they can’t learn a foreign language without going to school. Additionally, the findings indicated that their digital literacy skills are insufficient in distance teaching, and students show low motivation in learning.
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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.
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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
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Lochtman, Katja, and Evy Ceuleers. "Tweede- en Vreemde-Taalverwerving in een Meertalige Context." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 93–102. http://dx.doi.org/10.1075/ttwia.74.09loc.
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In Brussels, multilingualism is considered an important asset. Especially knowledge of French, Dutch (Belgium's two main national languages) and English is a pre-requisite for good career opportunities. In this context, students' attitudes towards languages and language learning are of interest to both language teachers and educational policy makers, especially since these attitudes are assumed to have an (indirect) influence on the success rate of second and foreign language acquisition (Ellis, 1994; Gardner, 1985; MacIntyre, 2002; Dörnyei, 2003). The purpose of our study was to investigate the relationship between language images, attitudes and language learning motivation in a multilingual environment. The findings indicate that learner characteristics such as linguistic background and contact with the target language are variables modifying this relationship.
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Rocher Hahlin, Céline, and Jonas Granfeldt. "Strengthening L3 French Motivation: The Differential Impact of Vision-Enhancing Activities." Languages 6, no. 1 (March 15, 2021): 47. http://dx.doi.org/10.3390/languages6010047.
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Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.