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1
Permana, Bagas Anugrah, and Myrna Laksman-Huntley. "PHONEMIC INTERFERENCE AND OVERREGULARIZATION IN THE /S/ AND /∫/ PHONEMES REALIZATION IN FRENCH." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (2020): 71–83. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25973.
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One of the problems in foreign language learning is interference, a rearrangement of patterns resulting from the presence of foreign elements in the language domain (Weinreich, 2010). This research shows how and why phonemic interference of /s/ and /∫/ phonemes occur from Indonesian and English although both phonemes exist in all three languages. Some interference begins from lexeme and then to phonemic level. Other faults are overregularization which is the application of regular grammatical patterns to irregular cases. This seems to support the Logical Problem of Language Acquisition which states that a student cannot correct his/her mistakes without explicit feedback from the linguistic environment (Pinker, 2004).The results of this research indicate that foreign language learning requires knowledge of non-structural elements that are outside of the language, not only following phonological, syntactic, morphological, or lexical rules (structural elements). For example, students' foreign language knowledge and cultural content in teaching materials.
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Bandrivska, Nataliia. "English and French vocabulary as a product of historical development." ScienceRise: Pedagogical Education, no. 4(49) (July 29, 2022): 12–16. http://dx.doi.org/10.15587/2519-4984.2022.261748.
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The word-stock of any language may be subdivided into the sets. The elements of one are native, the elements of another are borrowed. Borrowings are modified in phonetic shape, spelling or meaning according to the standards of the recipient language. The process of interpenetration is constantly going on. One penetrated into a certain language system, a loan word is assimilated and undergoes semantic changes. The greater are the changes, the weaker is the connection of the word with its traditional use in the original language. According to the latest lexicographic data we can speak of a formation tendency of new lexical equivalents in Indo-European languages and the necessity to study them. The French language, which is the object of the study of language, consists of several varieties. The vocabulary of the language is constantly changing, to a greater or lesser extent. Changes are tracked and recorded, which allows to adequately understand modern language, which is developing as a living thing. Social changes of time, caused by changes in the structure of the socio-political system, changes in ownership and composition of active participants in communication, cause a conscious change in language norms. This is expressed primarily in the growth of variant elements of communication, a large number of new loanwords and terms, and, finally, in stylistic changes in the meaning of oral and written language, with a marked change in the domestic sphere of communication. The problem, investigated in the article, is connected with the history of penetration of foreign words, among them English, into the French language and vice versa. Everybody can withness the influence of English borrowings in one foreign language nowadays, the process of adaptation of Anglicisms. The aim of the paper is to confirm loanwords in the French language that are a result of lexical interference of two languages – two cultures – in contact. The material of the investigation is about 70 per cent of Anglicisms, picked out from the latest mass media publications in French. The scientific novelty of the research consists in the fact that Anglicisms make up a part of the French word-stock, replenish the language vocabulary
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Markey, Michael. "Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland." Journal of Immersion and Content-Based Language Education 10, no. 1 (2022): 33–61. http://dx.doi.org/10.1075/jicb.19014.mar.
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Abstract This article looks at how bilingual students harness previous language experience when learning a new language. Research generally affirms that higher second language proficiency is linked to higher levels of proficiency in subsequent language learning and greater use of previously acquired language skills. In the Irish context, however, the varied nature of acquiring/learning languages and perceptions of linguistic distance potentially hinder students in mobilizing their experience with English and Irish when learning foreign languages at school. The study presented here examines how bilingual language experience can be harnessed through analysis of quantitative and qualitative data from English-medium and Irish-medium secondary school students in Ireland, focusing on how they identify and deploy elements of this experience when learning French via the elaboration of strategies and use of metalinguistic awareness. Beyond measures of proficiency, findings show the need for pedagogical tools that allow students to fully exploit their previous language experience.
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Fetsko, Ivanna. "Questions to Borrowing in Ukrainian Museology Term System." Terminological Bulletin, no. 4 (2017): 185–91. http://dx.doi.org/10.37919/2221-8807-2017-4-185-191.
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All cultures of the world is being developed in a close relationship, because any cultural isolation factors adversely affect their existence and undermines gains each individual link. The result of this interaction is the appearance of borrowed concepts, symbols and foreign language vocabulary in languages of different nations. Borrowing is quite logical and natural and predictable as no language can do own stocks lexical stock and must borrow lexical items and be a source of new vocabulary for other languages. The article determined museology terms in terms of their origin, the main source languages and ways of borrowing in foreign term unit in Ukrainan museology term system are identified. It was revealed that museology term system is historically conditioned set of terms; the basic structure consist of foreign-language loans. Much of tokens foreign origin, used for the purpose of nomination in museology term system, borrowed in the Ukrainian language from Greek (hliptoteka, catalog, thesaurus, etc.), Latin (artifact, exhibit, restoration, etc.), French (doublet, tourniquets and so on.), German (outline, of curiosities, etc.), Italian (props, graffiti, etc.), English (note, stand, etc.). so long before the formation of the modern UTM. Genetic peculiarity of terminology has a large number of hybrid terms, indicating that the assimilation of foreign units simultaneously with the aspirations of native speakers to use national elements: ekspozytsiynyk, collectibles, relikviynist (from the Latin root.). It also noted the presence of mixed structures of two languages, which actively operate in museology term system created by combining bases or term elements: Greek + Latin (demography, phillumeny, etc.); + Greek French (avtohid, portrait etc.); French + Latin (Disinfection et al.); Latin Greek + (codicology et al.); Latin + French (valorization etc.). National terms are less than other languages and hybrid terms. Depending on the nature of the process term lexicon borrowing in a foreign language can be divided into direct and indirect. Direct loans are term units that they learned terminological studied directly with language-producer, eg., From Latin: antique dealer, exhibitor, memorial and others. By indirect loans are tokens that entered the museology term system through the intermediary language. For example, through French from Latin included the following terms: amulet, crossbow, replica, etc .; French Italian Gallery, dog, etc .; German with French: poster template so on. Attracting loans allows Ukrainian term system organically fit into the global scientific context. Coming in term system, foreign units undergo appropriate phonetic, morphological and semantic adaptation, and promotes the enrichment of modern Ukrainian museology term system. The use of foreign term units in Ukrainian museology are motivated and helps avoid repetitions, replacing multi-toslivnoho one-word name or for its consolidation and foreign term unit different semantic nuances.
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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 (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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Kormazina, Olga P., Dmitry A. Ruban, and Natalia N. Yashalova. "Hotel Naming in Russian Cities: An Imprint of Foreign Cultures and Languages between Europe and Asia." Societies 12, no. 2 (2022): 58. http://dx.doi.org/10.3390/soc12020058.
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Hotel naming can contribute to cultural exchange, and big countries boasting lengthy peripheries and sharp “cores” are suitable for studying this contribution. Foreign cultural and linguistic imprints in hotel names is studied in four big cities of Russia, namely Rostov-on-Don, Nizhniy Novgorod, Krasnoyarsk, and Vladivostok. It is established that the hotels with names bearing foreign-culture elements constitute up to 20–25% of all hotels in each given city. These elements can be linked to many, chiefly West European countries. The English foreign-language elements are the most common, whereas the French and Italian elements occur in subordinate numbers. The linguistic-cultural types of the hotel names are commonly toponyms and landscape-related symbols. The imprint of foreign cultures and languages in the hotel names diminishes together with the increase in distance from the western state border.
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García Vizcaíno, María José. "Humor in code-mixed airline advertising." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 1 (2011): 145–70. http://dx.doi.org/10.1075/prag.21.1.08gar.
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This article examines how humor works in the code-mixed advertising campaigns of the Spanish airline company Vueling. Drawing on the fetishism approach to multilingual advertising (Kelly-Holmes, 2005) and the theory of incongruity (Raskin, 1985), this paper explores three main types of humorous deviations in Vueling campaigns: structural, phonetic, and visual. The analysis confirms that humor in Vueling ads is produced by deviations at the formal rather than semantic level of language, specifically through the insertion of foreign languages (mainly English and French) into Spanish colloquial expressions. These foreign elements are partially “domesticated” into local Spanish frames by creative code-mixing mechanisms that serve to break readers’ expectations and trigger a comical reaction. Another finding of this analysis is that in most Vueling ads, humor works according to an incongruity-resolution pattern since the subtle humor of many rhymes, puns, and plays on words is only appreciated by a Spanish audience who knows some English and French and is familiarized with certain cultural references and sayings used in Spain.
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Voskresenskaya, N. A., O. O. Gulik, and T. S. Malysheva. "Semantic Typology Pandemic Vocabulary: Covid Neologisms in English, French and German." Nauchnyi dialog 11, no. 3 (2022): 44–61. http://dx.doi.org/10.24224/2227-1295-2022-11-3-48-61.
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Neologisms that appeared under the influence of the pandemic of a new coronavirus infection Covid-19 are considered, based on the material of English, French and German languages. The basis of the study is formed by neologisms collected by continuous sampling from available lexicographic sources and foreign language Internet resources. The relevance of this work is confirmed by the rapid growth of neologisms in all the languages under consideration. The novelty of the study lies in a comparative approach to the analysis of nomination processes and in determining the dominant areas of semantic attraction in these linguistic cultures. The elements that have shown the greatest productivity and stable functioning are singled out. The author’s classification of covid neologisms is proposed. The question is raised about the susceptibility of these languages to new realities, their productivity in the process of responding to changes in various spheres of society. It is concluded that the number of English neologisms prevails over the corresponding units in French and German. It is confirmed that the structure of the lexico-semantic groups identified during the analysis is heterogeneous and in some cases has a lacunar character. It is suggested that the reason for this may be both the specificity of the word formation of languages, and the peculiarities of the mentality inherent in a particular linguocultural community.
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Aitov, V. F., G. N. Turzhanova, A. I. Khusainova, and T. A. Akberdina. "TEACHING GRAMMAR ON THE BASIS OF PROBLEM-PROJECT TASKS IN THE CONDITIONS OF THE POLICULTURAL SOCIUM (ON THE EXAMPLE OF THE REPUBLIC OF KAZAKHSTAN AND THE REPUBLIC OF BASHKORTOSTAN)." Educational Psychology in Polycultural Space 57, no. 1 (2022): 42–50. http://dx.doi.org/10.24888/2073-8439-2022-57-1-42-50.
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The article gives the characteristics of the current language situation in the policultural republics, where much attention is paid to foreign language education. The examples of the implementation of polylingval education are the Republic of Bashkortostan as one of the multinational constituent entities of the Russian Federation and the Republic of Kazakhstan, which are multinational in their essence and bilingualism in them is considered to be natural. Nevertheless, in both republics the contradiction between the high levels of requirements for the formation of grammatical skills imposed by the curriculum and the inability of students to freely use grammatical structures in the process of communicating real communication is obvious. To optimize the process of learning grammatical means of communicative competence, the technology of the formation of grammatical skills is proposed on the basis of the use of problem learning elements, in particular, problem-project tasks. These tasks are considered in the article as special tasks that create problem situations, during performing which students are involved in creative speech foreign project activities, the result of which is the tangible product. The problem-project approach is proposed in the article as a methodological basis for the formation of the grammatical side of communicative competence in the native, Russian and one of the foreign languages acquisition of the student. The main subject of consideration is the issues of the formation of foreign language grammatical skills of students in three-tie conditions. The authors analyze the methodology for learning foreign language grammar based on the use of problem-project tasks with a support for native, Russian and English languages. As an example, the technology of comparison of Russian, Bashkir, Kazakh, English and French proverbs and sayings is described.
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Nevinskaitė, Laima. "Multilingual Advertising in Lithuanian Magazines in 1993–2013." Taikomoji kalbotyra, no. 3 (March 2, 2015): 1–32. http://dx.doi.org/10.15388/tk.2014.17474.
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The article presents a quantitative analysis of multilingual advertising in Lithuanian magazines 1993–2013. The analysis includes those advertisements where alongside Lithuanian separate elements in a foreign language are used, and monolingual non-Lithuanian advertising. The sample included advertisements from four magazines of different profiles (a news magazine, a TV magazine, a women’s magazine, and a business lifestyle magazine) from years 1993/1994, 1998, 2003 and 2013, in total 1995 unique advertisements.A general conclusion is made that the amount of multilingual advertising in Lithuanian magazines has increased. Although as early as 1993/1994 the magazines contained a fair amount of non-Lithuanian advertisements, those years were atypical, since non-Lithuanian advertisements were by Lithuanian advertisers mostly and the models of bilingual advertisements were different than the models that prevailed in the later periods. In 1998 there were less non-Lithuanian advertisements than in 1993/1994 and since then their amount was continuously increasing. The trend of increase of multilingual advertising is best confirmed not by the dynamics of its amounts in single magazines, which was different from magazine to magazine, but by its increase within separate product categories and within the flow of advertisements by Lithuanian companies.In 2013, the proportion of non-Lithuanian advertisements in different magazines, without including into this number the names of companies and products, was 11–42 percent. The use of other languages in advertisements was related to product category (the biggest amount of non-Lithuanian advertisements were in categories associated with prestige, modernity, technological progress, and certain lifestyles); country of origin (advertisements by foreign producers were more likely to contain foreign text elements); size (full-page advertisements were more likely to be bi- or multilingual); structure (monolingual non-Lithuanian advertisements predominantly contained company/product name only or company/product name plus slogan/product type).English is the most often used foreign language in Lithuanian advertisements; French, German, Italian are also used; some other languages are used in single cases only. English is used by advertisers from all countries of origin and it is used mostly to create a modern identity of the brand. Other languages, judging by the product categories they are used in, are associated with ethnocultural stereotypes of those countries.
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Protassova, Ekaterina Yu. "The Intersection of Linguistic Worlds in Women’s Prose." Polylinguality and Transcultural Practices 19, no. 3 (2022): 491–500. http://dx.doi.org/10.22363/2618-897x-2022-19-3-491-500.
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The process of using foreign-language insertions in the Russian text is examined using books written by five female authors (A. Marinina, L. Romanovskaya, E. Rozhdestvenskaya, G. Shcherbakova, and T. Ustinova). Some aspects of women’s prose are discussed, as well as the appropriateness of including into it other-language words and expressions. This phenomenon can be interpreted as a replication of the translingual nature of modern texts, a case of code switching, an artistic method, an attempt to transcend the monolingual world, or a demonstration of the historicism of the narrative. It turns out that the most commonly used languages are German, English, and French, and many of the borrowed words are already rooted in the Russian language and might be considered part of its vocabulary, particularly in the case of the German language. This is exemplified by the Cyrillic spelling of inclusions and the limited repertoire of the foreign speech means employed. This material is valuable in that everyday writing prose, focused on the intimate problems of the “inner” (family) circle, allows us to conclude in what situations and for what purpose the writers resort to this technique. The material was collected by continuous sampling. Each writer uses elements of linguistic inclusions from the repertoire of languages available to her. We come to the conclusion that they are Russian-speaking, but not in the strict sense translingual: the use of the Latin or Cyrillic alphabet emphasizes the degree of “domestication” of the concept expressed by a foreign word. Characters are often characterized by the languages they borrow from. The repertoire of inclusions is small, it seems that it is Ukrainian words that look the most interesting and original, while borrowings from other idioms largely belong to the general fund, with which everyone who lived in the USSR and Russia is familiar to one degree or another.
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Senn, Fritz. "HOW JAMES JOYCE TRANSLATES HIMSELF." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 38 (November 17, 2013): 123–36. http://dx.doi.org/10.26034/la.cdclsl.2013.747.
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The article shows, in concrete examples, how Joyce’s works, in particular Ulysses and Finnegans Wake, do in fact translate some of their material internally. This does not only happen to foreign phrases when rendered into English, often with humorous side effects, but also on a large scale. It is characteristic of Joyce’s Ulysses that it metamorphoses itself into various distinct shapes, styles, modes, perspectives that are often magnified into parodies, so that almost each episode is highly idiosyncratic and so easily identifiable. The double nature of the English vocabulary (basic Germanic elements alongside those derived from Latin) is exploited to the utmost. Joyce also highlights the Gaelic substratum that shows in the elaborate use of Hiberno-English. Finnegans Wake obviously translates its own features at almost every turn and so expands linguistic borders. Certain phrases and passages, moreover, can literally be read or heard as English as well as French, German, Spanish or more remote languages. In his multiple transformations Joyce may well be the most Irish of all writers as well as the least Irish and most cosmopolitan.
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Ariole, Victor C. "Postcolonial Approach to Translation." Babel. Revue internationale de la traduction / International Journal of Translation 47, no. 3 (2001): 248–57. http://dx.doi.org/10.1075/babel.47.3.05ari.
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Abstract Though African writers use foreign languages (English and French in particular) to mirror their society, these languages have been proved inadequate in conveying the message of the writers. Some writers have adapted the languages so much so that the original speakers found them difficult to understand. Translation has made the inadequacies very glaring. This article presents two African authors translated by Euro-centric translators and the critique on their translation proves that the target audience set is an empty set in their conception. At most, the plausible target audience set could be elements of European background. Hence a postcolonial translation that still fails to identify with a specific target audience. Résumé Bien que les écrivains africains font usage des langues étrangères (anglais et français) pour refléter leur société, ces langues restent inadéquates à véhiculer les fonds du message de ces écrivains. Il y a parmi eux ceux qui ont adapté ces langues à tel point que les Anglais ou Français les reconnaissent mal. La traduction a révélé davantage ces insuffisances. Cette présentation révèle le cas des deux auteurs traduits par des traducteurs euro-centriques et la critique de leur traduction fait preuve d’un ensemble vide au niveau des éléments de cible visée. A la rigueur, une cible européenne se voit contemplée. Ainsi, nous constatons une traduction post-coloniale parmi tant d’autres qui a du mal à viser une audience cible spécifique.
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Makhachashvili, Rusudan, Ivan Semenist, and Anna Bakhtina. "DIGITAL SKILLS DEVELOPMENT AND ICT TOOLS FOR FINAL QUALIFICATION ASSESSMENT: SURVEY STUDY FOR STUDENTS AND STAFF OF EUROPEAN AND ORIENTAL PHILOLOGY PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 54–68. http://dx.doi.org/10.28925/2414-0325.2020.9.5.
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The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Factors of societal change, that provide the backdrop for skillset critical transformation, crucial for the COVID-19 emergency educational framework are considered. The study premise is based on identification of various competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. A correspondence between 21st century skills framework, Competences 2020 framework and the newly devised Global Skills framework has been devised. The study objective is to critically review the applied case and best practices of Borys Grinchenko Kyiv University Digital Final Qualification Assessment for students of European (French, Italian, Spanish, English, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools. The qualification assessment regimen for foreign languages major programs was adapted to digital format as a framework (a legal procedure that results in the degree confirmation of a student), the string of consecutive communicative activities according to the legal procedure, the "ritual" scenario. Comparative results of the Final Qualification Assessment digital format adaptation for different groups of foreign languages programs (European and Oriental) are devised
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van Tessel, Evi, and Marco Bril. "French as a foreign language in the Netherlands." Linguistics in the Netherlands 38 (October 29, 2021): 114–27. http://dx.doi.org/10.1075/avt.00056.tes.
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Abstract Exposure to English is more extensive in today’s society than to French. In this study we investigated crosslinguistic influences from Dutch and/or English to language performances in French as a foreign language, while controlling for language proficiency in French, English and Dutch, and exposure to English. We tested Dutch learners of French (n = 65) with respect to the acceptability of reduced relative clauses and attachment preferences in full relative clauses. The results showed crosslinguistic influence in the acceptability task and the preference task from English and Dutch respectively. Furthermore, language proficiency in English seems to affect attachment preferences in French. We concluded that these findings support the Linguistic Proximity Model (Westergaard et al. 2017) and that French in Dutch secondary education might be a third language, instead of a second language.
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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 (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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Seddik, Mahmoud. "French versus English: A sociolinguistic study of Moroccans’ foreign language attitudinal tendencies." Macrolinguistics 8, no. 13 (2020): 121–50. http://dx.doi.org/10.26478/ja2020.8.13.8.
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The complexity of the Moroccan language landscape sparks off a power struggle between languages. The focus in this chapter is on the apparent French/English language contest over supremacy. Here comes the current investigation that aims at gauging Moroccan’s perceptions of French and English through a language questionnaire. Responses were subjected to statistical analyses to support or reject the hypothesis that gender, age and language proficiency affect Moroccans’ evaluations of French and English. The study reveals that Moroccans’ attitudes towards English are significantly more favorable than those towards the French language. Age, but not gender, has turned out to have a statistically significant difference in the overall evaluation of French and English. These evaluations have also been shown to correlate with the respondents’ French and English language proficiency. The result of this study is an indication that Moroccans’ attitudes toward French and English are undergoing a change from a conventional preference for French to a recent favor of English whose phenomenal growth globally may have affected language attitudes locally.
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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
 Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.
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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.
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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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Décuré, Nicole. "French Science Students Reading in a Foreign Language: Constraint or Pleasure?" Advances in Language and Literary Studies 9, no. 4 (2018): 1. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.1.
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French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.
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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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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (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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Cornut, Jérémie, and Stéphane Roussel. "Canadian Foreign Policy: A Linguistically Divided Field." Canadian Journal of Political Science 44, no. 3 (2011): 685–709. http://dx.doi.org/10.1017/s0008423911000540.
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Abstract. This study analyses the French-language scholars' place in Canadian foreign policy. More precisely, it measures and compares their productions in French and in English (output) and the citations to this output (impact) in works by English-language scholars. The output is measured using the Canadian Foreign Relations Index. Then a representative sample of bibliographies taken from books and articles written by English-language scholars and published between 1997 and 2007 is analyzed. Various conclusions on the place of French and French-language scholars in the field are drawn from these data, including their small contribution to Canadian foreign policy and the absence of citations to works in French by English-language scholars. Political implications of the results are discussed.Résumé. Cette analyse examine la place des chercheurs francophones dans l'étude de la politique étrangère canadienne. Plus précisément, elle mesure et compare leurs publications en français et en anglais (la production) et les citations tirées de cette production (l'incidence) que l'on retrouve dans les travaux des chercheurs anglophones. La production est mesurée à l'aide du Canadian Foreign Relations Index. Puis un échantillon représentatif de bibliographies de travaux anglophones publiés entre 1997 et 2007 est analysé. Ces données permettent de tirer diverses conclusions sur la place du français et des chercheurs francophones dans ce champ d'étude. Il apparait, notamment, que la contribution des francophones au domaine de la politique étrangère canadienne est réduite et que les chercheurs anglophones ne citent pratiquement jamais les travaux en français. Les auteurs dégagent, en conclusion, les conséquences politiques de ces résultats.
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McKelvie-Sebileau, Pippa, and Chris Davis. "Discrimination of foreign language speech contrasts by English monolinguals and French/English bilinguals." Journal of the Acoustical Society of America 135, no. 5 (2014): 3025–35. http://dx.doi.org/10.1121/1.4870701.
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Zimina, Elena I., and Dmitrii A. Gubanov. "The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)." Tambov University Review. Series: Humanities, no. 194 (2021): 46–58. http://dx.doi.org/10.20310/1810-0201-2021-26-194-46-58.
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We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.
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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 (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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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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Mevis, Alice. "Not So Foreign." Amsterdamer Beiträge zur älteren Germanistik 82, no. 1 (2022): 71–95. http://dx.doi.org/10.1163/18756719-12340242.
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Abstract The Norman Conquest and its tremendous linguistic impact on the English language is widely acknowledged among scholars and triggered a substantial body of literature. The great influx of French loanwords into the lexis of Middle English not only led to a profound restructuring of the lexicon, but also deeply affected the English morphology and patterns of derivation (Kastovsky 1994), as well as the English syntax to some extent (Smith 2012; Haeberli 2010). However, few studies have focused on a detailed analysis of these loans. Most researchers chose to focus on the quantitative aspects of the period of extensive lexical borrowing in Middle English, without dedicating much attention to the way and the extent to which French loanwords actually integrated and interacted with native vocabulary. This study thus sought to examine some excerpts of Middle English texts in more detail with the aim of getting closer to understanding whether these borrowings were already fully integrated in Middle English by the time these texts were written, whether this integration was determined by internal or external factors, and whether the process itself was abrupt or rather continuous.
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Saefullah, Nurul Hikmayaty, Rosaria Mita Amalia, and Savitri Aditiany. "L’interférence des langues étrangères dans des méthodes d’enseignement de français : étude sociopragmatique." Digital Press Social Sciences and Humanities 3 (2019): 00035. http://dx.doi.org/10.29037/digitalpress.43308.
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<p class="MsoNormal" style="text-indent:0in"><span lang="FR">French is the strongest competitor of the English language. The existence
 of English is considered to be a threat to French language with the inclusion
 of a large English vocabulary in French. The threats come not only from
 English, but also from other foreign languages, including the languages of the
 countries of immigration living in France and the language of the neighboring
 countries. The interaction of French with these languages seems understandable
 and accepted in French politics itself. French teaching methods include today of
 many vocabularies in foreign languages, which should be free of any foreign
 influence. It shows that French began to open up, that learning the language
 should also learn about its culture and all things related. The case is now,
 not how to stop it, but how to control it and see it as a positive attempt in
 human interaction. It is the purpose of this study. Linguistically, it is
 interesting to study this problem using sociopragmatic theory, i.e. considering
 the practice of the use of foreign languages in the manual of French from the
 culture and pragmatism. Using data from French teaching methods, the analysis
 was conducted using a descriptive analytical method, with sociolinguistic and
 pragmatic as theoretical background. The expected outcome of this study is the <a name="_GoBack">discovery of the positives of the interference of foreign
 languages in the teaching of French methods and </a>it does not harm the
 reputation of French in the eyes of the international community.</span></p>
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Holobow, Naomi E., Fred Genesee, Wallace E. Lambert, Joseph Gastright, and Myriam Met. "Effectiveness of partial French immersion for children from different social class and ethnic backgrounds." Applied Psycholinguistics 8, no. 2 (1987): 137–52. http://dx.doi.org/10.1017/s0142716400000175.
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ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.
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Rahman, Diana S., and Wening Sahayu. "How do foreign language teachers motivate students in language learning?" Studies in English Language and Education 7, no. 1 (2020): 181–93. http://dx.doi.org/10.24815/siele.v7i1.15586.
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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.
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Brisset, Annie, and Lynda Davey. "In Search of a Target Language." Target. International Journal of Translation Studies 1, no. 1 (1989): 9–27. http://dx.doi.org/10.1075/target.1.1.03bri.
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Abstract In nationalist Quebec, French is rejected as the bearer of a foreign culture in the same way that the Québécois' native land, despoiled by the English, has become the country of the Other. Theatre, more than anything else, lent itself to the task of differentiation allotted to language. As of 1968 the vernacular has become the language of the stage as well as of theatre translation such as the exchange value of both foreign works and French translations from France increasingly erodes. Translating "into Québécois" consists in marking out the difference which opposes French in Quebec and so-called French from France. Since, however, the special quality of Québécois French is truly noticeable only among the working classes, Québécois theatre translations are almost always marked by proletarization of language and lowering the social status of the protagonists, thereby increasing the translation possibilities first and foremost of American sociolects.
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HU, PETER. "Adapting English into Chinese." English Today 20, no. 2 (2004): 34–39. http://dx.doi.org/10.1017/s0266078404002068.
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WHY IS English a global language? Although the reasons are manifold – historical, geographical, economic, political, social, cultural – the key reason, it seems to me, is linguistic: its morphology is simple, many of its words are short and pithy, and among the key world languages it has the largest vocabulary. These features have helped it become the most widely used language in the world: a situation that makes Uncle French and Grandpa German envious. English has been open-minded since childhood. In the long process of exchange, English words lost most of their inflections and words of different origins were mixed together (Burchfield 1984:13). Unlike traditional German and French, English has been open to foreign penetration and never drives new words out. It is this openness that continually enriches the language. Chinese also likes to borrow from other languages. Old Chinese borrowed 35,000 words from Buddhism, and Modern Chinese has absorbed countless words from Western civilizations. This paper inquires into the mutual borrowing between English and Chinese, summarizes the techniques of borrowing words from English into Chinese, and asserts that semantic transliteration is the best approach to adopting foreign words.
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Scott, Virginia M., and Elizabeth New. "Computer Aided Analysis of Foreign Language Writing Process." CALICO Journal 11, no. 3 (2013): 5–18. http://dx.doi.org/10.1558/cj.v11i3.5-18.
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A number of studies have examined the writing process in first language (L1) and English as a Second Language (ESL); however, there is little empirical data with regard to the foreign language (FL) writing process. Système-D, a computer program for writing in French, accompanied by its tracking device, which provides a log of student inquiries made during the writing process, has afforded a novel means of analyzing the FL writing process. Twenty-one students in third semester (intermediate) college French participated in a study designed to examine how the Syst6me-D log provides data about the FL writing process. This study describes the instrument used to evaluate the Système-D log data and suggests how this information can be used in the classroom.
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Achieng, Stella Anne. ""Excuse my Misunderstanding": Using Intercultural Approach to teach English as a Foreign Language in France." International Journal on Social and Education Sciences 3, no. 4 (2021): 696–709. http://dx.doi.org/10.46328/ijonses.230.
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In France, the intercultural approach has been largely associated with teaching French as a Foreign language due to the multicultural and multilingual nature of the classes. There is very little research on the use of such an approach in teaching English as a Foreign language. This is due to the fact that the majority, if not all the students, share a similar culture and common linguistic codes. The intercultural experience, in that case, is encountered through the English program as presented by the teacher, who in most cases is also French. This paper examines the use of the intercultural approach in teaching English as a foreign language (EFL) to French learners (middle school /university students) by a foreign teacher and the consideration of social representations (stereotypes) as a strategy to develop classroom participation in verbal communication. It discusses theoretical understanding of the intercultural approach and how this approach could be used in practice by drawing examples from the teacher and the learners' experiences. Data was collected through participatory observations and questioning. The research findings will show that using social representations as a strategy in intercultural approach can be instrumental to the development of verbal communication.
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Rodriguez, M'ximo, and Orangel Abreu. "The Stability of General Foreign Language Classroom Anxiety across English and French." Modern Language Journal 87, no. 3 (2003): 365–74. http://dx.doi.org/10.1111/1540-4781.00195.
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Leonard, Alice. "“Enfranchised” Language in Mulcaster’s Elementarie and Shakespeare’s Henry V." Revista Alicantina de Estudios Ingleses, no. 25 (November 15, 2012): 127. http://dx.doi.org/10.14198/raei.2012.25.10.
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This article is a study of early literary theory and practice in Renaissance England, which focuses specifically on Shakespeare’s language use. The end of the sixteenth century in England experienced a linguistic revolution as Latin was gradually replaced by vernacular English. Renaissance rhetoricians such as George Puttenham and Thomas Wilson patriotically argued that English was capable of employing figures of speech to express complex ideas. Yet in this period the vernacular was in a process of formation, demonstrated by Richard Mulcaster’s Elementarie (1582). He argued for the expansion of the lexicon according to “enfranchisement”: the welcoming and naturalizing of foreign words from Latin, Greek, Spanish, French and Italian into English (1582: 172). The Elementarie reveals how language was being shaped in a period of massive linguistic change. This is especially visible in the dynamic creativity of Shakespeare’s linguistically-inventive drama, made possible by the transition from Latin to a protean vernacular. He staged the difference within English itself and its mixing with foreign languages. This is particularly prevalent in Henry V (1599) with the representation of French and regional dialects, where linguistic exchange and semantic negotiation bring linguistic difference to the fore and the lexical parts become all the more plastic. This article seeks to examine what happens when English is set alongside foreign tongues: why they are used, how they are represented, and how they interact. It will argue that this attention to foreign language demonstrates English inviting rather than excluding strange tongues for the health of the linguistic body and the enhancement of expression.
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Schug, Daniel, and Thierry Torea. "International E-Tandems: A Tool for Increasing Student Motivation in the Foreign Language Classroom." Arab World English Journal, no. 1 (January 20, 2023): 3–16. http://dx.doi.org/10.24093/awej/comm1.1.
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This study presents findings from an online collaborative project involving students learning English at the University of Paris Nanterre (France) and students learning French at Cornell University (USA). Our main goal was to determine the impact of e-tandems on language learner motivation. During the COVID-19 pandemic, nearly all courses at these two institutions were offered online, a move that greatly complicated the use of interactive group activities. This change represented a major threat to learner motivation and the development of communication skills in the target language. To counteract these effects, language teachers from the two universities organized an online e-tandem program; pairs of students composed of one American learner of French and one French learner of English had three virtual meetings to complete activities relevant to their studies. During these meetings, they were to alternate between speaking English and French. Following each exchange, students completed journal entries about their experience using the target language. Results indicated that the e-tandem program was a positive experience for students, with many reporting higher levels of intended learning effort and being able to see themselves as competent language users. These findings highlight the didactic potential of virtual exchanges.
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Rozenfeld, Július. "Efficiency in Teaching English As a Foreign Language." Romanian Journal of English Studies 14, no. 1 (2017): 132–40. http://dx.doi.org/10.1515/rjes-2017-0016.
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Abstract The objective of this paper is to formulate an acceptable definition of teacher quality based on effective use of time during the teaching process. Assessing teacher quality is hampered by the complexity of intersecting criteria in teaching profession. Quality is often defined broadly and in general concepts isolated from the actual classroom processes. Society, politicians, parents, educators proclaim that the quality of teachers matters, but it is difficult to come to a consensus, which markers of teacher quality can be measured reliably and which of these elements do have crucial impact on teaching. The major goal of this paper is to clarify what efficiency means in the teaching-learning process if time is taken as the main criterion; how knowledge can be defined and how teacher efficiency can be used as an objective marker of quality in teaching profession.
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Tsareva, M. S. "Supplementary Foreign Language Education." Courier of Kutafin Moscow State Law University (MSAL)), no. 10 (January 18, 2022): 110–16. http://dx.doi.org/10.17803/2311-5998.2021.86.10.110-116.
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As a structural subdivision of the Kutafin Moscow State Law University (MSAL), the Department of Legal Translation implements a number of unique language education programs, providing its graduates with the opportunity to become a part of the elite international community of lawyers. Language education is based on the individual needs of potential students and allows you to choose the most comfortable language program in legal English, French, German, Spanish and Chinese.Maintaining the quality and timely updating of programs to meet the growing needs of modern society are among the priority tasks of the Institute, as a subdivision of the country’s leading law university. The introduction of new educational technologies and teaching models, diversification and reorientation of programs towards practical application and communication meets modern trends in the development of education. The training of highly qualified specialists in the field of a professional foreign language of jurisprudence increases the competitiveness and demand for graduates both in their professional environment — lawyers, and in related professions — such as a translator or teacher
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Velandia, Deissy Angélica. "Ensuring Quality in a Foreign Language Tutoring Program for Future Teachers." Profile: Issues in Teachers´ Professional Development 22, no. 2 (2020): 13–32. http://dx.doi.org/10.15446/profile.v22n2.81894.
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This article reports on an exploratory, mixed methods study aimed at identifying the methodological and epistemological criteria necessary to ensure the quality and a self-revision process of a pilot tutoring program offered to students enrolled in the BEd in philology and languages (English and French programs) at Universidad Nacional de Colombia, Bogota. Ten students of the French and English Philology programs and six tutors voluntarily participated in the research. The data were collected through document reviews, focus group discussions, and questionnaires completed by the tutors and tutees. The study revealed that a comprehensive, personalized tutoring plan was needed. Likewise, self-efficacy development, human capital, as well as technological and physical resources must be considered in order to determine the weaknesses, strengths, opportunities, and overall impact of the program.
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Sumillera, Rocío G. "Sixteenth-Century Italian, French, Spanish and English Language Learning Material. A Bibliographical Study." Sederi, no. 23 (2013): 139–58. http://dx.doi.org/10.34136/sederi.2013.7.
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This bibliographical study offers a list of the first printed language manuals in Western Europe expressly designed to teach a particular foreign language to speakers of a particular tongue. Hence, the study lists references to sixteenth-century grammars, dictionaries and language handbooks with the possible linguistic combinations of Italian, French, Spanish and English, the first three being the most popular modern languages in sixteenth-century Western Europe and hence the most representative ones offering an insight into the foreign language learning map of the time. The bibliographical study is preceded by an introduction to the manner in which foreign tongues were taught and learned in the early modern period, and is completed by a selection of references to secondary sources that have been researched on each linguistic combination.
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Astbury, Helen. "Mercier Et/and Camier : Un voyage de découverte linguistique est-il traduisible?" Samuel Beckett Today / Aujourd'hui 17, no. 1 (2007): 109–20. http://dx.doi.org/10.1163/18757405-017001008.
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This articles studies the English translation of Beckett's first French-language novel, in order to ascertain whether the linguistic discovery it represents was translatable into English. A close analysis of how Beckett translated his very markedly oral French reveals how Beckett uses for the first time, Hibemo-English structures and words, as if the use of a foreign language had allowed him to rediscover his mother tongue as he has never used it before.
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Ishag, Adil. "Some Empirical Perspectives on Foreign Language Learning in Sudan." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 137. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.137.
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This study attempted to provide a general view of the situation and perspective on foreign language learning and teaching at the tertiary level in Sudan, with special focus on English and German. It further explored motivation and reasons for majoring in English and German among Sudanese students and the level of satisfaction in studying theses languages as major disciplines. Additionally, students’ knowledge of foreign languages and their preferences for learning certain foreign languages have been reported. In order to achieve the objective of this study, a questionnaire was administered to a sample composed of 148 students majoring in English and 73 Students majoring in German, at the University of Khartoum. The obtained results revealed that Sudanese students in both departments were highly satisfied in majoring in English and German, however students were majoring in English mostly due to personal interest, while there were more students majoring in German due to entry requirement than those in the English department. Furthermore, students have shown varying degrees of interest in learning other languages such as Chinese, Spanish, French and Italian. Finally, based on the findings of the study, a number of proposals have been made, which might contribute to the improvement of foreign language learning and teaching in Sudan.
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Sadouki, Fatiha. "The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning." Romanian Journal of English Studies 18, no. 1 (2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.
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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.
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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
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Belyasova, Julia, and Michel Martin. "Model of the communication process in a context of reading in French first language and French foreign language." Journal of Digital Science, no. 1 (May 28, 2020): 82–93. http://dx.doi.org/10.33847/2686-8296.2.1_8.
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This article aims to analyze, from a didactic point of view, readings offered to students of several schools in Belgium and the choices made by their teachers to support them in their task. This article is devoted to examining the methods used by teachers, explaining why and how they use them, and looking for consistency in their teaching practices. This data, based on theoretical axes, makes possible to know and identify the elements that make teaching devices effective. This research is therefore oriented towards the creation of a model representing the original operating mode on which the students in the French first language and the French foreign language classes worked.
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Vialettes-Basmoreau, Lucie, and Nathalie Spanghero-Gaillard. "Fluence et prononciation de phonèmes en L1 et L2." Language, Interaction and Acquisition 4, no. 2 (2013): 291–312. http://dx.doi.org/10.1075/lia.4.2.07via.
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Learning how to read is an important step in a child’s education. Our longitudinal study focuses on four native English-speaking children going to a French immersion school in the United States, as well as their families. These children learn to read in French, which is a foreign language to them. We aimed at finding out whether their home environment could explain good results in reading in the two languages: English, their mother tongue, and French, the foreign language, as Cummins (1981) suggests. To this end, we measured their performance in reading through their pronunciation and their reading fluency, and we had their family complete a questionnaire about their reading habits at home. The results show that the home environment does seem to play a role in the children’s performance but more generalizations must await further research.
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DIMOVA, SLOBODANKA. "Teaching and learning English in Macedonia." English Today 19, no. 4 (2003): 16–22. http://dx.doi.org/10.1017/s0266078403004036.
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An investigation into the current status of English teaching and learning in Macedonia. The focus of this study will be on the spread of English there, within the domain of foreign language education, and it is guided by the following research questions: What is the most dominant foreign language taught and learned in R. Macedonia?How is English teaching implemented in the Macedonian educational system?What are some of the current resources for the teaching and learning of English?In the article, I discuss the implementation of English in the public and private schools and universities, alongside instruction in such other languages as French, German, and Russian.