Relevant bibliographies by topics / French language Study and teaching (Higher) Australia

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

Academic literature on the topic 'French language Study and teaching (Higher) Australia'

Author: Grafiati
Published: 11 December 2022
Last updated: 25 January 2023

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Journal articles on the topic "French language Study and teaching (Higher) Australia"

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Ryabova, Marina, and Tatyana Sergeychick. "A Comparative Study of Approaches to Teaching French and English for Future Specialists in Mining Industry." E3S Web of Conferences 41 (2018): 04039. http://dx.doi.org/10.1051/e3sconf/20184104039.

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The article highlights the specific features of the foreignlanguage instruction in the system of higher education in Russia. The principles of teaching French for future specialists in mining industry of Kuzbass in comparison with that of English in the institutions of higher education are analyzed. The focus is on the actual difference of approaches to teaching French and English at universities from the standpoint of the student/teacher ratio, basic principles of language education and its content. The variety of extracurricular activities at Kemerovo universities is described as a solution to the current problems in teaching French. The contribution of Language and Culture Centers at Kemerovo State University to training specialists for coal-mining enterprises of Kuzbass is revealed.
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Cooke, Shelley, and Farahnaz Faez. "Self-Efficacy Beliefs of Novice French as a Second Language Teachers: A Case Study of Ontario Teachers." Canadian Journal of Applied Linguistics 21, no. 2 (March 15, 2019): 1–18. http://dx.doi.org/10.7202/1057963ar.

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The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that explored teachers’ self-perceived efficacy in four categories: general teaching methodology, second language pedagogy, language proficiency, and cultural knowledge. Findings revealed that both groups of participants did not perceive themselves to be particularly confident in delivering instruction upon completion of their teacher education programs. The self-perceived confidence in FSL teaching abilities of both groups increased with classroom experience. However, French immersion teachers reported a higher sense of efficacy than their core French colleagues in all four categories. Implications of the findings for core French and French immersion programs as well as FSL teacher preparation programs are discussed.
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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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KALVA MWENE-MUBAMBI, Simon Pierre. "Le degré de la maîtrise de l’orthographe d’usage des finalistes du secondaire de la Ville de Mbujimayi (2019-2020)." International Journal of Scientific Research and Management 10, no. 08 (August 11, 2022): 2477–82. http://dx.doi.org/10.18535/ijsrm/v10i8.el02.

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In the Democratic Republic of Congo, the French language remains an official language and the vehicle of teaching at both high school and tertiary education. A great dead of reseachers have drawn a conclusion in their investigations that the learners have difficulties writing the French language even at higher level of the inside educational system. They don’t have the mastery of neither standard spelling nor grammatical spelling.This study is a initical analysis that assesses the high school finalists’ performances and determines their level of the standard spelling of the French language. The latter has but a less effective percent of 56%.
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CRAWSHAW, ROBERT, JONATHAN CULPEPER, and JULIA HARRISON. "Wanting to be wanted: a comparative study of incidence and severity in indirect complaint on the part of French and English language teaching assistants." Journal of French Language Studies 20, no. 1 (January 26, 2010): 75–87. http://dx.doi.org/10.1017/s0959269509990469.

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ABSTRACTUsing data from the ESRC funded project Pragmatics and Intercultural Communication (PIC), this paper applies contrastive quantitative and qualitative analysis to data derived from oral statements, logbooks and retrospective reports by language teaching assistants in France and England. The data concerns their ‘rapport’ (Spencer-Oatey, 2003; 2005) with the members of staff responsible for their professional supervision and the paper assesses complaint behaviour across the two national groups. Basing our study on computer recorded discourse segments taxonomically codified as ‘negative assessment’, we show that the incidence of ‘indirect’ complaint (Boxer, 1993) is significantly higher among English assistants than among their French counterparts. A revised model for measuring ‘severity’ (House and Kasper, 1981; Olshtain and Weinbach, 1993) is applied to the data using corpus linguistic techniques. Its findings demonstrate that English assistants also complain more ‘severely’ than their French peers. Nevertheless, the difference in linguistic behaviour between individuals within each group is shown to be greater than that between the two national groups, implying that personality is a stronger determinant of cultural outlook than nationality.
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Kandeel, Rana Hasan. "Emergency remote teaching of French as a foreign language: Course adequacy to the INEE standards." XLinguae 14, no. 1 (January 2021): 110–30. http://dx.doi.org/10.18355/xl.2021.14.01.10.

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The objective of this paper is to explore the adequacy of French as a foreign language (FFL), with specific context to teaching and learning of the beginners' course for the International Network for Education in Emergencies (INEE) standards. Specifically, in terms of the impact of coronavirus pandemic on teaching foreign languages. The paper utilized qualitative methodology with the two mediums of direct observation and the open questionnaire. According to the study results, adaptive changes were seen in the curriculum, and these were in accordance with the INEE standards for education in emergencies. For example, revision in the contents, planning and methodologies. More specifically, while the Blackboard platform saw an increase in the new learning materials and written communicative activities in the forum; there was a clear reduction in the oral skills and language practice. Also, in comparison the use of traditional methodology was seen to be higher than the communicative method.
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Nizhina, L., and A. Zykova. "Didactic technologies for the development of intellectual skills of junior students in the process of learning French." Pedagogy and Psychology of Education, no. 4, 2019 (2019): 119–32. http://dx.doi.org/10.31862/2500-297x-2019-4-119-132.

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Intellectual skills contribute to self-development and form the basis of professional competence of a specialist needed for adaptation to the conditions of life in the era of modern rapid renewal of knowledge. In this connection, the authors analyze non-linguistic factors and language mechanisms, which, in turn, in the age of "information explosion" are the main causes of errors in structuring information. The article offers some guidelines for the use of certain didactic technologies and cognitive strategies on the development of intellectual skills of students in higher education in the study of various aspects of the French language. The presented methods were successfully integrated into the process of teaching junior students at the Military University of the Ministry of Defense of the Russian Federation. Special attention is paid to the role of the teacher as a facilitator of language teaching and the guarantor of the latter’s success.
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Petrovich Sedykh, Arkadiy, Stanislav Sergeevich Lukin, Elena Savova Georgieva, Iuliia Valerievna Puiu, and Sergey Borisovich Nikonov. "COMMUNICATIVE DISCOURSE OF TERMINOLOGY USED IN GASTRONOMICAL MEDIA CULTURE." Humanities & Social Sciences Reviews 7, no. 6 (December 18, 2019): 773–79. http://dx.doi.org/10.18510/hssr.2019.76117.

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Purpose of the Study: This article aims to analyze and describe the food discourse and terms of the French language, as well as to determine correlations with the French national and cultural worldview. The study also considers the current state of "gastronomical discourse" based on the French food semiotic and communicative model. Methodology: The authors of the article used the method of linguistic and semiotic modeling and heuristic interpretation developed by A.P. Sedykh. The authors also utilized tools of corpus linguistics and computer lexicography (National Corpus of the Russian language; a parallel corpus of the French language, n.d.), methods of a sociolinguistic survey and linguistic review. Main Findings: The authors of the article considered and presented the linguistic and culturological features of the French food terms. They determined certain correlations between the national conceptual sphere and the art of cooking. The authors revealed certain similarities between the French ethnos and the culture of food consumption. It is shown that the French communication, modal constructions and nomination methods have ethnocultural features reflecting autochthonous preferences in terms of logic, semantics and strategies for achieving the goals of gastronomical communication. Applications of this study: The application of research results. The study results can be useful for teaching French and intercultural communication in secondary schools and institutions of higher education, as well as for preparing university lectures and seminars on stylistics, lexicology and theoretical problems of studying a linguistic identity. Novelty/Originality of this study: The scientific novelty of the study lies in innovative elements of the linguistic and semiotic approach to gluttony and prescription nominations in their correlation with the mental characteristics of the French linguacultural.
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HUMMEL, KIRSTEN M. "Aptitude, phonological memory, and second language proficiency in nonnovice adult learners." Applied Psycholinguistics 30, no. 2 (April 2009): 225–49. http://dx.doi.org/10.1017/s0142716409090109.

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ABSTRACTThis study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed three main factors corresponding to the variables examined: L2 proficiency, aptitude, and PM. Multiple regression analyses revealed aptitude subtests and PM together predicted 29% of the variance in L2 proficiency. Additional regression analyses carried out on lower and higher proficiency subgroups, created by a median split on proficiency scores, revealed that none of the variables predicted L2 proficiency in the higher proficiency subgroup. PM remained as a significant predictor for the lower proficiency subgroup, extending the pattern of results found elsewhere in younger populations to adult nonnovice L2 learners.
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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Dissertations / Theses on the topic "French language Study and teaching (Higher) Australia"

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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Leung, Yan-kit Ingrid, and 梁恩結. "The acquisition of French as a third language in Hong Kong: interlanguage and typology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31215567.

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Mogilevski, Eugene 1974. "Structured monitoring of second order errors : focus on writing accuracy of 2nd year advanced level students of French." Monash University, French Studies, 2002. http://arrow.monash.edu.au/hdl/1959.1/8652.

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Pollet, Marie-Christine. "Pour une didactique des discours disciplinaires: gestion différenciée de l'"explicatif" dans quelques genres académiques." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212118.

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Guillot, Blandine. "Les repr{u00E9}sentations sociales de l'{u00E9}criture et le rapport {u00E1} l'{u00E9}criture en langue {u00E9}trang{u00E8}re : une approche didactique pour l'enseignement et l'apprentissage de l'{u00E9}crit en FLE en milieu universitaire australien = Social representations in students' writing and the relation to writing in a foreign language : a didactics-based approach to the teaching and learning of written French as a foreign language in an Australian tertiary institution." Phd thesis, 2010. http://hdl.handle.net/1885/150714.

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This thesis examines the ideas of social representations and the "relation to writing" (Barre-De Miniac 2000) in a multilingual context. Firstly, the thesis examines these ideas, arising from the research field of didactics of teaching French as a first language, in the multilingual context of a French program at an Australian university. Secondly, it analyses the progress in writing ability made by students from the second to the fourth year of French studies, and compares the ways in which they describe the process of writing in their first language and in a foreign language. The objective is to understand the process of writing in its psychological, social and cognitive dimensions. An analysis of the topic (Berthoud 1996) carried out on the discursive corpus of teachers (based on individual interviews) illustrates the limitations of the concept of "relation to writing" in a multilingual context, and makes it possible to identify an idea specific to this teaching situation: the "relation to the foreign language" being learned. An analysis of the topic carried out on the discursive corpus of learners (discussion groups) indicates that their written work in a foreign language originates with ideas, and that the "transposition to writing" in a foreign language can be recognised as a key point in the awareness of linguistic phenomena insofar as this as moment of writing engages knowledge of at least two languages. The situation of transition between languages, made more explicit through the process of writing, is akin to the "zone of proximal development" (ZPD) in Vygotsky's sociocultural theory in that the development of learning strategies and the internalisation of the language are apparent in this negotiation process. A comparison of the processes of writing in a foreign language and writing in a first language shows that the student's level of ability influences the attention given to different aspects of writing. The analysis of written data is divided into three parts. First, those elements in the guidelines for written assignments that reinforce literacy in the foreign language through writing are identified. Secondly, the students' written work enables exploration of another possibility in their "relation to writing". Adopting an analytical approach based on M. K. Halliday's systemic-functional linguistics to determine the writer's investment in his or her output, the data show that the investment varies depending on the stage the student has reached in their foreign language learning. Finally, an analysis of. the comments made by those reading or marking the work establishes a certain continuity of the topics between spoken and written discourse, and highlights the fact that these comments mainly confirm the importance of the "relation to language". The thesis contributes empirical oral and written data in a multilingual university context in which the "relation to writing" can be observed through a grasp of the continuity of the topic. It also constitutes a theoretical contribution to the teaching methodology of writing in a foreign language in that it highlights ideas including the "relation to language", the "relation to learning" and the "transposition to writing".
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Maizonniaux, Christelle. "The contribution of children's literature to the teaching and learning of French language and culture : a case study of an Australian university." Phd thesis, 2013. http://hdl.handle.net/1885/151151.

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The focus of this thesis is the use in a university course of reading/literature in French as a Foreign Language of iconotexts written originally for children. The primary objective of the research is to show that works of this nature, proposed ab initio for extensive reading, engage students in the reading and writing process. The research also aims to demonstrate the contribution that creative writing, and in particular writing tasks within set constraints, can make to the teaching and learning of French as a Foreign Language at university level. The research was undertaken during the first semester of 2009 at The Australian National University (ANU) (Canberra), and was based on a case study. The data collected comprise two sets of 26 pieces of writing produced by the students following the study of multimodal works-picture books or illustrated stories-and two questionnaires distributed at the beginning and end of the semester. It is important to note that the teaching environment of the ANU is a multilingual and multicultural one in that there are many international students enrolled in the French programme at this university. The framework for the analysis was developed in order to highlight the extent to which students became engaged both in the reading of the selected iconotexts and in the creative writing task itself. This framework, which was based on the three notions of creativity, "literarity" and "the subjective reader" (Rouxel and Langlade 2004), was adapted to the particularities of each of the two writing tasks. In the first of these it was broadened to include the distinction of the "degree of variation" used by Pintado (2006) and the system of classification according to type of rewrite proposed by Beckett (2002). The conclusion drawn from the analysis of both sets of writing is that all the students involved became engaged in the reading of the selected iconotexts and their investment in the two proposed writing tasks was evident. The analysis also highlights the different ways in which students may engage with writing and emphasises the sophistication, subtlety and richness of many of the pieces, as well as the way in which elements drawn from the iconotexts read in class are blended together with elements from the student reader/writer's own repertoire in the final written production. Furthermore, the results of the analyses and their comparison with the responses provided in the questionnaires completed by the students demonstrate the relevance of ambitious writing activities at a relatively low level of mastery of the target language and show that the use of iconotextual works written for children, that are both accessible and complex, is appropriate for the development of reading and writing skills at this level.
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Crozet, Chantal. "Language teachers & the teaching of culture : insights into the interface between theoretical discourses, context and practice based on an Australian case study." Phd thesis, 2005. http://hdl.handle.net/1885/148460.

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Schmidt, Gabriele. "Re-examining the profile and motivation of German studies students in Australian universities." Phd thesis, 2010. http://hdl.handle.net/1885/150548.

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The last comprehensive data on the profile and motivation of German Studies students in Australian universities was collected in the late 1980s and hence does not reflect changes to the Australian higher education sector introduced in the late 1990s. This lack of current data constrains German Studies programs in their options to prepare for the future. The main objective of this thesis is not only to fill the gap of recent data but at the same time to analyse the new data in the context of relevant theories of language learning motivation. The analysis establishes a theoretically informed and data-based platform for future course design which will assist German Studies programs in designing their courses. The thesis begins with a review and critique of former research on German Studies students in Australian universities as well as pertinent models of language learning motivation. It will be argued that previous studies related their findings to Gardner's dichotomy of integrative and instrumental motivation without testing whether their data matched Gardner's model. The thesis' centrepiece is the analysis and discussion of new data collected for this thesis. The data focuses on students' demographic backgrounds, their motivation to learn German, and on their expectations towards course content. Where possible, the new data is compared with data from former studies in order to investigate what changes have occurred over the last two decades. In this context, it will be shown that these changes are primarily a reflection of changes to higher education policies. The data-based analysis of student motivation will reveal that students' reasons for choosing German as part of their degree are more complex than Gardner's dichotomy of integrative and instrumental motivation.
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Armstrong, Irawati Raharjo. "The acquisition of the syntax of negation and adjectives by adult Australian learners of Indonesian." Phd thesis, 2003. http://hdl.handle.net/1885/151282.

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Books on the topic "French language Study and teaching (Higher) Australia"

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Higher French: Grade booster. Edinburgh: Leckie & Leckie, 2009.

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French revision for Leaving Certificate: Higher level. Dublin: Gill & Macmillan, 1998.

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Simbagoye, Athanase. Compétences langagières et apprentissage à l'université du Burundi. Paris: L'Harmattan, 2015.

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Salazar, Philippe Joseph. Wordy world. Cape Town: University of Cape Town, 1986.

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1948-, Coleman James A., Parker Gabrielle, AFLS, and Centre for Information on Language Teaching and Research., eds. French and the enterprise path: Developing transferable and professional skills. London: Published by the Association for French Language Studiesin association with the Centre for Information on LanguageTeaching and Research, 1992.

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Taškūnas, Algimantas P. Lithuanian studies in Australia: The case for low-demand language and cultural courses in higher education. Hobart: Tasmania University Union Lithuanian Studies Society, 2005.

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Zhang, Felicia. Sustainable language support practices in science education: Technologies and solutions. Hershey: Information Science Reference, 2011.

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Ajiboye, Tunde. Fore-runners of French in Nigeria: Focus on university teachers. Ilorin, Kwara State, Nigeria: Info-links Publishers, 2004.

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Hart, D. J. French immersion at the secondary/postsecondary interface: Toward a national study. [Toronto]: Modern Language Centre, Ontario Institute for Studies in Education, 1991.

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Graves, Roger C. W. Writing instruction in Canadian universities. Winnipeg: Inkshed Publications, 1994.

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Book chapters on the topic "French language Study and teaching (Higher) Australia"

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Carter-Cram, Kim. "Game On! Teaching Foreign Language Online." In Cases on Critical and Qualitative Perspectives in Online Higher Education, 208–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5051-0.ch011.

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This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.
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Han, Feifei, and Zizhen Wang. "Willingness to Communicate." In Study Abroad Contexts for Enhanced Foreign Language Learning, 96–119. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch005.

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This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Pellerin, Martine. "Digital learning environments, multimodal and sensory affordances: reshaping the second language experience for a new era." In CALL for widening participation: short papers from EUROCALL 2020, 279–85. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1201.

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The paper examines how the game Minecraft can be used as a new digital learning environment in the context of second language teaching and learning. It explores how the concepts of digital space and digital place within the new 3D digital environment can contribute to reshaping the language learners’ experience and promote greater engagement in the target language. The study involved one language teacher and his grade 6 (upper elementary) students in a French immersion program in Canada. Digital artifacts created by the students in Minecraft were collected and qualitative analysis was carried out. The findings reveal that the use of a new digital environment allows for the emergence of a sense of digital place (emotional connection), greater engagement, and a sense of agency and control on the part of learners. Higher levels of collaboration, creativity, and imagination were also observed in the language tasks.
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Conference papers on the topic "French language Study and teaching (Higher) Australia"

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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