Relevant bibliographies by topics / Language level A1

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

Academic literature on the topic 'Language level A1'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language level A1"

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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (2017): 210–14. http://dx.doi.org/10.17816/snv201764302.

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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The aut
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Lanza, Stefano M., and Vitalija Lanza. "“A1 for Everyone”: Outline of a Plurilinguistic Project." Sustainable Multilingualism 17, no. 1 (2020): 147–72. http://dx.doi.org/10.2478/sm-2020-0017.

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SummaryThe paper presents a new tool for approaching foreign languages. The “A1 for everyone” (A1FE1) project aims to promote multilingualism (meaning the ability of an individual to use different languages) in tune with the focuses of EU language policy, i.e. “to make a wider range of languages available to learners to allow individual choice”. A1FE1 aims to create a series of compact manuals, language introduction guides, different from self-study courses or tourist phrasebooks, which should allow everyone to reach level A1 (“Breakthrough”) in a foreign language (L2), using the technologies
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Bautista Zambrana, Maria Rosario. "Corpus analysis of phraseology in an A1 level textbook of German as a foreign language." Quaderns de Filologia - Estudis Lingüístics 22, no. 22 (2018): 13. http://dx.doi.org/10.7203/qf.22.11298.

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This paper aims to analyse the extent to which the textbook for German as a foreign language DaF kompakt A1 (Sander et al., 2011) complies with the recommendations of the Common European Framework of Reference for Languages (Council of Europe, 2001) (hereafter CEFR) in respect to lexical competence and sociolinguistic competence in receptive and productive activities, specifically with regard to phraseological units. In this respect, we have focused on sentential formulae and fixed frames present in a corpus containing the textbook materials, and we have checked whether those fixed expressions
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Khromov, Sergey S., Nadezhda A. Gulyaeva, Valeriy G. Apalkov, and Nina K. Nikonova. "INFORMATION COMMUNICATION TECHNOLOGIES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT ELEMENTARY LEVEL (LEVEL A1, A2)." Open Education, no. 2(109 (January 1, 2015): 75–81. http://dx.doi.org/10.21686/1818-4243-2015-2(109-75-81.

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Domna, Avramidou, and Makrina Zafiri. "A Case Study of Two Groups of A1 Level Students in English." Education and Linguistics Research 4, no. 2 (2018): 78. http://dx.doi.org/10.5296/elr.v4i2.13640.

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This study attempts to examine differentiated instruction and its implications in the teaching of oracy skills to young EFL learners. Within this aim, the EFL educational context investigated upon, was a private language centre in Greece where differentiated teaching approaches were applied to enhance students’ oral and aural skills through the implementation of a task-based pedagogical intervention. Two groups of monolingual Greek students, were tested in English through a pre-test, which was of an A1 level, according to the Common European Framework of Reference for Languages (CEFR). There w
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Papadopoulos, Isaak. "Shaping the intercultural communicative profile of young foreign language students: a multidimensional analysis of their written." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (2019): 127–38. http://dx.doi.org/10.29302/jolie.2019.12.1.9.

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Intercultural communication competence has recently been established within research and teaching as a key priority within second and foreign language teaching classrooms. More specifically, developing intercultural communication skills fosters students’ intercultural as well as linguistic competence in a way that prepares them to be able to interact with speakers of other languages and from different cultures. A very important component of effective communication is the persuasiveness of the message that is conveyed with a particular aim. In the speakers’ attempt to achieve persuasiveness, th
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Anastasiadou, Sofia D., and Chrysathi S. Tiliakou. "Investigation of the discriminating ability of the Greek State Certificate of Language Proficiency by means of Vacor method: The case of Greek speaking and Turkish speaking students from the Muslim minority of Thrace." International Journal of Learning and Teaching 8, no. 2 (2016): 109. http://dx.doi.org/10.18844/ijlt.v8i2.517.

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The present research aims at exploring the discriminating ability of the Greek State Language Certificate known as KPG, administered in May 2012, which examined the English language at A1/A2 Levels according to the scale of the Common European Framework of Reference for Languages. The proposition of this paper pertains to the evaluation of the examination via the Vacor technique.The main target is the accuracy of differentiation of level A1 from level A2. More specifically, the goal is to identify items which differentiate the two levels for the Greek speaking as well as for the Turkish speaki
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Khushik, Ghulam Abbas, and Ari Huhta. "Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1." Applied Linguistics 41, no. 4 (2019): 506–32. http://dx.doi.org/10.1093/applin/amy064.

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Abstract The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that w
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Al-Kaisi, Alisa Nazarovna, Alla Leonidovna Arkhangel’skaya, and Ol’ga Ivanovna Rudenko-Morgun. "INTELLIGENT VOICE ASSISTANT ALICE IN CLASSES OF RUSSIAN AS A FOREIGN LANGUAGE (LEVEL A1)." Philological Sciences. Issues of Theory and Practice, no. 2 (February 2019): 239–44. http://dx.doi.org/10.30853/filnauki.2019.2.52.

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Davidson, Fred, and Glenn Fulcher. "The Common European Framework of Reference (CEFR) and the design of language tests: A matter of effect." Language Teaching 40, no. 3 (2007): 231–41. http://dx.doi.org/10.1017/s0261444807004351.

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Language test development proceeds best when the test's effect is borne in mind, throughout the test development process. The authors discuss the flexible language of the Common European Framework of Reference for Languages (CEFR) and explore the pragmatic utility of such language to guide language test development. They select service encounters (e.g. airline ticket sales, open-air markets) as a sample language use domain to illustrate demonstrable weaknesses in the Framework. Using the CEFR Level A1 service encounter descriptor, suggested testing materials are shown in a versioned evolution
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Dissertations / Theses on the topic "Language level A1"

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Šálená, Ivana. "Problematika testů a testování ve výuce češtiny pro cizince." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310396.

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The aim of this master's thesis is to deal with the problems of tests and testing. Firstly, tests, testing items, problems of solvability and unbiased assessment were described. On the basis of particular language tests - level A1 according to Common European Framework of Reference for Languages, which test foreigners' Czech (a foreign language for them) - the success rate of receptive skills (reading) and productive skills (writing) is compared. Concerning writing skills, there is a problem how to reach unbiased assessment. Finally, linguodidactic recommendation intended mainly for teachers o
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Ružbacká, Jana. "Čtení s porozuměním českých textů žáků cizinců v úrovni A1." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-340914.

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This master theses deals with certain aspects of Czech as foreign language. It comprises of 2 parts. The first one is theoretical background and explains key concepts as e.g. migration, foreign pupil in czech school, teaching of foreign pupils, reading comprehension, characteristic of level A1 according to the Common European Framework of Reference for Languages. It introduces European language portfolio and vocabulary for level A1. The second part is focused on field research that was realised at primary school in Prague. For this qualitative research were chosen 10 pupils from Slavic and Non
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Vlasatá, Adéla. "Specifika výuky francouzštiny jako cizího jazyka u dospívajících a dospělých studentů na úrovni začátečníků A1." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-304052.

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The aim of this thesis is to analyze, from general didactic perspective, specifics of French language teaching of adolescent as well as adult students at the beginner level. More specifically, socalled FLE teaching within informal educational environment of a particular language school in Prague is examined. In order to do so, this thesis is divided into two sections. In the first theoretical section, the compilation method is employed, resulting in detailed analysis of selected didactic themes related to the defined aim of the thesis. The second, supporting section consists of specially compi
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Fimanová, Barbora. "Zkouška z češtiny pro trvalý pobyt v České republice." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-405653.

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This thesis deals with the examination in the Czech language for permanent residence in the Czech Republic. The aim is to identify its basic characteristics, the success rate of the participants and whether it corresponds to the required A1 level. In the theoretical part, basic theoretical concepts of migration and integration and conditions for granting permanent residence in different countries are presented. In the practical part, the analysis itself is elaborated. It consists mainly in the comparison of the exam with the publication Referenční popis češtiny pro účely zkoušky z českého jazy
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Kasálková, Markéta. "Suprasegmentální úroveň jazyka a nonverbální aspekty v současném českém vyučování francouzštiny jako cizího jazyka na českých školách." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-323076.

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Title: Suprasegmental level of language and non-verbal aspects of the contemporary teaching French as a foreign language at the czech schools Keywords: French as a foreign language (FLE), teacher-student interaction, the role of teachers, nonverbal communication, gestures, facial expressions, emotions, the European Framework of Reference for Languages, didactics of foreign languages, language level A1 Abstract: The thesis addresses the absence of suprasegmental level of language and non- verbal aspects of the contemporary teaching of French as a foreign language in the textbooks and at the Cze
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Vaňátko, Jiří. "Jazyk SMS a francouzština jako cizí jazyk." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338636.

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in English with English title of the thesis: Language of SMS and French as a foreign language The central topic of the thesis is the language of short text messages (SMS) and/or the one of chat and their application in teaching of French as a foreign language (fr. abbreviation F.L.E., français langue étrangère). The aim is to answer the question so as to how to grasp linguo- didactically this modern sociolect of young users (not only) of French, typical of written communication via digital technologies, with the purpose of the purely practical use in the classes of French. Firstly, a linguisti
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Books on the topic "Language level A1"

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Frino, Lucy. Skills; Grammar; Vocabulary, Level A1. Pearson Education Australia, 2016.

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Bridge to Communication Level A1: Student Language Book A1 (Bridge to Communication (Secondary).). Santillana USA Pub Co Inc, 1999.

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Tilbury, Alex. English Unlimited. Level A1 Teacher's Pack. Teacher's Book. Con DVD-Rom. Cambridge University Press, 2010.

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Cambridge English Empower. Level A1 Workbook Without Answers and Downloadable Audio. Cambridge University Press, 2015.

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Cambridge English Empower. Level A1 Workbook with Answers. Con File Audio per Il Download. Cambridge University Press, 2015.

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English Unlimited. Level A1 Coursebook with e-Portfolio and Online Workbook Pack. Con Contenuto Digitale (Fornito Elettronicamente). Cambridge University Press, 2012.

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Benchina, Hochine, and Nadia Rocchetti. Arabic Language Manual - To Learn Arabic, Written and Spoken: The First Manual for the Preparation of the Arabic Modern Standard Certificate - Level A1. Mimesis Edizioni, 2016.

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Benchina, Hochine, and Nadia Rocchetti. Arabic Language Manual: To Learn Arabic, Written and Spoken - The First Manual for the Preparation of the Arabic Modern Standard Certificate - Level A1. Mimesis Edizioni, 2016.

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Córdoba, Eulices, Esteban Mayorga, Licenia Perea, et al. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.

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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results
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Book chapters on the topic "Language level A1"

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Janowska, Iwona. "Mniej niż A1…, czyli o kompetencjach użytkownika języka na poziomie Pre-A1." In Kompetencje XXI wieku: certyfikacja biegłości językowej / Competences of the 21st century: Certification of language proficiency. University of Warsaw Press, 2020. http://dx.doi.org/10.31338/uw.9788323546917.pp.57-79.

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The Common European Framework of Reference for Languages has had a significant impact on the learning and teaching of modern languages in Europe, but, above all, it has revolutionised the way language skills are assessed and has contributed to the development of language knowledge certification systems. However, it has oft en been the subject of criticism and controversy. Certain deficiencies, which seem to be a natural consequence of the document’s comprehensiveness and the assumed goals, have also been noticed by its authors. In 2018, The Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors was published. The document aims not only to improve imperfections, but above all to adapt the description of language education to the current context of language use. Th e authors of the publication have, among other things, set up language proficiency descriptors for areas not specified in the 2001 version of the CEFR. This is how the Pre-A1 level description was developed. It refers to the level of competence at which the learner has not yet acquired a generative capacity, but relies upon a repertoire of words and formulaic expressions. The paper’s aim is a holistic presentation of this level: the process of the creation of descriptors, as well as the description of language activities and strategies of a novice language user.
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Berns, Anke, Iván Ruiz-Rube, José Miguel Mota, et al. ""Let's date!" A 360-degree video application to support foreign language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.983.

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New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.
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Boizou, Loïc, Jolanta Kovalevskaitė, and Erika Rimkutė. "Lithuanian Pedagogic Corpus: Correlations Between Linguistic Features and Text Complexity." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200628.

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This paper discusses the problem of automatic CEFR (CEFR – Common European Framework of Reference for Languages: https://www.coe.int/en/web/common-european-framework-reference-languages/level-descriptions.) level assignment to texts. We address the correlations between the lexical, morphological and syntactic features and the different CEFR levels of the texts in the Lithuanian Pedagogic Corpus. Only the texts from coursebooks showed the correlation of investigated linguistic features with text complexity. In the coursebook sub-part of the corpus, we observed that higher language proficiency levels are associated with more complex linguistic features: their number increases in texts of higher CEFR levels from A1 to B2 (e.g., non-finite verb forms, participles, adverbial participles and half participles, dative and instrumental noun cases or longer sentences).
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Darģis, Roberts, Ilze Auzin̦a, Kristīne Levāne-Petrova, and Inga Kaija. "Detailed Error Annotation for Morphologically Rich Languages: Latvian Use Case." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2020. http://dx.doi.org/10.3233/faia200629.

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This paper presents a detailed error annotation for morphologically rich languages. The described approach is used to create Latvian Language Learner corpus (LaVA) which is part of a currently ongoing project Development of Learner corpus of Latvian: methods, tools and applications. There is no need for an advanced multi-token error annotation schema, because error annotated texts are written by beginner level (A1 and A2) who use simple syntactic structures. This schema focuses on in-depth categorization of spelling and word formation errors. The annotation schema will work best for languages with relatively free word order and rich morphology.
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Capitani, Laura. "Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process." In Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.1082.

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‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.
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Muñoz García, Sandra Paola, and David Ruiz Guzmán. "Creating and Testing an Online Platform for Language Learning in the Mexican Context." In Studi e ricerche. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-529-2/009.

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This chapter presents the results of a case study conducted in 2016-17 at the National School of Higher Studies in Morelia (ENES-M), Michoacán, Mexico, where a pilot programme was implemented at bachelor’s level for students learning English as a foreign language. The platform used in this study was composed of small digital units called Learning Support Units (UAPAs) first developed in 2011 to help students practice and develop their linguistic skills at two levels, basic and pre-intermediate. These selected UAPAs were hosted in a portal named Ambiente Virtual de Idiomas (AVI) (Language Virtual Environment) administrated by the Coordination of Open University and Distance Education (CUAED). Later, in 2015, it was proposed that a more complex and complete platform be designed and in 2016 the new UAPAs for levels A1, A2, B1 and some of B2 were developed and then piloted for further evaluation. As a result, the experimental groups exposed to a blended teaching reported higher scores in the post test than control groups that were taught with no use of technological elements, hence proving that blended-learning teaching is a good pedagogical option for university students.
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Costa, Sara. "In Links We Trust." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch064.

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The problem of processing texts containing a number of unknown words is relatively common in foreign language learning, especially for students on level A1-A2-B1 (Common European Framework of Reference for Languages). The disorientation raised by such texts usually turns into frustration and demotivation, as most students experience a nearly total block in the comprehension process and soon give up reading the text, while only a few of them have recourse to proper comprehension strategies. This chapter describes an experimental reading activity carried out in a class of Italian students during a German lesson in order to enhance a motivating net-like reading attitude in L2 based on a constructivist-connectionist approach to language processing. The activity was meant to make students realise in practice that they have a wide range of interconnected comprehension strategies at their own disposal, which can be effectively activated to overcome when occurring comprehension blocks.
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Buendgens-Kosten, Judith. "Digital storytelling: multimodal meaning making." In Innovative language pedagogy report. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1243.

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What is it? Robin (n.d.) defines digital storytelling as “the practice of using computer-based tools to tell stories”, stressing that “they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing” (n.p.). Ohler (2009) suggests that “digital storytelling […] uses personal digital technology to combine a number of media into a coherent narrative” (p. 15). Very often, digital storytelling involves some kind of video production (see examples on https://digitalstorytelling.coe.uh.edu). Including stories and storytelling for language learning barely needs justification. The ability to tell a story is important in many life settings, from hanging out with friends to selling a product. But why digital storytelling? In 1996 The New London Group argued that the traditional perspective on literacy should be extended to encompass a broader range of meaning-making practices, including those involving digital media. In a similar vein, The Douglas Fir Group (2016) argues that “language learning is semiotic learning” (p. 27), and goes beyond the acquisition of words and structures. While engaging in digital storytelling, learners practise the target language in a potentially highly motivating context, use the target language and other linguistic resources to engage in discussion and negotiation about the process, and in the production of their stories (e.g. in a task-based language teaching tradition); also extending their repertoire of meaning-making resources through practice and reflection – cf. The New London Group’s (1996) notion of critical framing. Students of many different levels of proficiency can create engaging digital stories – from the A1-level primary school student telling a story via the Puppet Pals app, to the adult language learner engaging in a complex cross-media storytelling project.
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Yasuda, Akihiro. "An Explanatory Comparison of Japanese Secondary English Textbooks and IB English Textbooks." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch005.

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Fifty percent of IB schools in Japan use both the national and IB-authorized English textbooks. This chapter will explore the issue of how these differ. Books used for the study came from MYP Phase 3, MYP Phase 4, DP English B, and each grade of Japanese high school. In Study 1, 150 texts were checked for various language features: length, vocabulary profile, and readability. Text length was well-controlled in the Japanese textbooks, while IB books have both short and long texts. For vocabulary, AWL words appeared most often as the grade goes up. Analysis of English Vocabulary Profile showed that fewer CEFR A1/A2 words are used and more CEFR B/C level words appear as the grade goes up. Readability indices also show a wide range of levels. In Study 2, reading tasks are categorized in two ways: pre-/while-/post-reading tasks, and Anderson's taxonomy. In the IB textbooks, about 50% of the reading tasks require higher-order thinking skills whereas 70% of Japanese textbooks have tasks only requiring low-order thinking skills. This shows the sharp contrast between the two types.
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Izotov, Andrey. "Open classroom in Czech. Levels A1, A2, B1: Syllubus." In Language – Mind – Communication. Issue 36. LLC MAKS Press, 2008. http://dx.doi.org/10.29003/m48.lmc2008-36/64-69.

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Conference papers on the topic "Language level A1"

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Valova, Liudmila. "VERBAL ASPECT IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In Aktuální problémy výuky ruského jazyka XIV. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-9.

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Verbal aspect is one of the grammar “risk zones” of the Russian language. The purpose of this paper is to familiarize the reader with the author’s teaching method which makes it easier for foreign students to grasp the concept of Russian verbal aspect. The techniques and recommendations described in this paper can be applied while teaching students of different levels (A1 – C2).
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Apakina, Liudmila V. "THE SPECIFICS OF PRODUCING TEACHING MATERIALS FOR THE ORGANIZATION OF INDEPENDENT CREATIVE WORK OF STUDENTS AT THE A1–A2 LEVELS OF LEARNING RUSSIAN AS A FOREIGN LANGUAGE USING LMS MOODLE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1580.

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