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Relevant bibliographies by topics / Second language learning; Foreign languages

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Academic literature on the topic 'Second language learning; Foreign languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Second language learning; Foreign languages"

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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (February 11, 2020): 1302. http://dx.doi.org/10.3390/su12041302.

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Further analysis reveals that the connection between the participants’ motivation and language proficiency is mediated by foreign language enjoyment. These findings form the basis of our suggestions for the sustainable learning and teaching of foreign languages in universities.

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Engin, Ali Osman. "Second language learning success and motivation." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1035–41. http://dx.doi.org/10.2224/sbp.2009.37.8.1035.

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The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.

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Goh, Ying Soon, Nasirin Abdillah, Noor Aileen Ibrahim, and Raja Mariam Raja Baniamin. "Language activities as a platform for second/foreign language learning : its relevance and challenges." Social and Management Research Journal 3, no. 2 (December 20, 2006): 97. http://dx.doi.org/10.24191/smrj.v3i2.5117.

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This study seeks to identify the relevance and challenges faced in conducting language activities to help foster second/foreign language learning at Universiti Teknologi MARA (UiTM) Terengganu. This is also aimed at assisting the organization to review practices of having language activities, hoping this may further cultivate and generate enthusiasm among students to learn second/foreign languages. This research also offers some possible ways to improve students' activities so as to help enhance their second/foreign language learning. In other words, this research may serve as a preliminary attempt aiming at providing reflections and insights on how students' participation in language activities conductedmay be usefulfor them in learning second/foreign languages. The research employs quantitative methodology in which random stratified sampling technique is used Samples consist of Bumiputera students taking English (as a second language) and Mandarin, French, and Arabic classes (as foreign languages). Generally, students are ofthe opinion that language activities can become a significant platform to project andshow their language skills and competency during presentations/performances. Nevertheless, as one ofmany recommendations suggested in the findings of this research, wefound that there is still a needfor evaluation andfo//ow-up work after having participated in the language activities.

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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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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (January 26, 2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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Xusanxoja O’gli, Khusanov Khasanjon. "Objectives Of Teaching English As A Second Language In Uzbekistan." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 250–52. http://dx.doi.org/10.37547/tajssei/volume02issue10-41.

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The author of the article made an effort to analyse and illuminate the measures and efforts being done in the sphere of teaching foreign languages in Uzbekistan. In other words, the author endeavored to practically expose the presidential decree № 1875 on December 10, 2012 “On measures to further improvement of system of learning foreign languages.” along with the comprehensive importance of teaching and learning English in Uzbekistan.

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Camps, Joaquim, and Heidi Byrnes. "Learning Foreign and Second Languages." South Atlantic Review 65, no. 1 (2000): 168. http://dx.doi.org/10.2307/3201936.

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Buivydienė, Vaida, and Regina Žukienė. "Applying the Communicative Methodic in Learning Lithuanian as a Second Language." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 23–31. http://dx.doi.org/10.3846/coactivity.2007.31.

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One of the strengths of European countries is their multilingual nature. That was stressed by the European Council during different international projects. Every citizen of Europe should be given the opportunity to learn languages life long, as languages open new perspectives in the modern world. Besides, learning languages brings tolerance and understanding to people from different cultures. The article presents the idea, based on the experience of foreign language teaching, that communicative method in learning languages should be applied also to Lithuanian as a foreign language teaching. According to international SOCRATES exchange programme, every year a lot of students and teachers from abroad come to Lithuanian Higher Schools (VGTU included). They should also be provided with opportunities to gain the best language learning, cultural and educational experience. Most of the students that came to VGTU pointed out Lithuanian language learning being one of the subjects to be chosen. That leads to organizing interesting and useful short-lasting Lithuanian language courses. The survey carried in VGTU and the analysis of the materials gathered leads to the conclusion that the communicative approach in language teaching is the best to cater the needs and interests of the learners to master the survival Lithuanian.

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Gazizova, Alfia, Nailya Mingazova, and Vitaly Subich. "Teaching a Second Foreign Language in the Russian School." SHS Web of Conferences 48 (2018): 01001. http://dx.doi.org/10.1051/shsconf/20184801001.

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Development of international cooperation which led to the inclusion of the second foreign language into the compulsory discipline list, according to the Federal Standards of Basic Education of the Russian Federation, raises the questions of radical changes, directions and conditions of teaching foreign languages which influence the formation of multilingual personality. The paper is aimed at looking into the peculiarities and problems of teaching a second foreign language in the Russian school in terms of goal-setting and the organization of educational process. The study is based on the experience of 22 schools in the Republic of Tatarstan, having been realized through investigating academic papers, official documents, contemplation of the educational process, etc. The results of the study reflect the organizational and methodological issues of foreign language teaching in the Republic (starting time of studying, duration of learning a foreign language, teaching staff, means of teaching, methodological basis, etc.) as well as the demand for learning European and oriental languages. The authors point out the relevance of better conditions for teaching a second foreign language (creating of organizational models, definition of the course length, etc.) and defining the objectives, connected with the contents of the academic discipline, efficiency of teaching a foreign language and the professional qualities of the teacher, his competence.

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Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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Dissertations / Theses on the topic "Second language learning; Foreign languages"

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Johnson, Brianne J. McManness Linda M. "Foreign language learning : an exploratory study on the external and internal influences affecting success /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/3959.

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Service, Elisabet. "Phonological coding in working memory and foreign-language learning." Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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Mohammed-Ali, Ahmed Shakir. "Attitudes and motivation of Arabic-speaking students of science and technology in Wales towards English and their relationship to proficiency in English." Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260168.

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Kiziltepe, F. Zeynep. "Attitudes and motivation in second language learning." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363374.

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Lyu, Yeonhwan. "Simulations and Second / Foreign Language Learning: Improving communication skills through simulations." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.

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Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.

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This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.

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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Guillory, Helen E. (Helen Elizabeth). "Computer Applications to Second Language Acquisition." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc504628/.

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This thesis is intended to give a panorama of technology in foreign language pedagogy. Although my field of study is French, the computer applications under scrutiny do not relate solely to the teaching of French. This paper begins with a criticism of the rigid listen-and-repeat language laboratory concept while tracking the rise of communicative language learning theory; follows the microprocessor revolution in language consoles; documents the development of computer-assisted instruction; showcases software evaluations of computer-assisted language learning; explores telecommunications; discusses satellite dishes and other computer peripherals; presents the results of a survey of Texas universities; and concludes with the presentation of the evolving language media center.

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Freeman, Mike. "Time factors as predictors of success in language learning : a study of background variables and language learning activities." Thesis, University of Surrey, 1996. http://epubs.surrey.ac.uk/843702/.

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The present research examines the importance of time factors as predictors of success in language learning. Time factors are periods of time which students spend on language learning. The research addresses four main questions: (1) what is the nature of the relationship between language learning and time; (2) what is the relative importance of time factors to language learning; (3) to what extent can time factors predict success in language learning; and (4) what do students spend most time on? A group of 118 students of French and EFL at the Universities of Sussex and Brighton completed a questionnaire during the period March to May 1995. This questionnaire collected data on the periods of time students spent on language learning and on student proficiency levels, using self-report instruments. This data was triangulated with similar data collected from 23 interviewees, and 6 case-study students. The results of a correlational analysis indicated that total hours of study and active residence was the best predictor of student proficiency, and that there seemed to be a logarithmic relationship between this predictor and proficiency. The best multiple regression model accounted for 67% of variance in proficiency levels. Students of French spent most time on classwork and homework, whereas the EFL students spent most time chatting to non-native speakers and listening to the radio.

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Ludke, Karen M. "Songs and singing in foreign language learning." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5500.

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Educators have claimed that listening to music in a second or foreign language (L2) can provide fun and motivating educational material and that singing can enhance the L2 learning process by improving listening and speaking skills, pronunciation, intonation, and vocabulary. Experiments have shown that under certain conditions, a sung presentation of linguistic material can facilitate verbal learning in the native language. To date, however, there is very little research evidence that singing can increase L2 skills. This thesis begins to methodically evaluate whether listening to songs and singing in a new language can facilitate L2 learning, compared to practising L2 material through more traditional, speech-based instructional methods. The research studies also explore the extent to which individual di erences (IDs) between learners may mediate any observed benefits of using songs in L2 instruction. The first two studies examine under controlled experimental conditions whether singing can support adults’ beginning-level modern language learning compared to speech over a short time period. Results indicate that when no significant group di erences exist for the ID measures, an instructional method that incorporates L2 singing can facilitate short-term learning and memory. Results also showed that IDs between learners, in particular previous language learning experience, musical abilities, mood, and motivation, can mediate the benefits of L2 learning through a singing method. The third study describes a four-week, classroom-based arts intervention exploring the e ects of incorporating songs and dramatic dialogues into the L2 curriculum, both in terms of learning outcomes and the adolescents’ opinions. In addition to increases in French skills, many children reported that the dramatic and musical activities had increased their confidence to speak in French. There was also an overall preference for listening to songs and more children reported that the songs repeated in their heads after class. The thesis concludes by discussing practical implications for L2 instruction and proposes a framework to guide future research exploring how and why singing can support modern foreign language learning.

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Books on the topic "Second language learning; Foreign languages"

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Pinter, Annamaria. Children learning second languages. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

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Bielska, Joanna. Between psychology and foreign language learning. Katowice: Wydawn. Uniwersytetu Śląskiego, 2000.

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Second language learning and language teaching. 4th ed. London: Hodder Education, 2008.

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Takač, Višnja Pavičić. Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters, 2008.

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Turnbull, Miles, and Jennifer Dailey-O’Cain, eds. First Language Use in Second and Foreign Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972.

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Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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Edmondson, Willis. Twelve lectures on second language acquisition: Foreign language teaching and learning perspectives. Tübingen: Narr, 1999.

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Lundquist, Lita. Navigating in foreign language texts. Frederiksberg [Denmark]: Samfundslitteratur, 2008.

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Lundquist, Lita. Navigating in foreign language texts. Frederiksberg [Denmark]: Samfundslitteratur, 2008.

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Devitt, Seán M. Learning a foreign language through the media. Dublin: Trinity College, Centre for Language and Communication Studies, 1986.

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Book chapters on the topic "Second language learning; Foreign languages"

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Hinton, Leanne. "Learning and Teaching Endangered Indigenous Languages." In Second and Foreign Language Education, 213–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_18.

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Hinton, Leanne. "Learning and Teaching Endangered Indigenous Languages." In Second and Foreign Language Education, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_18-1.

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Jedynak, Małgorzata. "Gifted Visually Impaired Children Learning Foreign Languages." In Second Language Learning and Teaching, 337–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-20850-8_21.

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Gabryś-Barker, Danuta. "Evaluating Language Courses at Foreign Language University Centers." In Second Language Learning and Teaching, 35–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66975-5_3.

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Fernandez, Suzanne, and Margaret Gearon. "Community Language Learning in Australia." In Second and Foreign Language Education, 225–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_19.

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Fernandez, Sue, Margaret Gearon, and Michael Clyne. "Community Language Learning in Australia." In Second and Foreign Language Education, 1–12. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02323-6_19-1.

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Szyszka, Magdalena. "Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies." In Second Language Learning and Teaching, 51–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50642-5_3.

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Nijakowska, Joanna. "Multisensory Structured Learning Approach in Teaching Foreign Languages to Dyslexic Learners." In Second Language Learning and Teaching, 201–15. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00044-2_14.

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Oxford, Rebecca L. "Conditions for Second Language (L2) Learning." In Second and Foreign Language Education, 27–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_4.

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Oxford, Rebecca L. "Conditions for Second Language (L2) Learning." In Second and Foreign Language Education, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_4-1.

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Conference papers on the topic "Second language learning; Foreign languages"

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.

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Zhihai, Fu. "Distance Learning for Foreign Language Teaching." In 2010 Second International Conference on Multimedia and Information Technology. IEEE, 2010. http://dx.doi.org/10.1109/mmit.2010.114.

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Kaskova, Margarita, Nelly Chernova, and Olga Ustinova. "INTENSIFICATION METHODS IN TEACHING A SECOND FOREIGN LANGUAGE." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0131.

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Lo Presti, Maria Vittoria. "Autonomy in language learning: a case study with Italian as a second language." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12963.

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The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.

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Palomo-Duarte, Manuel, Anke Berns, Juan Manuel Dodero, and Alberto Cejas. "Foreign language learning using a gamificated APP to support peer-assessment." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669927.

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Charkazova, Sevda. "THE ISSUE OF LEARNING AND TEACHING A FOREIGN LANGUAGE." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7462.

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The article deals with the issue of teaching a foreign language in connection with the need to form students of certain competencies that allow them to participate in a new society based on knowledge. A complex of problems associated with teaching and learning a second foreign language is discussed, and ways to solve them are proposed.

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Sari, Latifa Ika. "Second/Foreign Language Learning from the Socio-Psychological Perspective and the Implications in Language Classroom." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.080.

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Egorova, Maia, and Tamara Zapata Ruiz. "FEATURES OF INTERFERENCE IN THE PROCESS OF LEARNING A SECOND FOREIGN LANGUAGE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0401.

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Anderson, Tom A. F., Barry Lee Reynolds, Xiao-Ping Yeh, and Guan-Zhen Huang. "Video Games in the English as a Foreign Language Classroom." In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.39.

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Soloveva, Tatiana M., and Maia A. Egorova. "Features of Language Interference in the Process of Learning Chinese as a Second Foreign Language in Russia*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.066.

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