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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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Bozinovic, Nikolina, and Josko Sindik. "Language proficiency for careers in tourism and learning different second foreign languages." Turizam 17, no. 3 (2013): 121–30. http://dx.doi.org/10.5937/turizam1303121b.
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COŞKUN, HASAN. "USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING." Journal of Education Culture and Society 6, no. 1 (January 5, 2020): 167–84. http://dx.doi.org/10.15503/jecs20151.167.184.
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The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.
The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught. The Board for Higher Education in Turkey, has introduced second foreign language lessons in foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages. Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.
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Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.
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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.
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Jyothi, Dr M. "Learning English as a Foreign / Second Language: A Critique." SMART MOVES JOURNAL IJELLH 4, no. 5 (September 22, 2017): 6. http://dx.doi.org/10.24113/ijellh.v4i5.1345.
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A knowledge of the English Language has become an object of importance in relation to its application in various walks of life. A complete command over the language could be possible where the varied meanings of usage of words, idioms and phrases according to the changing circumstances and situations are comprehensively elucidated to learners. In the twentieth century there is the phenomenon of the native speakers of English being outnumbered by the non-native speakers considerably. There are as many as 1500 millions users of English as a second language. Of these, an estimated 18 million users are in India. The Indian users of English are spread all over India. Though the users of English are spread all over India. English in India has a pan-Indian character. Though the users of English in India make use of the charastic role of English, yet there is no complete homogeneity. The variation in the use of English is partly due to the vast linguistic diversity in the country. It is estimated that there are as many as fifteen major languages and 1652 languages and dialects spoken in India. The ethnic variety of proficiency tend to contribute to the lack of homogeneity in Indians’ use of English. Against this back ground, Indian users of English language, lack intelligibility in communicating English language as it ought to be communicated like native speakers of English. This kind of situations often noticed by the native speakers who claim that they use only Standard English. Standard English is defined by H.C.Wyld as a certain vareity of English “spoken within certain social boundaries, with an extraordinary degree of uniformity, all over the country”. It is neither a regional nor social dialect, but its use confers a social change on the speakers. Every educated Englishmen speak it as it is the widely accepted dialect. It is the English spoken in southern England and it remains to be the language of the cultured and educated people living in south of the River Thames. It is the speech heard among men who have bee
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Konyakhina, Liudmila, and Andrey Ivanov. "Musical Competence and Second Language Learning." Nizhny Novgorod Linguistics University Bulletin, no. 54 (June 30, 2021): 149–64. http://dx.doi.org/10.47388/2072-3490/lunn2021-54-2-149-164.
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In recent years, we have witnessed a renewal of interest in the language — music relationship due to the development of cognitive science and the advent of brain imaging methods, such as positron emission tomography, functional magnetic resonance imaging, magnetoencephalography, electroencephalography, and event-related brain potentials, which has led to a number of major discoveries. The relationship between music and language has been examined from many different perspectives. Taken together, these findings indicate that musical competence positively influences some aspects of speech processing, from auditory perception to speech production and may benefit second language acquisition. In this review, we focus on the main results of the current research, discuss several interpretations that may account for the influence of musical competence on speech processing in native and foreign languages, and propose new directions for future research.
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Zhuravleva, Yevgeniya A., and Atirkul E. Agmanova. "Russian Language in Kazakhstan: Specific Learning and Functioning in the Context of Interlingual Interaction." Polylinguality and Transcultural Practices 18, no. 1 (December 15, 2021): 20–28. http://dx.doi.org/10.22363/2618-897x-2021-18-1-20-28.
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The diversity and specificity of cultures and languages of ethnic groups, living on the territory of Kazakhstan, create a special socio-cultural context of the Eurasian space, demonstrating the model of modern interethnic linguistic and socio-cultural interaction. Uniqueness of social and communicative space of the country, characterized by the dominance of the state Kazakh and Russian languages - languages of two large ethnic groups - against a background of great linguistic diversity, determines the significance of the study of their interaction and mutual influence in the context of a multicultural society. This paper analyzes the issues of language interaction in polyethnic state, forms and methods of foreign language influence on Russian language. The issues of learning and functioning of the Russian language are considered as a native and as a second languauge. Active processes due to features of the interaction of the Kazakh and Russian languages are analyzed as 1) speech activity of ethnic Russians; 2) Russian speech of other ethnic groups; 3) learning and using Russian language by repatriates-Kazakhs and foreign citizens.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 549–51. http://dx.doi.org/10.14746/ssllt.2018.8.3.1.
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Following two special issues of the journal, one dedicated to emotions in second language learning and the other to language learning strategies, the present issue of Studies in Second Language Learning and Teaching is a regular one, bringing together six empirical studies dealing with different aspects of learning and using second and foreign languages (L2).
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Dalton-Puffer, Christiane, Renate Faistauer, and Eva Vetter. "Research on language teaching and learning in Austria (2004–2009)." Language Teaching 44, no. 2 (February 22, 2011): 181–211. http://dx.doi.org/10.1017/s0261444810000418.
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This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.
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Odaryuk, Irina V., and Artem S. Gampartsumov. "Development of foreign language communicative competence in the process of academic and professional interaction in a second foreign language." Samara Journal of Science 9, no. 3 (November 20, 2020): 282–86. http://dx.doi.org/10.17816/snv202093307.
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This paper examines the peculiarities of teaching German as a second foreign language in a railway university. The analysis emphasizes the inefficiency of traditional methods and the success of the bilingual approach, which consists in a harmonious combination of methodological principles of teaching the first and second foreign languages. The authors carry out a theoretical analysis of the fundamental principles of teaching a second foreign language: a comparative approach, the principle of reliance on the first foreign and native languages, an autonomous approach, a cognitive principle. The paper deals with the issues related to interference and transfer in teaching a second foreign language. Project methods (simulation, presentation speech, Lapbook-technology) tested by the author in the learning process are offered as learning technologies, the use of which facilitates effective mastering of foreign language skills and abilities. The syllabus of the course A Second Foreign language developed by teachers of the Rostov State Transport University in accordance with the new edition of the Federal State Educational Standard is analyzed. The conclusion is made that this syllabus satisfies the requirements put forward by methodologists to the process of teaching a second foreign language. The analysis of the organization of the educational process with the use of textbooks and a fund of assessment tools prepared for the course is expected to be the subject of our further research.
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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.
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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.
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Nawrocka-Fisiak, Jadwiga. "Foreign and second language learning." System 13, no. 2 (January 1985): 170–72. http://dx.doi.org/10.1016/0346-251x(85)90028-4.
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King, Jim. "The Instruments for Research into Second Languages (IRIS) Digital Repository – Jim King interviews Emma Marsden about a new online research resource." Language Teacher 37, no. 2 (March 1, 2013): 35. http://dx.doi.org/10.37546/jalttlt37.2-2.
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The Instruments for Research into Second Language Learning (IRIS) <www.iris-database.org> is a new non-profit, independent, free online database of instruments for collecting data for research into foreign/second languages. Here Jim King talks to Emma Marsden, the IRIS Project’s joint director, about her ambitious plan to make peer-reviewed L2 research tools accessible to a much wider audience. Having started her career as a foreign language teacher in schools, Emma Marsden is now a senior lecturer in second language education at the University of York, with interests in second language learning theories, foreign language teaching, and research methods.
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Borozdina, Nataliia A. "Stages of teaching students a second foreign language based on cognitive communicative approach." Tambov University Review. Series: Humanities, no. 186 (2020): 42–47. http://dx.doi.org/10.20310/1810-0201-2020-25-186-42-47.
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Educators should carefully plan their teaching activities especially when it comes to second foreign language teaching. One of the most common problems many students face when learning a second foreign language is a negative language transfer which arises due to the influence of the native language and the first foreign language. Especially difficult is the overcoming of negative language transfer in the process of studying the prepositions of a second foreign language. In order to help students overcome the emerging negative language transfer under the influence of several languages educators should create a special learning environment that would contribute to creating special learning connections in learners’ minds. We consider the benefits of cognitive communicative approach in relation to the process of overcoming negative language transfer when studying the prepositions of a second foreign language. We propose and describe an algorithm for overcoming negative language transfer which includes the following stages: 1) planning stage; 2) selection of the most suitable methodological content; 3) creation of scaffolded methodic content; 4) scaffolded practice of skills; 5) independent students’ practice; 6) assessment stage.
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Batyi, Szilvia. "Foreign language learning and education in minority circumstances. Problems and possible solutions." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 29–41. http://dx.doi.org/10.12697/jeful.2011.2.1.02.
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Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.
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Karolczuk, Marzanna. "O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań." Neofilolog, no. 35 (June 15, 2010): 185–94. http://dx.doi.org/10.14746/n.2010.35.18.
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The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.
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Charkova, Krassimira Dimitrova. "Early foreign language education and metalinguistic development." Annual Review of Language Acquisition 3 (December 31, 2003): 51–88. http://dx.doi.org/10.1075/arla.3.04cha.
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Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigated. The study found that early foreign language education has a positive effect on the quality of children’s definitions in their L1. The bilingual and trilingual children performed significantly better than the monolingual children. The results specific to the bilingual and trilingual groups showed that second/third language proficiency was a significant and powerful predictor of the performance of the bilingual and trilingual subjects on the word-definition tasks in their second/third language. L1 word-definition ability was a weaker predictor of the subjects’ performance on the word-definition task in their second or third language. However, in the case of genetically closely related languages (Bulgarian and Russian) the transfer was easier as compared to genetically more distanced languages (Bulgarian and English).
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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.
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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.
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Rahayu, Acep, Unang,. "The importance of mastering foreign languages in developing hospitality and tourism industries." Journal of Business on Hospitality and Tourism 1, no. 1 (December 28, 2015): 9. http://dx.doi.org/10.22334/jbhost.v1i1.5.
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This study aims at offering some thoughts that cultural differences influence a great deal in hospitality and tourism industries. In Indonesia English is a second language whereby occupational background in the past still dominates our language structure. Indonesia was occupied by the Dutch for 3 and half decades then by the Japanese for 3 and half years. Lacking of vocabulary items, Indonesian Language still use foreign languages such those borrowed from Dutch, English, Italian, Portuguese and Arabic.Cultural differences also influences Indonesian way of using the English expressions at hospitality industries. Mastering foreign languages is very important in developing hospitality industries in Indonesia. The main findings of my research are : those motivated students learn foreign languages better, those having good learning strategies master foreign languages better, and those mastering foreign languages work successfully at hospitality and tourism industries.
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Courtney, Louise. "Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency." Oxford Review of Education 43, no. 4 (July 4, 2017): 462–81. http://dx.doi.org/10.1080/03054985.2017.1329721.
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Utkir, Muradov, Kadirova Nilufar, Ikramova Ra’no, and Kuchkeldiyeva Umida. "The Role Of Motivation In Learning Foreign Language." American Journal of Social Science and Education Innovations 02, no. 12 (December 8, 2020): 14–21. http://dx.doi.org/10.37547/tajssei/volume02issue12-04.
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This paper analyzes the role of motivation in language learning, especially foreign language acquisition. It compares two different subjects who are learning English yet they have various background of family, language learning experience, and interests. They were provided pre-, post-tests to testify their knowledge; moreover, they were interviewed to know how they are encouraged to learn a language. The paper indicates the importance of intrinsic motivation for second language learners.
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Shehni, Maryam Cheraghi, and Tahereh Khezrab. "Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1478. http://dx.doi.org/10.17507/tpls.1011.20.
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The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.
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Wiśniewska, Danuta. "EMOTIONS, LINGUISTIC LANDSCAPE AND LANGUAGE LEARNING." Neofilolog, no. 52/1 (April 25, 2019): 75–88. http://dx.doi.org/10.14746/n.2019.52.1.7.
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Emotions are a significant part of our lives. The question of how to communicate emotions is especially important for individuals who, apart from speaking their mother tongue, speak another, either second or foreign language. Research shows that there are differences across languages in terms of the vocabulary of emotion, in the concepts underlying lexical items, in the degree of ease of expressing and describing emotions. Therefore, teaching emotion words is of vital importance for successful communication. One of the factors which may be conducive in eliciting emotions is teaching materials. The purpose of this paper is to address the problem of expressing emotions in a foreign language and suggest the use of linguistic landscape as one of possible sources of input for teaching/learning how to perceive and communicate emotions in a foreign language effectively.
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Pawlak, Mirosław, and Zuzanna Kiermasz. "The use of language learning strategies in a second and third language: The case of foreign language majors." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 427–43. http://dx.doi.org/10.14746/ssllt.2018.8.2.11.
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Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish university students majoring in English and, at the same time, being required to reach a high level of proficiency in another additional language. The data were collected by means of the Strategy Inventory for Language Learning (Oxford, 1990) and interviews conducted with selected participants. A combination of quantitative and qualitative analysis demonstrated that strategy use in the second language was higher than in the third language, both overall and with respect to specific groups of strategies, mostly traditional and memory strategies were deployed, and the outcomes could be attributed to the proficiency level in both languages and varied motivation to master these languages.
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Biró, Enikő. "Learning Schoolscapes in a Minority Setting." Acta Universitatis Sapientiae, Philologica 8, no. 2 (December 1, 2016): 109–21. http://dx.doi.org/10.1515/ausp-2016-0021.
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Abstract In my paper, I present a qualitative approach to the linguistic landscape of Hungarian schools in Sepsiszentgyörgy/Sfântu Gheorghe, Romania. These landscapes are called schoolscapes as they represent the material environment where texts and images “constitute, reproduce and transform language ideologies” (Brown 2012: 282). These manifestations reveal a lot about language learning and teaching in a formal educational environment. Beyond the simple representations of languages in education, we may trace more or less hidden curriculum details of foreign- and second-language teaching (English/German, Romanian) in a Hungarian-Romanian dominant bilingual setting. My aim is to describe the visual manifestations of the differences and similarities between the languages taught to minority children and the mutual efforts of teachers and students to meet the basic challenges of learning and teaching these languages.
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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij28072319r.
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The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (December 10, 2018): 2319–24. http://dx.doi.org/10.35120/kij29082319r.
Full textAbstract:
The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.
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Tran, Nguyen Thi Ngoc. "The Relationship Between Language Learning Strategies and Gender in Learning English as a Second or Foreign Language." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 120–26. http://dx.doi.org/10.32996/jeltal.2021.3.6.17.
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In Viet Nam and many other nations, people tend to make general assumptions about language learning like that “Females are better at language learning than males”, “Languages are females’ subjects”. Those assumptions have caused a negative impression on males about language learning. As a result, there is a remarkable worldwide inequality in the number of male and female English majors. Are females really superior to males in language learning? Do their different ways in language learning play an important role in their success? If the differences in learning methods are said to be responsible, their learning strategies may account for their different level of success in language learning. Those questions inspired the author to determine whether there are any significant differences in learning strategies due to gender. The paper first synthesized previous research to have an overview of learning strategies males tend to prefer and those that females favour. Then, from the awareness of the differences, some pedagogic implications were raised for English teachers who share the same interest in dealing well with learners of each sex.
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Shamsi, Ahmad Fawzi. "The Motivating Factors of Second Language Acquisition for Young Learners." Journal of Studies in Education 9, no. 3 (August 15, 2019): 64. http://dx.doi.org/10.5296/jse.v9i3.15075.
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Motivation plays a very effective role in teaching foreign languages. It has been suggested that the use of motivation can help in facilitating learning English. This study investigated the motivating factors for young learners in North Cyprus. The researcher aimed to find out the most motivating factor(s) for learning English for grade five pupils at a primary school in North Cyprus. The results show that there are many motivating factors that positively affect the learners’ attitudes towards learning English as a foreign language. Learners are motivated with many different factors: intrinsically, extrinsically, instrumentally, or integratively.
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Hu, Zhihua, and Maria Teresa Roberto. "Reflexão sobre a Formação em Duas Línguas Estrangeiras (Inglês e Uma Outra Língua) pelas Universidades Chinesas e Proposta da Disciplina de Tradução Inglês – Português para os Licenciandos em Português." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 247–72. http://dx.doi.org/10.5007/2175-8026.2020v73n1p247.
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The training of two foreign languages (usually English and another foreign language) by the Chinese universities can date back to the 1980s (Sun, 2015:91). Nevertheless, there are still some parts which need to be improved, such as the lack of adequate materials, and the insufficiency of disciplines linking knowledge of two foreign languages, for example, the disciplines on comparison, contrast and possible translation between the two foreign languages. Without such disciplines, students can only study the two languages separately, which not only increases the student's task, but also is not conducive to activating the positive transfer (Wang, 2012; Li, 2012) of English knowledge in learning a second foreign language. In addition to presenting and discussing the training of two foreign languages by the Chinese institutions, in this work, we also want to propose an English - Portuguese translation discipline for Chinese bachelor students of Portuguese. In support of this, our considerations are based on the discussion of training of two foreign languages.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Jawad, Najat A. Muttalib M. "Bilingual Education: Features & Advantages." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 735–40. http://dx.doi.org/10.17507/jltr.1205.12.
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Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 will essentially affect the learners’ progress in English learning if they don’t get full English immersion. Moreover, bilingualism cannot obtain easily and that is all. To keep high-level bilingualism, learner of two languages (the bilingual person) needs to use both languages constantly and with great effort. Learning a foreign language leads to learning a different culture that widens understanding and develops humanity. And the ability to use the second language and the second culture is considered a means to achieve creative capabilities.
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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.
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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.
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Sura, Nataliya. "Adult Education in Foreign Languages: Interactive Settings, Models, Practice." Education and Pedagogical Sciences, no. 3 (175) (2020): 52–63. http://dx.doi.org/10.12958/2227-2747-2020-3(175)-52-63.
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The article dwells upon modern English as a Second Language (ESL) educational settings which are based on innovative technologies modernizing the gist of adult education in a foreign language and containing organizational models of the learning process, founded on the dialectical commonality of ESL methodologies. Program models for ESL education that can be realized at university departments under certain conditions are presented. It has been identified that ESL learning via mobile devices and apps, modern tech and computer-based technologies facilitates the individualistic approach of teaching, encourages mental activity and improves the effectiveness of the learning process. Some elaborations have been made to the statements regarding adult ESL education in the context of computer didactics as an innovative learning system in which the theoretical approaches and practical achievements of such an interdisciplinary branch of knowledge as Artificial Intelligence are realized. The article emphasizes the deep connection between the development of ideas through Artificial Intelligence and the disciplines which presuppose understanding, decision-making, learning i.e. Psychology, Logic, Linguistics. The comparative analysis has been done in order to identify empirical data of questionnaires regarding prioritizing the use of mobile devices, apps, and digital media in the ESL learning process. The analysis serves as a detailed breakdown and evidence of the on-hand teaching experience at universities.
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Aljumah, Fahad Hamad. "Second Language Acquisition: A Framework and Historical Background on Its Research." English Language Teaching 13, no. 8 (July 31, 2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.
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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.
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Kwok, Chung Kam, and Lorna Carson. "Integrativeness and intended effort in language learning motivation amongst some young adult learners of Japanese." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 265–79. http://dx.doi.org/10.1515/cercles-2018-0016.
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AbstractSince the 1990s, many researchers in the field of Second Language Acquisition (SLA) have become focused on second/foreign language learners’ motivation to learn a language, and the role of motivation in determining future success. However, much of the research agenda has revolved around the acquisition of English as an Additional Language, and target languages other than English have been under-researched. This paper reports on a survey study designed to investigate the motivation of 84 beginner learners of Japanese learning the language in a university language centre evening programme. Examining the relationship between learners’ intended effort and six motivational orientations commonly used in SLA motivational studies using multiple linear regression, this study found that integrativeness was the only variable that contributed to learning motivation. This finding is in distinct contrast to studies focused on English learning where the ideal L2 self has often been found to be the best predictor of motivation. While it is far from sufficient to draw a conclusion that Japanese learning motivation is different from that of English based on one study, the current study does point to the key role of cultural identification in second/foreign language motivation, consistent with a small group of other motivational studies conducted in the context of Languages Other than English (LOTEs).
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Guzova, Alexandra Viktorovna, Natal'ya Vasil'evna Savitskaya, Tat'yana Viktorovna Ivolina, and Ol'ga Vital'evna Dedova. "Stylistic device of the epithet of literary text as a means of teaching students a second foreign language." Филология: научные исследования, no. 12 (December 2020): 11–21. http://dx.doi.org/10.7256/2454-0749.2020.12.34335.
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The goal of this article lies in determination of instances of application of epithets in learning a foreign language. The object of this research is teaching students a second foreign language, while the subject is the stylistic devices of epithets of literary texts. The author provides an overview of scientific literature on the topic, and outlines the fundamental scientific concepts of modern researchers. Analysis is conducted on the peculiarities and typological characteristics of epithets in the English and Russian languages. The author offers practical exercises for teaching foreign language based on literary texts containing epithets. The scientific novelty consist in revelation of the factors of application of epithets of literary texts that play an important role in learning a second language. Usage of epithets in teaching foreign language gives more profound understanding of culture and specifics of another language, which promotes better acquisition of the language. Special attention is given to the specifics of translation of various epithets from English to Russian and from Russian to English. The conclusion is made that usage of the stylistic features of epithets significantly affects the formation of linguocultural competences of the students learning a second foreign language.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Kong, Jiaxing, Xiaohan Zhang, and Mengjia Gu. "An Analysis of the Application of Flip Class in College Second Foreign Language Teaching." Learning & Education 9, no. 2 (November 10, 2020): 79. http://dx.doi.org/10.18282/l-e.v9i2.1407.
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With the parallel connection between China and the international economy and culture, the number of foreign students who are imported and exported in my country is increasing, and they are also increasingly connected in various aspects such as cultural life and economic development. Therefore, choosing to learn a second foreign language in universities has also become a trend. In addition to the lack of second-language majors in most high-efficiency, under the traditional education model of our country, learning second-language languages has many disadvantages. For example, there is a lack of language communication scenarios, and grammar learning is more than oral practice. In order to break this traditional and inherent learning model and provide college students with more opportunities for situational communication and practice, the teaching model of flipping classrooms has been introduced into classrooms by more and more universities.
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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.
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This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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Horwitz, Elaine K. "Foreign and second language anxiety." Language Teaching 43, no. 2 (March 3, 2010): 154–67. http://dx.doi.org/10.1017/s026144480999036x.
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The possibility that anxiety interferes with language learning has long interested scholars, language teachers, and language learners themselves. It is intuitive that anxiety would inhibit the learning and/or production of a second language (L2). The important term in the last sentence is ‘anxiety’. The concept of anxiety is itself multi-faceted, and psychologists have differentiated a number of types of anxiety including trait anxiety, state anxiety, achievement anxiety, and facilitative-debilitative anxiety. With such a wide variety of anxiety-types, it is not surprising that early studies on the relationship between ‘anxiety’ and achievement provided mixed and confusing results, and Scovel (1978 – this timeline) rightly noted that anxiety is ‘not a simple, unitary construct that can be comfortably quantified into ‘high’ or ‘low’ amounts’ (p. 137). Scovel did not, however, anticipate the identification in the mid-1980s of a unique form of anxiety that some people experience in response to learning and/or using an L2. Typically referred to as language anxiety or foreign language anxiety (FLA), this anxiety is categorized as a situation-specific anxiety, similar in type to other familiar manifestations of anxiety such as stage fright or test anxiety.