scholarly journals Collocaties leren in een vreemde taal

1970 ◽  
Vol 66 ◽  
pp. 177-192
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Formulaic Sequences ◽  
Foreign Language Learners ◽  
Communicative Functions ◽  
Research Findings ◽  
Language Output

Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary.Research has shown that the acquisition of formulaic sequences (FS) and collocationsis one of the biggest lexical challenges for foreign language learners. Researchersand teachers alike acknowledge the importance of learning FS in the FL classroombecause FS serve a number of communicative functions; they are ubiquitous in language;they allow more fluency in language output and their use makes FL learners come acrossas more proficient (Barfield and Gyllstad 2009; Boers et al. 2006; Schmitt 2008: 340).This paper reports on three studies that explore the effect of different pedagogic interventionson the acquisition of formulaic sequences and collocations. The pedagogic implicationsof the research findings are discussed in detail.

scholarly journals Attitudes and Motivation in Early Foreign Language Learning

2012 ◽  
Vol 2 (3) ◽  
pp. 55-74
Author(s):  
Jelena Mihaljević Djigunović
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Research Area ◽  
Language Learner ◽  
Learner Characteristics ◽  
Cross Sectional ◽  
Foreign Language Learners ◽  
Research Findings

This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these af-fective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of  complexity that warrant further research. Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made.

scholarly journals Knowledge of Formulaic Sequences as a Predictor of Language Proficiency

2018 ◽  
Vol 7 (2) ◽  
pp. 64 ◽  
Author(s):  
Vahid Rafieyan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Liberal Arts ◽  
Rank Order ◽  
Vital Role ◽  
Target Language ◽  
Formulaic Sequences ◽  
English As Foreign Language ◽  
Foreign Language Learners

Formulaic sequences are assumed to play a vital role in foreign language learners' speech fluency and language proficiency as they constitute a major part of foreign language learners' linguistic repertoire. In this respect, the current study examined the relationship between knowledge of formulaic sequences and language proficiency to scrutinize the significance of knowledge of target language formulaic sequences in determining target language proficiency. The participants of the study were 45 Japanese learners of English as foreign language at three different levels of language proficiency: low-intermediate (18 participants), intermediate (12 participants), and high-intermediate (15 participants) at the Intensive English Program of International College of Liberal Arts, Yamanashi Gakuin University. The instrument used for data collection consisted of a 30-item oral-production discourse completion task to test language learners’ knowledge of formulaic sequences. The analysis of Spearman rank-order correlation coefficient (rho) revealed a strong positive relationship between language learners’ knowledge of target language formulaic sequences and their level of language proficiency. The pedagogical implications of the study suggested incorporation of target language formulaic sequences in every foreign language classroom instruction.

Young Learners

2018 ◽  
pp. 58-75
Author(s):  
Joanna Rodiki Petrides
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Learning Theories ◽  
Foreign Language Learners ◽  
Research Findings ◽  
Definition Of

This chapter refers to a very complex factor that is of primary importance in language learning theories: motivation. It aims—through a brief analysis of existing theories and research findings on motivation, its impact on foreign language learning, and second language acquisition—to provide a definition of this complicated term, to explain how motivation can affect foreign language learners, and how young foreign language learners can be motivated to learn a foreign or additional language effectively and become competent users of it. To manage to provide a clear description of how motivation affects young language learners, it is necessary to refer to the theories that analyze foreign language learning or language acquisition and then relate them to the theories on motivation. Different types of motivation are described, including intrinsic, extrinsic, integrative, and instrumental, as well as motivation in the language classroom.

scholarly journals Replication research in pedagogical approaches to formulaic sequences: Jones & Haywood (2004) and Alali & Schmitt (2012)

2015 ◽  
Vol 51 (1) ◽  
pp. 113-123 ◽  
Author(s):  
Averil Coxhead
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Teaching Methodology ◽  
Formulaic Sequences ◽  
Replication Studies ◽  
Foreign Language Learners ◽  
Replication Research

Research into the formulaic nature of language has grown in size and scale in the last 20 years or more, much of it based in corpus studies and involving the identification and categorisation of formulas. Research suggests that there are benefits for second and foreign language learners recognising formulaic sequences when listening and reading, and using them in speaking and writing. Very few studies, however, actually focus on formulaic sequences and teaching methodology and materials design in second and foreign language learning. This paper presents a brief background to researching, teaching and learning formulaic sequences, and considers the case for replication research in this area. The third part focuses on two original studies (Jones & Hayward 2004; Alali & Schmitt 2012) and makes suggestions for possible replication studies.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Conceptual metaphors as a tool for the efficient teaching of Dutch and German posture verbs

2014 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Sabine De Knop ◽  
Julien Perrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Semantic Networks ◽  
Romance Languages ◽  
Conceptual Metaphors ◽  
Foreign Language Learners ◽  
French Speaking ◽  
Awareness Raising ◽  
Set Up ◽  
Germanic Languages

The article deals with the typological differences between the Romance language French and the Germanic languages German and Dutch for the linguistic expressions of posture and location. It describes how these typological differences can be problematic for French-speaking learners of German and Dutch. The main difference between both types of languages is that posture and location tend to be encoded by posture verbs in Germanic languages and by very general verbs in Romance languages (Talmy 2000). After a detailed description of the semantic networks of the German and Dutch posture verbs, the paper takes a critical look at how these expressions are dealt with in teaching manuals. It further presents strategies for the efficient teaching of posture verbs to foreign language learners. These strategies are among others awareness-raising exercises about the compulsory use of posture verbs in Germanic languages and the description of conceptual metaphors in different languages. These pedagogical avenues for the efficient teaching of the Dutch and German posture verbs constitute a first step towards the elaboration of an experimental set-up aiming at verifying them.

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