scholarly journals Basic Concepts Of Linguocultural Studies

2020 ◽  
Vol 2 (09) ◽  
pp. 405-409
Author(s):  
Durdona Karimova Farxodovna
Keyword(s):  
Language Acquisition ◽  
Cultural Studies ◽  
Foreign Language ◽  
Life Style ◽  
Target Language ◽  
Language And Culture ◽  
Foreign Language Acquisition ◽  
Language Interpretation ◽  
Basic Concepts

The article highlights the notion of language and culture, their tight connections in foreign language acquisition. Presented the brief overview of target language interpretation considering the national traditions, history, literature, life style, economic and cultural studies of the nation. It also states the vital contribution of Linguoculture in exploring the interrelationship and influence of language with culture. Moreover, a deep view is presented on linguoculturemes to be one of the most important concepts in linguocultural studies as well as their classification is listed. 

scholarly journals The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pritz Hutabarat
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Teachers And Students

<p>English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia.</p><p> </p><p>Keywords: language learning, language acquisition, ELT</p>

SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES

2021 ◽  
Author(s):  
Olga Maximova ◽  
Tatiana Maykova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Russian Language ◽  
Positive Transfer ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Lexical Interference ◽  
The Impact

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

scholarly journals From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program

2020 ◽  
Vol 6 (2) ◽  
pp. 273
Author(s):  
Banu Uslu
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Preschool Education ◽  
Language Education ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Experimental Group

The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya.  During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one.

Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums

2020 ◽  
pp. 352-364
Author(s):  
Diāna Laiveniece ◽  
Linda Lauze
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
Affirmative Answer ◽  
Target Language ◽  
Communication Process ◽  
Language Usage ◽  
Language Teacher ◽  
Acquisition Process ◽  
Foreign Language Acquisition

Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.

scholarly journals Some factors which may affect the attainment of implicit and explicit knowledge in learning English as a second or foreign language

2015 ◽  
Vol 1 (2) ◽  
pp. 85-100
Author(s):  
Mariana Gotseva
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Foreign Language ◽  
Explicit Knowledge ◽  
Target Language ◽  
Foreign Language Acquisition ◽  
Spss Software ◽  
Implicit And Explicit

This article is an attempt to shed some more light on certain factors, related to individual differences in the process of second/foreign language acquisition/learning, proven by previous research in the field of second language acquisition (SLA). These are factors which may affect the final attainment of adult learners’ implicit and explicit knowledge of English as a second/foreign language and their proficiency. A study based on empirical data collected from a sample of 103 participants, through a battery of tests, aimed at tapping into the attainment of implicit or explicit knowledge of ESL/EFL, was conducted to explore certain factors such as: starting age of learning; length of exposure to English as a second/foreign language in a target language country; length of learning and type of input received, which have a statistically significant impact on attainment and on ESL/EFL proficiency. The results were analysed using SPSS software.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

2017 ◽  
Vol 50 (2) ◽  
pp. 398-409 ◽  
Author(s):  
Isabel Moreno-López ◽  
Aida Ramos-Sellman ◽  
Citlali Miranda-Aldaco ◽  
Maria Teresa Gomis Quinto
Keyword(s):  
Language Acquisition ◽  
Experiential Learning ◽  
Foreign Language ◽  
Learning Approaches ◽  
Foreign Language Acquisition ◽  
Spanish Classroom
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