The role of psychological distancing in appreciation of art: Can native versus foreign language context affect responses to abstract and representational paintings?

2018 ◽  
Vol 186 ◽  
pp. 71-80 ◽  
Author(s):  
Elena Stephan ◽  
Miriam Faust ◽  
Katy Borodkin
Keyword(s):  
Foreign Language ◽  
Language Context

scholarly journals CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽  
2020 ◽  
pp. 11-26
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Sense Making ◽  
Main Function ◽  
Important Place ◽  
Nature And Culture ◽  
Language Environment ◽  
Language Context ◽  
The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages ​​work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages ​​and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

The role of corpus analysis in the study of English loanwords and in teaching a second foreign language (on the example of French and Italian)

2021 ◽  
pp. 46-58
Author(s):  
Elena I. Zimina ◽  
Dmitrii A. Gubanov
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
English Language ◽  
Statistical Data ◽  
New Approach ◽  
Language Classroom ◽  
The Media ◽  
Approach To Teaching ◽  
Language Context

We argue that corpus linguistics should be used as a tool for teaching students a second foreign language. The researchers focus on the study of English loanwords in French and Italian. We propose a new approach to teaching a second foreign language to students who are fluent in English as a first foreign language. We emphasize the importance of concordance in linguistics and teaching a second foreign language. We analyze the works of the methodologists who suggest using corpus technologies in the language classroom to develop students’ lexical skills. We touch upon the characteristics of corpus technologies, define the term “loanwords” and refer to the concept of “English borrowings”. The researchers analyze the role of English loanwords in French and Italian, and identify the spheres where English borrowings are mainly used. Based on the language of the media, we study the models of assimilation of English loanwords in French and Italian. We focus on the most popular English loanwords used in France and Italy, provide statistical data on their use and analyze their grammatical and semantic assimilation. We analyze the most popular loanwords from the English language; study their origin, language context and the way they were modified according to the patterns of the receiving languages. It is advisable to implement the proposed approach in teaching the vocabulary of a second foreign language and to use other tools of corpus linguistics as teaching methods.

scholarly journals THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (2) ◽  
pp. 29
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Foreign Languages ◽  
English As Foreign Language ◽  
Teachers And Students ◽  
Compulsory Subject ◽  
Language Context ◽  
Low Motivation ◽  
Learning English

Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through reviewing related literatures to motivation, this paper outlines the role of motivation in learning a foreign language, and the problems of low motivation commonly found in EFL contexts. It also discusses some possible causes of low motivation as well as elaborates ways to increase students’ motivation.

scholarly journals Incorporating Different Forms of Feedback in Teaching Writing: An Insight into a Real Classroom

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 64-82
Author(s):  
Md. Nabinur Rahman
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Combined Approach ◽  
Written Text ◽  
Language Context ◽  
Giving Feedback ◽  
Insight Into

Responding constructively to students’ writing has been a challenge for the teachers. Many studies have been conducted exploring the effective ways of giving feedback. However, how those different forms can be combined, can work in real classrooms and what the effects can be have been less discussed. This paper is an attempt to project an experience of applying different forms of feedback in teaching writing. In other words, it intends to discuss the underlying role of different forms of feedback and its result in responding to students’ written text. With this purpose, 30 samples of students’ writings (along with provided feedback) have been collected and analyzed. The paper also tries to discuss the possible problems during applying this combined approach of providing feedback along with probable solutions. Novice teachers in similar ESL (English as a second language) or EFL ( English as a foreign language) context may find the paper useful since it shows how to combine different methods of giving feedback to students written text with the aim of developing students’ writing skills.

scholarly journals The role of intentions and outcomes in the foreign language effect on moral judgements

2018 ◽  
Vol 72 (1) ◽  
pp. 8-17 ◽  
Author(s):  
Albert Costa ◽  
Joanna D Corey ◽  
Sayuri Hayakawa ◽  
Melina Aparici ◽  
Marc-Lluís Vives ◽  
...  
Keyword(s):  
Foreign Language ◽  
Damage Assessment ◽  
Language Use ◽  
Native Language ◽  
Moral Judgement ◽  
Moral Judgements ◽  
Differential Weighting ◽  
Language Context ◽  
The Impact

We explore the origin of the foreign language effect on moral judgements by assessing whether language context alters the weight given to intentions and outcomes during moral judgement. Specifically, we investigated whether foreign language contexts, compared with native ones, may lead people to focus more on the outcomes of an action and less on the intentions behind it. We report two studies in which participants read scenarios in which the actor’s intentions and the resulting consequences were manipulated. As previously shown, people considered both the actor’s intentions and the action’s outcomes when assessing the damage, cause, moral wrongness, responsibility, and punishment deserved. However, although the foreign language context reduced the impact of intentions on damage assessment, the overall effect of intention and outcomes on these variables was mainly the same in the foreign and the native language contexts. We conclude that differential weighting of intentions and outcomes is unlikely to account for the impact of foreign language use on moral judgement.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

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