scholarly journals DEVELOPMENT OF FOREIGN LANGUAGE PROFICIENCY ASSESSMENT AND CONTROL METHODS IN HETEROGENIOUS GROUPS OF ADULT LEARNERS IN FURTHER EDUCATION AS A TOOL TO INCREASE STUDENTS’ MOTIVATION

2014 ◽  
Vol 2 ◽  
pp. 228-233
Author(s):  
Maria Vladimirovna Zarudnaya ◽  
Oksana Ivanovna Barsova
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Proficiency ◽  
Further Education ◽  
Existing Problems ◽  
Life Long Learning ◽  
Number Of Factors ◽  
Foreign Language Proficiency ◽  
Proficiency Assessment ◽  
And Control

The educational system in the Russia provides opportunities for life-long learning, which presupposes availability of studying foreign languages at every stage, including further education (MBA and Presidential Program). Although adult learners realize the importance and necessity of mastering a foreign language, they might lack motivation due to a number of factors, such as different sociocultural backgrounds, social status, lifestyle, and knowledge of the foreign language. We have conducted research in order to analyze existing problems and develop a system of tasks to control and assess progress in a foreign language (English) proficiency in heterogeneous groups of adult learners. The developed approach to designing assessment materials is aimed not only at controlling students’ progress, but also at increasing their motivation.

scholarly journals Lexical card as the students’ vocabulary level extending tool

2021 ◽  
Vol 113 ◽  
pp. 00048
Author(s):  
N.A. Karelina ◽  
V.V. Levchenko ◽  
E.Yu. Maltceva
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Modern Problem ◽  
Control Stage ◽  
Foreign Language Proficiency ◽  
Three Stages ◽  
The Common ◽  
The University ◽  
And Control

The article analyses the ways of solving the modern problem of non-linguistic faculty students’ foreign language proficiency. This problem is relevant nowadays because when students enter the university the majority of them show low level of foreign language proficiency accordingly to the Common European Framework of References. The purpose of the article is to describe the positive impact of the developed new tool for extending the students vocabulary level. The research was done in three stages: ascertaining, forming and control. Ascertaining stage showed the differences between the required student s’ foreign language proficiency and their real level of it. The forming stage of the research devoted to show the procedure of students’ vocabulary extending process, and the control stage was about to test the level of students’ vocabulary level after using the new tool as a student lexical card. The research was conducted at Samara University, where 324 non-linguistic faculties’ students took part. As the result of the research it is necessary to be mentioned the lexical card that was developed as the tool for extending students vocabulary level had positive impact for students in the process of studying, and for teachers in the process of teaching.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

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