scholarly journals EMOTIONS, LINGUISTIC LANDSCAPE AND LANGUAGE LEARNING

Neofilolog ◽  
2019 ◽  
pp. 75-88
Author(s):  
Danuta Wiśniewska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Significant Part ◽  
Linguistic Landscape ◽  
Vital Importance ◽  
Emotion Words ◽  
Successful Communication ◽  
Language Research ◽  
Teaching Learning

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.

Pilsētu teksti kā autentiski materiāli kontekstualizētai latviešu valodas apguvei ārvalstu universitātēs

2020 ◽  
pp. 25-54
Author(s):  
Solvita Pošeiko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Life ◽  
Language Education ◽  
Practical Experience ◽  
Urban Life ◽  
Public Communication ◽  
Linguistic Landscape ◽  
Authentic Materials ◽  
Teaching Learning

Latvian as a foreign language has been taught in different parts of the world since the beginning of the 20th century. Currently, Latvian is taught in some 20 foreign universities in Europe, Asia and the US. Introducing photos of written texts seen in Latvian cities is one way of showing students the authentic use of Latvian in public communication and of drawing their attention to the principles of creating certain types of texts, including typical language tools and their functionality. The paper has two interrelated aims: 1) to theoretically discuss the usefulness of authentic materials in foreign language teaching by focusing on the involvement of Latvian city texts in the process of learning Latvian as a foreign language; 2) to provide practical advice on how to select city texts and which language topics (grammar, vocabulary, style) teachers may find useful and to illustrate these suggestions with examples of exercises. The article first analyses the term authentic texts and elaborates on the most common assumptions about authentic materials in language education. Then there is a brief description of existing research on the use of linguistic landscape approaches and data in language learning. Considering the theories discussed by the researchers on the one hand and the practical experience of educators on the other hand, it is shown further which types of texts can be useful in teaching/learning Latvian as a foreign language abroad and how to best utilize them in one’s teaching work. At the end there is a summary with conclusions. The article concludes that photos with written city texts from Latvia allow students abroad to: - get acquainted with Latvian cities (architecture, planning, history, social life of inhabitants). - see authentic Latvian written usage alongside information in other languages. - pay attention to the principles of text types and the typical linguistic tools notable within them. - to improve and strengthen vocabulary (especially that related to cities and urban life) and grammar (individual forms of nouns, verbs and adverbs, word combinations, simple syntactic constructions). The use of city texts in the teaching process is related to the study of Latvian culture and public life, promotes awareness of the language situation in Latvian public communication, and encourages development of linguistic, multilingual, and pragmatic competence and textual literacy.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

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.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals AL-AKHTHA’ FII IKTISAB AL-TSUNAIYAT AL-SHUGHRA

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Mother Tongue ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
The Subject ◽  
Child Age

Language acquisition starts from the ability of listening basic letter(iktisab al-ashwat) since child age. The letter of a language is limited in number, and sometimes there is similarity of letters among languages. The similarity of letters in two languages make it easy to learn the language. On the contrary, the obstacle of language learning can be caused by different letters between two languages (mother tongue and second/foreign language). The problem may be caused by minimal pairs (tsunaiyat al-shughro). This research aims at finding out the error of minimal pair acquisition, with the subject of Indonesian students in Jami’ah Malik Saud Saudi Arabia, with the method of error analysis. The study concludes that in iktisab al-ashwat of minimal pairs, the error is around 3,3 %-58,3%. Second: the error on minimal pairs occurs on the letters shift ?? ?? ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ?? , and letter ? to be ?.

scholarly journals Der Einfluss des fremden Akzents in der interkulturellen Kommunikation

2017 ◽  
Vol 141 ◽  
pp. 425-438
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
General Impression ◽  
Teaching Learning ◽  
Visual Materials

Der Gegenstand der interkulturellen Kommunikation, die in verschiedenen institutionalisierten Kommunikationssituationen aktuell einen Normalfall darstellt, bezieht sich nicht nur auf die rein sprachlichen Aspekte. In der multimodal aufgefassten Mündlichkeit sind auch weitere, sprecherische und nonverbale, Kommunikationsanteile von Interesse. Der vorliegende Beitrag, in dessen Fokus der fremde Akzent steht, hat im Allgemeinen zum Ziel, auf Grund ausgewählter Ergebnisse einer audiovisuellen Analyse den Einfluss dieses Phänomens in der interkulturellen Lehr-Lern-Kommunikation in dem institutionalisierten studentischen Seminarreferat näher zu beleuchten erläutern. In den Mittelpunkt der Diskussion rücken dementsprechend angenommene Korrelationen zwischen dem fremden Akzent und der allgemeinen Wirkung der Sprecherperson auf den Hörer. The influence of the foreign accenton the intercultural communicationIntercultural communication, which currently constitutes the norm in many institutionalized communicative situations, does not refer purely to speech. According to a multimodal understanding of orality, other speech-related and nonverbal aspects of communication are also of interest. This contribution focuses on the significance of accent in foreign language learning, exploring the influence of this phenomenon on teaching, learning and communication — specifically in the context of the student oral seminar presentation. Discussing selected results of an analysis of audio-visual materials, it centres on the assumed correlations between accent in a foreign language and the general impression made by the speaking person upon the recipient.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

An analysis of translation errors made by Brazilian students

1987 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Maria da Conceição Magalhães Vaz de Mello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Topic Avoidance ◽  
Foreign Language Learners ◽  
Brazilian Students ◽  
Translation Errors

This paper presents an analysis of the errors which occurred in translations from Portuguese into English written by Brazilian students. This topic has been chosen because there are few studies of errors made by Brazilian students In the process of learning English and also because many language teachers still consider interference from the mother tongue the only source of errors in foreign language learning. Errors due to interference from the foreign language itself have often been disregarded. In order to explain the causes of the errors five categories were established: errors due to LI interference, errors due to L2 interference, errors due to LI and/or L2 interference, errors due to communication strategies and errors of Indeterminate origin. Errors due to communication strategies were classified according to three different types, proposed by Tarone (1977). The first is topic avoidance, the second is paraphrase and the third is conscious transfer. Errors of indeterminate origin are unsystematic and cannot be assigned to any of the other four categories. My claim In this paper is that since the speech of children learning their first language contains many errors, foreign language learners should be allowed to make errors. By making errors learners provide the teacher with information about what they haven't learned. Este artigo apresenta uma analise dos erros que ocorreram em versões do português para o inglês feitas por alunos brasileiros. Este tópico foi escolhido porque ha poucos estudos sobre erros feitos por alunos brasileiros durante o processo de aprendizagem do inglês e também porque muitos professores de línguas ainda consideram a interferência da língua materna como a única fonte de erros na aprendizagem de uma língua estrangeira. Erros de interferência da própria língua estrangeira freqüentemente não são considerados. Para explicar as causas dos erros cinco categorias foram estabelecidas: erros de interferência da LI, erros de interferência da L2, erros de interferência da LI e/ou da L2, erros de estratégias de comunicação e erros de origem indeterminada. Os erros de estratégia de comunicação foram classificados de acordo com três tipos diferentes sugeridos por Tarone (1977). O primeiro é abstenção de tópico, o segundo, paráfrase e o terceiro, transferência consciente. Erros de origem indeterminada não são sistemáticos e não podem ser classificados de acordo com nenhuma das outras quatro categorias. Um dos objetivos deste trabalho é provar que, do mesmo modo que a fala de crianças aprendendo sua língua materna apresenta muitos erros, alunos aprendendo uma língua estrangeira também deveriam poder fazer erros. Ê através dos erros de seus alunos que o professor consegue informação sobre aquilo que eles ainda não aprenderam.

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