scholarly journals Musicians Outperform Non-Musicians In English Language Vocabulary Uptake And Listening Comprehension Tasks

2019 ◽  
Vol 11 (2) ◽  
pp. 296
Author(s):  
Nataliia Vyspinska
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Positive Impact ◽  
Theoretical Data ◽  
Foreign Language Learning ◽  
Foreign Language Acquisition ◽  
Lexical Competence

Numerous possibilities, that have arisen in the result of globalization and cultural integration, require modern specialists, and musicians in particular, to speak English language fluently. Thus, methods of teaching professionally directed foreign language should develop and heed special abilities of learners to meet their academic and professional needs. Foreign language acquisition is influenced by numerous factors such as deciphering and processing of speech sounds, words segmentation, pronunciation, memory, attention, the ability to associate the sound of the word with its meaning. It is considered that musical abilities have positive impact on these factors. The influence of musical training on foreign language acquisition has been in scope of many scholarly works worldwide. It is considered that music expertise facilitates the development of phonological, listening and vocabulary skills in foreign language learning. Moreover, musicians have abilities to detect subtle pitch deviations in music and language, segment continuous speech, as well as superior auditory abilities, which enable them to hear better even in noise. Therefore, we hypothesize, that listening can be an effective tool in teaching English professionally directed lexical competence to future musicians. In this study we analyse theoretical data relevant to the current research and seek to compare performance of musicians and non-musicians in various vocabulary and listening tasks when learning English lexical competence through listening. Our findings prove that musical expertise enhances listening comprehension skills; listening leads to vocabulary uptake and can be an effective source of English professionally directed lexical competence development in musicians.

scholarly journals Foreign language learning and education in minority circumstances. Problems and possible solutions

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Szilvia Batyi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
The State ◽  
Foreign Languages ◽  
Foreign Language Acquisition

Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts

2021 ◽  
pp. 002383092098589
Author(s):  
Sandro Caruana
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Review Article ◽  
Source Information ◽  
Traditional Media ◽  
Foreign Language Acquisition ◽  
Technological Developments ◽  
The Impact

Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities—interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.

scholarly journals Applying the Kintsch-Van Dijk Model to Evaluate Impact on Foreign Language Learning: A Case Study

2019 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Ali Saleh Alghonaim
Keyword(s):  
Reading Comprehension ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Reading Ability ◽  
Teacher Perception ◽  
Foreign Language Learning ◽  
Structured Education ◽  
Foreign Language Acquisition

Reading comprehension is not an area of much attention in the EFL scene in Saudi Arabia. The reason is simple: In the current teacher perception of foreign language acquisition in the country, vocabulary and grammar are the only two components paid any attention. With the teacher at the center of the learning process, learner centric tasks such as reading are left to the ingenuity of the learners and kept strictly out of the class boundaries. Consequently, learners never acquire reading ability and their little exposure to the foreign language dies as soon as they leave the structured education system. This runs contrary to the very basis of language acquisition as being a life long process. The aim of this paper was to evaluate the possibility of greater learner autonomy by developing and training them in reading techniques that can be used beyond the classroom. The idea was to intervene using the theory of Kintsch-Van Dijk as proposed in their model of reading comprehension. Conducted as a case study with a proficient learner of English, the results indicated that the model can be applied to the advanced learner with much success, giving such learners a potent tool for lifelong language acquisition.

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>

scholarly journals Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom

2019 ◽  
Vol 27 (1) ◽  
pp. 3 ◽  
Author(s):  
Marni Manegre ◽  
Mar Gutiérrez-Colón ◽  
Mercè Gisbert
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
Foreign Language Learning ◽  
Writing Project ◽  
Foreign Language Acquisition ◽  
Show Evidence

<p>This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.</p>

scholarly journals The Relationship between Participation in Extracurricular Activities and Motivation of Foreign Language Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 122-132
Author(s):  
Hüsna ALBAYRAK
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
English Language ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Education Level ◽  
Language Learning Motivation ◽  
Significant Difference ◽  
Motivation Level

The aim of this study is to identify the link between foreign language learning motivation and English preparatory class students' participation in the extracurricular activities programmes. The differences between the motivation levels of the students based on their participation in the extracurricular activities are defined and students’ participation is also compared in terms of gender and education level. The study group consists of 340 students. The data were gathered by “Motivation Scale in English Language Learning”. Results indicated a significant difference between the students' motivation level towards English and participation in extracurricular activities in favour of the ones who attended these activities. It is also concluded that participation in extracurricular activities had a significantly positive impact on the students' attitude towards learning English. However, it was found out that there is not a significant relationship between the gender, education level and motivation level of the students participating in the extracurricular activities. The results have been discussed within the context of Socio-Educational Motivation Theory.

scholarly journals FRUSTRATION AND HOPE: A REVIEW OF THE RESPONSE UNDERTAKEN IN NATIONAL EDUCATION PROGRAMMES TO LOWER-THAN-EXPECTED RATES OF FOREIGN LANGUAGE ACQUISITION.

2019 ◽  
Vol 11 (1) ◽  
pp. 5 ◽  
Author(s):  
Roger Edwards
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Academic Research ◽  
Compulsory Education ◽  
Foreign Language Learning ◽  
The European Union ◽  
National Education ◽  
Foreign Language Acquisition ◽  
National Programmes

 This review and discussion focused on surveys and reports regarding the rate of foreign language acquisition and attainment within national compulsory education systems, academic analyses of the results obtained, and national programmes and initiatives designed to address the shortcomings revealed in them.  The proposed reasons for lower-than-expected acquisition and attainment in foreign language learning within countries including the European Union, Colombia, Vietnam and Ecuador were reviewed in detail. These reasons, and the measures undertaken as a result to remedy these flaws, were evaluated through a comparison with recent academic research relating to these factors, and through com- parison between the different experiences revealed in the surveys and reports.  These comparisons found that some of the measures undertaken were fit for purpose and were likely to yield some improvements in acquisition rate, although to a lesser extent than those projected by some of the national programmes, while identifying some aspects which have been overlooked. The conclusion highlighted in which aspects of the teaching and learning of foreign languages requires greater focus is needed in order to effect the desired changes.  

scholarly journals THE BALANCE BETWEEN LANGUAGE ACQUISION AND LANGUAGE LEARNING IN ELC

2021 ◽  
Vol 2 (13) ◽  
pp. 82-89
Author(s):  
Ірина Вєтрова ◽  
Тамара Білоус ◽  
Олена Верьовкіна
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Natural Process ◽  
Actual Problem ◽  
The Real

The article is devoted to the to the actual problem of the balanced use of English language teaching methods, some of which are considered by foreign researchers as close to the natural development of the child's language, and others are viewed as purely educational. Based on the analysis of foreign researches, the authors of the study clarified the concepts of " second language acquisition" and "second language learning", outlined their fundamental difference and importance in the process of studying English. It has been observed that some scholars prefer only methods of second language acquisition that resemble the natural process of a child's native language development. There is another vision of successful foreign language learning, whose proponents believe that when teaching a foreign language one should use both exercises that give an idea of ​​the language, and activities that resemble the natural process of language acquisition, where the first can not be ignored and plays an important role. The article suggests the examples of different approaches to the use of educational material at English language classroom. It is noted that their choice depends on the teacher, his understanding of the real language functioning in the community. T has been suggested, that wide exposure to a second language can be provided by extensive reading and listening, in particular out of ELC. This can be assisted by parents and their involvement to students’ studying. The results of a survey of students on their preferences in mastering the English language and observation of the real situation in the classroom are presented. The paper discusses the debatable nature of the problem and need for its further development is emphasized.

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