scholarly journals Una breve aproximación teórica a las interferencias culturales en el aula de español como segunda lengua en España (L2)

2021 ◽  
pp. 53-72
Author(s):  
Claudia Pena López
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Diversity ◽  
Intercultural Competence ◽  
Foreign Languages ◽  
Language Teacher ◽  
Second Languages ◽  
Foreign Language Acquisition ◽  
Second Language Teacher

This study aims to prove the necessity of introducing pragmatics and culture in second and foreign language acquisition, and more precisely in teaching Spanish as a foreign language in Spain. This study tries to prove that the intercultural competence is crucial in order to prevent misunderstandings or conflicts when teaching second languages, where cultural diversity is the norm. It also highlights the necessity of conceding the importance to the extralinguistic communication in foreign languages. Therefore, it looks back on the conception of culture and the necessity of “unlearning” the basis of one’s culture, in order to properly understand the rules of the new language. Finally, this study conceives the second language teacher as a mediator in intercultural teaching and concludes that pragmatics is essential to ensure a full competence in any foreign or second language.

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).

scholarly journals Teacher education

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Foreign Language ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher ◽  
Teacher Trainer

03—351 Cooper, Thomas C. (The U. of Georgia, USA). An ESOL methods course in a Latino neighbourhood. Foreign Language Annals (New York, USA), 35, 4 (2002), 414—26.03—352 Doering, Aaron (U. of Minnesota, USA; Email: [email protected]) and Beach, Richard. Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 127—46.03—353 Hedgcock, John S. (Monterey Inst. of Internat. Studies, CA, USA); Email: [email protected]). Toward a socioliterate approach to second language teacher education. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 299—317.03—354 Rymes, Betsy (The U. of Georgia, Athens, USA). Language in development in the United States: Supervising adult ESOL preservice teachers in an immigrant community. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 431—52.03—355 Skinner, Barbara (U. of Ulster, Northern Ireland; Email: [email protected]). Moving on: From training course to workplace. ELT Journal (Oxford, UK), 56, 3 (2002), 267—72.03—356 Spodark, Edwina (Hollins U., Virginia, USA). The Tek.Xam as a framework for preservice foreign language teacher technology training. Foreign Language Annals (New York, USA), 35, 4 (2002), 427—36.03—357 Takaki, Nobuyuki (Kumamoto U., Japan). PIGATE: Affecting EFL teacher education change from the grassroots level in Japan. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 5—10.03—358 Veléz-Rendón, Gloria (Purdue U. Calumet, Indiana, USA). Second language teacher education: A review of the literature. Foreign Language Annals (New York, USA), 35, 4 (2002), 457—67.03—359 Woodward, Tessa (Hilderstone Coll., UK). Carrot ice cream: Reactions to the new and different. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 13—14.

Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving

2008 ◽  
Vol 80 ◽  
pp. 19-28
Author(s):  
Philippe Hiligsmann ◽  
Melanie Baelen ◽  
Anne Lore Leloup ◽  
Laurent Rasier
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Languages ◽  
Classroom Teaching ◽  
Teaching Activities ◽  
Foreign Language Acquisition ◽  
Onderzoek Naar ◽  
French Speaking

In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

scholarly journals LANGUAGE ANXIETY OF ENGLISH AS A FOREIGN LANGUAGE AS PERCEIVED BY LEARNERS IN VOCATIONAL SCHOOL

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Agung Gianjar Anjaniputra
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Classroom Environment ◽  
Vocational School ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Positive Thinking ◽  
Descriptive Research ◽  
Foreign Language Acquisition ◽  
Research Interviews

Given that one of the difficulties in a foreign language acquisition associated with affects is anxiety that is undergone in different circumstances, and may determine the success of acquiring second/foreign languages, this research is aimed at portraying the situations under which learners undergo anxiety in EFL classroom and at exploring how learners cope with their anxiety by involving six students in a vocational school. Under the umbrella of descriptive research, interviews were conducted to collect the data required to address the purposes of this research. The result revealed that the situations under which learners experience language anxiety were categorized into two types of situation that entail performing in front of others and being pointed out by the teacher. Moreover, strategies to cope with the anxiety comprised preparation, positive thinking, and relaxation. Thus, it is suggested that teachers alleviate language anxiety by means of providing sufficient time for preparation, and creating friendlier classroom environment to avoid humiliating learners so that learners’ second/foreign language acquisition and learning are optimized.

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.

scholarly journals Development of Tolerance in University Students during Second Language Acquisition

2021 ◽  
Vol 2021 (1) ◽  
pp. 1-10
Author(s):  
Antonina Kartavtseva
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Tolerance Development ◽  
Foreign Language Acquisition ◽  
Technology And Teaching ◽  
Positive Effect ◽  
Development Of Tolerance

The present research tested various technologies of pedagogical support of tolerance development in students of a technical university during foreign language acquisition. The paper reviews scientific approaches to the essence of tolerance and introduces the stages of its formation, the definitions of pedagogical technology and teaching technology, etc. The author focused on teaching a foreign language in a non-linguistic university and proved that the choice of forms, methods, and technologies depends on a number of circumstances. The research revealed substantive characteristics of tolerance in students and the positive effect of second language acquisition on the parameters of tolerance. The changes in the content characteristics of tolerance were registered on the basis of the corresponding indicators. The study made it possible to determine the effectiveness of the classroom and extracurricular conditions that contribute to the development of tolerance in students of technical universities.

scholarly journals The rationale for the formation of bilingual communication culture in the context of second language acquisition

2021 ◽  
pp. 178-185
Author(s):  
Y. V. Vienievtseva ◽  
◽  
I. M. Medvedska ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Information Exchange ◽  
Foreign Languages ◽  
Cultural Interaction ◽  
Complex Process ◽  
Special Knowledge ◽  
Communication Culture

The present article deals with bilingual communication culture as a multifaceted problem. Theoretical analysis of the content, peculiarities of bilingual communication culture and other key notions, makes it possible to reveal the essence of bilingual communication culture and define it as a constituent part of the general culture of communication necessary for cross-cultural interaction and information exchange between bilingual individuals by means of native and foreign languages. There are two main concepts considered in the paper, namely bilingual communication culture and second language acquisition (SLA). The former is used to denote special knowledge and communication skills requisite for gaining positive experience in productive bilingual communication within multicultural interaction and sharing this experience with the representatives of other nations. The latter is a complex process of a spontaneous mastering a foreign language under the influence of linguistic, psycholinguistic, contextual, developmental and individual factors that predetermine language transfer, language level and the duration of second language acquisition. The research emphasises the necessity to form bilingual communication culture within the framework of second language acquisition.

scholarly journals 7. Getting Creative in the Languages Classroom

2020 ◽  
pp. 151-176
Author(s):  
Suzanne Graham ◽  
Linda Fisher ◽  
Julia Hofweber ◽  
Heike Krüsemann
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Second Language Education ◽  
Foreign Language Acquisition

Chapter 7 draws on empirically based methodologies in the field of Second Language Education to consider creative alternatives to the prevalent emphasis on language learning for functional purposes, investigating the extent to which they may enhance foreign-language acquisition in schools and beyond.

scholarly journals PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN

2019 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Zobi Mazhabi
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Young Learners ◽  
The Right

The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

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