About Some Peculiarities of Teaching and Learning Spanish Legal Language to Non-Native Speakers

2021 ◽  
Vol 48 (3) ◽  
pp. 281-288
Author(s):  
Radomira Videva ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Present Article ◽  
Learning Process ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Immersion ◽  
Legal Language ◽  
Characteristic Features

The teaching and learning Spanish legal language as a foreign language for professional and academic purposes has been studied in the present article. The autor departs from trying to examine its main characteristic features and the most common difficulties in the learning process resulting from them. Afterwards, the use of some didactic tools based on learner's profile, specific needs and expectations are explained. These tools don't require a language immersion environment outside the classroom and are designed to help teaching and learning Spanish legal language to university students and professionals such as lawyers, philologists, interpreters and translators.

scholarly journals Indonesian University Students’ Perception and Expectation towards ICT Use in Learning English as a Foreign Language

2019 ◽  
Vol 4 (1) ◽  
pp. 133
Author(s):  
Tubagus Zam Zam Al Arif
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Sampling Technique ◽  
State University ◽  
Ict Use ◽  
Positive Attitudes ◽  
Learning English

This study aims to know the use of ICT frequency and purposes among EFL university students. It is also examines the students’ perception and expectation towards ICT use in learning English as a foreign language. This research applied quantitative approach with a survey research design. The data were collected from a survey which involved 337 students who were selected using stratified random sampling technique from 13 faculties of a state university in Jambi, Indonesia. The instrument used in collecting the data was a questioner adapted from Tri and Nguyen (2014). Data collected were analyzed by using SPSS 23 in form of descriptive quantitative. The findings indicated that the students spent more time in using ICT for general purposes than English learning purposes. On the other hand, they showed positive attitudes towards the use of ICT in learning English. The students perceive that ICT has the important role in improving their English language skills, and they expected that the teachers use ICT more frequently in teaching and learning process. Furthermore, they expected that campus can provide sufficient equipment and ICT access in each classroom in order to make the learning process become effective.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Control Group ◽  
Respective Control ◽  
Respective Control Group ◽  
Efl Teachers ◽  
Efl Students ◽  
Argumentative Essays ◽  
Discursive Representations

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

scholarly journals Negotiating in a Foreign Language

2015 ◽  
Vol 6 (11) ◽  
pp. 11
Author(s):  
Anne Marie Bülow-Møller
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Characteristic Features ◽  
Native Group

This study examines characteristic features of simulated negotiations between native and non-native speakers. The difficulties encountered by the non-native group are stratified according to footing, where five different layers are found: interpersonal, intergroup, intercultural, interlanguage, and game-frame.

scholarly journals A Contrastive Study of English and Igala Segmental Phonemes: Implications for ESL Teachers and Learners

2019 ◽  
Vol 6 (6) ◽  
pp. 31-43
Author(s):  
Abraham Sunday Unubi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speakers ◽  
College Of Education ◽  
Esl Teachers ◽  
Language And Culture ◽  
Contrastive Study ◽  
Secondary Sources ◽  
State College ◽  
Efl Teachers

This paper investigated a contrastive study of English and Igala segmental phonemes: implications for English as a Foreign Language (EFL) teachers and learners. A contrastive analysis is a linguistic tool used in comparing two unrelated languages, and the main objective of it is to bring out the differences in the two languages compared with a view to emphasising on the effects which such differences have on both EFL teachers and learners. This research appealed only to the secondary sources of data, which included the orthographies of both languages under study. The Igala orthography was obtained from the department of Igala Language and Culture, Kogi State College of Education Ankpa, in addition to other material in Igala. The consonant and vowel phonemes of the two languages were placed contiguously in a tabular form and given appropriate heading to be able to observe their level of differences and similarities easily. Then words in which these phonemes occur in the Igala language were supplied and the phonemes indicated. Some of the findings of this research revealed the following: (i) that the consonant phonemes such as /ð/, /θ/, /s/, /ʃ/, /ʒ/, /v/ and /z/, and the vowel phonemes /ǝ/ and /ʌ/, which are present in English are however absent in Igala, just as  /kp/, /gb/, /ny/, /kw/, /gw/ and /nw/ that are present in Igala are absent in English; (ii) English has twelve pure vowels (monophthongs) and eight diphthongs, while Igala has fourteen monophthongs and eleven diphthongs; (iii) that these differences have posed certain teaching and learning difficulties to both EFL teachers and learners who are native speakers of the Igala language; and (iv) that while English has twenty-four consonant phonemes, Igala has twenty-three.

scholarly journals TEN IMPORTANT ASPECTS OF A 21ST CENTURY FOREIGN LANGUAGE TEACHING APPROACH

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Maripaz Garcia
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Hard Time ◽  
Rapid Changes ◽  
Foreign Language Instructors ◽  
Innovative Techniques

<p>Foreign language instructors want and need to keep up with the rapid changes in the field of foreign language teaching and learning, but sometimes have a hard time identifying which areas they should focus on (and within each area, what to do) to make their instruction in line with 21st century approaches. The present article describes 10 areas instructors should examine and reflect on (technology, culture, collaboration, interaction with native speakers, communication and grammar, materials, skills, content, motivation, and professional development) to assure they are using innovative techniques that reflect modern philosophies in the field of foreign and second language teaching. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0761/a.php" alt="Hit counter" /></p>

scholarly journals False Friends in Foreign Language Teaching and Learning: Arabic as an Example

2018 ◽  
Vol 26 (2) ◽  
pp. 145-189
Author(s):  
Saleh bin Ayad al - Hagory Saleh bin Ayad al - Hagory
Keyword(s):  
Foreign Language ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Arabic Language ◽  
Foreign Language Teaching ◽  
Language Family ◽  
Applied Approach ◽  
Descriptive Approach

This research aims at discussing the false friends in teaching and learning Arabic. This is shown by means of a theoretical approach which explicates the false friends concept origin, and types . It also presents the western implication of the false friends, their origin in the languages, as well as their influence upon teaching and learning a language. The research then presents an applied approach of those false friends in five languages, compared to the Arabic language, namely: Urdu, Indonesian, Turkish, Malay, and Hosa based on the analytical descriptive approach. The false friends are mostly common among languages that have relationship –or from the same language family- and are less common in the diverged languages. Furthermore, false friends emerged as a result of borrowing among languages, by hairing an effect on teaching Arabic to non-native speakers of Arabic in five languages.

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