scholarly journals An Approach to Interface Terminology: The Example of Environmental Economics in English as a Foreign Language

2002 ◽  
Vol 45 (4) ◽  
pp. 628-645 ◽  
Author(s):  
Catherine Resche
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Environmental Economics ◽  
Flexible Approach ◽  
Second Year ◽  
Selection Of

Abstract Interface terminology will increasingly become a challenge for anyone working in disciplines that lie at the crossroads of several fields. Indeed, sciences continue to evolve, broaden their scope and, hence, borrow from one another. This study raises the problem of defining the boundaries of what constitutes an interface, and then studies the conditions for the selection of relevant terms. After reviewing some theoretical aspects of terminology science and calling for a more flexible approach, it examines some practical questions through the case of environmental economics. The target public-consisting of second-year French university students of economics-provides the opportunity to stress the need for the teacher to adapt the selection of interface terms to the situation. The conclusion, i.e. that there is no such thing as a ready-made stock of interface terms, could also be applied to translators, interpreters, terminologists and other potential users of such terminology.

scholarly journals The Impact of Topic Selection on Writing Fluency: Making a Case for Freedom

2014 ◽  
Vol 18 (1-2) ◽  
pp. 31-40
Author(s):  
Joshua Cohen
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Writing Fluency ◽  
Free Writing ◽  
Language Classrooms ◽  
Second Year ◽  
The Impact ◽  
Writing Task ◽  
Writing Activity

This study sought to test the hypothesis that topic-selection control influences fluency in writing. A total of 29 second-year university students (9 men, 20 women) in two separate classrooms engaged in a free writing activity using different topics (both teacher-selected and self-selected) in order to determine which approach was more likely to increase writing fluency. Participants’ written output was then textually analyzed for fluency using a type/token formula. A total of 116 samples written by participants over four weeks were examined to measure their writing fluency by counting the total number of unique words produced in a free writing task. Participants’ writing samples were then analyzed by conducting a correlated-samples t-test. The results showed the effect of topic-selection had a statistically significant influence on increasing students’ writing fluency. The results also support the claim that fluency development deserves a prominent role in second and foreign language classrooms and curriculums. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10328 Journal of NELTA, Vol 18 No. 1-2, December 2013; 31-40

scholarly journals El desarrollo de la efectividad comunicativa escrita en ELE: las arabófonas a examen

2020 ◽  
Vol 30 (2) ◽  
pp. 268-280
Author(s):  
Mari Mar Boillos Pereira
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Mother Tongue ◽  
Multidimensional System ◽  
Rhetorical Situation ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Pragmatic Knowledge ◽  
Selection Of ◽  
Communicative Effectiveness

Communicative effectiveness in foreign language writing refers to the ability to dominate a multidimensional system that includes linguistic, sociolinguistic, and pragmatic knowledge. This work focuses on measuring the efficacy in Lebanese Spanish students’ writing throughout different stages. All students’ mother tongue is Arabic. For this purpose, a scale of measurement of communicative effectiveness has been applied in the texts written by 57 university students. The results attest an incidence of the level in the grammar domain, whereas this one does not seem to have an impact on the structure of the text, the recognition of the rhetorical situation or the selection of the ideas.

scholarly journals Different Methods of Evaluating Student Translations: The Question of Validity

2002 ◽  
Vol 46 (2) ◽  
pp. 311-325 ◽  
Author(s):  
Christopher Waddington
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Error Analysis ◽  
University Students ◽  
Validation Study ◽  
Holistic Approach ◽  
University Teachers ◽  
Second Year ◽  
Different Sources ◽  
Main Factor

Abstract This article examines the criterion-related validity of the results obtained by the application of four different methods of assessment to the correction of a second-year exam of translation into the foreign language (Spanish-English) done by 64 university students. These four methods are based on types currently used by university teachers, and the validation study is based on 17 external criteria taken from six different sources. In spite of this variety, a factor analysis reveals the presence of one main factor which is clearly identifiable as Translation Competence . The hypotheses regarding differences between the validity of the methods are verified as null, since all the systems, whether based on error analysis or a holistic approach, prove to correlate significantly with this main factor.

scholarly journals The motivational properties of emotions in Foreign Language Learning*

2011 ◽  
Vol 13 (2) ◽  
pp. 43 ◽  
Author(s):  
Mariza Mendez López
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Classroom Climate ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Teaching Programme ◽  
Second Year ◽  
Teachers Attitudes

Although the process of learning a foreign language is replete with emotions, these have not been sufficiently studied in the field of EnglishLanguage Teaching. The aim of this article is to report the motivational impact of the emotions experienced by second year students of anEnglish Language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeksduring their third term in order to map their emotions and their sources during instructed language learning. The results show that the emotionsexperienced most by students are: fear, happiness, worry, calm, sadness and excitement. Although there is a range of sources for emotionalreactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers’ attitudes, comparisonswith peers, the classroom atmosphere, and the type of learning activities.The two main aspects identified as impacting on students’ motivationare: the teachers’ attitudes, and the classroom climate.

scholarly journals Curating and nudging in virtual CLIL environments

2014 ◽  
Vol 22 (1) ◽  
pp. 40 ◽  
Author(s):  
Helle Lykke Nielsen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
University Students ◽  
Learning Environments ◽  
Language Teachers ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Foreign Language Teachers ◽  
Learning Tool ◽  
Second Year

<span>Foreign language teachers can benefit substantially from the notions of curation and nudging when scaffolding CLIL activities on the internet. This article shows how these principles can be integrated into CLILstore, a free multimedia-rich learning tool with seamless access to online dictionaries, and presents feedback from first and second year university students of Arabic as a second language to inform foreign language teachers about students’ needs and preferences in virtual learning environments.</span>

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

ON LITERATURE AND GRAMMAR: A Selection of Annotated Medieval and Renaissance English Texts for (Spanish) University Students

2020 ◽  
Author(s):  
Gema Chocano Díaz ◽  
Noelia Hernando Real
Keyword(s):  
William Shakespeare ◽  
University Students ◽  
Geoffrey Chaucer ◽  
English Language ◽  
English Literature ◽  
Christopher Marlowe ◽  
Sir Philip Sidney ◽  
William Langland ◽  
Sir Thomas Wyatt ◽  
Selection Of

On Literature and Grammar gives students and instructors a carefully thought experience to combine their learning of Middle and Early Modern English and Medieval and Renaissance English Literature. The selection of texts, which include the most commonly taught works in university curricula, allows readers to understand and enjoy the evolution of the English language and the main writers and works of these periods, from William Langland to Geoffrey Chaucer, from Sir Philip Sidney to Sir Thomas Wyatt and Henry Howard, Earl of Surrey, and from Christopher Marlowe to William Shakespeare. Fully annotated and written to answer the real needs of current Spanish university students, these teachable texts include word-by-word translations into Present Day English and precise introductions to their linguistic and literary contexts.

Frazeolohichnyy minimum z ukrayinsʹkoyi movy dlya slovʺyanomovnykh studentiv (rubizhnyy ta vysokyy rivni, B1-B2)

2020 ◽  
pp. 97-104
Author(s):  
Halyna Kuz’
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Language Learning ◽  
Qualitative Structure ◽  
Selection Of

The article deals with the volume and composition of the phraseological minimum as a necessary and effective element of the formation of linguistic and cultural competence in the process of language learning at intermediate and upper intermediate levels, outlines the quantitative and qualitative structure of the phraseological minimum for learning the Ukrainian language by Slavic students, and offers a list of phraseological units as a component of the described minimum. The material presented in the textbooks of the Ukrainian language as a foreign language was used to form the list of phraseological units, which was minimized according to the criteria of selection of the phraseological minimum for levels B1-B2.

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