Suchergebnisse

Limited studies have been conducted on the effects on recreational reading in native language on foreign language learning, whereas no findings exist on the effects of recreational reading in Turkish as a native language (L1) on English as a foreign language (EFL) learning. Thus, this study aims to investigate the effects of recreational reading in L1 on the process of learning EFL. The sample group consists of 70 learners and a background questionnaire, interviews, oral presentations, classroom discussions, essay papers, and responses to examination questions were used for data collection. The results indicated that recreational reading in L1 has some significant contributions to EFL learning although it has some negative effects.

This study explores the interaction between deceptive language and second language processing. One hundred participants were asked to produce veridical and false statements in either their first or second language. Pupil size, speech latencies, and utterance durations were analyzed. Results showed additive effects of statement veracity and the language in which these statements were produced. That is, false statements elicited larger pupil dilations and longer naming latencies compared with veridical statements, and statements in the foreign language elicited larger pupil dilations and longer speech durations and compared with first language. Importantly, these two effects did not interact, suggesting that the processing cost associated with deception is similar in a native and foreign language. The theoretical implications of these observations are discussed. ; This research has been partially funded by grants PSI2012-32123 from the Spanish Government, ERC-AdG-295362 grant from the European Research Council, and by the AThEME project funded by the European Union Seventh Framework Programme (grant number 613465).

The paper points out some of the potential problems in foreign language learning that may arise during the enrichment of one's vocabulary with polysemous words and idioms (phrasemes). The aim is to analyse when exactly their acquisition should start in second language learning, as well as to indicate some of the methodological possibilities that allow for its realisation. Their acquisition requires consistency and continuity in the presentation of these lexical layers, and understanding-interpretation of contextual meaning. It is necessary to start enriching student vocabulary with such lexical layers in a timely manner. This timeliness means that the acquisition of such vocabulary and lexical layers should begin at an early age, in the very first stages of second language learning, and some methodological procedures, such as didactically guided play, allow for its realisation. Different types of games (imagination and drama games: pantomime, role-play, and dramatization), which can also be used to for modelling games in foreign language learning, and enriching student vocabulary with polysemous words and idioms, as well as creating an authentic context that allows students to understand the concept of figurative meaning in real-life language use, are presented on the examples of the Serbian language as the native language.

This article explores the transformative impact of new technologies on foreign language learning and its implications for language education. With the rise of globalization, proficiency in multiple languages has become increasingly valuable. The advent of online language learning platforms, virtual reality and augmented reality technologies, mobile applications, and language exchange communities has revolutionized language education. These technologies offer learners convenient access to resources, personalized instruction, immersive experiences, and opportunities for real-world practice. However, challenges such as the digital divide and the need for human interaction in language learning must be addressed. Looking to the future, the integration of artificial intelligence and machine learning holds great potential for further advancements in language education, fostering a world where language barriers are effortlessly overcome.

This literature review explores the best practices in the setting of a second language classroom. The review begins by discussing a historical perspective of best practices in second language learning, legislation on the subject area, and general information about foreign language classrooms. Following, the review covers "core effective practices" as detailed by the American Council on the Teaching of Foreign languages. Used interconnectedly, these practices support one another and provide curricular alignment with purpose; however, many questions remain as to the specificity of such practices as much of what is available remains vague.

This book focuses on how both nonnative and native teachers may enhance their handling of target language pragmatics in the classroom and provides ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Focus is also given to learner strategies and motivation, technological advances, assessment and research methods.

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners' motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher's and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.