Science topic

Foreign Languages - Science topic

Explore the latest questions and answers in Foreign Languages, and find Foreign Languages experts.
Questions related to Foreign Languages
  • asked a question related to Foreign Languages
Question
9 answers
I am looking for some empirical researches on the topic of the advantages of learning a foreign language at young stage. With the purpose of promoting foreign language program in schools, valid and reliable research conclusions are as very crucial part of the evidence. In addtion, I also need the conclusion that learning a foreign language that is far from the native language in origin may yield more effective outcomes than those that close to the native language do at least at certain aspect like cognitive ability. Thanks very much in advance for your inputs.
Relevant answer
Dear RG colleague Nicolás Arias Velandia, here you can read more about cognitive abilities improvement through foreign language learning.
Best regards,
Ildefonso Gustavo Díaz Sandoval
  • asked a question related to Foreign Languages
Question
13 answers
At the time one started teaching foreign language to 12 year old beginners, what tense should be taught to them? Is it present tense or continuous present tense?
Relevant answer
Answer
A fascinating question. The answer to it cannot be a word or a sentence. It depends on the first language of the student. Some languages have fewer tenses than English, and some languages have more tenses. A teacher must know what the audience s/he is teaching. The tenses which are available in the first language of students should be taught first, and then so on. However, in the case of the Direct Method, a teacher should go for present simple before all other tenses.
(Hope answered the question)
  • asked a question related to Foreign Languages
Question
11 answers
There are different ideas regarding the first tense for beginners.
Relevant answer
Answer
I think Present perfect tense is more appropriate for beginners of foreign language to learn.
  • asked a question related to Foreign Languages
Question
9 answers
I’m about to be a primary English teacher in 2 months, but my major was primary maths teaching back in my university. So I was wondering what‘s the learning mechanism for pupils while learning English or any other foreign language? And what’s the influence of our native language while learning a foreign language?
Relevant answer
Answer
Hello Yunwei, Zhong I taught French as a Second Language for 10 years. I taught children from age 4 to 14, and the young ones really liked to learn songs in French. Thinking back to our childhood, our parents sang lullabies to put us to sleep and we spend a long time learning songs from our friends and relative, even before we went to school. I would advise you to add a lot of songs in your teaching. Don't be afraid of incorporating Math to your language teaching because it is part of our daily life. I would also advise you to incorporate global citizenship because even at a young age, children already begin to show preferences to ingroup members. If you would like to know more about global citizenship in language learning, please let me know. I will be happy to help. Enjoy the journey, it's not the easiest, but VERY rewarding.
  • asked a question related to Foreign Languages
Question
4 answers
I am looking for specialists who are investigating test anxiety or foreign language anxiety to get in contact and liaise, this is my email: maria.moraelizondo@ucr.ac.cr , Thank you very much
Relevant answer
Exactly, it has to do with fear of speaking a foreign language.
  • asked a question related to Foreign Languages
Question
5 answers
Your students probably use either DeepL or Google translate or both, whether they are allowed to, or not, at least outside the classroom in order to prepare translations or writing assignments.
At the university of Lille, France, we have decided that since we cannot forbid it, we should teach students how to use Machine Translation and its limits. We are doing various teaching experimentations you can read about at the following URL
We had a day debating this issue and contributors explained various strategies used at different levels, from high schools to university, both for language specialists and specialists of other disciplines. "Comment enseigner (avec) la traduction automatique ?"
You will find more about this topic at https://tq2022.sciencesconf.org
How do you deal with this ? What are you strategies ?
Looking forward to sharing with you.
Relevant answer
Answer
I think that teaching foreign languages translation in the era of neural machine translation requires training teachers on modern trends that have entered the field of teaching foreign languages, where we do not and we lack development in this field
  • asked a question related to Foreign Languages
Question
2 answers
I just want to know about the high, moderate, and low anxiety parameters of FLCAS.
Relevant answer
Answer
Why do you want to divide your scores into categories? You lose considerable statistical power by doing so. And there is no definition of high, medium and low anxiety – they are simply arbitrary divisions of a continuum.
  • asked a question related to Foreign Languages
Question
4 answers
In order to answer this question with regards to cognitive development and socio-cultural factors, I found about 42 research article. I analyzed them and translated to Persian. Now I am at the stage of coding, but I do not know how to draw a coding map in order to answer the question.
I found codes such as:
1. teaching Foreign language to young children
2. teaching a foreign language to older children
3. the impact of the first language on the second one
4. critical period
5. pronunciation
6. grammar
7. bilinguals
8. cultural issues
9. social issues
10. .....
I would really appreciate those who can help me in this regard.
Relevant answer
Answer
Hi there!
We recently developed fcmpy library. Hopefully, you can find some answers there! You can use it for building FCMs, simulating them, creating interventions as well as optimizing or generating them using machine learning. Some of our algorithms use .arff files. You can check the code and see how we are processing them :)
Article about the library is available here:
The package can be installed via pip
Git repo
cheers!
  • asked a question related to Foreign Languages
Question
74 answers
Are there any specific (successful) techniques from your personal experiences?
Relevant answer
Answer
I gree with you that travelling to countries where the target language one is spoken by native speakers, and hence there is much exposure to naturalistic input. However, not every language learner can afford travelling abroad. ln this respect, speaking anxiety could be minimized by means of ongoing practice in the classroom and elsewhere. Learners themselves should be aware of how to reduce anxiety by seeking further opportunities to practice their second or foreign language.
  • asked a question related to Foreign Languages
Question
46 answers
Most teachers agree that teaching the culture of native speaking countries is valuable, but how MUCH should this be done?  Do you have a percentage in mind or other way of saying how much of the course should be about culture?
Relevant answer
MY dear
According to my point of view and in relation to the Iraqi situation
maybe no more than 30 percent
warm regards
  • asked a question related to Foreign Languages
Question
8 answers
I´d like to share experiences with the teaching of English as a foreign language in VLEs to undergraduate students, specifically using Moodle.
Relevant answer
Teaching English in a virtual learning environment is exciting yet challenging. I am using Blackboard as a Learning Management System (LMS) which is pretty similar to Moodle. The exciting part of teaching in a virtual platform is when you get students to engage and collaborate actively. As teachers we act as facilitator and our students become the active agents as they interact with the activities the teacher have prepared prior to the virtual session. The challenges are how to motivate students especially the slow learners and shy ones to engage. To address this issue, the teacher should design activities that would allow collaboration among students such as pair work, or group work which can be easily done through the break out session. Synchronous or live activities become meaningful experience to students when they are fully engaged and participative in the interactive activities. You may use online apps to carry on these activities such as Kahoot, Nearpod, Quizlet, PowerPoint online, Form, videos with embedded quiz, etc. Incorporating online games and activities facilitates learning. Asynchronous tasks are also designed for independent learning such as assignments, discussion board, and projects. By completing the asynchronous tasks prior to the virtual session, students are preapared to engage and participate actively.
  • asked a question related to Foreign Languages
Question
10 answers
I`m doing my masters on applied linguistics for spanish as a foreign language and the topic I chose for my research is about the use of humor in social media, specifically the use of imemes, as a way to bring students from different cultural background together in a multicultural class.
So I`m currently looking for some information about the origins of imemes
Relevant answer
Answer
Re i-memes and Social Media, check out this PowerPoint about Humor and Journalism where we show that Western Tall Tales became Urban Legends, which became Q-Anon Conspiracy Theories. We also discuss humor in the news and humor in fake news.
International Society for Humor Studies: http://www.humorstudies.org/ .
Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is now available. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:
Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen don.nilsen@asu.edu alleen.nilsen@asu.edu .
  • asked a question related to Foreign Languages
Question
5 answers
I am researching on how policy-making is amalgamating early-start and maximum-exposure foreign language provision in Europe. Any references?
Relevant answer
Answer
Xabier San Isidro-Smith and Ana Otto Thanks for including me in this interesting debate. As I see it, we are dealing with two different issues, with the same answer: 1) EFL at very early years (3-6)? yes, if it is done correctly, and 2) Can we do CLIL in pre-primary (3-6)? yes, if it is done correctly.
There are relevant studies that pinpoint the benefits on an early start, not only in terms of linguistic and cognitive benefits for the learner (see @Patricia K. Kuhl's team at Washington University with Adrian Garcia-Sierra , as an example), but also in relation to the development of early intercultural awareness (European Commission, 2011, Elvin et al, 2007, or Kersten, 2015) and other emotional benefits. On the other hand, the issue about L2 attrition cannot be related directed to an early start, in fact, L2 attrition can be found at different stages and other factors may be considered. Again, if the early start is done correctly, then, it is worth doing it. There is a very nice quote by Dolean, I must admit I sometimes overuse, that argues very clearly in favor of this: "since a second language can be distinguished as early as prenatal period of development, it can be safely assumed that it is never too early to consider children's exposure and introduction to a foreign language" (Dolean, 2015, p.9). Then the debate for me is not exactly when, but how. And now CLIL enters in the formula softly. I think that as a natural extension from primary CLIL, which is now implemented successfully in many countries, CLIL is emerging in pre-primary. In order to do it correctly, there is an important need to think carefully about our learners, their developmental characteristics and the learning principles that govern Early Childhood Education. If these aspects are considered, then, CLIL will be successfully. I return now to the initial question, CLIL in pre-primary and policy making. The first stakeholder we should be considering are teachers. We need to train teachers properly, provide them with the adequate resources, strategies, etc to cope with this new challenge before actually implementing CLIL in pre-primary. Hope this long paragraph helps! Sorry for the extension but it really engaged me. Looking forward to other perspectives, opinions, comments...
  • asked a question related to Foreign Languages
Question
5 answers
I am doing my research on foreign language teacher decision-making, therefore, I want to know some valuable researches of this field both historical or the latest ones. Thank you.
Relevant answer
Answer
Just to share. I did a number of studies on how language educators develop assessment materials, particularly their practices and strategies in mitigating the challenges based on critical decisions. This could be a added as part of the dimensions under decision making that you want to scrutinize (if it is suitable). Feel free to check out
Good luck
  • asked a question related to Foreign Languages
Question
6 answers
Call for Proposals for Chapters and Case Studies
Russian as a Foreign Language: Dynamic Teaching for Dynamic Times
Do you teach Russian as a foreign, second, or heritage language? Do you employ fun and engaging strategies instead of or in addition to a textbook that have your students beg for more Russian? Please consider submitting a proposal for a chapter or a case study in the edited volume Russian as a Foreign Language: Dynamic Teaching for Dynamic Times. We would like to hear from various fields and backgrounds of Russian language instruction. Language of publication: English; 1,500 to 5,000 words + references and appendices.
We are equally interested in theory-heavy explorations and submissions that focus on teaching experience for the Case Study practice-oriented part. International teams of co-authors are especially encouraged: please consider reaching out to a colleague outside of your country.
Submit proposals to the editor Svetlana Nuss, University of Alaska, via https://forms.gle/mSVjwczC9AN3mBPG6
Proposal requirements: up to 500-word expression of interest, outlining main arguments and methodology, if applicable.
Timeline:
- Up to 500-word expression of interest due: May 19, 2021
- Notification of acceptance to proceed to chapter/case stage: May 25, 2021
- First draft of chapters/case studies due: July 1, 2021
- Revisions and peer review: draft of chapters/case studies due: July to September, 2021
- Final manuscripts due: mid-October of 2021
- Publication: Spring of 2022
- Case-study submissions follow the same timeline and same general requirements
Relevant answer
Answer
Hi, Michal,
Thank you for letting me know and for your interest in the publication!
Sincerely,
Svetlana
  • asked a question related to Foreign Languages
Question
19 answers
Most teachers agree that teaching the culture of native-speaking countries is valuable, but how MUCH should this be done?  Do you have a percentage in mind or other ways of saying how much of the course should be about culture?
And how does this fit in with the multi-cultural or meta-cultural perspective and rationale for learning the other language?
Has your perspective changed over time?
Relevant answer
Answer
Language and culture are two inseparable entities. Therefore, language learning is at once cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must, such recognition then cultivated an awareness in foreign language teaching experts that language and culture are inseparable
  • asked a question related to Foreign Languages
Question
6 answers
I am a teacher of Chinese as a foreign language, and many of my students are adults. In the teaching, how to apply the traditional culture and other ways to cultivate the interest of Chinese learners?
Relevant answer
Answer
One of the best methods is to go with students to diverse shops -- restaurants, malls, markets -- and invited them to ask everything in Chinese. If you are not in China or you don't have a nearby "Chinese town", you can try to do it using videoclips help.
  • asked a question related to Foreign Languages
Question
7 answers
Research in FLT has always been concerned with the role of memory in learning and the relationship between memorization and learning.
Relevant answer
Answer
I would like to say none. But that wouldn't be true. The more words you know the better you communicate in a language. Therefore, learning may be memorizing about 500 common words is perfectly possible. This and more is explained in The Word Brain by Bernd Sebastian Kamps http://www.thewordbrain.com/
But in Josh Kaufman's new book the first 20 hours, there does not seem to be a lot of memorization.
In today's digital world watching subtitled video even if you know nothing in the beginning seems really fast and a more natural immersion. For example, watching Spanish TED talks or Narcos with Spanish subtitles strangely improves both reading speed and pronunciation astoundingly. But we are talking many more hours than in a traditional classroom. The trick is how to integrate this technology into your courses
  • asked a question related to Foreign Languages
Question
13 answers
Hello! I am looking for Spanish, English and Chinese native speakers to participate in my final survey for my PhD thesis.
This is the direct link.
Thank you for your participation.
Relevant answer
Answer
Interesting
  • asked a question related to Foreign Languages
Question
7 answers
The number of Chinese learners is growing now globally. However, I cannot find the exact statistics of the learner numbers. Is there someone who is doing reasearch on this issue?
Relevant answer
Answer
Interesting question Tianwei Xie . Would be interested to know as well.
  • asked a question related to Foreign Languages
Question
26 answers
Grammar items can be acquired incedently through the natural use of language for communication, yet my learners do not respond well interaction-based activitie and they constantly ask for grammar based lessons where the rules are explicitly explained.
Relevant answer
Answer
Both form and function are important in order to be a proficient user of the language. However, I would say that the first goal for learners is to communicate. For that purpose, teachers must put students in scenarios where they really need to communicate in the target language, this is, use the language with a clear purpose. Teachers must provide the necessary vocabulary and structures to achieve the communicative goal. So function comes first, then accuracy and form come afterwards.
  • asked a question related to Foreign Languages
Question
33 answers
Can the second-language version, strictly speaking, be considered a translation of the first-language version or is it merely a somewhat looser interpretation? How do such authors approach the task? How are the two versions produced (e.g. conjointly or serially?) and how closely are they related?
Relevant answer
Answer
There is an emerging subfield of translation studies called “self-translation studies,” and there are a lot of studies already done on this topic. Eva Gentes has compiled a bibliography on self-translation.  You'll find a number of projects on self-translation on RG as well.
I myself have published articles on the topic. In my view, self-translation is “rewriting,” ”reworking,” “re-creation,” and “translation of the self.” Please see: e.g.,
  • asked a question related to Foreign Languages
Question
6 answers
It is known that Spain shows a low level of use of English. But why?
Relevant answer
Answer
Learning an additional language is a challenging task and an intriguing topic at the same time. Investigating ESL/EFL has resulted in a huge volume of research now available. For the last three decades or so, L2 learning has sparked debate among researchers and linguists. I think you may need to specify whether you need to investigate challenges facing learners of a foreign language (input), or the outcome of their effort to master it (Interlanguage). In both cases, research findings are available. Some studies have focused on the learners (motivation, perceptions, anxiety, etc..)some on the learners' L1 (transfer), others on the instructional methods/curriculum, as well as mastering the four skills. Of course, all these and other issues are always investigated in relation to a specific theoretical framework. I would humbly suggest you have a look at some reading like "Understanding second language acquisition" by Rod Ellis; " An introduction to second language acquisition research" by Diane Larsen-Freeman & Micheal H. Long; "Second language classrooms" by Craig Chaudron. Please do have a look at the following works:
1. Facing the challenges of learning English as a foreign language in Israel: in response to Ganschow, Sparks and Schneider by Janina Kahn-Horwitz, Naomi Roffman, Tova Gerta Teitelbaum
2. Commentary on ‘Facing the challenges of learning English as a foreign language in Israel: in response to Ganschow, Sparks and Schneider’ by Leonore Ganschow, Richard Sparks, Elke Schneider
3. Success in learning English as a foreign language as a predictor of computer anxiety by Mehrak Rahimi, Samaneh Yadollahi
4. Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language by Mehrak Rahimi, Masoumeh Hassani
  • asked a question related to Foreign Languages
Question
5 answers
Dear colleagues,
the research literature on EFL materials and gender/ethnicity/class typically holds this (key) assumption: Representations (i.e., descriptions, images, ...) of gender, ethnicity, or social class in EFL textbooks or other EFL materials ought to influence the students' perception (or beliefs, evaluation, or assessment) of gender, ethnicity, and social class in the way in which it has been represented in the EFL materials. In this fashion, biased representations ought to impact students negatively, while redesigning EFL materials towards less biased depictions might lead to positive changes in student beliefs.
My question would be: Are you familiar with any research that has investigated this assumption in an experimental or other empirical setup? In other words, could you point out research with empirical evidence that shows how these representations of gender/ethnicity/class have had an impact on students' beliefs?
Any hints to articles or other research would be greatly appreciated! Thank you in advance!
Relevant answer
Answer
Intrested
  • asked a question related to Foreign Languages
Question
1 answer
In some Languages, there is mixing between using these terms and other language use it sensitively
Relevant answer
Answer
نعم اكيد..وهذا لا يشمل مادة واحدة وإنما هنالك مواد تختلف في خواصها وفي مدى احتياجها للتنظيف أو التعقيم بحسب ما تعرضت له المادة من ملوثات
  • asked a question related to Foreign Languages
Question
9 answers
The chief aim of my question is that  I am going to willingly undertake a research that sheds light on EFL subjunctive needs while learning English language as a foreign language. .
Relevant answer
Answer
To ask them directly using open ended questionnaire.
  • asked a question related to Foreign Languages
Question
4 answers
Dear Research Gate fraternity, what are the most effective strategies for learning a foreign language and why?
Your uptake will be highly honoured!
Relevant answer
Answer
As a teacher of a second language, I always ask my students to speak and to write using our target language whenever they see me insideo and out of the classroom. They learn the languange inside the classroom duribg the lesson proper, at the same time, they acquire it through simple conversation among teachers and fellow students beyond class hours.
  • asked a question related to Foreign Languages
Question
4 answers
My question is connected to rather unclear point of error correlation that many scholars encounter while conducting their SEM analysis. It is pretty often when scholars report procedures of correlating the error terms to enhance the overall goodness of fit for their models. Hermida (2015), for instance, provided an in-depth analysis for such issue and pointed out that there are many cases within social sciences studies when researchers do not provide appropriate justification for the error correlation. I have read in Harrington (2008) that the measurement errors can be the result of similar meaning or close to the meanings of words and phrases in the statements that participants are asked to assess. Another option to justify such correlation was connected to longitudinal studies and a priori justification for the error terms which might be based on the nature of study variables.
In my personal case, I have two items with Modification indices above 20.
lhs op rhs mi epc sepc.lv sepc.all sepc.nox
12 item1 ~~ item2 25.788 0.471 0.471 0.476 0.476
After correlating the errors, the model fit appears just great (Model consists of 5 latent factors of the first order and 2 latent factors of the first order; n=168; number of items: around 23). However, I am concerned with how to justify the error terms correlations. In my case the wording of two items appear very similar: With other students in English language class I feel supported (item 1) and With other students in English language class I feel supported (item 2)(Likert scale from 1 to 7). According to Harrington (2008) it's enough to justify the correlation between errors.
However, I would appreciate any comments on whether justification of similar wording of questions seems enough for proving error correlations.
Any further real-life examples of wording the items/questions or articles on the same topic are also well-appreciated.
Relevant answer
Answer
Dear Artem and Marcel,
there are two problems with post-hoc correlating errors
1) the error covariance is causally unspecific (as any correlation). If one possibility is true namely that both items additionally measure an omitted latent than estimating the error cov will fit the model but the omitted latent variable still is not explicitly contained in the model. This may be unproblematic if this latent is just the response reaction on a specific word contained in both items --but sometimes it may be a substantial latent variable missing in the model whose omission will bias the effects of other, contained latent variabels.
2) While issue #1 still presumes that the factor model is correct (but the items *in addition* share a further cause, the need for estimating error covs will appear as assign of a fundamental misspecification of the factor model: If the factor model is to simple (e.g., you test a 1-factor model where as the true structure contains more) than the only proposal the algorithm can make is to estimate error covs. These can be interpreted as the valves in a technical system. Opening the valves with reduce the pressure but not solve the problem. To the contrary: Your model will fit but it is worse than before.
One simple add-hoc test is to estimate the error cov and then to include further variables in the model which correlate (are receive / emit effects) with/from/on the latent target variable. You will often see that the model which had fitted one minute ago (due to the estimation of the error cov) again shows a substantial misfit as the factor model is still wrong and cannot explain the new restrictions and correlations between the indicators and the newly added variables.
Please not that the goal in CFA/SEM is not to get a fitting model! The (mis)fit of the model is just a tool to evaluate the causal correctness. If data fit would be the essential goal than SEModeling would be so easy: Just saturate the model and you always get a perfect data fit.
One aspect is the post-hoc justification of the error-covs: I remember once reading MacCallum (I think that it was him) who wrote that he knows no colleague who would not have enough phantasy to come to an idea to explain a post-hoc need for an error covariance. :)
Hence, besides the causal issues noted above, there are statistical problems with regard to overfitting capitalization on chance (as any other post-hoc change of the model). That is: Better look onto your items before doing the model testing and think wether they could be reasons that lead to an error covariance.
One example is the longitudinal case where error covariances between the same items are expected and are included from the beginning.
If you have to post hoc include the error covariances, carefully consider other potential reasons (mainly the more fundamental issues noted in #2) and replicate the study. But replication in causal inference context should always imply an enlargement of the model (i.e., including new variables).
Best,
Holger
  • asked a question related to Foreign Languages
Question
11 answers
My master's final thesis will be on the teaching of english as foreign language to deaf students.
I am trying to collect all the strategies and teaching methods that have been used to do that, in order to create an intensive programme for a deaf student, who will be my case study.
Please if you have any clues regarding papers, texts or sources that may help my research, feel free to suggest it.
Thank you very much
Relevant answer
First of all, congratulations for your work. Secondly, it is so important to apply or to develop methodologies with “visual activities”. Every student is different, but “visual approches” can help hearing and deaf students. Please, you can find differents methodoligies in the Journal of Special Education. For an effective inclusion just Sign Language is not enought, you must understand the potencial of your students.
  • asked a question related to Foreign Languages
Question
15 answers
There are some theories, as Pelgrum and Law (2003) suggested that it is necessary to make a switch between the teacher and the student roles. I mean, the student should be also the active role in their education progress. What do you think? It is a good tool or should we stick to the traditional methodology where the teacher has all the "educational weight" on the educational process?
Relevant answer
Answer
Yes, I think so because this switching is essential in developing learners' risk-taking and autonomy.
  • asked a question related to Foreign Languages
Question
7 answers
Is it possible to learn to speak a new language in only 10 days?
Relevant answer
Answer
I 've never heard of it before.
  • asked a question related to Foreign Languages
Question
3 answers
I'm doing a research in how the personality influences someone while talking a non native language and I was thinking about doing a survey to compile the experiences of people.
Do you know any other method? How do you think I could carry out the survey?
Thanks!
  • asked a question related to Foreign Languages
Question
32 answers
Mixed-ability can refer to classes in which there are clear differences in language level, learning style, learning speed, aptitude, students’ background knowledge, and motivation. In this context, every student who is learning a language can be different in language level among other students. Thus, students may have different capabilities to grasp the lesson during the teaching process in the class. According to Ireson & Hallam (2001), “teachers need to recognize that a class is a mixed ability because children have different strengths and weaknesses and develop at different rates.”
In Indonesia, English is a foreign language which is taught and learned only in classrooms or additional English courses outside school. In this case, students may have some problems such as less proficient English ability because people in Indonesia rarely use English as a tool of communication. Also, teachers in dealing mixed- ability classes may have an ineffective learning classroom from both students and teachers.
Dealing with this issue, Mixed-ability students have their own learning style and preferences in learning a language. In this context, I would like to have your opinion of the following question:
What strategies would be effective to handle mixed-ability students in learning English as a foreign language?
Relevant answer
Answer
Always have a range of follow-up activities for stronger students, who may be paired together, which they can complete while lower level students are still working on initial activities. Stronger students may welcome more autonomy, but they also need to feel they are learning something from the lesson, even while you may be occupied with further explanation to lower level students.
  • asked a question related to Foreign Languages
Question
4 answers
I have plans for a research project on the use of eTandem (telecollaboration) by nonnative, pre-service foreign language teachers who learn and teach each other's languages. Do such studies exist? Any references and tips for research design are welcome
Relevant answer
Answer
Hi there, I can recommend the work of my colleague and former PhD student Dr Anna Nicolaou at Cyprus University of Technology, https://www.cut.ac.cy/faculties/languagecentre/staff/anna.nicolaou/?languageId=1
Also, this association may be useful: https://www.unicollaboration.org
  • asked a question related to Foreign Languages
Question
34 answers
In teaching English as a foreign language, many EFL learners keep asking this question.
Relevant answer
Answer
Indeed I do. I teach radio broadcasting, which is about communicating verbally (without any visual cues). The ability to speak well and express oneself clearly is certainly a skill to be learned. Some people may be better at it than others without training, but everyone can improve.
The way to learn is to use the language and speak often, and then to self-critique.
  • asked a question related to Foreign Languages
Question
16 answers
I'd like to establish the link between the usage of monolingual and bilingual (physical, virtual, online) dictionnaries with (literal, inferential, critical) reading comprehension of French as a foreign language. How can I support this hypothesis?
Relevant answer
Answer
It is not my specialty good lcuk
  • asked a question related to Foreign Languages
Question
16 answers
Is anyone researching L1/L2 writing explicitly? In particular among bilingual children in primary and secondary schools who learned the second language after 3 years of age? Thanks a million for your thoughts or advice on futher links.
  • asked a question related to Foreign Languages
Question
5 answers
Greetings colleagues,
Has anyone implemented UDI in HE foreign language instruction? I'm also interested in digital technologies in this area for use in foreign language classrooms!
Thanks!
Relevant answer
Nice Dear Harshvardhan Singh
  • asked a question related to Foreign Languages
Question
4 answers
Dear all, 
do you know anything about individualisation, appropriation and performance as steps of foreign language acquisition? Could you please provide me some examples or research on it? Thank you in advance for your replies! 
Relevant answer
Nice Contribution Arif Jawaid
  • asked a question related to Foreign Languages
Question
5 answers
I am an Arabic lecturer from Indonesia who intend to compose a proficiency test to measure my students' Arabic competencies. In this case, I consider to copy the format of TOEFL for English proficiency test. The challenge is, I have difficulties finding any native Arabic recording for that kind of test. Is there any Arabic listening assessment format which resembles TOEFL?
Thank you very much! I really appreciate each word you give as the responses of my question.
Relevant answer
Good Answer Maziyyatul Muslimah
  • asked a question related to Foreign Languages
Question
4 answers
I am working on my dissertation related to TAM "perceived ease of use and perceived usefulness" related to Speaking practice through Computer assisted language learning. I am looking for a questionnaire I can use for my dissertation.
Relevant answer
Answer
Ehsan,
Do you have the item in the questionnaire?
  • asked a question related to Foreign Languages
Question
6 answers
I am doing appropriate research over what apropriate age is to learn a foreign language. I found almost about 43 articles and analyzed them. There is a large amount of information now. I want to know what strategy I have to use to synthesize information and answer my research question.
Relevant answer
Answer
With respect to Your question what the apropriate age is to learn a foreign language?
I don't thik, that there is an appropiate age as such as this depends on the learners situation and motivation ....
I think there is only an answer to the question when to start to learn a foreign language and my answer is: The earlier the better!
  • asked a question related to Foreign Languages
Question
9 answers
My thesis is about Miscommunication in second/foreign language classroom.
For this research, I need to gather data from classroom interaction.
Here are three questionnaires about interaction in the classroom of English/Spanish and Italian as FL/SL. Please could you share them with language students? Your cooperation is highly appreciated. For any question, please do not hesitate to contact me: cristina.gadaleta@hud.ac.uk.
Italian: https://docs.google.com/forms/d/e/1FAIpQLScRediqYPWzdV2Yj4WqUpGFUxDlZ1Yo6c_3Sq7kCVapXjsHZw/viewform?usp=sf_link Acknowledge: Mugford, G. (2019). Addressing difficult situations in foreign-language learning : confusion, impoliteness, and hostility. New York, NY: Routledge.
Relevant answer
Answer
I think miscommunication originally based on the indivual differences among those learners.Some are at a high level of language development mastering all the fundamental skills fully while on the other hand some are so poor and inexperienced concerning the basics of lang.
  • asked a question related to Foreign Languages
Question
11 answers
Most of the educaters of today know the importance of gamification on teaching languages on young learners. I really wonder that can we use games on adult learners and what kind of techniques recommended so far ?
Relevant answer
Answer
Why not. Even if they are adults, they may be beginners. So they need high degree of motivation and stimulation to learn the foreign language . For that , games would be a good idea.
  • asked a question related to Foreign Languages
Question
4 answers
We are using the CORE Outcome Measure in our clinic. We are having a hard time getting our hands on forms translated to different languages than English or Norwegian for our foreign language clients, however (Downloading from the CORE webpage does not work). Does anyone have PDF copies of this they are willing to share?
Relevant answer
Answer
I have attached the Italian PDF file .
  • asked a question related to Foreign Languages
Question
11 answers
The emergence of innovative technological programs such as Augmented Reality (AR), Kahoot and so on, have allowed the development of new teaching techniques in foreign language learning. However, are you in favour, against or sceptical about this methodologies?
Relevant answer
Answer
In combination with communicative language learning, I think ICT can foster learning. Several years ago, I saw an interactive story telling program for children learning Ukrainian. The activities, geared toward reinforcing language (reading, hearing) were fun...even as an adult learning. :-)
  • asked a question related to Foreign Languages
Question
4 answers
In recent years I have been working a lot in finding a useful way of incorporating educational technologies into L2 classrooms. There are many useful apps that can help learners improve their language skills. Among others, YouTube videos have increasingly been used as supporting teaching and learning tools in language classes, especially in foreign language context. YouTube videos have been reported (informally) to be extremely useful for very young learners to learn English. Quite often I meet young learners talking in English fluently, and when I ask how did you learn English, their simple answer is by watching YouTube videos. Their parents give the same answer. Thus, before shaping and idea to research this topic, I would like to receive your comments on this issue.
Relevant answer
Answer
Here we need a specific settings for teen learner some kind of filter that display those videos and classified that is for those age group . In this way youtube would be a healthy tool for learning
  • asked a question related to Foreign Languages
Question
3 answers
Hey,
I have a question concerning the methodology of my research. In my research I intend to discover if flipped classroom can improve the grammatical competence in Spanish. I fail to find a suitable design. Does someone have any suggestions?
Relevant answer
Answer
Hey, thanks for your answer.
I have decided to use a quasi-experimental design with the independent variable being Flipped Classroom and the dependent one being grammatical competence (Spanish). I have planned to investigate the effectiveness of FC by comparing two classes (one class will be taught via FC, the other will be taught traditionally). Therefore I have a relatively small sample (40-50 students). I would like to perform a grammar test after the invention as well as observe the students' oral production and compare them.
  • asked a question related to Foreign Languages
Question
6 answers
When looking for journal articles about this topic, I have run into many studies that focus on the emotional differences between words when the speakers are bi/multilingual. My question is, do foreign words (words that the listener does not understand) have an effect on our emotional state? If there are any studies out there that have explored this concept, I haven't been able to find them.
As further explanation, what I'm looking for is a paper over an experiment where, for example, a monolingual English speaker hears a list of random positive, neutral, or negative words from languages other than English, and their emotional response is recorded.
Relevant answer
Answer
Dear Amanda Pierce nice topic to discuss. yes every language has its own semantics and we will be very careful when we are conveying passing our messages. It may cause unnecessary misunderstanding. Learning a language and fiddling the words is a fun by the way.
kind regards,
emre
  • asked a question related to Foreign Languages
Question
9 answers
Are there any research groups working on the propaedeutic effect of early-years exposure to foreign languages on future achievement?
Relevant answer
Answer
@Vito D'Armento: Although I understand Italian it might be a good idea to use Google translator to make your posts readily available to everyone. E una buona idea usare il traduttore di Google per rendere i tuoi post disponibili a tutti.
  • asked a question related to Foreign Languages
Question
4 answers
Hello community,
I am looking for (recent) research underpinning (or just the opposite) the assumption that mother tongue/bilingual teachers are better suited to teach a foreign language or to teach other subjects in bilingual programms. I am focussing in studies in the setting where students/pupils are bilingual themselves and are enrolled in a bilingual programm.
Since most foreign language teachers in school service aren´t bilingual or teach their own language as foreign language (FL), I would love some help to find studies about how the age of foreign language learning effects the full acquisition of the phonetic and phonological repertoire of the target language.
Moreover, some help with studies which focus on didactic of FL and language ability of the teachers will be great.
Thanks a lot and have a good weekend!
Relevant answer
Answer
Isabel,
I have no research for you to cite, but I think that we need to reflect on the common assumption that native speaker teachers are always better, at least with respect to English.
In the past, I think it was the assumption that people learn English in order to be able to interact with native speakers. Today, however, the reality is that whenever people who speak different languages meet, English is likely to be a common second/foreign language in which they can interact.
This means being able to understand a wide range of accents and understand variable grammar/vocabulary. So being able to speak exactly like a native speaker is maybe not the ultimate goal of learning English today. Maybe the ultimate goal is to be able to function effectively across many cultures, or what Dörnyei (2005) called the "cosmopolitan international society."
  • asked a question related to Foreign Languages
Question
5 answers
Hi, everyone,
Do you know the names of any textbooks you or your friend use in colleges or universities in your country? I mean colllege English textbooks, that is, EGP textbooks to improve students' second or foreign language skills rather than EAP or ESP?
Thanks for your reply.
Bryan Xu
SISU
Relevant answer
Answer
Yes all textbooks and medium is English mostly in Pakistan.
  • asked a question related to Foreign Languages
Question
7 answers
In learning a second language or foreign language there are many mistakes experienced by learners. I consider this error a challenge. Help me to get references in the form of related articles. thank you
Relevant answer
very good to get the language from the beginning. My grand-child's parents speak different languages so the child gets them from the very beginning. I also put my children in foreign language kindergarten and schools.
  • asked a question related to Foreign Languages
Question
6 answers
Many high school teachers and college foreign language instructors have been replaced by computerized language learning laboratories.
Although computerized laboratories require an initial purchase, in the long run, they are viewed as less expensive to maintain than human beings, who need a regular income, as well as health and retirement benefits. So machines are comparatively "low maintenance," while humans are "high maintenance."
But what about the actual purpose of education and how to talk about what is better: computers or teachers?
Relevant answer
Answer
As I listen to the characteristics of a 21st century teacher, I'm reminded of the National Board for Professional Teaching Standards (NBPTS) Five Core Propositions from their policy statement "What Teachers Should Know and Be Able to Do", written in 1989, the 20th Century, so very long ago......
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
Technology is becoming an integral part of any modern classroom. As a teacher, it is important that you can recognize and understand the usefulness of various types of technology you might find in your classroom.
First, it is important to discuss the value 21st century education technology brings to the classroom environment. There are four major areas:
First: The addition of technology into the classroom can help transform the classroom experience from a classic teacher centered one into a student-centered experience – with students taking a more active role in their learning. In a student-centered classroom, the teacher becomes more of a guide as the students engage with and tackle the day’s lesson. And there is nothing better than seeing your students fully engaged! It is important to understand that integrating technology into the classroom is by no means a replacement for an effective teacher. To put it simply, the ideal classroom environment would be one that is student centered and includes a carefully selected blend of instructional technologies with face-to-face communication.
Second: Technology provides teachers and students with access to a variety of educational resources that inspire creativity, critical thinking, communication, and collaboration.
It promotes inclusion and the development of digital literacy skills.
It extends learning beyond the text – and beyond the classroom walls.
It ultimately exposes students and teachers to new online global communities. This in turn promotes a global awareness, which is an essential component to a 21st century education.
Third: We all know that there has been, and will continue to be, different levels of students in our classrooms – and with uniquely important learning needs. Through the use of instructional technology, differentiated instruction can be made much easier. It can become more of a reality! With differentiated instruction, students are provided an education that is personalized – and that meets them where they are, developmentally. More students are able to benefit from this type of instruction. The use of technology also provides students access to very rich learning materials outside of the classroom.
Finally, it is of paramount important that while in school, students use tools that will best prepare them for their future academic and professional experiences. – This includes a blend of new tech and old tech. Integrating technology into the classroom provides students with a set of skills to navigate through the variety of online tools we have today! It also provides teachers opportunities to educate students on digital citizenship and the new challenges to academic integrity.
  • asked a question related to Foreign Languages
Question
5 answers
Hi,
I am working as a researcher in the field of foreign language teaching. I am planning to carry out a research and I need to auto-grade some sentences uttered by the participants. I was not able to find a website or an application for that. the existing apps do not allow filling in some sentences that I will be using for my research. Thank you.
Dr. Bora Demir
Relevant answer
Answer
There is nothing that I am aware of that will score overall pronunciation automatically that is actually reliable. The problems are:
sound leakage from headphones/speaker to microphone;
unless each candidate is in a soundproofed booth/room, you may have problems with sound carrying between candidates.
There is a web service called EnglishCentral.com that has learners repeat utterances and will grade according to it's own algorithm and output it as English phonemes. It is not free, however.
Hopefully you find a solution, but I imagine that you will have to do it the slow way.
  • asked a question related to Foreign Languages
Question
3 answers
Can anyone recommend papers on the integration of transformative learning theory to blended learning models for English foreign language learners?
Relevant answer
Answer
Dear Ardi,
  • asked a question related to Foreign Languages
Question
2 answers
to find out the beliefs about English as a foreign language and statistical gender differences between male and female students
Relevant answer
Answer
There is not really one person associated with this question. Also, anything EFL (with adults especially) is always going to depend on the first language and it's closeness to English, the educational levels of the learners, and their social and economic stability. Here is something to start with.
Sunderland, J. (1992). Gender in the EFL classroom. Elt Journal, 46(1), 81-91.
  • asked a question related to Foreign Languages
Question
3 answers
For instance, language A uses different verbs for different sex, whereas language B does not. Thus, it can save some words to describe the sex of the subject in language A rather than language B.
Relevant answer
لايستطيع القانون حفظ اللغات بشكل مطلق, بقدر محافظة الفرد على لغته والحرص على التواصل
  • asked a question related to Foreign Languages
Question
33 answers
what are the reasons people prefer to learn English as foerign language? Why not Spanish or French for example?
Relevant answer
Answer
common language in the world more than others language .
  • asked a question related to Foreign Languages
Question
6 answers
What should such a vocabulary test include or look like?
I want to test if the intervention has an effect on vocab retention (foreign language teaching). I know about the statistics, but not about the creation of a valid SCIENTIFIC construction for creating the test itself (I do of course a lot of "normal" exercise tests ;-) What are important things to consider?
Help is highly appreciated. Thank you!
Relevant answer
Answer
Trying to answer your question without detailed information on your work can be difficult. The easiest way to test vocabulary retention would be by recalling. You simply ask learners to recall as many words as possible and you collection the answers. Then, you set your measurement , the number of words introduced and the number written by each student.
However, you need also to pay attention to the idea of words memorized and the ones are passively used. You can also device a second test where students highlight only the words you have introdrocuded. All-in-All, any test you devise needs to be provide quantitative answers.
Then , there is also the need for more qualitative look on answers , you can expect some errors and scratching all of which can provide you with more insight of what happens with learners.
For more details , do not hesitate to ask . I will be happy to help.
  • asked a question related to Foreign Languages
Question
31 answers
For instance, how should a language teacher teach different speech acts, implicit meaning, etc.
Relevant answer
Answer
Notably, the pragmatic aspects of language use can be actualized by the anguage contexts. To this end, problem solving tasks fostering critical thinking and collaborative work such as discourse completion , role play, and consciousness raising activities engaging the learners in group work can make a difference.
  • asked a question related to Foreign Languages
Question
15 answers
Dear RG Colleagues,
I need a reference(s) that I can cite in a research paper that will support the commonly accepted claim: it is easier to learn a foreign language that is linguistically similar to our native language (or our second/third language that we already know).
Thank you!
Monika
Relevant answer
Answer
Hakan Ringbom's (2007) Cross-linguistic Similarity in Foreign Language Learning is devoted to this issue. He mentions that the degree of congruence between the systems determines how much facilitation there will be in language learning.
  • asked a question related to Foreign Languages
Question
70 answers
There is a big difference between the spoken and written forms of some languages. If we start teaching with spoken language, after a while, learners produce an oral text when they write. If we emphasize in the written language, when speaking, they produce a written language in interactive settings and it seems that they speak like those who lived a few centuries ago. Is it better to start teaching a foreign language through its oral or written form? Once learned by learners, when and how to switch to another form?
Relevant answer
Answer
I can't imagine to separate both.
  • asked a question related to Foreign Languages
Question
8 answers
My work is concerned with improving first-year EFL learners linguistics related vocabulary i.e. The technical terms that are used in the linguistics course
Relevant answer
Answer
Since vocabulary knowledge can be at different levels of depth (form recognition - meaning recognition - productive), I would suggest you start by having a look at (the relativley simple to make) Vocabulary Knowledge Scale type tests:
Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53, 13–40.
  • asked a question related to Foreign Languages
Question
3 answers
In order to complete a survey on the role and impact of iconographic supports in French Language of Integration textbooks for migrants arriving in France, I intend to ask questions directly to the learners concerned.
The aim being to see if the images choosen for these textbooks are used (by the teachers and the learners), if they are pertinent and effective and what cultural messages they are carrying.
I would also appreciate to compare the analysis I'm doing on iconographic supports in french textbooks with other foreign language textbooks especially made for migrants.
Relevant answer
Answer
Dear Agnieszka,
Yes indeed the task is not easy !
I have access to a class of "new" immigrants who can speak english therefore I'm thinking of asking questions in english.
I also have access to a class of immigrants of a +/- B1 level where questions can be asked in french.
It is more the quality of answers that I'm looking for rather than the quantity. How images are received in a "practical" way (semantics) on one hand and their "cultural" messages on the other hand.
For the time being I'm analysing iconographic supports of textbooks and would like to cross check what I find with real situations.
I'm aware that asking direct questions will be delicate so I'm also thinking of semi-directive interviews.
Thanks for your interest.
  • asked a question related to Foreign Languages
Question
3 answers
I need to have sufficient references as my evidences that EMI is still affecting the skills being developed in a foreign language classroom in which English is not the mother tongue. Thank you in advance for those who can help me up.
Relevant answer
  • asked a question related to Foreign Languages
Question
29 answers
Dear all
I am wondering whether a second foreign language, such as German, Chinese, or Japanese is beneficial in a research career, especially in scientific disciplines, such as computer science or neuroscience. This issue assumes that most people’s first language is English. My mother tongue is Chinese Mandarin. My second foreign language is German, and I have a bachelor's degree in the German language. Until now, it has not been my experience that foreign language fluency has been advantageous in getting me more opportunities, such as a PhD position, than others. I am curious whether my case is an exception or a typical case.
Thanks in advance.
Chen
Relevant answer
Answer
The more languages you know, the wider your opportunities to be up to date with 'global' knowledge. Languages will enable you to disseminate your own research and have a wider audience and readership. As for job opportunities and research positions, knowing more languages is a must.
  • asked a question related to Foreign Languages
Question
6 answers
Hi everyone! We are currently studying the learnability of the english resultative construction by spanish native speakers who learnt english as a foreign language. The resultative construction is of particular interest since it has no equivalent counterpart in spanish, unlike the depictive construction, which is present in both languages. Therefore, we aim to compare the speaker's comprehension of resultative and depictive english sentences, and to analyze the influence of variables such as english proficiency, age of exposure, frequency of use, immersion experience etc.
We have already conducted a pilot study where we assessed sentence comprehension by asking the subjects to choose the sentence that best described the item's meaning, in a multiple choice format. However, we were wondering what would be the best psycholinguistic experimental task to evaluate sentence comprehension. We noted that acceptability judgements of grammatical and ungrammatical sentences are widely used to study syntax structures. Therefore, I wanted to ask psycholinguistic researchers what would be best experimental paradigm to study the comprehension of these structures. In addition: would it be more appropiate to administer different tasks and then compare the results? And what would be the best tasks in that case?
Thank you so much for your kind attention!
Relevant answer
Answer
If you are doing a contrastive research on linguistic transfer (English-Spanish), I would recommend typical translation tasks. You will definitely have a large percentage of interference errors, but it is the only (according to my experience) indicator of learnability of structures. I wouldn't go for any communicative-type tasks. Interesting reasearch!
  • asked a question related to Foreign Languages
Question
15 answers
Is it enough to employ authentic materials and communicative situations?
Relevant answer
Answer
Virtual communication with a contribution for people plays to communicated interesting.
  • asked a question related to Foreign Languages
Question
4 answers
How does acculturation happen in children?
what are the differences of acculturation between adults and children?
How does acculturation of children work in learning a foreign language?
Relevant answer
Answer
This is a complex, multi-faceted question. However to give a brief answer, acculturation between youth and their parents tend to occur differently. For example, children tend to assimilate much more easily and quickly to the destination culture whereas parents tend to strive to adhere to their heritage culture. Accordingly, children often are more likely to adopt the values of the mainstream society while parents adhere more strongly to the values and cultural practices of their heritage culture. Thus, children are more likely to be bicultural and obtain great intercultural competence. Differences in values and culture that stem from parent-child descrepanices are often the source of family conflict.
Regarding your question about language acquisition, children tend to adopt and adhere more strongly to the language of the destination culture relative to their parents. According to a linguist I spoke to recently, this is because children generally spend more time having to use the new language due to school, television, music, and peers from the new country of settlement. Below is a link to classical articles that address these questinos more in depth.
  • asked a question related to Foreign Languages
Question
12 answers
I want to measure how successful the implementation of a poster project was? (2 courses with 30 medical students each, German as a Foreign Language)
I am grateful for every answer. Thank you:-)
Relevant answer
Answer
Dear Luisa Zeilhofer
You can read (Methods of Measuring Learning Outcomes and Value Added)
(Ten Ways to Measure Learning Impact)
( Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction)
Regards.
  • asked a question related to Foreign Languages
Question
6 answers
Is it ok in APA style when writing the table label to include the chapter number as well? For example, Table 2.1 where 2 stands for chapter 2.
I need this for my MA thesis. I am in the field of linguistics if that helps (particularly teaching a foreign language).
This is an example from the list of tables:
Table ‎3.1: Participants’ gender. 21
Table ‎3.2: Participants’ age. 22
Table ‎3.3: Participants’ L1. 22
Table ‎4.1: Reading comics and motivation to read more in Arabic. 37
Table ‎4.2: Anxiety when reading comics vs. other text forms. 38
Table ‎4.3: Reading comics and fear of reading in Arabic. 39
Thank you so much!
Relevant answer
Answer
The APA style manual does not address this, simply saying "Number all tables and figures with Arabic numerals in the order in which they are first
mentioned in text..."
So this may be a question for your adviser about the expectations of your school.
In my own dissertation, 15 years ago, I did NOT include chapter numbers as part of figure and table numbering.
  • asked a question related to Foreign Languages
Question
60 answers
It is said that language and culture are inseparable and learning language is void without achieving an awareness of its culture. Language is the carrier of culture and without culture languageis of nonsense. On the other hand, many communities consider learning a foreign culture as a kind of cultural invasion and prefer to expose their children to foreign language but not to its culture… What do you think we as EFL teachers should do in our classes? And should our teaching of English be culture-free or culture oriented??
Relevant answer
Answer
I teach English and language awareness i.e., not only one English but Englishes especially the varieties they speak and/or need to learn, so not necessarily British or American English but International English, the one spoken and understood by the nonnative speakers (EFL/ESL). World Englishes proponents & supporters respect all varieties.
  • asked a question related to Foreign Languages
Question
3 answers
Could you, please, recommend Scopus indexing journals to publish my research paper? My paper investigated Methods of teaching English as a foreign language using innovative approaches and best practices. The paper investigated the effect of integrating ICTs to navigate difficulties and challenges.
Relevant answer
Answer
You're welcome. Glad to be of any help.
  • asked a question related to Foreign Languages
Question
2 answers
I believe most people (especially those whose mother tongue is not English) know the feeling that when listening to songs sung in our mother tongue the listening experience still seems somehow more intense than if the songs are sung in a foreign language you understand perfectly. I have trouble finding literature on that, though. Can anyone recommend something?
Relevant answer
Answer
hT
  • asked a question related to Foreign Languages
Question
11 answers
What is your opinion on this topic? Are we in a post-method era where rather than methods we are just using other means for teaching a foreign language, e.g. macrostrategies understood as general plans derived from currently available theoretical, empirical, and pedagogical knowledge related to L2 learning and teaching. A macrostrategy is a broad guideline based on which teachers can generate their own location-specific, need-based microstrategies or classroom procedures. In other words, macrostrategies are made operational in the classroom through microstrategies. Macrostrategies are considered theory-neutral, because they are not confined to underlying assumptions of any one specific theory of language, learning, and teaching, discussed in Part One. They are also considered method-neutral because they are not conditioned by a single set of principles or procedures associated with language teaching methods (Kumaravadivelu, 2008:201).
Relevant answer
Answer
I follow
  • asked a question related to Foreign Languages
Question
17 answers
The role of the mother tongue in Teaching English as a Foreign Language.
Relevant answer
Answer
The L1 of the speaker can affect negatively or positively the learning of the L2. This effect depends on the differences/commonalities between the two languages. For example, we often observe transferred forms from one language to another, which are not valid in the L2. However, common structures between the languages can enhance the L2 learning. Usually, teachers focus on these differences/commonalities in order for the students to be able to learn the L2 properly.
  • asked a question related to Foreign Languages
Question
6 answers
Dear Colleagues,
Are you familiar with neuroimaging studies or/and do you have any predictions about executive control in implicit/informal versus explicit/formal second language learning? Which type of language learning requires more executive control?
I will greatly appreciate your opinions/suggestions.
All the best,
Monika