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“I. ULUSLARARASI YABANCI DİL OLARAK ARAPÇA ÖĞRETİMİ: VİZYON VE TECRÜBELER" SEMPOZYUMU

Author(s): Osman Arpaçukuru / Language(s): Turkish Issue: 1/2015

Türkiye ilk defa Arapçanõn öğretimine dair uluslararasõ bir sempozyuma ev sahipliği yaptõ. Türkiye’den İstanbul Eğitim ve Araştõrma Vakfõ (İSAR), Ürdün’den QASID Yabancõ Diller Merkezi ve Filistin'den Necah Üniversitesi’nin işbirliği ile “I. Uluslararasõ Yabancõ Dil Olarak Arapça Öğretimi: Vizyon ve Tecrübeler” başlõklõ sempozyum 25-26 Nisan 2015 tarihlerinde İstanbul’da İSAM konferans salonlarõnda gerçekleştirildi.

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The Use of ICT in Learning English: A Study of Students in Moroccan Universities

Author(s): Habiba Hafa,Mohammed Moubtassime / Language(s): English Issue: 1/2021

This study aims at investigating Moroccan university students' access to ICT tools and internet connection, their frequency and purposes of ICT use and their perceived benefits of ICT use in learning English. The data have been obtained by means of a quantitative study. Research findings indicated that access to ICT tools is still limited among the respondents. Access to internet connection within the respondents’ universities was also found to be inadequate. Furthermore, the study revealed that the respondents’ use of ICT for educational purposes is limited. On the other hand, students' perceptions towards the benefits of ICT use in learning English were found to be highly positive. The findings of this study were discussed and compared to the findings of other related studies.

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DE ESTUDIANTES DE ESPAÑOL A HABLANTES INTERCULTURALES MEDIANTE EL APRENDIZAJE BASADO EN PROYECTOS

Author(s): Ana León-Manzanero,José Hernández Ortega / Language(s): Spanish Issue: 1/2020

Taking as a starting point the dimension of Spanish as a foreign language learners as intercultural speakers [Instituto Cervantes 2006], we will insert this concept into the general framework for foreign language teaching [Byram and Zarate 1997; Byram 2009] and present project-based learning as an effective methodological approach for learners to become mediators between their own culture and the target culture. A proper implementation of PBL in SFL classes (as well as in those where subjects are taught by using SFL as a lingua franca) will generate real communicative needs that will allow students to acquire and consolidate knowledge in a motivating and significant context. In the last part of the article we will illustrate the project-based learning theory by providing recent examples of its implementation which have contributed to train SFL students to become intercultural speakers.

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LA ENSEÑANZA DE E/L2 A MUJERES INMIGRANTES. REFLEXIONES EN TORNO A UNA EXPERIENCIA DOCENTE

Author(s): Genny Bonilla Latorre,Ernesto Puertas Moya / Language(s): Spanish Issue: 1/2020

The article aims to reflect on the challenges of teaching Spanish to immigrant women and what devices and teaching strategies could make this teaching more effective. Specially, we will analyze the specific needs of adult immigrant women who face learning Spanish as a non-native language, and we will pay special attention to the influence of affective factors on their learning process. Finally, we will offer some didactic strategies that can be useful in the classroom of adult immigrant women to facilitate not only linguistic acquisition, but also the integration of the students in the new host society.

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LA MODALIDAD EPISTÉMICA EN ELE: RETOS EN LA DESCRIPCIÓN DE LA SEMÁNTICA DE VARIAS UNIDADES EN MATERIALES DIDÁCTICOS

Author(s): Dámaso Izquierdo-Alegría / Language(s): Spanish Issue: 1/2020

Spanish possesses a vast array of items that codify the speaker’s degree of certainty or doubt (i.e., epistemic modality), such as quizá, igual, seguramente or sin duda. Little attention has been devoted to them in the field of Spanish as a Foreign Language, especially regarding their semantics. The aim of this article is to show that some of the semantic descriptions of such items reveal inconsistencies in a variety of didactic sources, and this might hinder students from mastering them. We focus on three case studies involving (a) where certain items are allocated in the epistemic scale, (b) how a group of similar expressions is treated, and (c) how the semantics of an adverb is described vis-à-vis its cognates in other languages.

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RECURSOS DIDÁCTICOS PARA EL USO DE TEXTOS HISTÓRICOS EN LA ENSEÑANZA DE ELE

Author(s): Vicente J. Marcet Rodríguez / Language(s): Spanish Issue: 1/2020

The aim of this paper is to offer a series of resources to approach the history of the Spanish language to foreign students in a different and enjoyable way. Firstly, we describe the main existing studies and manuals to teach the history of Spanish to foreign students. Secondly, we present the main sources and web pages to obtain facsimile reproductions of ancient texts and we propose a series of activities to carry out a session on the history of Spanish in the classroom.

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LA TEORÍA LINGÜÍSTICA COMO BASE DE LA FORMACIÓN PARA LA ENSEÑANZA DE ELE

Author(s): María Martínez-Atienza de Dios,Alfonso Zamorano Aguilar / Language(s): Spanish Issue: 1/2020

The aim of this paper is to propose a study of the underlying theory in the analysis of three verbal forms of Spanish in a corpus consisting of twenty grammars for foreign students. The three units correspond with the forms amaba, amaré, and amaría. We analyze, in particular, the terminology used in the different works for the analysis of these forms, the values they give them, among which we distinguish the prototypical and the non-prototypical ones, the contrast between these forms and others of the conjugation and the examples with which grammarians illustrate the analysis. Finally, our work tries to demonstrate the importance of theoretical training by the SFL teacher for the proper development of the teaching-learning process.

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INDONESIAN STUDENTS’ ANXIETY TO WRITE IN ENGLISH AS A FOREIGN LANGUAGE ACROSS GENDER AND EDUCATIONAL LEVELS

Author(s): Herri Mulyono,Anggi Rizky Liestyana,Silih Warni,Gunawan Suryoputro,Sri Kusuma Ningsih / Language(s): English Issue: 2/2020

This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students’ writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.

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Чуждоезиковото обучение във Висшето Търговско училище във Варна

Author(s): Vladimir Dosev / Language(s): Bulgarian Issue: 1/2020

The Higher Commercial School in Varna is the oldest business high school in Bulgaria. Its first university curricula played a pioneering role for the establishment of higher business education in Bulgaria. Significant place in the first university curricula was reserved for language teaching. Distinguished philologists who had graduated abroad were recruited to teach foreign languages. The aim of this paper is to investigate the role of the foreign language teaching in the university curricula and to promote the names and work of the first language lecturers at the Higher Commercial School in Varna.

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AN ORTHOGRAPHIC FAILURE ANALYSIS IN WRITTEN GERMAN OF STUDENTS

Author(s): Ilir Krusha / Language(s): English Issue: 2/2018

The planned analysis follows the view that spelling is an issue that has been preoccupying German society for several centuries. Linked to this is also the spelling performance of students an often-controversial topic. The focus of the newly launched school reform was on individuality and equal opportunities. Despite everything, the depth of expertise in the existing school reforms seems to diverge greatly, as well as with regard to German lessons and the related knowledge of German orthography. This work tries to get an answer to this phenomenon. The theoretical part discusses influencing factors on the acquisition of written language, the most important key data of the German history of orthography and a scientifically founded knowledge of the areas of upper and lower case as well as separation and combination. The second part contains the research description and the data analysis. All results are then analyzed with regard to theoretical knowledge. The aim of the project is to make the knowledge of German orthography more accessible and comprehensible to the learner.

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LEARNING EXPERIENCE AS A FACTOR OF MOTIVATION IN LOWER-SECONDARY SCHOOL IN FOREIGN LANGUAGE LEARNING

Author(s): Eva Stranovská,Anikó Ficzere,Silvia Hvozdíková,Beáta Hockicková / Language(s): English Issue: 3/2019

This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression “German” in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.

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ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

Author(s): Eman Abdussalam Owen,Abu Bakar Razali,Arshad Abd Samad,Nooreen Noordin / Language(s): English Issue: 1/2019

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance.

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THE EVALUATION OF THE CULTURAL TRANSMISSION THROUGH COURSE BOOKS TEACHING TURKISH & PERSIAN AS A FOREIGN LANGUAGE

Author(s): SARA GÜL / Language(s): English Issue: 49/2021

Nowadays communication in foreign language learning gain prominence. Moreover, it is revealed that learning the grammatical structures and vocabularies are not sufficient to obtain proficiency in the language. Foreign language learning is a complex process involving not only the linguistic content but also the cultural norms of the target language. The inseparable relationship between culture and language divulges that mastering a language is impossible without learning the culture of that language. Consequently, the course books used for teaching a foreign language should promote communication abilities of learners via increasing the students’ cultural awareness. This study aimed to evaluate “cultural transmission through teaching Turkish as a foreign language course books” versus teaching Persian as a foreign language. The evaluation of the “Learning Persian” book series and “Hitit course book 2” from the viewpoint of the cultural transmission divulged that both consist of factors that present Turkish and Persian cultures and succeed in transmitting their culture to learners. The subjects of course books represent the reality about the target culture. They are chosen from the authentic texts and basic real-life experience areas. Literature has considered very important in Persian learning book while environmental issues are emphasized in “Hitit” course book.

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Czy język angielski jest już językiem międzynarodowym?

Author(s): Krzysztof Polok / Language(s): Polish Issue: 1/2017

Artykuł omawia szereg podstawowych kwestii glottodydaktycznych odnoszących się główniedo zagadnienia uznania języka angielskiego jako języka globalnego. W artykule wskazano, iżsama sugestia, aby język angielski uznać za język globalny nie jest wystarczającą przesłanką,aby uznać go za ten rodzaj języka. Najpierw należy bowiem ustalić odpowiedź na pytanie, cooznacza nauka języka globalnego, jakie są zasadnicze różnice pomiędzy nauką tego rodzajujęzyka a nauką języka obcego/drugiego. W drugiej części artykułu zawarto próbę odpowiedzina tego rodzaju pytania. // The article discusses a number of fundamental glottodidactic issues relating mainly to the issue of recognition of English as a global language. The article observes that the mere suggestion that English is to be regarded as a global language is not a sufficient condition to consider it for this kind of language. First, what is to be to assessed is the precise answer to the question what one means while thinking about learning a global language, as well as what are (if any)the fundamental differences between learning this kind of language and learning a foreign/second language. The second part of the article is an attempt to answer such questions.

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IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE

Author(s): Durmuş Karci,Cemal Özdemir,Nuri Balta / Language(s): English Issue: 6/2018

Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students’ anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students’ anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students’ age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students’ anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.

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THE RELATIONSHIP BETWEEN STUDENT MOTIVATION TO LEARN ENGLISH AND THEIR GRAMMAR TEST SCORES

Author(s): Adnan Bujak,Melisa Bureković,Edina Rizvić-Eminović / Language(s): English Issue: 2/2020

Motivation is an important factor in acquiring any language and in learning a foreign language. The students’ proficiency of a language depends on their motivation to learn all aspects of a language, grammar included. It may be said that, in schools in Bosnia and Herzegovina, too much emphasis is placed on learning grammar, and that, despite the current trends in teaching, grammar is still considered a predominant factor by which someone’s knowledge of a language is assessed. The present study aims to investigate whether there is any correlation between the achievement in a grammar test taken by the first through fourth year university-level students of English as a foreign and their motivation to learn and acquire the language knowledge. The chief hypothesis is that such a correlation does exist. The assumption, not tested in the present paper though, is that the correlation is due to the traditional view of the importance of grammar held by the majority high school teachers in Bosnia and Herzegovina.

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DER ERWERB DES DEUTSCHEN ALS ZWEIT- UND FREMDSPRACHE

Author(s): Belma Polić,Ensara Telalović / Language(s): German Issue: 2/2020

This article considers two aspects of learning German in the 21st century – German as a foreign language and German as a second language. The acquisition of the German language as a second language is realized in the countries in the German-speaking area, while German as a foreign language is taught in the home country. German as a second language 501su sed in everyday life, while German as a foreign language is only used in the classroom. This article describes and analyzes differences and similarities, as well as the development of competencies as a mandatory part of the teaching process, when acquiring German as a second and foreign language. Two textbooks are used for this research – “Menschen A1”, which is mainly used in German as a foreign language lessons, and “Berliner Platz 1- Neu”, which 501su sed in German as a second language lessons. This research serves as a guideline for those who learn and teach German as a second and foreign language with the aim of perceiving possible deficiencies, differences in this area, as well as with the aim of rectifying and improving them.

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IMPLEMENTING BLENDED LEARNING IN THE ELT CLASSROOMS WITH LIMITED RESOURCES

Author(s): Đelaludina Šukalić / Language(s): English Issue: 2/2020

The use of ICT in education, and all of the advantages that come with it, have been recognized time and time again. However, despite the many benefits of ICT use, ranging from the development of critical thinking skills to the creation of learner-centered environments, there are also certain disadvantages connected to it. One of the main disadvantages related to the implementation of ICT in education has been the lack of resources. Many educational institutions and individuals, both teachers and students, deal with a lack of resources or resource limitations in terms of the number and type of available devices, the necessary software, technical support and training. In such situations, blended learning represents the best way of overcoming such obstacles and bridging the gap between traditional and computerized teaching. Essentially, blended learning unifies face-to-face teaching with online teaching in order to improve the teaching and learning processes. Therefore, this paper will focus on the possible ways of implementing blended learning in the English language classrooms with limited resources as a way of providing students with all of the necessary and pertinent online materials which would otherwise remain unused.

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BENEFITS OF STUDYING CHILDREN'S LITERATURE IN FOREIGN LANGUAGE COURSES AT UNDERGRADUATE LEVEL

Author(s): Vesna Suljić / Language(s): English Issue: 2/2020

Children’s literature has been undeservedly neglected by universities which offer undergraduate foreign language courses in Bosnia and Herzegovina. Knowledge of children’s literature is particularly relevant to the prospective teachers of a foreign language (L2) who will work with learners ranging from pre-school to high school. As future teachers and instructors of L2, they might use texts from children’s literature in the classroom. They can thus assist learners to approach learning of L2 in a way similar to learning their L1 – through reading or listening to various literary texts - and foster students’ reading habits in general. Knowledge of children’s literature texts in L2 can also assist teachers to develop critical insights about the learners’ language learning process, which can enhance their language teaching competencies. Using transactional activities for communicative purposes is one way of teaching a foreign language. However, the teacher’s familiarity with children’s literature texts appropriate for the learners’ level can be viewed as a significant asset in assisting learners to attain competences in second language acquisition. As learners have access to different writing styles, texts, or vocabulary in L2, it can also boost their imagination as well as contribute to the development of their critical reading, listening and writing skills through sharing their feelings and ideas and through involvement in other communicative activities based on the texts they read. Moreover, many books from this genre have been adapted for the film, theatre or musical productions, which could also be used to explore more works by other authors for children. This paper presents arguments exemplified by evidence from teaching students at the English Language Department at the International University of Sarajevo to reaffirm the importance of inclusion of children’s literature in undergraduate courses of foreign languages in Bosnia and Herzegovina and elsewhere where it is not offered in the curricula.

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YABANCILARA TÜRKÇE ÖĞRETİMİNDE ORTAK KÜLTÜR ÖGELERİ

Author(s): Yasemin Uzun / Language(s): Turkish Issue: 2/2020

In foreign language learning, cultural gains are provided besides language acquisition. There are also cultural elements in the reading and listening texts used in language teaching. Therefore, teaching of language is also teaching of culture. The similarity of cultural elements between the target language and the mother language also facilitates language teaching. In this study, it is tried to determine the common cultural elements of Turkish and Bosnian in the context of teaching Turkish in Bosnia i Herzegovina. A2 and B1 course books of Yedi İklim Turkish Teaching Set were chosen as a sample. It was interviewed with 20 students who were selected randomly from the Department of Turkish Language and Literature in Philosophy Faculty of Zenica University to determine the similarity between Turkish culture and Bosnian culture. As a result of the interviews, many cultural similarities were determined.

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