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Foreign Language Education (foreign + language_education)

Distribution by Scientific Domains
Humanities and Social Sciences100%

Selected Abstracts

Early Versus Late Start in Foreign Language Education: Documenting Achievements

FOREIGN LANGUAGE ANNALS, Issue 4 2005
Rocío Domínguez
Abstract: This study compares 27 sixth grade students who have been learning Spanish since kindergarten with 5 who have had Spanish for only 1 year using a battery of Spanish oral and written tests. The students who started early outperformed the new students in listening, speaking, and writing Spanish. Those who started early also displayed a positive attitude toward speaking Spanish in the classroom, a high level of confidence in their Spanish oral and literacy skills, and the use of sophisticated language structures in writing. These findings provide additional evidence supporting the case for early foreign language learning. [source]

Some Practical Suggestions for Systemic Improvements in Foreign Language Education

FOREIGN LANGUAGE ANNALS, Issue 2 2002
Ray Clifford
No abstract is available for this article. [source]

The Discipline of Foreign Language Studies and Reforming Foreign Language Education

MODERN LANGUAGE JOURNAL, Issue 2 2008
THE COMMENTARIES
No abstract is available for this article. [source]

Foreign Language Education: Whose Definition?

MODERN LANGUAGE JOURNAL, Issue 2 2007
JUNE K. PHILLIPS
No abstract is available for this article. [source]

Second Language Acquisition, Applied Linguistics, and the Teaching of Foreign Languages

MODERN LANGUAGE JOURNAL, Issue 3 2000
Claire Kramsch
Given the current popularity of Second Language Acquisition (SLA) as a research base for the teaching and learning of foreign languages in educational settings, it is appropriate to examine the relationship of SLA to other relevant areas of inquiry, such as Foreign Language Education, Foreign Language Methodology, and Applied Linguistics. This article makes the argument that Applied Linguistics, as the interdisciplinary field that mediates between the theory and the practice of language acquisition and use, is the overarching field that includes SLA and SLA-related domains of research. Applied Linguistics brings to all levels of foreign language study not only the research done in SLA proper, but also the research in Stylistics, Language Socialization, and Critical Applied Linguistics that illuminates the teaching of a foreign language as sociocultural practice, as historical practice, and as social semiotic practice. [source]

An Essay on the Role of Language in Collegiate Foreign Language Programmatic Reform,

DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2009
Hiram Maxim
This position paper argues that collegiate foreign language (FL) education has lost sight of the central role that language plays in the profession. Regardless of one's sub-field within foreign language education (i.e., linguistic, literary, or cultural studies), the profession shares the common focus of exploring how to make and interpret meaning in and through language. The paper therefore recommends that an acknowledgement of and re-commitment to this foundational principle provides common ground to effect the types of change within departments that have long been called: the integration of upper- and lower-level instruction; the reform of graduate student teacher education to foster curricular thinking; the explicit and systematic attention to the development of advanced language abilities; and the establishment of a collaborative departmental culture centered around publicly shared beliefs and concerns. [source]

Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?

FOREIGN LANGUAGE ANNALS, Issue 3 2002
Joyce W. Nutta
ABSTRACT: Two growing trends in foreign language education, the study of foreign languages in the elementary school (FLES) and the use of computer-assisted language learning (CALL), have been well researched independently but rarely in concert. This study compares the use of a print and multimedia program to teach Spanish to second through fifth graders from quantitative and qualitative perspectives. The experimental portion of the study showed that the achievement and proficiency of students using print or multimedia materials did not differ at posttest. However, a small but statistically significant difference in achievement emerged at the delayed test point in favor of the students who used the multimedia materials, although this finding is limited by participant attrition over the 13-month study. The qualitative portion of the study detected differences in language behavior, with the students who used multimedia spending more time to stop, check, and revise their language production, leading to greater precision in pronunciation and the use of larger chunks of language when repeating phrases. [source]

Emphatic ne in informal spoken French and implications for foreign language pedagogy

INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2009
Rémi A. Van Compernolle
variation linguistique; langue française; négation verbale; compétence sociolinguistique; enseignement des langues étrangères This paper investigates the variable retention vs deletion of the negative particle ne in a corpus of informal spoken French, and compares the results with previous studies in which a variationist approach was used. A qualitative analysis of ne use revealed that the negative particle co-occurs most often with a number of prosodic features of discourse used for emphasis. The final part of this paper provides a number of recommendations for teaching and learning the sociolinguistics and pragmatics of verbal negation in conversational French, and discusses broader implications for the treatment of variation in foreign language education. Cet article explore l'omission variable de la particule négative ne dans un corpus de français parlé de tous les jours et situe les résultats de cette recherche par rapport aux études variationnistes antérieures. Une analyse qualitative de l'emploi du ne met en lumière la corrélation entre la présence de la particule négative et l'accentuation prosodique. La fin de cet article se concentre sur l'enseignement et l'apprentissage de la négation verbale en mettant en valeur les aspects sociolinguistiques et pragmatiques de la particule négative dans le français parlé de tous les jours. Par extension suit une discussion des implications plus larges quant au traitement de la variation linguistique dans les cours de langues étrangères. [source]