At present, in many EU countries, students have the possibility to study two foreign languages along their school years and, in addition to that, adults are encouraged to start or continue foreign ...language learning, as the ability to communicate in a foreign language gives them the chance to come into contact with the cultural values of other peoples, develop their personalities and create wider opportunities for social integration, beneficial to the individual and profitable for the community. This paper attempts to depict the origins and the evolution of the current reality and explain the role played by the European Union and the Council of Europe in setting the trend in this particular field. Using the documentary method of research, this paper aims at providing a diachronic perspective on the events and documents that initiated and laid the foundations for foreign language education not only in the European Union, but also in Europe, at large. Moreover, by critically analysing the recent past related to foreign language education in this region, our paper might offer a useful key to better understanding the present and possibly might help raise greater awareness of the importance of foreign language skills in today’s globalized society.
One of the main factors in the development and strengthening of the intellectual potential of the state, its self-sufficiency and competitiveness is education. Changes in the information and ...communication infrastructure have led to the fact that modern society imposes new requirements on the ways of acquiring and transferring knowledge and the role of a person in these processes. Reforming the methods and means of teaching a foreign language in a non-linguistic university is primarily associated with the use of new information technologies lies in the educational process of the concept of information and educational environment. The information and educational environment is considered in close connection with the system of developing learning and represents a set of conditions that not only allow the formation and development of language knowledge, skills, and abilities of a future specialist, but also contribute to the development of his personality, such a system of knowledge that he needs at this stage of solving the tasks of his development, which subsequently provides a real opportunity for mastering new tasks, increasing the level of complexity. The construction of a language IEE is based on principles that reflect the specifics of the studied subject and the learning environment itself, namely: openness, integrativity, systematic and consistent organization of educational material and its use in the educational process, interactivity, visual presentation of the material, multidimensionality, and redundancy of all components of the environment. The information and educational environment can be used as a resource for the formation of various competencies, the development of creative thinking and, most importantly, the striving for continuous improvement. The article examines in detail the resource and content component (RCC) of the information and educational environment modern integrated material and technical resources that contribute to the formation of the necessary competencies of graduates in the study of a professionally oriented foreign language.
Would you make the same decisions in a foreign language as you would in your native tongue? It may be intuitive that people would make the same choices regardless of the language they are using, or ...that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases. Four experiments show that the framing effect disappears when choices are presented in a foreign tongue. Whereas people were risk averse for gains and risk seeking for losses when choices were presented in their native tongue, they were not influenced by this framing manipulation in a foreign language. Two additional experiments show that using a foreign language reduces loss aversion, increasing the acceptance of both hypothetical and real bets with positive expected value. We propose that these effects arise because a foreign language provides greater cognitive and emotional distance than a native tongue does.
This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 ...English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the
(FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor
with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.
Based on control-value theory (CVT), this study (N = 550 Chinese university students) examined relations between control-value appraisals, subsequent achievement emotions, and resulting performance ...in foreign language (FL) learning. The results show that perceived control and value related positively to positive emotions (enjoyment, hope, pride) and FL performance, and negatively to negative emotions (anger, anxiety, shame, hopelessness, boredom). Control and value interacted in predicting all eight emotions and FL performance. The multiplicative impact of the appraisals on performance was mediated by four of the focal emotions. These findings elucidate the impact of appraisals and emotions on achievement and support the generalizability of CVT to foreign language learning. Directions for future research and implications for education are discussed.
•Control-value appraisals positively predict positive emotions and performance.•These appraisals negatively predict students' negative emotions.•The interaction between control and value significantly adds to the prediction.•Emotions mediate the link between appraisals and performance.•Teachers should attend to students' perceptions of academic control and value.
Bilingual environments provide a commonplace example of increased complexity and uncertainty. Learning multiple languages entails mastery of a larger and more variable range of sounds, words, ...syntactic structures, pragmatic conventions, and more complex mapping of linguistic information to objects in the world. Recent research suggests that bilingual learners demonstrate fundamental variation in how they explore and learn from their environment, which may derive from this increased complexity. In particular, the increased complexity and variability of bilingual environments may broaden the focus of learners' attention, laying a different attentional foundation for learning. In this review, we introduce a novel framework, with accompanying empirical evidence, for understanding how early learners may adapt to a more complex environment, drawing on bilingualism as an example. Three adaptations, each relevant to the demands of abstracting structure from a complex environment, are introduced. Each adaptation is discussed in the context of empirical evidence attesting to shifts in basic psychological processes in bilingual learners. This evidence converges on the notion that bilingual learners may explore their environment more broadly. Downstream consequences of broader sampling for perception and learning are discussed. Finally, recommendations for future research to expand the scientific narrative on the impact of diverse environments on learning are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Our research paper draws attention to the problem of exploiting of the Virtual Reality simulations in studying foreign languages and we also attempt to authenticate the positive impact of employing ...this technology in forming an educational motivation of the students. The urgency of the investigations was promoted by the utter spreading of the immersive technologies interwoven into all spheres of our daily life. The aforementioned factors arise the significance of changing the pedagogical paradigms and doctrines to be up-to-date with the things change. Our study detected that being a complex phenomenon motivation plays a significant role in the educational process; the experimental cohort comprised 64 first year students of the of the Humanities Department, of the Hotel Business and Tourism Business specialties of the Rostov State Transport University who were asked a list of questions connected with the motivational factors; we chose a “Field Trip” simulation as a learning tool for our experiment and then statistically validated the fact of educational motivation rise after the incorporating of the aforementioned technique into the procedure of the studying of a foreign language.
This article presents the importance of using the literary text as a didactic tool for teaching a foreign language. We will present the advantages that literary texts offer, as well as the selection ...criteria in choosing the most appropriate texts, because reading literary texts has a positive impact on the development of discursive skill. At the same time, it offers a series of reflections on the relationship between literature and teaching foreign languages, as well as the fact that the introduction of literature in didactics of foreign languages must take into account the teaching methods, needs and level of learning of students. The example presented can serve as a model, so that the learner can assimilate, in addition to the linguistic forms, the literary forms of the target culture, as the literary text helps to build a vocabulary that allows the use of the language in different contexts and promotes a more accurate knowledge of that reality.
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