Accentedness is associated with listeners’ evaluative judgements, which might affect an L2 speaker’s construction of an image about linguistic self-worth and competence, described as language (L2) ...self-esteem. This line of inquiry is pursued in the study presented in this paper, which investigates the relationship between L2 self-esteem and the extent to which a learner’s L2 pronunciation differs from a listener’s representation of it – accentedness. The results show that the level of L2 self-esteem correlates with accentedness, and the direction of this correlation is negative (r = -.51). The findings also reveal that the L2 self-esteem levels of the participants whose accentedness is closer to native-like are significantly higher than those of the individuals with strongly accented speech.
Motivation is widely accepted to be a crucial aspect of language learning, and a variety of models of motivation have been proposed over the years. The L2 Motivational Self System is a particularly ...interesting model that reconceptualizes motivation as a function of possible future self-guides, and has far-reaching pedagogical implications. Critics have pointed out that there is little evidence connecting L2 Motivational Self System to attainment, as it is inconsistently correlated with L2 proficiency and is only a weak predictor of results. However, as this paper details, these criticisms ignore the correlation between the L2 Motivational Self System and other behaviors and attitudes associated with attainment, such as willingness to communicate, self-efficacy, persistent learning, and low L2 anxiety.
Supervision is defined as intensive, interpersonally focused one-to-one relationship between the supervisor and the supervisee. This study addresses supervision at the level of Master as a process ...that is influenced by many factors, namely supervisees’ perceptions. It aims at exploring learners’ perceptions of the supervision process. The study uses the descriptive survey design to explore the perceptions of supervisees towards supervision process. The sample is made of 50 master students in the section of English Language at Ibn Khaldoun University of Tiaret, 25 of them are specialized in Didactics and 25 are specialized in Linguistics. The number of males and females respondents is also equal, 25 for each. A questionnaire is constructed to collect data; it is composed of 30 statements which are divided into three sections. The findings reveal that the supervisees perceive of supervision as a process on which the supervisor is responsible at all levels, they expect him to prescribe what do to, to be knowledgeable and to take full authority.
Nowadays, the number of children suffering from Autism Spectrum Disorders, especially those with diagnosed Asperger’s syndrome, is increasing steadily. Undoubtedly, this psychological disorder is one ...of the most complex and difficult to understand and deal with. Despite the fact that a lot of studies have been done so far, this phenomenon is not fully understood and further research should be done. The purpose of the present study was to explore the relationship between the choice of teaching methods, approaches and techniques to students with diagnosed Asperger’s syndrome and the learners’ knowledge gains in the selected aspects of the English language. It was hypothesized that if modifications in the process of teaching English are made with reference to the specificity of Asperger’s syndrome disorder, children with diagnosed AS will learn English faster. The findings of the study showed that the introduction of proper techniques and the adaptation of learning process to AS students’ preferences help them to achieve better results and gain more knowledge easily.
Foreign language skills are one of the most valuable qualities sought in employees of accommodation enterprises. Development of these skills is a problem that is expected to be solved in the tourism ...sector. Basing on this point of view, the aim of the research is to determine the methods and techniques for the development of foreign language skills that the personnel working in different departments of the accommodation establishments can use in activities inside and outside the hotel. Also, it is aimed to present them for the use of the beneficiaries. Within the framework of the thesis’s purpose, the responses of hotel managers, employees, and trainers in tourism faculties and vocational high schools affiliated to the Ministry of National Education of Turkey on the development of foreign language skills of hotel employees were evaluated. A model of improving the foreign language skills of hotel employees was proposed based on the 24 participants’ responses. The obtained qualitative data from participants was analysed with the NVIVO 12 analysis program. Descriptive and content analysis techniques were used to examine the collected data. As a result of the research, it was determined that the employees in the front office, food and beverage, guest relations, and sales-marketing departments attach importance to the development of speaking, listening, and understanding skills in English, German, and Russian languages. It was revealed that hotel employees expect all kinds of foreign language c
Editor's Note
Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and ...annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.
The article presents the result of our own research conducted among foreign language teachers. The aim of the study was to diagnose the extent to which the surveyed teachers implement the assumptions ...of multilingualism didactics, the focus of which is the ability to make positive interlanguage transfer. Making such a transfer requires the student to develop - with the support of the teacher - a range of strategies based on the resources of their own linguistic repertoire, which is not possible without the ability to manage their own learning process and the emotions that accompany it, and to adopt a reflective attitude based on their previously acquired foreign language learning experience.
Editor's Note
Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and ...annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.
One of the first issues that any foreign language teacher needs to take into consideration prior to commencing on their language course is the implementation of a comprehensive learner needs analysis ...(NA) also referred to as needs assessment. Garnering information on, among others, students’ learning preferences, their previous learning experience or their goals is pivotal in order to design a course that would cater to students’ different needs and meet their expectations. A one-size-fits-all approach is not in line with the reality of language teaching in the 21st century, hence the need for the introduction of NA during language classes.The aim of the following article is to explore the area of needs analysis – examine its beginnings and further development; define its basic components and also investigate the different data-collection instruments language teachers have at their disposal. The article will also present the results of a pilot study exploring Polish teachers’ perspectives on the introduction of needs analysis in the foreign language classroom.
Editor's Note
Our policy is to annotate all English-language books on economics and related subjects that are sent to us. A very small number of foreign-language books are called to our attention and ...annotated by our consulting editors or others. Our staff does not monitor and order books published; therefore, if an annotation of a book does not appear six months after the publication date, please write to us or the publisher concerning the book.
