University Language Research Articles

Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective

While French is an important European language being taught in Chinese universities, not much is known about French language teachers’ beliefs about its teaching as a foreign language, particularly not from a multilingual perspective. Adopting a multiple-case design, this study examined 5 French language teachers’ beliefs about the French language and the learner. Analysing data collected via interviews, the study revealed that teachers’ beliefs reflected neither the linguistic landscape of the French language nor the learner’s existing level of multilingualism. However, the teachers’ monolingual ideology as reflected in their beliefs seemed to co-exist with beliefs that reflected their multilingual ideology; the cultural capital brought by learning French as a foreign language prevailed in teachers’ beliefs about the language with reference to the value of French learning in their students’ future international communication in a multilingual world, and the teachers also perceived their students as French learners with English learning experience that could lend support to their French learning. FUNDING INFORMATION. This research was funded by “Research on the Innovation of Foreign Language Education in China” (grant number: 22JJD740011), a major project of the Key Research Institutes of Humanities and Social Sciences under the Ministry of Education, as well as supported by the Beijing Foreign Studies University “Double First-Class” Fund (project title: “Construction of Standards for Foreign Language Education and Foreign Language Talents Training in Higher Education”, project number: 2022SYLZD010).

Supporting second language learner reflection in teletandem videoconferencing through the visualisation of conversation metrics

Videoconferencing is a popular mode of communication in virtual exchange (VE) settings. Recognising technological affordances of teletandem via videoconferencing, we developed a web-based system, L2 (second language) Learning system (L2L), for university language students’ teletandem reflections. L2L provides visualisations of conversation metrics, which students reflect on as a means of formative self-evaluation. It was integrated into several language courses across 10 European universities and deployed for three consecutive semesters involving 926 students. This practice report presents the main features of L2L and the student feedback received in one Irish university, with a view to support reflection in teletandem and address some inherent challenges in this VE setting.

Analyzing the Integration Interpretation of Civics and Family Poetry Culture in University Language Programs Based on Deep Learning Models

Abstract In this paper, firstly, we start from the imagery in the poem, excavate the resources of the ideology and politics in the university language poetry, and put forward the feasible path of the integration of the ideology and politics of the university language course and the poetry culture of the family training. The research on poetry culture in university language is conducted using a deep learning model. Based on the deep learning model, keywords in the poetry text are extracted and extended, taking into account the issue of word splitting and lexical annotation. The sequence coding of word vectors is needed so as to construct a poetry generation model based on RNNPG, and then the research and analysis on the concept of ideology and politics of the poetry culture in the university language are carried out. The results show that in terms of model performance, the RNNPG model is 1.17 overall, and the overall generation effect is more ideal compared to other single discriminator generation models. The acceptance level of sophomores is generally above 0.29, which is better than that of freshmen, and the teaching of ancient poems under the perspective of “curriculum politics” is especially necessary to improve their cultural taste and aesthetic interest. This study is conducive to the personalized development of students and the formation of correct concepts.

Research on the Causes of Learning Anxiety in Universities and its Influence on Academic Investment-Take French major as an Example

Based on the minority language talents in colleges and universities who majored in French as an example, this paper explores the causes of French learning anxiety and its impact on academic commitment through qualitative research methods. It is found that learning anxiety is common among minority language talents in colleges and universities, and the main causes are divided into intrinsic and extrinsic reasons, such as low language level and insufficient subjective efforts. Learning anxiety has a negative impact on academic engagement, reducing students' motivation and academic performance. In order to solve this problem, the article proposes coping strategies for French learning anxiety, with a view to alleviating the foreign language anxiety of students majoring in minority languages in colleges and universities, and helping them better adapt to learning and improve their academic performance.

Enhancing Communicative Competence Through English for Specific Purposes (ESP): A Comparative Study of ESP and General English Approaches in University Language Programme

It is generally observed that the communicative performance of the students in English language is below average. It is disheartening that a large percentage of students and graduates of Nigerian higher institutions cannot express themselves freely in both written and spoken forms of English language. Whereas, communication is central to the field of teaching and learning. Thus, there is a need to take measures through research, to improve the communicative competence of the students. This research is conceived to examine the competence of the students of Bamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Nigeria in the use of English Language for interpersonal, official, academic and professional communicative purposes; design English for specific Purpose (ESP) language learning programme for teaching English language in the University to enhance the communicative competence of the students. This study set out to experiment how the use of ESP as a teaching approach can immerse the learners with the required communicative ability for all communicative situations. The study compares the traditional approach of General English with ESP. Empirical evidence from the study suggests that the ESP approach is more effective in enhancing students' communicative competence compared to the traditional General English approach. Significant differences in communicative competence have been observed between students who undergo ESP-based education and those following the conventional General English approach. Based on the significant findings of the research; it is recommended that educational institutions in Nigeria consider incorporating the ESP-based language teaching method into their curriculum.

외국인 유학생의 발표문 구성 연구

Objectives The purpose of this study is to reveal the structure of the presentation of Level 1 Korean learners among foreigner students and the aspects of the connection adverbs used in the presentation. Through this, it is possible to analyze the structure of the presentation and the use of connection adverbs to analyze the difference between Western and Eastern learners among Level 1 Korean learners and use them in educational measures.
 Methods The purposes of this study a presentation was written for Level 1 learners taking a regular Korean course at the K University Language Education Center in Seoul. Basic questions were provided together to prepare learn-ers for the presentation, and the amount of the presentation was analyzed together by filling it out on the squared manuscript paper. In addition, the contents of the presentation were analyzed, focusing on the contents of the ba-sic questions. The presentation was analyzed to understand the structure of the presentation, and the use of con-nection adverbs used in the presentation was examined.
 Results As a result, The presentation of Western learners consisted of introduction, main body, and conclusion, but in many cases, the introduction and conclusion were omitted from the presentation of Eastern learners. In ad-dition, it can be seen that there is a difference in the amount of the presentation by Western learners and the pre-sentation by Eastern learners. Looking at the connection adverbs used in the presentation, seven learners used connection adverbs in all Western learners' presentations, but have never used them in Eastern learners' presentations.
 Conclusions Through this, In the Level 1 learner's presentation writing education, it can be seen that education on the introduction, main body, finishing structure, and essential content of the presentation is necessary. In addi-tion, there are connection adverbs that are frequently used and used a small number of times in the use of con-nection adverbs, so it can be seen that it is necessary to practice connecting contents using various connection adverbs.

How do I sound? Vowel production of multilingual students at Ma Chung University

This study aims to evaluate the Indonesian, English, and Mandarin vowel production of Ma Chung University students, a prominent Indonesian institution with a strong emphasis on workforce readiness. Given the university's language offerings encompassing Indonesian, English, and Mandarin, we employed a descriptive qualitative approach in acoustic-phonetic theory. Our respondent pool comprised of 15 PPBM (Chinese language major) students selected based on intermediate proficiency levels in all three languages, as indicated by TOEIC and HSK scores. First and second formant data for monophthongs were recorded in PRAAT tools and the data is compiled on Microsoft Excel, forming the foundation for Vowel Space Area (VSA). The data reveals a notable phenomenon: students' native language (Indonesian) influences their pronunciation of both the second (English) and third (Mandarin) languages. Particularly, English displays a distinct pattern of compressed vowel spread compared to the standard VSA table due to the lingering impact of L1 VSA. This effect accounts for observed vowel anomalies in student pronunciation. Importantly, this L1 and L2 influence is evident in their attempts to articulate L3 (Mandarin) sounds, exemplified by the significant deviation of /ə/ from the VSA. Moreover, students navigate a linguistic shift by modifying phonemes to align with their L1, inadvertently resulting in substantial deviations during English and Mandarin speech production.

A Modeling Study on the Teaching System of Chinese Language in Colleges and Universities and the Cultivation Path of Bi-Creative Talents

Abstract The trend of cultivating Chinese language dual-creative talents in colleges and universities is inevitable due to the increasing importance of national soft power. This paper studies the Chinese language teaching system and the cultivation path of dual-creative talents in colleges and universities using a modeling approach. The competency model’s iceberg model determines the dimensions and measurement items of dual-creative talents, verified through reliability analysis. At the same time, a QFD model for quality assurance of dual-creative talent cultivation in universities was established, and the importance of demand factors was calculated by analyzing the obtained results of each rating. Among the four factors, the degree of conformity was from the highest to the lowest: creative attitude, basic creative ability, creative expansion ability, professional knowledge, and skills, with rating values of 4.19, 4.12, 3.67, and 3.49, respectively. The empirical analysis of QFD showed that the highest weight of the demand level of development achievement of dual-creative talents cultivation reached 0.4066, followed by the basic conditions of teaching, which reached This study can provide some reference and help for the cultivation of Chinese language double-creative talents in colleges and universities, and help improve the quality of double-creative talents cultivation.

ESL Pedagogy in Philippine Colleges: Issues and Reforms through 21st Century Teaching Perspective

This study explores the teaching and learning of English as a Second Language (ESL) in Philippine colleges and universities, focusing on the issues faced by Filipino professors and students. The researchers examine how 21st-century language methods and pedagogies can improve students' second language competency by citing different approaches teachers can apply in the classroom. The qualitative research design in Interpretative Phenomenological Approach (IPA) aims to identify issues faced by college professors and provide a framework for suggesting pedagogical reform to enhance ESL teaching in the Philippines, particularly in tertiary education. The study focuses on the specificity and coherence of ESL approaches and their connection with 21st-century learning standards. The findings suggest that the existing curriculum needs to increase its distinctiveness, internal coherence, and integration of key 21st-century learning concepts. The degree of application of methods and teaching methods is crucial for the development of students' second language skills. The proposed intervention program aims to develop competent language learners. The literature review will help develop competent language learners. The study concludes with potential implementation issues, recommendations for future design and implementation, and implications for future research.

Methodology for teaching Russian as a Foreign in chinese universities with the cooperation of chinese and Russian teachers

Currently, against the backdrop of strengthening friendship and cooperation between Russia and China, the demand for Russian language specialists with higher education in China continues to grow. This explains the desire of many Chinese universities and institutes to attract Russian teachers to improve the level of their specialist training. The article examines the experience of organizing the educational process by Russian teachers who currently teach Russian in Chinese universities; the existing problems between Chinese and Russian teachers in the organization of training are explored, the solution of which can significantly improve the level of training of specialists in the Russian language in Chinese universities.

Russian language and literature teaching on bipolar disorder students based on educational psychology

BackgroundBipolar disorder is a common mental disorder with manic episodes and depressive episodes. Because the Russian language and literature in colleges and universities are obscure, it is easy to aggravate the illness of students with bipolar disorder. Educational psychology was cited in Russian language and literature teaching to reduce student disease.Subjects and Methods In this study, 100 students with bipolar disorder in a city were divided into an experimental group and a control group, in which 50 students in the experimental group were taught the Russian language and literature teaching mode based on educational psychology. In comparison, 50 students in the control group were taught by traditional Russian language and literature teaching mode. The study also used the Mania Scale (BRMS) and Hamilton Depression Scale (HAMD) for psychological measurement and finally compared the BRMS and HAMD scores of the two groups for four months.Results Statistical software SPSS23.0 was used to analyze the data. The scores of BRMS and HAMD in the experimental group were (6.26±1.71) and (3.74±1.58), while those in the control group were (8.90±1.64) and (5.95±1.20). The experimental group was better than the control group, and there was an apparent difference between the two groups (P < 0.05).ConclusionsTeaching Russian language and literature in colleges and universities based on educational psychology can effectively alleviate the illness degree of students with bipolar disorder and improve their learning concentration.

La reconfiguration des formations universitaires en langues pour une intégration de la compétence en littéracie numérique

The paper explores the possibilities of restructuring university language programs to integrate digital literacy skills in the context of rapid digital transformation. The proposed perspectives emphasize a synergy between traditional language program competencies and digital literacy skills, achievable only through the adoption of competency-based approaches, professionalization, needs analysis within the framework of instructional design, and a curriculum guided by digital analysis levels.

TEACHING LANGUAGES IN TECHNICAL UNIVERSITIES

Main issue: This article examines the problem-based language teaching technology at a technical university. Designing a problem-based situation helps to increase motivation in language learning. The introduction and use of new educational technologies has a positive effect on the quality of language learning. The project method contributes to the development of cognitive competence of technical university students. Purpose: to analyze the problem-based teaching technology, design method for the process of teaching Kazakh and Russian languages ​​in technical universities. In order to realize this goal, it is necessary to use a communicative approach, problem situation design, problem formulation, problem solving process, proof of the correctness of the solution, project proposal form in the educational process. Methods: descriptive method, analysis and synthesis methods were used during the research. Results and their importance: introduction of problem teaching technology and the project method into the educational process improves the quality of language teaching, and most importantly, teaches thinking, reasoning, finding creative, rational solutions, gets used to working individually and in small groups. The authors presented a practical experience of using the project activity method in language classes held at a technical university. It was determined that the project method can be used in the study of any subject of the work study program by carrying out a test. Active teaching methods are the main core of the lesson. The project method allows to form communicative competence and develop students' ability to think creatively

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ ОБУЧЕНИЯ ИНОСТРАННЫХ СТУДЕНТОВ НА НЕРОДНОМ ЯЗЫКЕ

The article discusses the psychological and pedagogical problems of teaching foreign students in a non-native language in Russian universities, provides various approaches used by domestic teachers and researchers to solve these problems. It proposes the ways of improving the learning process offoreign citizens which contribute to the improvement of the situation associated with the language difficulties of such students.

Изучение русского языка как иностранного в техническом вузе в аспекте культурно-ориентированного подхода

Introduction. The article deals with the issue of studying the Russian language as a foreign language in a technical university in the aspect of a culturally oriented campaign. Theoretical analysis of the material on this issue allows us to note the relevance of this study and formulate a conclusion about the need to use a culturally oriented approach in a technical university, thanks to which foreigners can be adapted to a foreign-language socio-cultural environment. A number of problems are identified that impede the effective assimilation of the Russian language. Empirical analysis, based on the methods of practical observation and comparison of the level of foreign students’ language skills, allows us to identify the conditions for successful education of foreign students in Russian universities and some “difficulties”, overcoming which helps stimulate the learning process. The special role of the teacher of Russian as a foreign language is determined. As an illustrative example, a brief description of the preparation of a practical excursion is given, which allows foreign students to immerse themselves in a foreign culture. In conclusion it is concluded that a culturally oriented approach is one of the main ones in teaching foreign students the Russian language, as it forms foreigners’ respect for a foreign culture and contributes to the comprehensive development of the individual.

TECHNOLOGIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF IMMERSION EDUCATIONAL ENVIRONMENT

The article is devoted to the issue of the use of digital technologies in the process of teaching a foreign language in a non-linguistic university. We examined immersive technologies and substantiated their effectiveness in the process of forming students’ language competencies. In connection with the rapid increase of information flows, universities need to radically change the methodological paradigm: to teach students to navigate in a large amount of information, to analyze, generalize and apply the knowledge gained in solving professional problems. The use of immersive technologies in the learning process contributes to modernization, improving the quality of the taught discipline. But the use of these technologies is not always the key to the effectiveness of the educational process. The competence of the teacher, his/her computer literacy, knowledge of existing effective educational resources, the ability to work with authentic materials from Internet resources are the keys to a correctly chosen strategy. We can state that immersive technologies as educational technologies have potential, but existing applications need methodological improvements and additional research on effectiveness. The use of these technologies should comply with the principle of didactic expediency and possibly in combination with traditional forms of education. The computer literacy of a teacher is one of the most important competencies in teaching foreign languages through the use of innovative technologies, since the web environment is an integral component of modern educational life.

Culturally Sustaining Pedagogy at Hispanic Serving Institutions: The Case for Centering Heritage Language Learners’ Experiences in Spanish Programs

ABSTRACT This article argues for the need to center Latine students’ experiences and language practices in Spanish programs at Hispanic Serving Institutions. We describe the work and possibilities of designing programs informed by Latine Studies perspectives as well by culturally and linguistically sustaining approaches to teaching Heritage Language Learners. Doing so, we contend, demands that we prioritize local knowledge and U.S. Spanishes and that we resist the whiteness and coloniality that predominates in many university language programs. We share our experiences designing such a program at an HSI with a student population that is 80% Latine, including our efforts to redesign curricula, placement, and programming. We hope that our work may serve as a model for others interested in centering the historical, linguistic, and cultural practices of Latine students and their communities.

ON THE QUESTION OF THE SEMANTICS OF RUSSIAN NOMINAL SUBSTANTIVE PHRASES AND THE EXPRESSION OF THEIR CORRELATES IN THE PERSIAN LANGUAGE

Phrases consist of various parts in the Persian and Russian languages. The article presents semantics of Russian substantive prepositional phrases with a dependent noun, which are expressed in Persian by Ezāfe phrases, with the “noun + adjective” structure. The empirical and factual basis of the study was the Russian-Persian dictionaries by G. A. Voskanyan, I. K. Ovchinnikova, S. D. Klevtsova and the Persian dictionary “Sokhan”, edited by H. Anvari. The scientific novelty of the work is the fact that for the first time in Russian-Persian comparative linguistics, Russian nominal phrases coinciding with the Ezāfe phrases “noun + adjective” are distinguished. Also novel is the semantic analysis of the identified phrases and their correlates in the Persian language. The results of the study can be used as additional material by teachers and students studying Russian as a foreign language in universities of Iran. In addition, this work can be a useful scientifically grounded source for Persian and Russian translators.

Theoretical analysis of project method application in teaching students of construction specialties a foreign language in a technical university

The article provides theoretical and practical justification for the effectiveness of project method application in teaching students of construction specialties in a technical university. The relevance of the research is determined by changes in the pace and paradigms of social life, transformation of the demands of students and employers, to which higher education has to respond, looking for new, innovative methods in relation to vocational education.The purpose of the research is to prove the effectiveness of project method application in teaching «Foreign Language» in relation to construction specialties through a theoretical generalization of the material on the chosen topic. The authors also set a goal to prove that the described methodology helps students to better navigate their future profession, since the project method is designed to combine theoretical and practical components of the educational process. Domestic and foreign literature on the selected topic have been analyzed, which has formed the basis of the research. Using empirical and theoretical research methods, the authors have managed to substantiate the relevance of the project methodology application in higher education, as well as using quantitative, statistical data processing methods to mathematically prove the effectiveness of the project method technology stated in the hypothesis, note the universality of the technology and the possibility of embedding in any educational field.

Об одном из аспектов подготовки профильных специалистов в современных лингвистических вузах

The article identifies the factors that determine the need to expand the scope of linguistic and intercultural competencies of subject-matter specialists — translators or interpreters and teachers of foreign languages trained in linguistic universities, towards multilingualism and multiculturalism. The relevance of addressing this topic is due to professional activities of the named subject-matter specialists in the conditions of polyglossia, which is characteristic both for educational and scientific environment of recent decades, and for the sphere of international and interstate relations. Author names the main circumstances associated with the organization of teaching foreign languages in modern universities. These circumstances, from her point of view, hinder implementation of shift towards multilingualism and multiculturalism in training the above named specialists. The solution of the outlined problem, according to the author, is primarily associated with governmental regulation in this area, as well as taking into account international experience in studying foreign languages and applying best methods for teaching them in conditions of university polyglossia.