Traditional Foreign Language Research Articles

Translation Technology for Foreign Language Teachers and Improvement of Translation Teaching Competencies

The rapid development of translation technology has profoundly impacted traditional foreign language teaching methods, providing extensive support for both teachers and students. This paper explores the influence of translation technology on foreign language teaching, analyzing the current status, attitudes, usage habits, and needs of teachers in relation to technology application. The swift advancement of technology has enriched foreign language teaching support and transformed traditional teaching models. The paper focuses on analyzing the types and applications of translation technology, its functions and roles in teaching, including classroom instruction, instructional design, and assignment assessment. Additionally, it examines the core elements of translation teaching competence, pathways for development, and strategies for enhancement, with a particular emphasis on technology-driven innovation models and the application of intelligent tools. Finally, the paper proposes future research directions, such as in-depth exploration of technology integration and data-driven teaching decisions, aiming to provide references for the development of translation teaching.

Research on the Reform and Innovation of Foreign Language Teaching in Art Schools

In the era of globalization, foreign language ability has become increasingly important for artistic talents. The traditional foreign language teaching model has been unable to meet the current social demand for artistic talents’ cross-cultural communication ability. Therefore, art colleges should speed up the reform and innovation of foreign language teaching. This paper first analyzes the existing problems in the current foreign language teaching in art colleges, including single teaching content, outdated teaching methods, lack of practical teaching, and insufficient teachers. Then, the paper puts forward some targeted reform strategies, including improving the teaching content to ensure comprehensive development. including innovative teaching methods to build efficient classrooms, exerting importance on practical teaching and enhancing practical ability, as well as strengthening the teaching staff and improving the teaching level. The purpose of this paper is to provide an effective reference for foreign language teachers in art colleges, effectively improve the cross-cultural communication ability of art talents, and cultivate art talents suitable for the development of the new era.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Black literature in the English language classroom: teaching English and building the individual as a critical and sensitive social being with the short story “Girl” by Jamaica Kincaid

For some time in traditional foreign language teaching, literature occupied the place of teaching object used in the translation method. With the changes in teaching methodology, the literary text has lost its importance in English classrooms. However, literature is resurging and asking for space in this context in conformity with the official documents of education that attribute to the teaching of foreign languages the development of knowledge for the exercise of citizenship. This research aims to analyze the use of literary texts in the English language classroom that through this literacy process facilitates the construction of the student's formative character, collaborating in the reflection about his social practices and actions as a critical and sensitive individual. The short story "Girl" by the black writer Jamaica Kincaid is presented as an alternative object of study, bringing attention to relevant discussions of post-modernity, such as the colonization process, which is responsible for a great part of the identity formation of several peoples. Based on the assumptions of literature as a "humanizing" text (CANDIDO, 2012), transgressive (COSSON, 2016; HOOKS, 2017), and transformative (GONÇALVES; SPECHT, 2018) the research highlights linguistic, cultural, social, and spiritual learning factors of literary texts, contributing to the formation of a society based on equity, solidarity, and respect.

Applied Linguistics and Its Implications for Foreign Language Teaching

Language is the cornerstone of human civilization, and foreign languages are the key to cultural exchange. While traditional foreign language teaching models need to be reformed gradually by relying on scientific theories, the emergence of applied linguistics has given foreign language teaching a new breakthrough. Therefore, this paper is based on the characteristics of applied linguistics and explores its role and innovation in foreign language teaching through the use of literature analysis and case study methods. This paper will give inspiration to foreign language teaching and achieve the purpose of improving teaching dilemmas and promoting teaching quality. This paper finds that combining foreign language teaching with practical applications can create an excellent language learning environment and maximize learners' language skills and interests.

FOREIGN LANGUAGE TEACHING IN A DIGITAL ENVIRONMENT: TEACHERS' ATTITUDES AND BELIEFS

Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and do not enable students to acquire new skills and knowledge in a virtual environment. In that sense, we wanted to examine the foreign language teachers’ attitudes about the use of ICT digital tools in Serbia. The results are obtained by the inferential analysis which is used to confirm or refute hypothesis about the possible conditioning of the identified factors. The results showed that positive attitudes of teachers have a positive effect on learning in a digital environment, but also that positive attitudes increase significantly with their education for the use of ICT. Finally, it was shown that teachers employed at the university have more negative attitudes about the advantages of language learning in a digital environment, in contrast to teachers employed in primary and secondary schools and in foreign language schools. In support of this, it is observed that training in this field is also necessary for teachers who work at faculties in order to increase awareness of the value of new technologies in the teaching process.

Linguistic policy in Greece and teacher’s training in question

After the 1980s, Greece, as a member state of the European Union (EU), entered in a series of educational reforms that compiled to the EU’s agenda on societal modernization and fiscal economy. In relation to language, the reforms dealt with the teaching of standardized Greek as a mother tongue, as a second/foreign language, of traditional foreign languages (e.g., English, French, German), and recently, of immigrant languages. Gradually, the official language curriculum is transformed in a multilingual and multimodal one, calling the student to learn and the teacher to teach multiliteracy, within a multilingual and multicultural context. The paper discusses Greece’s language policies in parallel to the indigenous curriculum as a minority curriculum that is based on two contrastive concepts: the societal (hence, educational) multiculturalism, and the monolingual homogeneity of its corresponding community.

Factors determining the motivation of non-linguistic students in online and offline foreign language learning

Introduction. The article investigates the specifics of traditional and distance learning for undergraduate and postgraduate non-linguistic students learning a foreign language. The authors focus on the types of motivation and the use of information and communication technologies (ICT) as an effective way to increase students' interest in learning a foreign language. The purpose of the article is to identify the factors influencing the motivation of full-time and part-time non-linguistic students in online and offline foreign language learning. Materials and Methods. The authors used theoretical (analysis, comparison) and empirical (observation, questionnaire, quasi-experiment) research methods to achieve the purpose and verify the hypotheses. The observed experimental groups of students answered a set of questions from a questionnaire in Microsoft Forms. The survey was divided into units devoted to the use of ICT for non-academic purposes and for English language learning purposes, as well as a range of factors that may determine students' motivation. Results. The study revealed intrinsically and extrinsically motivated students in the experimental groups. The research findings showed that full-time undergraduate and postgraduate students found it more difficult to study online and their learning outcomes were significantly lower compared to part-time students. Nevertheless, the authors noted that part-time students preferred traditional foreign language learning. It was more difficult for them to concentrate on learning English at home than in the classroom. ICT in foreign language learning confirmed its effectiveness in acquiring and developing knowledge and communicative skills for full-time students due to durable application. Conclusions. The article concludes that different types of motivation are characteristic for part-time and full-time postgraduate and undergraduate students. Students’ motivation depends on a set of positive and negative factors affecting the learning process. Online learning is more effective for senior part-time students than for traditional part-time student population. The effectiveness of ICT is in direct correlation with the duration of use, so full-time students have a time advantage.

Pengaruh Globalisasi Terhadap Penggunaan Bahasa Indonesia

The rapidly growing influences of globalization unknowingly already mushed in the commynity. This is evidenced by the use of language Indonesian that is shifted with the use of traditional foreign languages. Technology development through modern communication tools become one of the important things in communicating in the globalization. The use of communication tools is usually utilized in daily life, both parents and children. This research uses qualitative descriptive research. The subject of this research is a community aged 7-12 years. The used is a poll given to respondents. Test of normality and homogenity test is used as test hypotheses.The research shows that there is an influence of globalization on the use of language Indonesian. It is seen from the tcount> ttable is 6,675 > 2,10092.

Exploring the Application of Artificial Intelligence in Foreign Language Teaching: Challenges and Future Development

With the rapid development of artificial intelligence (AI) technology, it is increasingly being utilized in the field of education, particularly in foreign language teaching. The concept of education meta-universe is also gaining popularity, and the emergence of ChatGPT has revolutionized traditional foreign language teaching methods. AI technologies such as speech recognition, machine translation, and natural language processing have proven to be effective tools to help students improve their foreign language learning outcomes. However, the application of these technologies also brings some challenges and problems. This paper aims to discuss the impact of AI on foreign language teaching, analyze its advantages and disadvantages, explore its future development trend, and provide suggestions for educators to make better use of AI technologies to assist foreign language teaching.

Potentiale und grenzen der fremdsprachenlehrwerke im lehr- und lernprozess / Potentials and Limitations of Foreign Language Textbooks in The Teaching and Learning Process

Despite the increasing digitization, the traditional foreign language textbook plays a crucial role in the teaching and learning process. It has a direct influence on lesson planning and formulation of objectives, and is the key medium for both teachers and learners. Therefore, this article explores the specificity of the foreign language textbook in the context of foreign language teaching and learning. An attempt is made to clarify the term “foreign language textbook”, with various related terms. Tasks and features of foreign language textbooks are examined, as well as their relation to the target group with regard to age, language level and learning objectives. Global, regional and regionalized textbooks are compared and their advantages and disadvantages are discussed. Finally, the potentials and limitations of foreign language textbooks are explained as well as the outlook on the future of textbooks.

An Empirical Study of College English Smart Teaching Driven by Intelligent Technology

With the continuous integration of artificial intelligence technology and foreign language education, the entire educational ecology, including traditional foreign language education concepts, education models, management structures and governance systems, is undergoing profound changes. This study uses the Rain Classroom Smart Teaching Platform for online-and-offline foreign language teaching, providing a virtual intelligent learning environment for learners. This pedagogy supports the construction of a learning community through the establishment of an online learning space, which seamlessly connects different learning scenarios and forms a multi-way interactive relationship between teachers and students. The questionnaire survey showed that students were more satisfied with this hybrid smart teaching module (88. 78) and were significantly more motivated to learn English (87. 6). The results of the pre- and post-tests conducted before and after the teaching experiment showed a significant increase in students’ scores ( p<. 05), confirming the effectiveness of the teaching model. This study has implications for the practice of EFL teaching in higher education.

University language students' motivations for their language of study

While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
 Keywords: foreign language, motivation, language studies, English, French, Spanish, German

Development of Transversal Competences: A Current Challenge in Teacher Education

This study responds to the growing demand to adapt the content and methods of teacher training programs to reflect the rapid emergence of new, nonpareil 21st century professions in the labour market, predominantly due to the information technology revolution. It is clear that future teachers will increasingly be expected to have a wider range of professional teaching skills, but also transversal skills and competences. For this purpose, a Slovak research team at Matej Bel University prepared an experiment by transforming a traditional foreign language CLIL course into a new course Global Encounters in Local Settings, aimed at developing not only pre-service teachers’ multilingual and intercultural competences, but also a variety of other transversal skills and competences (critical thinking, intercultural competence, time management, teamwork, plurilingual and interpersonal communication skills and others). The innovative components in the new course are student-centredness, service learning and the collaboration between domestic and foreign students. GELS pilot teaching was launched in February 2020 and has been repeated during four following semesters (up to December 2021), despite severe pandemic constraints. The author presents some results from the verification of this pedagogical innovation in the teachers’ university training curriculum. It has been tested by three quantitative-qualitative research methods: pre-term and post-term questionnaires, content analysis of students’ seminar work, reflective individual diaries and group reports. Although the results from all of them are briefly stated, this focused on the results from the last mentioned analysis – diaries and group reports. The results of the data analysis show that this innovation has proved to be feasible and effective in achieving an increase in students’ transversal skills, especially project management skills, interpersonal skills, communication skills, ICT skills, time and project management, tolerance and flexibility, critical and reflective thinking skills and open-mindedness.

On the Mode of Enhanced VR Virtual Simulation Technology in the Field of Foreign Language Teaching

This paper combines virtual simulation technology to improve the traditional foreign language teaching mode. Aiming at the problems of traditional phase-shift shadow Moiré profiler, a three-step quadrature-phase demodulation technique using unknown phase shift was developed. Then, the paper compares the proposed method with the GS method using MATLAB simulation. It can be seen from the simulation and demodulation results that the two methods obtain similar results, thus proving the equivalence of the two methods.

Digital Transformation of Foreign Language Education in Modern Society in Terms of Key Changes and Development Prospects

Within the framework of this article, the authors considered the problems of the transformation of foreign language education due to the spread of digitalisation trends, which influenced the systems of traditional foreign language education, especially the requirements for training and the learning outcomes of future specialists. It is emphasised that digitalisation dictates the need to optimise the professionally-oriented training of students and requires a revision of the basic aspects of teaching foreign languages. The particular emphasis we placed on the specifics of the activities of teachers in the course of foreign language education and the formation of special competence. Attention is drawn to the essence of digitalisation in relation to foreign language education and to such aspects as solving professional problems in a foreign language, developing professional thinking, and mastering a foreign language professional discourse. The authors note that the current foreign language training, even at the university, pays insufficient attention to students’ creative potential activation and development. The paper considers the case study technology as an effective method that can be used in the framework of foreign language education at a university.

A Quantitative Analysis of the Students’ Experience with Digital Media in L2 Acquisition

Aim. Foreign language education widely utilizes various forms of eLearning or blended learning techniques and tools, and this trend has recently been supported and speeded up by the global pandemics of COVID-19. The study attempts to analyse the students’ experience with the use of digital media used for foreign language education with the aim of providing clear implications needed for future digital (online) language higher education.
 Methodology. The methodology used to collect data was a questionnaire distributed online to the students of the University of Diyala in Iraq in July 2021 with n=394 making it a very representative and statistically relevant sample. Five hypotheses (H) were created and tested with these results. (H1) there is no correlation between a well-prepared teacher and subjective satisfaction of the students with online classes. (H2) the students will significantly prefer traditional teaching to online L2 acquisition. (H3) there will be a correlation between increased screen time and students´ dissatisfaction with online learning. (H4) the more they have to use digital media, the more they will prefer print text for their L2 acquisition. (H5) the most important subjectively perceived negative aspect of online learning will be reduced communication possibilities both with the tutor and with their peers. 
 Results. The students significantly supported traditional foreign language techniques over digital ones despite the fact that the tutors were evaluated with very high grades by the students. Thus, the fact that the tutors are well prepared, they use modern technology and attempt to motivate the students very successfully, the final result of the online foreign language class did not prove to be parallel to the traditional class regarding students´ satisfaction. 
 Conclusions. The results could be important for applied linguistics and psycholinguistics as they provide a clear overview of the current state of affairs in L2 acquisition with the use of digital technologies, which is a crucial topic that is more and more important for the development of both psycholinguistics and applied linguistics. Despite the fact that this study deals only with the subjective satisfaction of the participants, it can be generalized and can be transferrable on a large geographical scale. This geographical limitation can be rectified by larger-scale research that can be initiated by this early study. There are many implications connected to these findings, such as moving towards non-digital learning tools, such as print textbooks, focusing on more personal discussions rather than just various online assignments. Moreover, the results of the study should be a contribution to the current scientific discussion about the development of psycholinguodidactics and its role in solving the problem of mastering foreign languages.

Spanish bilingual and language education: A historical view of language policies from EFL to CLIL

The profound evolution that Spanish language education has experienced since the passing of the first modern educational law in 1970 has led to improved students’ proficiency. In this sense, traditional foreign language teaching has been gradually substituted by Bilingual Education in the country to promote language learning, intercultural competence, and mobility; however, reviews in the field have not examined language education in all the Spanish regions but rather they have only considered isolated regions or compared some of them. This paper provides a historical analysis of Spanish language education, reviewing its evolution since 1970, and comparing the country’s bilingual and monolingual regions. Findings show that differences among territories mainly concern the areas and number of hours devoted to foreign language teaching and teacher linguistic requirements. Content and Language Integrated Learning is the main approach to Bilingual Education followed, whereas English is the main language of instruction in all regions.

No Kidding Games

Introduction. The article examines changes in global education paradigm in coronavirus pandemic situation. It is not just a shift from classroom to remote instruction based on new technologies. It is also a dramatically new mode of communication in sudden and forced conditions, which requires teachers to revise traditional classroom teaching methods, as with remote learning students tend to lose concentration fairly quickly, distract, become less motivated and bored. As a result, the outcome is not as they expected. Including language games, which are relaxing and entertaining, into a syllabus helps increase motivation, academic self-esteem and improve the results. Methodology and sources. The present study was based on the authors’ personal experience in teaching English to both students of linguistics and engineering students. Specifically designed questionnaires were also used to have opinions of the students, as well as the teachers of English. Results and discussion. An obvious and important result of the study is that traditional foreign language teaching methods should be revised under the coronavirus pandemic situation. The syllabi should be adapted to advanced emote teaching a learning technologies and language games should be included to increase learners’ motivation and academic self-esteem. Conclusion. Language games are a valuable resource to adapt foreign language teaching to remote instruction under coronavirus pandemic situation. They can be an integral part of any aspect of a language taught to learners of all levels.

Study on the Construction of English ICAI Course Based on BP Neural Network Algorithm

Artificial neural network is also referred to as neural network or connection model, it’s a model animal neural network, the mathematical model of distributed and information processing algorithm. Because of its good abstract classification, Has been used in all aspects of life. And in recent years, the traditional English teaching mode in colleges and universities has been gradually replaced by CAI new teaching methods, much progress has been made, Increasing resources to open schools and curricula, effectively promote the sharing of quality teaching resources, it promotes the improvement of students’ English listening, speaking, reading, writing and translation. But the general problems of English CAI teaching have gradually emerged, for example, curriculum design does not pay enough attention to individual differences, online teaching lacks interaction between teachers and students, lack of effective supervision and assessment of learning results. At present, the student-centered teaching concept based on the class-flipping classroom and the “online and offline” mixed teaching model is becoming popular, which has had a great impact on the traditional foreign language teaching model. Designing English intelligent computer-assisted teaching (intelligent computer-assisted teaching) can intelligently meet the individual needs of students according to the learning effect, realize the interaction between teachers and students through human-computer interaction, and facilitate the management and evaluation of the teaching process by managers. This is referred to as ICAI. It is an urgent problem in English teaching, especially in the teaching of college English public courses. This paper designs an English ICAI language curriculum system based on BP neural network algorithm and SSH architecture.