Some Difficulties in Learning Foreign Languages
Article Sidebar
Main Article Content
Abstract
This article provides information about effective strategies for learners in foreign language (FL) courses, emphasizing the use of technology, such as language learning software and apps, as well as visual aids like graphic organizers and pictures. Additionally, teachers can enhance engagement and enjoyment by incorporating games and other interactive activities into the learning process. Collaboration with special education teachers and support staff can also be beneficial for students in foreign language (FL) courses. This trend underscores the importance of early language learning and the value that society places on being multilingual. It also highlights the need for schools to provide quality FL instruction from a young age and to offer opportunities for students of all backgrounds and abilities to develop proficiency in a second language. By doing so, schools can help prepare students for success in higher education and a globalized world.
Article Details
Section
How to Cite
References
Ajzen, I. The theory of planned behavior. Organ. Behav. Hum. Decis. Process. 1991, 50, 179–211.
Ruppar, A.L.; Gaffney, J.S.; Dymond, S.K. Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Except. Child. 2015, 81, 209–226.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Pres
Nikolov M., Djigunović J., Studies on pre-primary learners of foreign languages, their teachers, and parents: A critical overview of publications between 2000 and 2022, University of Pécs, Hungary and University of Zagreb, Croatia, 2023.
Paltridge, B., Harbon, L., Hirsh, D., Shen, H. Z., Stevenson, M., Phakiti, A., & Woodrow, L. (Eds.). (2009). Teaching academic writing: An introduction for teachers of second language writers. Ann Arbor, MI: The University of Michigan Press.
Grabe, W., & Kaplan, B. K. (1996). Theory and practice of writing: An applied linguistic perspective. New York: Longman.
Walqui, A. Scaffolding instruction for English language learners: A conceptual framework. Int. J. Biling. Educ. Biling. 2006, 9, 159–180.
Portiková, Z. (2015). Pre-primary second language education in Slovakia and the role of teacher training programmes. In S. Mourão & S. Lourenço (Eds.), Early years second language education: International perspectives on theories and practice (pp. 177–188).
Alexiou, T., & Vitoulis, M. (2014). Igeneration issues: Tracing preschoolers English receptive & productive vocabulary though interactive media. In J. Enever, E. Lindgren, & S. Ivanov (Eds.), Conference proceedings from early language learning: Theory and practice (pp. 16–22). Umeå University
Gohar, A. G. (2017). The impact of a proposed interactive e-book on developing English language skills of kindergarten children. International Journal of Internet Education, 16(1), 1–33.
Vlasenko K, Volkov O, SitakI I. Lovianova, D. Bobyliev, Usability analysis of on-line educational courses on the platform “Higher school mathematics teacher”, E3S Web of Conferences
Vlasenko K , Chumak O, I. Lovianova, D. Kovalenko, N. Volkova, Methodical requirements for training materials of on-line courses on the platform “Higher school mathematics teacher”, E3S Web of Conferences 166 (2020)
Yunusova Z. THE CHARACTERISTICS OF SCIENTIFIC DISCOURSE IN THE ESP CONTEXT //Oriental renaissance: Innovative, educational, natural and social sciences. – 2023. – Т. 3. – №. 22. – С. 72-74.