Foreign Language Teaching and Learning

Foreign Language Teaching and Learning: New Research begins by examining whether, and to what extent, the three types of linguistico-cultural expressions (proverbs, idioms and sayings) of Nepali translated into English would be intelligible to native English speakers and non-native English speakers outside of Nepal. The second chapter reveals the challenges in successful foreign language acquisition for primary school age learners. Particular attention is paid to the investigation of...
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Foreign Language Teaching and Learning: New Research begins by examining whether, and to what extent, the three types of linguistico-cultural expressions (proverbs, idioms and sayings) of Nepali translated into English would be intelligible to native English speakers and non-native English speakers outside of Nepal. The second chapter reveals the challenges in successful foreign language acquisition for primary school age learners. Particular attention is paid to the investigation of cognitive styles such as impulsivity, reflexivity, rigidity, and flexibility in the learning process. The third chapter focuses on the theoretical substantiation and experimental verification of student-centered learning technology in the educational process. Additionally, the authors investigate data collected in Portuguese L2 classrooms in a multicultural university in Macau, China. The combination of the students' first language (Cantonese or Mandarin), the target language (Portuguese) and the official language of the university (English) was found to provide different spaces for participants to formulate contexts and define rules regarding the exclusive use of the target language in class. The impact of an integrated cooperative learning approach on soft skills related to English as a foreign language learning is assessed, in addition to existing research on the characteristics of written texts of level two test-takers by adopting a linguistic and discourse analytic approach. The authors go on to present data gathered through a questionnaire adapted from McMillan (2001) and follow-up interviews conducted to gain a deeper insight into the instructors' classroom practices. The findings of the study revealed important implications related to the congruence and incongruence between the requirements of Turkish as second language curriculum in Turkey. The closing chapter focuses on teaching methodologies and classroom practices that could provide learning opportunities to develop and maintain academic skills and self-regulated language learning strategies, specifically, through implementing a project-based learning approach.