Foreign Language Education and Dynamics of Foreign Language Competence

Abstract

The aim of the current research study was to examine the dynamics of foreign language competence as applied in a programme designed for foreign language competence development in an academic environment. The programme, named The Linguistic Intervention Programme, represented a variety of active social learning techniques, self-regulated learning and a set of specific foreign language teaching strategies. One hundred and three university students participated in the research experiment. The research method utilized a foreign language proficiency test to serve as the appropriate tool to study the effects of the LIP techniques on the sample. The findings reveal that the result of the LIP in foreign language competence does not depend on the selection of foreign languages, meaning that the LIP is efficacious no matter what language is used in application of the techniques.

Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

“…In other words, the sound patterns or structures of Iranian L2 learners can affect the speech or production of their L2 language. These different findings could be attributed to the important role of first language in leading foreign language learners to overgeneralize the phonological system of their mother tongue to the second language (Stranovská, Hvozdíková, Munková, & Gadušová, 2016). This finding implies that language learners might make certain types of errors more than other types due to the influence of the native (L1) languages.…”