Foreign Language on Grade 10 students
Introduction
In view of current educational and future professional needs, foreign language
expanded its domain and where used by students at school. This is certainly one of the
recommendations to increase awareness and acquisition of additional skills required in
intercultural communication. This results from a diversified language programme at
school and leads to curiosity about languages that will lead them to develop their own
language lists. It seems that bilingual streams have intercultural communicative
competence as an explicit aim, and probably have more time and better opportunities to
incorporate it into the curriculum, than those schools where foreign language lessons
continue to occupy a very limited space as subjects.
There are students who learn best on using the reading strategy as a means of
language learning while some students may learn effectively through listening strategy
as a means of language learning. Language learning strategies are the precise
behaviors which are used by the learners to assist the learning progress and to make it
more satisfactory, more productive and more independent which could be transmitted to
recent circumstances. Additionally, language learning strategies are defined as the
unique thoughts, behaviors and specific techniques utilized by the learners to help them
gain, understand, absorb knowledge and information and improve their modes of
learning. These techniques or strategies are manifested on the way students motivate
themselves to deal with difficult language activities. Foreign language (FL) teachers and
students may have very similar or disparate notions of effective teaching, and the
intersection of the two sets of beliefs has ramifications for language learning and the
effectiveness of instruction.
Beyond the global economy there are other compelling reasons why we should
learn foreign languages. Our ability to promote peace around the world depends on
efforts in diplomacy, international law enforcement, emergency preparedness, and
health. Our security also improves as we make progress toward achieving humanitarian
goals and promoting prosperity and democracy around the world. Such efforts tend to
put service providers in touch with the very populations least likely to speak foreign
language or English at least or to have learned it in school. If we are to be effective in
providing humanitarian services, thereby promoting peace and the common good, we
must be able to communicate with those we wish to assist.
There is good news and bad news about foreign language education in the U.S.
The good news is that research has identified the critical features of program design
that make a difference in student learning, and the better news is that there are many
programs in operation many of them long-standing and well established that embody
those features. The bad news is that not enough students are able to study foreign
languages at all. But the worst news is that opportunities for foreign language study
frequently reflect the socioeconomic conditions of our communities.
OBJECTIVE OF THE STUDY:
The purpose of this study is to determine the impact of Foreign Language on
Grade 10 students. It seeks to present the profile of the respondents in terms of sex: to
determine the impact of Digital Learning and how it can help them in learning useful
information. This paper describes the process of generation, creation and acquisition of
knowledge of how foreign language is and its effects on students especially the
bilinguals. The paper also describes how Foreign Language is used to access and
apply such knowledge. The paper relates how Foreign Language have been used in
education and its impact in general..
Do foreign language learning, cognitive, and affective variables differ as a
function of exceptionality status and gender?
Relationships between foreign language learning and four characteristics—
anxiety, aptitude, attitudes and attributions for success—were investigated for 95
students enrolled in introductory level Spanish classes at a large, southeastern
university in the United States. Examination grades resulted in significantly positive
correlation with an aptitude measure and significantly negative correlation with luck
attributions for foreign language success. Students identified as gifted tended to score
higher than those with learning disabilities on exams, though not significantly higher,
perhaps as a result of the small sample size and highly variable performance of the
gifted students. In addition, the gifted students reported less anxiety. Females reported
higher anxiety than males though they earned higher scores on exams. Modern
Language Aptitude Test Part IV and luck attributions significantly predicted exam
grades within a multiple regression analysis. In a second multiple regression analysis,
only effort and ability attributions significantly predicted anxiety. Results underscore the
importance of understanding and addressing both cognitive and affective variables in
learning a new language.
An investigation into the relationship between gender and foreign language
anxiety
Arik Wu
Retrieved on May, 2017
I fear being called on in English class, so I have always tried to finish up every
piece of assignment before each class. If my instructor said she was going to pick
people up randomly to recite the textbook next time, for instance, I would definitely put
Bopomofo beside each English word so that I would not forget about its pronunciation.
Sadly, however hard I try or however much I prepare, I still dread going to English
classes and feel extremely anxious and nervous the night before going to any English
Nothing perchance illustrates how exactly people suffering from foreign language
anxiety feel better than the aforementioned quote. Many educational practitioners have
long been aware of the presence of such an anxiety-provoking experience in foreign
language classrooms, for it is certainly not unusual for them to hear comments or
remarks quite like this quote from foreign language learners. Horwitz and Cope (1986)
defined this type of anxiety as “the feeling of uneasiness, worry, nervousness and
apprehension by non-native speakers when learning or using a second or foreign
language.” In other words, whenever people, even though they may be excellent
learners in other subject areas, seem to be suffering from an anxiety that deters them
from performing well in a foreign language class and find learning the target language
extremely stressful, they can be referred to as suffering from “foreign language anxiety.”
Language learners who experience a high level of anxiety might at the same time
experience feelings such as apprehension, worry, and dread. Other than that, they find
it difficult to concentrate, and become forgetful. Many times they will exhibit
Use it or lose it. How many times have you heard that phrase? It is a simple fact
– the more the brain is used, the better its functions work. A new language requires not
only familiarity with vocabulary and rules, but also being able to recall and apply this
knowledge. Learning a language gives your memory a good work out in the brain gym.
This means that multilingual people have brains that are more exercised and quick to
recall names, directions, facts, and figures. People who study a foreign language
usually pick up new perspectives and weird habits along the way. Acquiring different
perspectives on the world is increasingly valuable in today’s diverse society, even if you
begin to mix a few Spanish words into your everyday conversation with your English-
speaking friends.
