Here we investigated how the language in which a person addresses us, native or foreign, influences subsequent face recognition. In an old/new paradigm, we explored the behavioral and electrophysiological activity associated with face recognition memory. Participants were first presented with faces accompanied by voices speaking either in their native (NL) or foreign language (FL). Faces were t...

Literature has been gaining growing attention in second language (L2)/foreign (FL) education globally. In a number of places such as Hong Kong, literature recently given greater emphasis the L2/FL curricula. This article reports part large-scale study examining learners’ views two English-as-a-foreign-language (EFL) modules on literary genres incorporated EFL curriculum, namely short stories (S...

The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statisti...

Abstract An event-related potential (ERP) study was conducted to evaluate the efficacy of two learning methods for acquisition vocabulary in a foreign language (FL). In semantic method, FL words were presented with pictures denoting their meaning and learners practiced categorization task (to indicate whether exemplars category). lexical paired translation first (L1) letter-monitoring L1-FL con...

English is currently described in many different ways: as "world language", "global "lingua franca", "connected etc. This article highlights the role of that being taught from three perspectives, namely a first or native language (L1), second (L2), foreign (FL) and some challenges global language.

Studies have shown that “framing bias,” a phenomenon in which two different presentations of the same decision-making problem provoke answers, is reduced foreign language (the Foreign Language effect, FLe). Three explanations emerged to account for difference. First, cognitive enhancement hypothesis states lower proficiency FL leads more deliberate processing, reducing framing bias. Second, con...

Foreign language teachers are in critical need in many parts of rural America. Using Bandura’s conceptual framework of self-efficacy teaching languages as a theoretical lens, the researchers created a scale to measure foreign language teacher efficacy and administered alongside a well-known efficacy survey to in-service rural teachers (N = 167) in Georgia. Data analysis indicates that the new i...

Foreign Language Enjoyment (FLE) and Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted mixed-method approach to investigate how FLE interacts with FLCA predict be predicted by (FL) achievement among 589 undergraduate learners of English as foreign language (EFL) at key non-key university in Northwest China. Participants reported more than FLC...