In this opinion piece we problematise foreign language (FL) learning curricula which are rigidly based on carefully sequenced input and constrained opportunities. Whilst an important component in learning, knowledge constitutes more than phonics vocabulary grammar. Our stance is premised the understanding that, whether novice or expert, FL learner not a ‘tabula rasa’. other words, every will ha...

A teacher of a foreign language (FL) obtains his/her professional training during higher education course in philology, where he/she follows program focused on “learning outcomes that include knowledge and skills corresponding to all the requirements core curriculum taught subject or profession, respectively, content classes taught” (Journal Laws 2019, item 1450). From this provision it should ...

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on motivation of young learners (YLs). A key rationale for implementation content integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured in this context, especially primary schools. Even fewer done so bilingual areas, where conti...

Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaki...

teaching foreign languages has a long, extended history. ever since man needed to communicate with other nations, the teaching of a foreign language gained a marked significance. by the end of the 18th century, after the industrial revolution, learning a foreign language and therefore teaching it became even more important. as in teaching a language the main goal is to enable learners to read, ...

a foreign language teaching method is supposed to take into account the real communicative needs of the foreign language learner. using literary texts is a suitable way not only to teach a foreign language but to consider particular facts that relate to human and cultural needs of learners. using the humanistic-oriented literary texts as an authentic document in the foreign language course allo...

This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary-school students learning English as a foreign language (FL). In pre–posttest control-group design, more than 200 9–10-year old majority German and minority received FL (intervention group) or regular FL-only (control group). Study 1 acquisition wh-questions showed ...

In recent years, due to the concern of high rate burnout and attrition teachers in their early career teacher resilience has become a vital theme study professional development. However, little been done China. This contextualized development Chinese universities interviewed seven resilient novice foreign language (FL) explore risk factors confronting them contexts strategies they have employed...