This contribution investigates the opinions of 372 first-year students from Ca’ Foscari University Venice about pronunciation and foreign accent in languages chosen as main subjects. Although a native-like is highly valued, do not simply equate good accent-free pronunciation. They are confident assessing other L2 speakers but show considerable uncertainty self-assessment deficits. mostly associ...

The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). A secondary purpose was to test whether task repetition can influence the level of the mentio...

This study attempted to compare the relative frequency of the occurrence of Language Related Episodes (LREs) in the dyadic talks of pairs who were homogeneous and heterogeneous in terms of English proficiency.  LREs are those parts of the conversations where the interlocutors explicitly focus on linguistic form. The study was carried out with 60 Iranian university students of teaching English a...

The study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured interview and focus-group discussion method, this study tried to examine the factors behind language anxiety among Iranian language learners...

The current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assign...

The cognitive and linguistic processes involved in the acquisition and use of two languages are systematically different from those processes engaged in monolingual language use, leading to detectable changes in language and cognitive outcomes for bilinguals. The present article describes these differences and offers speculation on possible mechanisms. Measures of linguistic proficiency and pro...

Second-language learners rarely arrive at native proficiency in a number of linguistic domains, including morphological and syntactic processing. Previous approaches to understanding the different outcomes of first- versus second-language learning have focused on cognitive and neural factors. In contrast, we explore the possibility that children and adults may rely on different linguistic units...

The article deals with the concept of linguistic reflection in field foreign language education and its verbalization on metatextual level. ability for is an indicator a developed personality. purpose this research to study students higher school. Definitions key concepts work are given: personality reflection. Linguistic can be verbalized through inclusions: elements metatext. definitions thes...

The assessment of second language (L2) speaking has long been an important yet challenging area of research in language testing. L2 testers are often concerned with designing authentic speaking tasks that resemble real-life speaking activities so that score interpretations are generalizable to non-test contexts. The conversational nature of speaking skills has promoted the widespread integratio...

This article discusses ways to control the formation of linguistic competence students non-linguistic directions training in modern conditions teaching foreign languages. Special attention is paid such types as dictation, test, translation tasks and mental map, which can be effectively used both part current during final certification. There are different dictations: bilingual, monolingual, con...