The purpose of this study is to explore the use of equivalent conceptual metaphors and the correspondent linguistic expressions in refugee students' L1s and L2s and examine the possible positive effects conceptual metaphors can induce for vocabulary learning and retention in second language learning. Moreover, another aim of the research is to…

The regulation of language learners' emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to…

In recent years, content integrated language education has taken center stage in Japanese university English-as-a-foreign-language (EFL) settings. The emphasis on content has created an opportunity for students to demonstrate analytical thinking, assessment, inference, and problem-solving skills through oral communication activities in English…

The aim of the current study is to investigate how secondary stage students develop their EFL fluency through being exposed to an electronic program based on the inquiry-based learning context. The researcher used two social media means: Telegram and Skype. The participants were 15 secondary stage students in a governmental school for girls in…

The aim of this personal reflection is to revisit the major concepts that have informed my academic research in the area of applied linguistics and second language development, and show how my overall pedagogical approach has evolved, thanks to the contribution of Vygotsky's sociocultural theory (SCT). The main focus of this paper is on the…

Linking one's contribution to those of others' is a salient feature demonstrating interactional competence in paired/group speaking assessments. While such responses are to be constructed spontaneously while engaging in real-time interaction, the amount and nature of pre-task preparation in paired/group speaking assessments may have an influence…

Stress is an integral part of conveying meaning in English at not only the level of the word but also the phrase and rhetoric where it is exploited in English in literature, humor, advertising, and more. Simultaneously, stress marks language variation in regional, generational, and ethnic dialects. Thus, stress bears a great functional load and…

To effectively achieve communicative goals, second language (L2) learners need not only the necessary L2 knowledge, skills, and abilities, but also the relevant topical knowledge. However, in L2 assessment contexts, very few existing tests-in-operation have examined L2 learners' topical knowledge as part of their language performance. This study…

The communicative language teaching approach that informs many school modern foreign language programmes has been realised in different ways as theorists and practitioners have sought to identify the most effective combinations of instruction and use [Mitchell, R. 2000. Applied linguistics and evidence-based classroom practice: the case of foreign…

This article deals with the analysis of the factors influencing the formation of communicative and pragmatic competence in the process of teaching foreign students of the Faculty of Philology, Department of Russian Phraseology. The authors prove that the system of training future teachers of Russian has no sections and courses aimed at the…

The following research investigates the effect that unprescribed conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via…

Assessment is one of the most important, purposeful and yet, at times, contentious aspects of language education. Although new strategies of foreign language (FL) assessment have moved away from the traditional summative forms of grammar-based testing to a formative evaluation of learners' communicative competence in the target language, they are…

In the study reported here we focus on proverbs in English Language Teaching (ELT) coursebooks and how the pithy structure and the "wisdom"-loaded content of proverbs can contribute to the development of foreign language learners' communicative competence as defined by Bachman (1990). We discuss how the most frequently used coursebooks…

Many of the foreign language teachers and professors I have encountered throughout my EFL teaching career say that speaking is the most difficult skill to teach in a foreign language class. Classes usually focus on teaching points (e.g. grammar or listening related lessons) that can satisfy larger classroom situations. Speaking requires adequate…

Interculturality and intercultural communicative competence were accepted as significant concepts in second/foreign language learning. In particular, intercultural sensitivity (IS) has been regarded as a precondition for intercultural communicative competence and interculturality. Due to the increased interest in intercultural sensitivity and…