| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2021 |
| Язык | английский |
|
Батрова Наиля Ильдусовна, автор
Григорьева Ксения Сергеевна, автор
Лукоянова Марина Александровна, автор
|
|
Чугунова Элеонора , автор
|
|
Дудкова Дарина Сергеевна, автор
|
| Библиографическое описание на языке оригинала |
Dudkova D., Grigorieva K., Lukoyanova M., Batrova N., Chugunova E. Factors affecting third language acquisition: a case of Chinese students // D. Dudkova, K. Grigorieva, M. Lukoyanova, N. Batrova, E.Chugunova // 15th annual International Technology, Education and Development Conference. - Valencia, 8th- 9th of March. - 2021. - PP. 3441- 3446. doi: 10.21125/inted.2021.0715 |
| Аннотация |
15th annual International Technology, Education and Development Conference |
| Ключевые слова |
third language acquisition, extralinguistic difficulties, Hufeisen?s factor model, Chinese students, learning modes, linguistic personality. |
| Название журнала |
15th annual International Technology, Education and Development Conference
|
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=250404 |
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Батрова Наиля Ильдусовна |
ru_RU |
| dc.contributor.author |
Григорьева Ксения Сергеевна |
ru_RU |
| dc.contributor.author |
Лукоянова Марина Александровна |
ru_RU |
| dc.contributor.author |
Чугунова Элеонора |
ru_RU |
| dc.contributor.author |
Дудкова Дарина Сергеевна |
ru_RU |
| dc.date.accessioned |
2021-01-01T00:00:00Z |
ru_RU |
| dc.date.available |
2021-01-01T00:00:00Z |
ru_RU |
| dc.date.issued |
2021 |
ru_RU |
| dc.identifier.citation |
Dudkova D., Grigorieva K., Lukoyanova M., Batrova N., Chugunova E. Factors affecting third language acquisition: a case of Chinese students // D. Dudkova, K. Grigorieva, M. Lukoyanova, N. Batrova, E.Chugunova // 15th annual International Technology, Education and Development Conference. - Valencia, 8th- 9th of March. - 2021. - PP. 3441- 3446. doi: 10.21125/inted.2021.0715 |
ru_RU |
| dc.identifier.uri |
https://repository.kpfu.ru/?p_id=250404 |
ru_RU |
| dc.description.abstract |
15th annual International Technology, Education and Development Conference |
ru_RU |
| dc.description.abstract |
A growing number of international students coming to Russia has led to the implementation of a new
Export of education policy in the system of Russian higher education. Chinese students make up the
majority of international students studying in Russia. Students tend to have certain difficulties with
adjustment to the foreign academic environment. Chinese students pursuing the Russian language
and Literature programmes have to study another foreign language alongside Russian. That puts
them and university faculty in a conundrum of how to organise the multilingual educational process
most efficiently. The present report sets out to determine the importance of considering personal
culture-linguistic experience of learners in the elaboration of third language (L3) lesson plans. The
report seeks to analyze the factors affecting L3 learners (knowledge of other languages and
proficiency level in those, typical learning modes, socio-linguistic environment, “recency” of language
usage, learner's perceptive language distance etc.) and validate an assumption that the factors bring
invaluable insights into developing a pedagogical strategy. In the alignment with J. Cook's
multilinguistic interference theory, B. Hufeisen's factor model and J. Cenoz factors classification we
put together a questionnaire comprising open-ended questions aiming to determine the sociolinguistic
background of students that affects their L3 acquisition. Third year undergraduate Chinese students,
majoring in Russian language and Literature and learning English as a L3, took part in the research.
For calculations the methods of Mathematics statistics were employed. The findings correlate with the
overview of extralinguistic difficulties (differences in learning styles, a fear of “losing face”, collectivismridden reservedness, etc.) that Chinese students struggle to overcome while studying abroad
summarized and presented in the report. The results of the survey allow us to underpin the claim that
the time factor is not of paramount importance when it comes to defining the L3. It is “recency” that
has been proved to have a considerable influence on a multilingual's supersystem. In the course of
the experiment the learning style peculiarities that are characteristic of Chinese students and different
from current Russian educational approach to language learning were pinned down. It was also
revealed that the students would opt for methods and techniques in foreign language learning applied
by Russian institutions despite all the struggles they have to deal with while studying. This data gives
an uplifting vision on L3 courses further reinforcement in Russian universities. |
ru_RU |
| dc.language.iso |
ru |
ru_RU |
| dc.subject |
third language acquisition |
ru_RU |
| dc.subject |
extralinguistic difficulties |
ru_RU |
| dc.subject |
Hufeisen?s factor model |
ru_RU |
| dc.subject |
Chinese students |
ru_RU |
| dc.subject |
learning modes |
ru_RU |
| dc.subject |
linguistic personality. |
ru_RU |
| dc.title |
Factors affecting third language acquisition: a case of Chinese students |
ru_RU |
| dc.type |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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