Affiliation:
1. Yerevan Brusov State University of Languages and Social Sciences
Abstract
The article touches upon the problems of teaching English as a third
foreign language in higher educational institutions of the Republic of
Armenia. The students’ mother tongue, in this case, is Armenian. Russian is
the first foreign language and French is the second one. Considering the fact
that the students’ 2nd (French) and 3rd (English) foreign languages have
significant similarities that can cause both positive transfer and negative
interference, the teaching/learning process of English should be organized by
paying special attention to the similarities and taking into account certain
peculiarities. Accordingly, the use of correctly selected exercises can help in
organizing the teaching/learning process more quickly and effectively. The
author also introduces some “dangerous” language phenomena that may
bring about undesirable interference in learning English after French. In
addition, a number of exercise samples are provided that might be used to
develop the students’ lexical, grammatical and phonological competences in
teaching/learning English as a third foreign language.
Publisher
Yerevan Brusov State University of Languages and Social Sciences
Subject
Materials Science (miscellaneous)
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