Defining the Components of Student Training for Participation in International Programs

2021 ◽  
Vol 29 (3) ◽  
pp. 292-307
Author(s):  
Iryna Liashenko
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Cultural Adaptation ◽  
Skills Development ◽  
International Programs ◽  
Psychological Training ◽  
The Social ◽  
Student Training ◽  
Cultural Skills ◽  
The Ideal

The integration of Ukraine into the European and transatlantic community is increasingly becoming more dynamic and vital. Ukrainian scholars, students, and professionals establish new diversified educational, business, cultural, scientific contacts in all spheres of life with European countries and throughout the world, which requires a number of special communication and activities skills. This paper investigates the student training process components, such as language learning, social and cultural skills development, psychological training, and patriotic attitude towards Ukraine abroad for developing a specific course for students. The students of Sumy National Agrarian University were surveyed about the ideal state of completing the international programs, both those who participated in the international programs and those who did not, but could assume the challenges they would encounter. The main problems which related to the participation in the international programs were found to be associated with language proficiency and social and cultural skills (about 45%), psychological and cultural adaptation to the foreign environment (about 25%), as well as the attitude towards Ukraine and the ability to represent oneself abroad adequately (about 30%). Many factors could influence the successful participation in international programs. However, we found clear indications that besides the language acquiring the course on preparing for the international programs should also include the social and cultural, psychological, and patriotic components.

Exploring The Complexity Of Classroom Tasks For Language Learning

2008 ◽  
Vol 80 ◽  
pp. 42-47
Author(s):  
Kris Van den Branden
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Task Complexity ◽  
Real Life ◽  
Negotiation Process ◽  
Shared Knowledge ◽  
Multiple Dimensions ◽  
The Social ◽  
Dependent Variables

In task-based language teaching (TBLT), defining and manipulating the complexity of language tasks has been claimed to be of crucial importance, in view of sequencing tasks in a task-based syllabus, manipulating tasks to meet specific learners' needs, and assessing language learners' current level of language proficiency. The theoretical literature and empirical research on task complexity has recendy expanded, but much of this work fails to take into account the multiple dimensions that affect task complexity. For one, in authentic, truly functional task performance, key features of the social setting in which tasks are performed, and interlocutor-dependent variables (such as their shared knowledge and experiences) influence actual task complexity. Since in real life interlocutors reinterpret tasks to suit their own needs, motivations and purposes, and dynamically tune the complexity of their performance to the ongoing conversation and negotiation process, predictions about task complexity cannot be as accurate as some applied linguists claim they should be.

scholarly journals Talent management based on therapeutic work with a professional handball team

2013 ◽  
Vol 7 (1) ◽  
pp. 63-66
Author(s):  
Danica Keczelei
Keyword(s):  
Social Environment ◽  
Psychological Factors ◽  
Therapeutic Process ◽  
Team Building ◽  
Talent Management ◽  
Skills Development ◽  
Mental Skills ◽  
Therapeutic Work ◽  
Psychological Training ◽  
The Social

All athletes regardless of their age should get mental skills development that could be integrated into their normal training. Psychological training is essential for better performance because in sports the psychological factors play a very important role. The aim of this presentation is to show the therapeutic work of a professional men’s handball team and demonstrate the nature of the social environment and how it can have an effect on their performance. The author examines how a team forms, develops and works and what factors contribute achieving the optimum performance. The functions, structures, dynamics and goals of an adult team were analyzed and on top of that the focus was on the a three­month long therapeutic process and its results as well. In order to improve the self­awareness and team building, the players were asked to fill out following questionnaires: psychometric questionnaire of Keczeli1, Keczeli2 questionnaire about roles, tasks and responsibilities within the team and player­coach relationship and attention questionnaire (Pieron). The conclusions of this work can be useful for further talent managment and develpoment.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

The critical theory of democracy in Western political thought

2020 ◽  
pp. 117
Author(s):  
Ruqaya Saeed Khalkhal
Keyword(s):  
Political Life ◽  
The Political ◽  
Democratic Process ◽  
The Social ◽  
Science And Politics ◽  
Political Realities ◽  
The Church ◽  
Theory Of Democracy ◽  
Or Applications ◽  
The Ideal

The darkness that Europe lived in the shadow of the Church obscured the light that was radiating in other parts, and even put forward the idea of democracy by birth, especially that it emerged from the tent of Greek civilization did not mature in later centuries, especially after the clergy and ideological orientation for Protestants and Catholics at the crossroads Political life, but when the Renaissance emerged and the intellectual movement began to interact both at the level of science and politics, the Europeans in democracy found refuge to get rid of the tyranny of the church, and the fruits of the application of democracy began to appear on the surface of most Western societies, which were at the forefront to be doubtful forms of governece.        Democracy, both in theory and in practice, did not always reflect Western political realities, and even since the Greek proposition, it has not lived up to the idealism that was expected to ensure continuity. Even if there is a perception of the success of the democratic process in Western societies, but it was repulsed unable to apply in Islamic societies, because of the social contradiction added to the nature of the ruling regimes, and it is neither scientific nor realistic to convey perceptions or applications that do not conflict only with our civilized reality The political realization created by certain historical circumstances, and then disguises the different reality that produced them for the purpose of resonance in the ideal application.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

The World Underfoot

2018 ◽  
Author(s):  
Hallie M. Franks
Keyword(s):  
The Political ◽  
Classical Period ◽  
Social Fabric ◽  
Physiological Reaction ◽  
The Social ◽  
The World ◽  
Foreign Land ◽  
Social Gathering ◽  
Set Up ◽  
The Ideal

In the Greek Classical period, the symposium—the social gathering at which male citizens gathered to drink wine and engage in conversation—was held in a room called the andron. From couches set up around the perimeter of the andron, symposiasts looked inward to the room’s center, which often was decorated with a pebble mosaic floor. These mosaics provided visual treats for the guests, presenting them with images of mythological scenes, exotic flora, dangerous beasts, hunting parties, or the specter of Dionysos, the god of wine, riding in his chariot or on the back of a panther. This book takes as its subject these mosaics and the context of their viewing. Relying on discourses in the sociology and anthropology of space, it argues that the andron’s mosaic imagery actively contributed to a complex, metaphorical experience of the symposium. In combination with the ritualized circling of the wine cup from couch to couch around the room and the physiological reaction to wine, the images of mosaic floors called to mind other images, spaces, or experiences, and, in doing so, prompted drinkers to reimagine the symposium as another kind of event—a nautical voyage, a journey to a foreign land, the circling heavens or a choral dance, or the luxury of an abundant past. Such spatial metaphors helped to forge the intimate bonds of friendship that are the ideal result of the symposium and that make up the political and social fabric of the Greek polis.

Conclusion: Rethinking Punishment

2018 ◽  
Author(s):  
Didier Fassin
Keyword(s):  
Social Inequality ◽  
Political Violence ◽  
Social Order ◽  
Social Groups ◽  
The Social ◽  
Ideal Language ◽  
The Status ◽  
The Ideal

If punishment is not what we say it is, if it is not justified by the reasons we invoke, if it facilitates repeat offenses instead of preventing them, if it punishes in excess of the seriousness of the act, if it sanctions according to the status of the offender rather than to the gravity of the offense, if it targets social groups defined beforehand as punishable, and if it contributes to producing and reproducing disparities, then does it not itself precisely undermine the social order? And must we not start to rethink punishment, not only in the ideal language of philosophy and law but also in the uncomfortable reality of social inequality and political violence?

scholarly journals Breakout Group Allocation Schedules and the Social Golfer Problem with Adjacent Group Sizes

Symmetry ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 13
Author(s):  
Alice Miller ◽  
Matthew Barr ◽  
William Kavanagh ◽  
Ivaylo Valkov ◽  
Helen C. Purchase
Keyword(s):  
Design Theory ◽  
Teaching Experience ◽  
Combinatorial Design ◽  
Breakout Group ◽  
Online Resource ◽  
The Social ◽  
Adjacent Group ◽  
Group Allocation ◽  
Novel Variation ◽  
The Ideal

The current pandemic has led schools and universities to turn to online meeting software solutions such as Zoom and Microsoft Teams. The teaching experience can be enhanced via the use of breakout rooms for small group interaction. Over the course of a class (or over several classes), the class will be allocated to breakout groups multiple times over several rounds. It is desirable to mix the groups as much as possible, the ideal being that no two students appear in the same group in more than one round. In this paper, we discuss how the problem of scheduling balanced allocations of students to sequential breakout rooms directly corresponds to a novel variation of a well-known problem in combinatorics (the social golfer problem), which we call the social golfer problem with adjacent group sizes. We explain how solutions to this problem can be obtained using constructions from combinatorial design theory and how they can be used to obtain good, balanced breakout room allocation schedules. We present our solutions for up to 50 students and introduce an online resource that educators can access to immediately generate suitable allocation schedules.

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