Adopting a Mixed Methods Approach to Assessing Foreign Language Teachers’ Teaching/Learning Conceptions and Their Language Teaching Biases

2015 ◽  
Vol 34 (4) ◽  
pp. 791-802 ◽  
Author(s):  
Mansoor Tavakoli ◽  
Reza Zabihi ◽  
Momene Ghadiri
Keyword(s):  
Mixed Methods ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Mixed Methods Approach ◽  
Teaching Learning ◽  
Learning Conceptions

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective

2016 ◽  
Vol 7 (4) ◽  
pp. 768
Author(s):  
Yinghao Li
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Chinese Perspective ◽  
Culture Teaching ◽  
The Status ◽  
English Culture

The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.

Institutionalized utterances, literature, and language teaching

2000 ◽  
Vol 9 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Ian MacKenzie
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Epic Poetry ◽  
Foreign Language Teachers ◽  
Huge Number ◽  
Linguistic Performance ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Lexical Phrases

Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE

2016 ◽  
Vol 3 (Special) ◽  
pp. 131
Author(s):  
BEL A. NEDDAR
Keyword(s):  
Foreign Language ◽  
Functional Activity ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Theoretical Framework ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Functional Linguistics ◽  
Educational Requirement

The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

scholarly journals AL-KHUDHU' 'ALA MABDA`I AT-TA`ADDUBI FI ISTIRATIJIYYATI AT-TAWASHULI LADAI AL-MU'ALLIMAH ATSNA`A TA'LIMI AL-LUHGAH AL-'ARABIYYAH FI MA'HAD "AL-MUNAWWARAH" BI JOMBANG

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Lailatul Qomariyah ◽  
Akhmad Sauqi Ahya
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Speech Acts ◽  
Boarding School ◽  
Language Teachers ◽  
Declarative Sentence ◽  
Foreign Language Teachers ◽  
Interactive Model ◽  
Teaching Learning

This research examines the obediencepoliteness strategies in the teaching learning process.The study focuses on obediencepoliteness strategies in the teaching learning process of Arabic class at Islamic Boarding School in Al Munawaroh. This research is conducted by qualitative case approach. The data of this research is the speech acts of teacher. The data collected is taken from recording observation and interview and is analyzed by interactive model analysis.The findings consist of the obediencepoliteness strategies in the teaching learning process of Arabic class at Islamic Boarding School in Al Munawaroh with two strategies. A direct strategy is used to express functions of: commanding with fiil amar, advising with isim fiil amar "لابد"  dan "عليك", forbidding with لاالناهية+فعل مضارع. A indirect strategy is used to express functions of: commanding with declarative sentence, and forbidding with imperative sentence. With this study, it is expected that The foreign language teachers prefer to use direct strategies rather than indirectly to make meaningful learning.تناول هذا البحث موضوع الخضوع على مبدأ التأدب في استراتيجية التواصل لدى المعلمة أثناء تعليم اللغة العربية. ويستهدف هذا البحث الكشف عن استراتيجية التواصل لدى المعلمة الخضوع على مبدأ التأدب في معهد "المنورة. والمدخل في هذا البحث هو المدخل النوعي بدراسة الحالة المتعددة. والبيانات لهذا البحث هي الأفعال الكلامية لدى المعلمة. وجمعتها الباحثة من ملاحظة بالتوثيق والمقابلة. وحللتها بطريقة الطراز التفاعلي (Interactive Model). والنتائج لهذا البحث هي: 1)الخضوع على مبدأ التأدب في استراتيجية التواصل لدى المعلمة في التفاعل الصفي أثناء تعليم اللغة العربية هو استراتيجية مباشرة وغير مباشرة. واستخدام الاستراتيجية المباشرة بثلاث وظائف وهي: (أ) الأمر بصيغة فعل الأمر، (ب) النصيحة بصيغة اسم فعل الأمر "لابد" و "عليك"، (ج) النهي بصيغة لا الناهية+فعل مضارع؛ واستخدام استراتيجية غير مباشرة لها بوظيفتين (أ) الأمر بصيغة الخبر؛ (ب) النهي بصيغة فعل الأمر. ومن أهم توصيات الدراسة هي لابد للمعلم أن يستخدم استراتيجية مباشرة وغير مباشرة موافقة بسياق التعليمية. إن معلمي اللغة الأجنبية يفضلون أسلوب التوجيه المباشر من الأسلوب غير المباشر لجعل هذه العملية التعليمية التعليم ذي المعنى.

Development of communicative competence in language teaching of a future profession

2021 ◽  
pp. 173-179
Author(s):  
Elena M. Miloserdova ◽  
Nadezhda G. Serebrennikova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Mental Activity ◽  
Language Teachers ◽  
Professional Communication ◽  
Foreign Language Teachers ◽  
Key Concepts ◽  
Teaching Professional

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

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