The foreign language laboratory and the future of language teaching

System ◽  
1976 ◽  
Vol 4 (2) ◽  
pp. 91-97
Author(s):  
Thomas Mendoza-Harrell
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Laboratory ◽  
The Future

SELECTION FEATURES OF THE SUBJECT SIDE OF THE CONTENT OF ENGLISH TEACHING TO STUDENTS OF “JURISPRUDENCE” PROGRAMME

2018 ◽  
pp. 30-38
Author(s):  
Vladimir Vladimirovich ZAVYALOV
Keyword(s):  
Foreign Language ◽  
Criminal Law ◽  
Language Teaching ◽  
Civil Law ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Professional Activity ◽  
English Teaching ◽  
The Future ◽  
The Subject

We examine the main trends in foreign language teaching for professional communication in high school students of the “Jurisprudence” programme, the impact of studying on the formation of general cultural and professional competences, as well as differentiation on various training profiles and their influence on the future professional activity. Allocation of training profiles for law students are conditioned both by the capabilities of a particular higher education institution and by the needs of the region for specialists with fundamental knowledge in certain areas of law. In most universities of the Russian Federation within the framework of the “Jurisprudence” programme, three training profiles are distinguished: state law, criminal law, and civil law. Within the framework of the model of integrated subject-language learning of a foreign language for professional communication, the subject content of training should be correlated with the future professional activity of students and the profile of training. The analysis of the main modern vocational education programs (OPOP) in the “Jurisprudence” programme of most universities in the country indicates that the subject content of foreign language teaching is invariant for all training profiles and does not reflect the specifics of the future professional activity of graduates. We describe the specifics of training for each profile in the framework of the “Jurisprudence” programme and highlight the subject content of English teaching to students of state law, civil law, and criminal law training profiles.

scholarly journals The Future of Foreign Language Instructional Technology: BYOD MALL

2016 ◽  
Vol 24 (1) ◽  
pp. 3 ◽  
Author(s):  
Jack Burston
Keyword(s):  
Instructional Technology ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Language Instruction ◽  
Bring Your Own Device ◽  
Foreign Language Instruction ◽  
Desktop Computer ◽  
The Future ◽  
Adolescents And Adults

<p>This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL), made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD) approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.</p>

scholarly journals On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Ning Yang
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
English Teaching ◽  
Question Types ◽  
Teaching Context ◽  
Questioning Strategies ◽  
The Future

Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.

scholarly journals Research on Ecological Development of Foreign Language Journals—Based on Foreign language Teaching and Research

2020 ◽  
Vol 3 (2) ◽  
pp. p59
Author(s):  
Zhao Shuo ◽  
Wang Siyu
Keyword(s):  
Foreign Language ◽  
Future Development ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching And Research ◽  
Ecological Development ◽  
The Future

A foreign language journal is an ecosystem because each foreign language journal has different columns. This paper takes Foreign Language Teaching and Research as an example to analyze the ecological development of foreign language journals and give some suggestions on the future development of foreign language journals.

Handling language

Gesture ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 30-62
Author(s):  
Marion Tellier ◽  
Gale Stam ◽  
Alain Ghio
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
Specific Context ◽  
Proficiency Level ◽  
The Future

Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.

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