scholarly journals Reflection of foreign language students in higher education: metatextual level

2021 ◽  
Vol 273 ◽  
pp. 12153
Author(s):  
Irina Bobykina ◽  
Tatiana Mikheeva ◽  
Irina Prikhoda
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Reference Level ◽  
State University ◽  
Common Reference ◽  
Language Students ◽  
Linguistic Behavior ◽  
The Relationship ◽  
Foreign Language Students

The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

scholarly journals Professional Training of Foreign Language Teachers in the USA: Based on the Experience of Lewis University

2018 ◽  
Vol 8 (2) ◽  
pp. 76-82
Author(s):  
Maryna Ikonnikova
Keyword(s):  
Clinical Practice ◽  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
The Usa ◽  
Language Students ◽  
Foreign Language Students

Abstract The paper deals with professional training of future foreign language teachers in the USA based on the experience of Lewis University. As evidenced by research findings, the scope of foreign language education in the USA is rather broad, since they attempt to promote both traditional and critical languages in the context of developing translingual and transcultural competences. Based on the example of Lewis University, we have characterized professional training of future foreign language teachers, who major in the Spanish language. The obtained results prove that the programme content is extremely practice-oriented and designed to fulfill personal needs of every student; the programme curriculum is not overwhelmed with theoretical paradigms and foreign language students can participate in different activities and fully comprehend the realities of schools and the education process. It has been found that while mastering the programme, they are able to acquire the professional knowledge, skills and abilities they will definitely need in practice. The positive aspects of Lewis University’s foreign language education programme have been determined. They are the following: practice-oriented approach to professional training of future foreign language teachers; an optimal selection of professional education courses and electives, as well as effective clinical practice; the assessment and evaluation of foreign language students’ results during and after undergoing clinical practice from different perspectives, namely, organization, content, specifics; the implementation of the inclusive education component into the content of the programme curriculum; the fulfillment of different personal, learning and occupational needs of future foreign language students. It has been concluded that the outlined positive aspects of American experience in providing professional training of future foreign language teachers based on the experience of Lewis University can be implemented into the system of foreign language education in Ukraine in order to enhance quality and efficiency of these specialists’ training at Ukrainian higher education institutions.

scholarly journals Pengaruh Media Audio terhadap Kemampuan Menyimak Bahasa Jerman Mahasiswa Program Studi Pendidikan Bahasa Jerman Universitas Negeri Makassar

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Misnawaty Usman ◽  
Wahyu Kurniati Asri ◽  
Nurming Saleh ◽  
Ernawati Ernawati
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
T Test ◽  
German Language ◽  
State University ◽  
Education Department ◽  
Study Program ◽  
Department Faculty ◽  
Audio Media

This study aimed to obtain data about the influence on the ability listen to audio media students of German Language Study Program, Foreign Language Education Department  Faculty of Languages and Literature, Makassar State University. The type of this research is a quantitative research using quasi-experimental. The research design used in this study is a pretest-posttest control group design. The population in this study is a student of German language Study Program, Foreign Language Education Department  Faculty of Languages and Literature, Makassar State University 2016/2017, with the number of 46 people. The sample in this study is the total sample. Analysis of the data is an inferential statistical analysis using t-test. The calculation result is t test (8.61) > t table (2.015)  with   alpha level (0.05). That means, there is an effect using audio media on listening skills  of students.

scholarly journals On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students

2017 ◽  
Vol 10 (12) ◽  
pp. 130
Author(s):  
Tamador K. Abu-Snoubar
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
T Test ◽  
Positive Relation ◽  
Efl Students ◽  
On Line ◽  
Language Students ◽  
The Relationship ◽  
Listening And Speaking ◽  
Foreign Language Students

This paper aims at exploring the relation between the two skills of listening and speaking. In addition, it tries to investigate the presence of any gender differences in this relation. To achieve these ends, the listening and speaking exams marks of (122) EFL students registered in the English 102 on-line compulsory course were analyzed using SPSS. The findings proved the existence of a positive relation between the two skills (r=0.433). The Independent Sample T-Test also proved that there were significant statistical differences at (α ≤ 0.05) level due to gender differences in the correlation between the listening and speaking abilities among Al-Balqa Applied University EFL students in favor of the females.

Early foreign language education and metalinguistic development

2003 ◽  
Vol 3 ◽  
pp. 51-88 ◽  
Author(s):  
Krassimira Dimitrova Charkova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Bilingualism And Multilingualism ◽  
The Relationship ◽  
Metalinguistic Skills ◽  
Word Definition

Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigated. The study found that early foreign language education has a positive effect on the quality of children’s definitions in their L1. The bilingual and trilingual children performed significantly better than the monolingual children. The results specific to the bilingual and trilingual groups showed that second/third language proficiency was a significant and powerful predictor of the performance of the bilingual and trilingual subjects on the word-definition tasks in their second/third language. L1 word-definition ability was a weaker predictor of the subjects’ performance on the word-definition task in their second or third language. However, in the case of genetically closely related languages (Bulgarian and Russian) the transfer was easier as compared to genetically more distanced languages (Bulgarian and English).

scholarly journals Axiological Strategies of Foreign Language Professional Pedagogical Education

2019 ◽  
pp. 44-54
Author(s):  
A.K. Krupchenko
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Basic Research ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Theory And Practice ◽  
State University ◽  
Educational Organizations ◽  
Current Trends ◽  
The Future

The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedagogical education. The project aims to identify promising axiological strategies that characterize the teacher of the future, and includes a whole range of tasks that scientifically substantiate the concept of axiology of foreign language pedagogical education. The article considers current trends in the development of theory and practice of teaching foreign languages and focuses on a new branch of linguodidactics — professional linguodidactics, which is also involved in preparation of a foreign language teacher for professional purposes, in the development of their professional and methodological competencies in educational organizations of non-linguistic training areas.

scholarly journals Good and Poor Summary Writers' Strategies: The Case of Japanese High School EFL Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 1199
Author(s):  
Makiko Kato
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
General Belief ◽  
Efl Learners ◽  
Summary Writing ◽  
The Relationship

Despite general belief about the importance of summary writing in foreign language education, and in the field of teaching Language for Academic Purposes (LAP) (e.g., Swales, 1981; 2000), it is shown that the development of this skill is one of the most difficult skills for learners (e.g., Brown and Day, 1980; Hirvela & Du, 2013; Shi, 2012). This study is part of a larger project and its main purpose is to open the black box by exploring the relationship between performances of summary writing in English as a Foreign Language (EFL) and the strategies used for summary writing in EFL. A total of 74 Japanese high school EFL learners were asked to write a summary of one-third of approximately 230 word-long English passage and were subsequently asked to respond to the summary strategy inventory adapted partly from Li (2014). The data analysis showed that there was indeed a relationship between the quality of the students' summaries and the frequency of their implemented strategies. In this study, along with the results of in-depth analyses, various implications are offered to EFL education as well as future research studies.

On the Correlations between Teacher Autonomy and Learner Autonomy under the Network Environment

2011 ◽  
Vol 271-273 ◽  
pp. 1499-1504
Author(s):  
Shu Fang Wu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Network Environment ◽  
College English ◽  
Qualitative Approaches ◽  
Influential Variable ◽  
The Relationship

Following learner autonomy （LA）, teacher autonomy （TA） has recently acquired a prominence in discourse on foreign language education. This study, taking TA as one influential variable on LA, tries to explore the relationship between them by conducting the investigation of some Chinese college English teachers of non-English majors with quantitative and qualitative approaches. The results show that there exist some correlations between TA and LA. In the end, the author gives some suggestions on how to promote learners autonomy in their English learning by cultivating and promoting teachers’ own autonomy in English teaching under the network environment.

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