scholarly journals Foreign Language Classroom: Multilingual and Multimodal Space?

2018 ◽  
Vol 50 ◽  
pp. 01065
Author(s):  
Margarita Gudova ◽  
Maria Guzikova ◽  
Olga Kocheva ◽  
Alberto Cardenas Bucheli
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Educational Process ◽  
Educational Context ◽  
Multimodal Literacy ◽  
Modern Language ◽  
Modern Education ◽  
Language Classroom ◽  
Language Communication ◽  
New London

The article is focused on the elaboration of the theory of multiliteracy developed by the New London Group in the mid-1990s, with a special emphasis on multilingualism as a challenge for the teachers of English who need to acquire a new understanding of the rapidly changing learning environment shaped by the multitude of language repertoire performed in the classroom. The modern language communication necessitates a more dynamic way of interpreting and processing the information received through the construction of a personal search trajectory. Multimodal literacy as the goal of modern education requires developing of the ability to actualize meanings through the personal modality and narratives. The new educational context should be equally important and accepted by every participant engaged in the educational process, as well as, if necessary, be supplemented by new modalities. The English teachers’ experience of integrating multiliteracies into their practice is shown through the narrative enquiry approach.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

STATE AND PROSPECTS OF FOREIGN LANGUAGE EDUCATION IN KAZAKHSTAN: EXPERIENCE OF EMPIRICAL STUDY

2021 ◽  
Vol 66 (2) ◽  
pp. 74-83
Author(s):  
A. Ye. Bizhkenova ◽  
◽  
D.M. Kabenova ◽  
Z.S. Takuova ◽  
M. Adilkhanuly ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Scientific Work ◽  
Foreign Language Education ◽  
Educational Process ◽  
Preschool Age ◽  
English Classes ◽  
Language Communication ◽  
Eighth Grade Students ◽  
The Right

In the system of foreign language education in Kazakhstan,English is a priority at all levels of education. English is the language which is chosen by parents as a foreign for their children in preschool age. This article is devoted to the study of the status and current issues of teaching English in Kazakhstan. It is based on the results of a practical survey of eighth grade students of some secondary schools, as well as on observation of the educational process. During a visit to English classes and after conversations with school teachers, the problematic aspects of the learning process were identified. The article provides an overview of modern methods and principles of classes’ organization, contains recommendations for solving theidentified problems. The authors of the article also tried to find out the desire of students to learn not only English, but also other foreign languages, because according to the state regulatory documents, students at school have the right to choose a foreign language, which they want tolearn. The desire to communicate in a foreign language, readiness for foreign language communication, the role ofEnglish language in the student’s life, the main activities in foreign language lessons were some of the key issues, that were considered in this scientific work.

scholarly journals La progettazione inclusiva per gli studenti gifted nella classe di lingua

2021 ◽  
Author(s):  
Alberta Novello
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Gifted Students ◽  
Inclusive Learning ◽  
Language Classroom ◽  
Efficient Learning

Since learning a language for gifted students is noticeably different from their age peers, their learning programme needs to be suitably tailored to their needs. Only by proposing tasks responding to their learning peculiarities, teachers will be able to foster gifted students’ talent in learning a foreign language, and to create an inclusive and efficient learning environment. The essay aims to outline the main traits regarding learning a foreign language by gifted students, and to explain how to create an inclusive learning environment in their language classroom.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

scholarly journals TRANSLATED TERMINOLOGICAL E-DIKTIONARIES AS AN URGENT REQUIREMENT OF THE PRESENT IN THE PROCESS OF LANGUAGE STUDENTS OF HEI

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 233-236
Author(s):  
Olena Kolhan ◽  
Tetiana Kolgan ◽  
Ruslana Padalka
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
21St Century ◽  
Communicative Competence ◽  
Mining Industry ◽  
Educational Process ◽  
Professional Activity ◽  
Original Material ◽  
Language Communication ◽  
High Level

The article reveals the problems that appear in linguistics of the 21st century, in particular, in terminology in direction of forming foreign language competent specialists. The works focus on the issue of the modern state of Ukrainian terminology in the mining industry. In the study, it is analysed the original material, it is monitored the present thesauruses of the mining industry of different types as well as translated ones. The authors present in brief the short description of the basic achievement of Ukrainian terminography in the mining industry starting with the middle of the 19th century till the present.The scientists have clearly stated the dependence of the development of terminography in the field of Ukrainian mining on the lingual and extra-lingual factors. Particular attention is paid to the problem of the absence of mining dictionaries (both monolingual and multilingual) in modern linguistics, which undoubtedly negatively affects the process of formation of foreign language communicative competence of the specialists of the future mining industry. The relevance of the article isdue to the urgent need to provide students of institutions of higher education with new innovative technologies for the formation of foreign language communicative competence and the search for modern approaches during the educational process in the educational institutions of both mining and humanities profiles. After all, the 21st century requires specialists in any field of human activities (as well as the mining one) to expand opportunities for intercultural communication, to deepen their knowledge of achievements in a particular field (including the mining one) by means of language communication, etc. All this becomes possible only under the condition of the formation of the number of competences, in particular, communicative. Creating and developing the e-dictionarywill enable free communication between representatives of different countries for the purpose of taking on the experience gained during the professional activity, as well as in the field of the mining industry, and will be worth representing the achievements of the domestic industry at the world stage. The high level of foreign language proficiency of graduates of Ukrainian universities will contribute to affirming the positive educational and scientific image of our country.

scholarly journals LANGUAGE ANIMATION AS A MEANS TO FORM FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AMONG MASTER’S STUDENTS

2021 ◽  
Vol 56 (2) ◽  
pp. 72-81
Author(s):  
I.A. Mayer ◽  
◽  
I.P. Selezneva ◽  
Keyword(s):  
Foreign Language ◽  
Group Dynamics ◽  
Communicative Competence ◽  
Language Barrier ◽  
Educational Process ◽  
Master's Level ◽  
Master's Students ◽  
Research Results ◽  
Professional Activities ◽  
Language Communication

Statement of the problem. The article deals with the process of forming a foreign language communicative competence among master’s students through the use of the method of language animation in the educational process, designed to ensure compliance with the requirements of modern higher education for practice-oriented preparation for future professional activities within the educational organization. The need for communicative-game animation programs that prepare students for professional activities, according to the research, is only partially provided by their implementation in practice. The purpose of the article is to present the authors’ recommendations on the use of the method of language animation in the process of forming a foreign language communicative competence at the master’s level. The methodology consists in the analysis of the research results of the use of the method of language animation in process of formation of foreign language communicative competence. Research results. The authors’ recommendations on the use of the method of language animation have been developed, including a block of tasks for the development of group dynamics, aimed at overcoming the language barrier, tested in practice. Conclusion. The results of the approbation of the recommendations indicate that the use of the method of language animation allows us to solve the main problem associated with the implementation of the process of formation and development of foreign language communicative competence: removing the language barrier during the interaction of participants in foreign language communication.

Teaching Slovak as a foreign language through the prism of project teaching

2021 ◽  
Vol 3/2021 (2) ◽  
pp. 1-10
Author(s):  
Andrea Babiarová
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Communication Competence ◽  
Educational Process ◽  
School Activities ◽  
New Knowledge ◽  
Language Communication ◽  
The Individual ◽  
The Given ◽  
Communication Culture

The paper reflects on the issue of the educational process, in which it is necessary to apply such teaching methods that will arouse students' interest in learning and acquiring new knowledge. The principles of communication in teaching Slovak as a foreign language should also be placed in the given context aiming to develop students' communication competence. The paper also seeks to justify that, while teaching Slovak as a foreign language, the balance of the individual components (language – communication – culture) needs to be ensured, while the latter is not always given due attention. This unfavourable phenomenon can be eliminated by (out-of)school activities through project teaching, which encourages students to actively participate in the teaching process and enriches their knowledge of culture.

scholarly journals The Narrative-Communicative Technology of Foreign Language Teaching: Definition and Peculiarities

2020 ◽  
pp. 223-232
Author(s):  
Olga A. Obdalova ◽  
◽  
Zoya N. Levashkina ◽  
Keyword(s):  
Educational Technology ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Process ◽  
Original Form ◽  
Oral Speech ◽  
Language Communication ◽  
Language Context ◽  
Favorable Conditions ◽  
The University

This article reveals the current situation in education, which is characterized by individualization and intensification of educational process. It becomes important for students not just to acquire communicative speaking skills in a foreign language, but to develop their ability to interact with representatives of the international community using a foreign language as a means of communication. The need of adjusting the organization of teaching oral foreign language communication at university and developing new effective educational technologies is emphasized. A comparative analysis of the methods of teaching oral speech (Storytelling and Storyline) is carried out. The analysis is based on the key elements of the educational process the authors identify within these methods: idea, character, demonstration result of students’ activities, and structure. The main differences of these methods are revealed. They are the creation of a character in the form of a paper model, making a collage as an illustration of a story, and drama (incidents and celebration). Special attention is paid to the description of the Storyline method, which is basic in the development of a narrativecommunicative technology. It is impossible to use this method in its original form in the educational process of the university. The main part of the article is devoted to the description of the authorial narrative-communicative educational technology and its didactic potential in teaching a foreign language as a means of intercultural communication. Features of the technology are described, including integrativeness, discursiveness, contextuality, intercultural orientation, elements of communicative situation, sociocultural conditioning, interactivity, and activity. The characteristics of the technology are also considered. The methodology of teaching based on the narrative-communicative technology includes a set of steps that is consistent with the step-by-step realization of students’ cognitive and narrative-communicative activities, which stimulates gradual “immersion” in the foreign-language context by creating and reproducing the narrative. The educational technology the authors developed appears to be an innovative tool of the teacher’s transformative activity that creates favorable conditions for students’ involvement in dynamic communicative activity, a comfortable educational atmosphere, and an increase in students’ motivation. This technology is a way to reconstruct reality, in which students develop their communication and cognitive skills.

scholarly journals FЕАTURES OF TRAINING FOREIGN STUDENTS IN BUSINESS COMMUNICATION IN THE ASPECT OF RUSSIAN AS A FOREIGN LANGUAGE

2016 ◽  
pp. 171-175 ◽  
Author(s):  
S. Ya. Evtushenko
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Business Communication ◽  
Educational Process ◽  
Teaching Business ◽  
Business Competencies ◽  
Language Communication ◽  
Professional Business ◽  
Language Environment

The paper discusses the problem of teaching business communication to foreign students majoring in Linguistics. To date, it can be argued that it is very important, because it enhances the role of foreign language communication in the professional employment of modern professionals. The purpose of the paper is to develop guidelines for improving the educational process for teaching business communication to foreigners. The author focuses on the modern educational technologies used in their practice. The author allocates and describes the methods and forms of working to facilitate efficient formation of professional business competencies in foreign (Chinese) students at the advanced stage of training in the language environment. The research resulted in a number of significant proposals for optimatizing the educational process for foreign students.

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