scholarly journals Developing students’ cognitive and communicative skills when learning foreign languages

2019 ◽  
Vol 69 ◽  
pp. 00037
Author(s):  
Helena Tsoupikova ◽  
Margarita Tsyguleva ◽  
Maria Fedorova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Different Types ◽  
Research Findings ◽  
Independent Work ◽  
Development Of Students

The article is devoted to the problem of forming and improving students’ cognitive skills in connection with development of communicative skills. The aim of the article is to study the effects of designing supporting schemes of different types on development of students’ cognitive and communicative skills in the process of learning a foreign language. The authors summarized research findings on regularities of foreign language learning by university students and revealed conditions of enhancing the effectiveness of this process. The authors have justified the necessity and appropriateness of supporting schemes application when teaching foreign languages that are analogues of inner speech universal subject codes. The authors came to the conclusion that one of the most efficient ways to form and develop students’ cognitive and communicative skills is to involve them in self-education, provide them with an appropriate algorithm of conscious and independent work with information, with each stage being constantly self-controlled.

INDEPENDENT WORK OF UNIVERSITY STUDENTS STUDYING FOREIGN LANGUAGES IN DISTANT LEARNING ENVIRONMENT

2020 ◽  
Author(s):  
I. N. Kokorina ◽  
D. V. Shalimova
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Distant Learning ◽  
Independent Work

The article analyses peculiarities of students' independent work while studying foreign languages in longtime EI environment. Methods and methodology guidelines for organizing university students' independent work are considered; some instructional devices for distant foreign language learning are clarified.

scholarly journals PЕАЛІЗАЦІЯ ІНДИВІДУАЛЬНОГО ПІДХОДУ В ПРОЦЕСІ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ НЕМОВНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

2021 ◽  
Vol 1 (2) ◽  
pp. 297-304
Author(s):  
L. TERNAVSKA ◽  
◽  
R. KELEMBET ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Practical Knowledge ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Independent Work ◽  
Practice Of Teaching

The article is deals with the search for effective ways to organize independent work of students of non-language educational institutions. The author notes that the modernization of national education requires consideration of integration processes in European and world education. In this regard, it is necessary to ensure a modern attitude to educational standards, change the content of education, make adjustments to the direction of the educational process, approve a personality-oriented pedagogical system, introduce innovative teaching methods. The main purpose of teaching foreign languages in higher non-language institutions is to prepare specialists for practical knowledge of a foreign professionally oriented language. Mastering a foreign language is considered as the acquisition by students of communicative competence for practical use of a foreign language, namely: work with relevant foreign literature on the specialty, participate in conversation and international conferences, write articles in a foreign language, correspond with foreign partners. The main goals of students' individualization of foreign language learning include the following: filling gaps in the level of foreign language proficiency and timely elimination of the gap; development of intellectual outlook, mental qualities of the personality of students who play a leading role in mastering foreign language speech; formation of an individual style of mastering a foreign language; creating a positive emotional background of the educational process. In the context of an individually oriented approach to teaching foreign languages in the theory and practice of teaching, the concepts of autonomous learning stand out. Studies of the theory and practice of teaching a foreign language to students show that the introduction into the educational process of three main types of different types of independent work (copying, reproducing and creative) is quite appropriate. Key words: foreign language, independent work, individual approach, globalization.

scholarly journals On Some Difficulties in Students’ Independent Work in Learning Foreign Languages

2019 ◽  
Vol 8 (7) ◽  
pp. 106
Author(s):  
Asiya Mirgasimovna Ilyasova ◽  
Alsu Saetzianovna Khakimzianova ◽  
Bulat Ildarovich Fakhrutdinov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Questionnaire Survey ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
New Information ◽  
Independent Work ◽  
Positive Effect

The study conducted a questionnaire survey of university students, the purpose of which was to determine how students do their independent work while learning a foreign language and to reveal the difficulties in this process .The whole learning process of a structured in such a way as to arouse students' interest in those materials on the language that carry important and new information, in order to constantly maintain the desire to learn the language at home, so that students can see this need. Only in this case the study can have a positive effect on the development of such student qualities, purposefulness, organization, and perseverance.  A brief analysis of students' answers about difficulties in independent work while learning foreign languages, the investigation emphasize that for the organization of the foreign language learning process, it is important to investigate not only the issues of the teacher’s work, questions of teaching methods, but also questions of organizing student’s work, namely, questions of studying and mastering skills in foreign languages.

scholarly journals To the problem of formation of foreign language communicative competence

2020 ◽  
Vol 1 (189) ◽  
pp. 169-173
Author(s):  
Svitlana Shcherbyna ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Competence ◽  
Communicative Skills ◽  
Language Communication ◽  
The Difference ◽  
Amount Of Knowledge

Communicative skills are the leading tendency in the modern methods of teaching foreign languages. The article deals with the aim of such a system of teaching – the establishment of foreign language competence which contributes to the students’ communicative skills. One of the most important component of communicative competence is language competence, that provides on the basis of a decent amount of knowledge as the construction of grammatically correct forms and syntactic constructions, as an understanding the semantic segments of language, organized in accordance with the norms of a foreign language. Undoubtedly, verbal communication is possible only in the presence of language competence. However, removing only the language barrier does not automatically lead to a full-fledged foreign language communication. Rapid growth of international relations puts an increasing number of communicators in need of overcoming not only linguistic, but also cultural and mental barriers. Vocabulary teaching as an integral part of communicative and systemic aspects of foreign language learning is featured. Communication – based techniques of mastering lexical material are proposed. Mastering the purpose of the word, the conceptual functioning of lexical material is aimed at achieving adequate implementation of communicative intent. Useful for the formation and improvement of communication skills is the method of enriching the vocabulary of students by providing synonymous series with an explanation of the difference of meaning. Thus, learning a foreign language is communicatively oriented, so the leading component of the four-single complex of goals is the mastery of language skills for foreign language communication, taking into account its intention, addressee and conditions. Further development of tools and techniques for the formation of components of communicative competence will continue to be relevant in teaching foreign languages to students of non-language higher education institutions, that opens up opportunities for scientific and creative research.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals CHANGING OF CULTURAL IDEA OF TEACHING FOREIGN LANGUAGES IN THE 30S OF XX CENTURY

2021 ◽  
pp. 73-78
Author(s):  
Валерия Алексеевна Петрова
Keyword(s):  
Soviet Union ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Central Committee ◽  
Foreign Languages ◽  
Practical Significance ◽  
Priority Method ◽  
The Masses ◽  
City Schools

Рассматривается процесс изменения вектора государственной политики в сфере изучения иностранного языка в 30-е годы ХХ века. Показано, что после революции 1917 г. изучение иностранного языка было прекращено, потому что расценивалось как пережиток прошлого, антагонистического общества с ярко выраженным и непримиримым классовым неравенством. Однако в 1923 г. Н. К. Крупская в статье «О преподавании иностранных языков» доказательно опровергла необходимость изучения эсперанто и четко обосновала свою позицию по поводу изучения иностранных языков, описала практическую значимость, обозначила основную цель и показала приоритетный метод их преподавания, заложив тем самым основы изучения иностранных языков в нашей стране на многие десятилетия. Рассматривается ряд постановлений Центрального комитета Коммунистической партии Советского Союза от 1929 и 1932 гг., направленных на усиление изучения иностранного языка в городских школах второй ступени, техникумах и вузах, фабрично-заводских семилетках. Приводятся размышления общественных и политических деятелей, педагогов, публицистов, филологов о культурологическом потенциале иностранных языков. Показана цель их изучения в 30-е годы ХХ века. The article deals with the process of changing the vector of state policy in the field of foreign language learning in the 30s of the XX century After the October Revolution, they stopped the study of a foreign language because they regarded it as a relic of the past, an antagonistic society with a pronounced and irreconcilable class inequality. However, in 1923, Nadezhda Konstantinovna Krupskaya denied the need to study Esperanto on a national scale in her article “Teaching Foreign Languages” and described the practical significance, main goal and priority method of teaching a foreign language and more than that her own position about the role of foreign languages, thereby laying the foundation for its study for many decades. The 1927 became a further important step in the history of teaching a foreign language in the country of the Soviets. The People’s Commissariat for Education of the RSFSR adopted a special decree on the study of a foreign language in all city schools of the second level, starting a large campaign “Foreign languages to the masses”. It considers a number of resolutions of the Central Committee of the Communist Party of the Soviet Union from 1929 and 1932, aimed at strengthening the study of a foreign language in all city schools, technical schools and universities, and Factory Seven-Years. The article gives the reflections of public and political figures, teachers, publicists, philologists on the cultural potential of foreign languages. It shows the purpose of foreign language study in the 30s of the XX century.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

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