scholarly journals Integrating preparation for international exams into foreign language education curriculum at university

2021 ◽  
Vol 121 ◽  
pp. 03011
Author(s):  
Dina Vladimirovna Fedorova ◽  
Svetlana Alexandrovna Pashneva ◽  
Victoria Viktorovna Klimentyeva ◽  
Dmitry Dmitrievich Klimentyev ◽  
Anna Valerievna Umerenkova
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Language Education ◽  
Practical Experience ◽  
Foreign Language Education ◽  
Language Instruction ◽  
International Standards ◽  
Theoretical Research ◽  
Foreign Language Instruction ◽  
Higher Education System

In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.

scholarly journals Classroom Management in Foreign Language Education: An Exploratory Review

2018 ◽  
Vol 20 (1) ◽  
pp. 153-166
Author(s):  
Diego Fernando Macías
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Negative Impact ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Language Classes

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods. 

National Standards: Research into practice

2012 ◽  
Vol 45 (4) ◽  
pp. 515-526 ◽  
Author(s):  
Eileen W. Glisan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Course Design ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Foreign Language Education ◽  
Language Instruction ◽  
National Standards ◽  
The Impact

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

scholarly journals University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 661-695
Author(s):  
Jesús Izquierdo ◽  
María del Carmen Sandoval Caraveo ◽  
Verónika De la Cruz Villegas ◽  
Rubén Zapata Díaz
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Institutional Conditions ◽  
Data Analyses ◽  
Use Of Technology ◽  
Mexican State ◽  
University Instructors

This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

scholarly journals Veränderungen im Bereich des Lehrens und Lernens von Sprachen und deren Konsequenzen für die Aus- und Fortbildung von Fremdsprachenlehrerinnen

Neofilolog ◽  
2019 ◽  
pp. 11-27
Author(s):  
Hans-Jürgen Krumm
Keyword(s):  
Foreign Language ◽  
Cultural Diversity ◽  
Family Relationships ◽  
Language Education ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Teaching Competence ◽  
The World ◽  
Almost All

The world is changing. Is the teaching of foreign languages also bound to change? The answer to the question is not about confirming that almost all learners have their smartphones now. After all, language teaching is not aimed at following all new fashion trends. The decisive factor is the fact that today's learners are different from those 10 or 15 years back. They are characterised by growing linguistic (and usually also cultural) diversity, their network of contacts with the world, family relationships and personal experiences are more diversified and colourful. Also, requirements towards them change: they need to be able to adapt to the rapidly developing world, the world of globalisation and of nationalistic tendencies. How can foreign language education contribute to their finding their place in a society of open borders, linguistic and cultural diversity, and new possibilities offered to each of them? In response to the question, the author encourages everyone to ponder on the following topics:How do learners contribute to the learning process and foreign language instruction: diversity as capitalPlurilingualism is the main principle of language education and school developmentAction-based vs. task-based: how autonomous can learners be?Learning on the Web: foreign languages are learnt not only during lessonsProfessional development and reflection as the essence of teaching competence in a contemporary school

Invited colloquium: Foreign languages in an age of globalization

2013 ◽  
Vol 46 (3) ◽  
pp. 425-427 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Native Speaker ◽  
Historical Context ◽  
Language Education ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Common Prior

With the advent of globalization and the increasingly multilingual and multicultural nature of nations, institutions and classrooms, the fundamental nature of foreign language instruction is changing. Such traditional notions as: ‘native speaker’, ‘target culture’, ‘standard L2’ are becoming problematic with the influx of immigrants to industrialized nation-states, the diversification of accents, and the stratification of language varieties. Foreign language classrooms, too, are becoming less and less homogenous: lacking common points of reference in a common L1, students have to learn the L2 without any common prior cultural or historical context. Caught between the need to impart a skill that will be ‘usable’ in a variety of global settings and the desire to develop an L2 academic literacy that is specific to a given national culture, foreign language study is challenged to reconcile the local and the global, its national premise and its transnational entailments. This colloquium explored the changing nature of the challenges facing the teaching and learning of foreign languages in an age of global information technologies, global job market, and global migrations. In particular it focused on the notion of the ‘foreign’ in foreign language education and how globalization has affected this foreignness.

scholarly journals Methodic assistance as a technological level of methodic guidance for professionally oriented foreign language education

2020 ◽  
Vol 87 ◽  
pp. 00051
Author(s):  
A.A. Kirillovykh ◽  
S.S. Kuklina ◽  
A.I. Shevchenko
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Research Methods ◽  
Empirical Research ◽  
Professional Growth ◽  
Language Education ◽  
Foreign Language Education ◽  
Technological Level ◽  
Empirical Research Methods ◽  
Levels Of Functioning

The article deals with the problem of the methodic guidance for instructors who carry out professionally oriented foreign language education in non-linguistic universities. Based on the content-analysis of the concepts of “methodic guidance”, “methodic assistance”, “methodic support”, the levels of functioning of methodic assistance are determined. Using the empirical research methods and the methods of mathematical statistics, the significance and the necessity of the methodic assistance as a technological component of the methodic guidance is confirmed. The main aim of the methodic assistance is to minimize the difficulties in the work of the instructor and thereby to create the conditions for his personal and professional growth. The article also provides an example of the methodic assistance to an instructor for specific didactic and methodic maintenance of foreign language education in German for technical areas of training.

scholarly journals On the Relationship Between Teacher Autonomy and Learner Autonomy

2020 ◽  
Vol 13 (6) ◽  
pp. 153
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Focal Point ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Theoretical Research ◽  
The Relationship

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

Sign in / Sign up

Export Citation Format

Share Document