scholarly journals Creative thinking as methodical category of foreign language learning

2021 ◽  
Vol 127 ◽  
pp. 01019
Author(s):  
Aleksandr Victorovich Litvinov ◽  
Stanislav Leonidovich Bukovsky
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Basic Principles ◽  
New Approach ◽  
Language Communication ◽  
Estimation System ◽  
Theoretical Category ◽  
The Given

This article is devoted to the development and improvement of the creative thinking approach of foreign language learning, namely speaking process. In that sense, the authors of the given article consider creative thinking as method and technique of foreign language learning and means of communicative competence development. The authors also describe the estimation system of the given method and its content in a form of methodical algorithm and theoretical principles of foreign language learning using creative thinking as an approach. The aim of the given article to develop a new approach for better development of foreign language communication, especially in skills of speaking, to be based on unique thinking as a technique in learning. The authors of the given article also developed and presented notion called “creativization” as methodical and theoretical category in foreign language learning process comprising some theoretical aspects of the given foreign language learning approach including its own specifics and conceptual points described in the given article. Creativization is also described by the authors of the given article as a technique in foreign language learning especially concerning speaking. The notion “creativization” presents concept ideas and basic principles of creative thinking approach in foreign language learning in a form of several methodical principles and theoretical aspects.

scholarly journals Creative thinking method of foreign language learning at a non-linguistic university

2021 ◽  
Vol 127 ◽  
pp. 01020
Author(s):  
Stanislav Leonidovich Bukovsky
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detailed Analysis ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Learning Techniques ◽  
Methodical Basis ◽  
The Given

This article is devoted to the analysis and development of a creative method and creative techniques for teaching a foreign language at a non-linguistic university. The study aims to develop a methodological basis for the technological way of teaching foreign languages at a non-linguistic university. The author presents definitions of the notions and concepts of creative teaching, functions, and techniques of teaching foreign languages at a non-linguistic university. The article presents the theory and practice of a creative method of foreign language learning, including a detailed analysis of the principles and concept basis and techniques of the given method. The results of the experimental scientific research are presented and can be used in speaking lessons at non-linguistic universities. The paper provides a detailed analysis of the theory of the given method in the form of didactical and methodical principles of foreign language learning, its structure, aims, and content, and also an algorithm of learning techniques. Therefore, there is a description of creative thinking as a didactical and methodical basis of foreign language learning and particularly speaking learning. The article also presents the diversity of appropriate exercises, comprising both creative thinking drills and communicative tasks, making it possible to develop communicative skills at a non-linguistic university.

scholarly journals Correlation of Creativity and Academic Performance in English in STEM and Humanities Students

2020 ◽  
Vol 24 (3) ◽  
pp. 465-482
Author(s):  
Irina E. Beliakova ◽  
Marina A. Kecherukova ◽  
Julia S. Murzina
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
School Students ◽  
Global Trends ◽  
English As Foreign Language ◽  
Microsoft Office

Introduction. Developing students’ creative thinking is one of the current global trends in higher education. Despite the existence of a number of studies focusing on creativity enhancement, including its development by means of foreign language learning, the problem of the correlation of students’ creativity levels, academic profile (track) (STEM and humanities) and academic progress in mastering a foreign language remains open. The purpose of this study was to identify possible correlations: between the creativity of university students and their academic performance in a foreign language and between their creativity and specialization areas. Materials and Methods. The sample consisted of 300 students (150 majoring in humanities and 150 in engineering) from two Tyumen universities. The study used an abridged version of the Torrance test of creative thinking, the second subtest “Incomplete Figures Task”. The collected data were processed using mathematical statistics methods in Microsoft Office Excel and Statistica 10.0. Results. According to the results of the study, a low level of students’ creativity was discovered in terms of originality and flexibility of thinking. These indicators were lower than those of the high school students in 1994. At the same time, two other indicators, fluency and elaboration, were higher than statistical norms. A positive correlation was found between academic performance in English as Foreign Language and elaboration. No relationship between academic performance in EFL and other indicators has been registered. There were no statistically significant differences in the level of creativity between students majoring in engineering and humanities. Discussion and Conclusion. The results of the study point to the need to find new ways to foster students’ creativity in the classroom, including creation of a creativity stimulating environment, pedagogical monitoring of students’ creativity, and measures to encourage creative teaching.

ALTERNATIVE FORMS OF TEACHING CHINESE TO YOUNG SCHOOLCHILDREN

2019 ◽  
Author(s):  
Anastasia Sushchik ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Approaches To Teaching ◽  
The Given ◽  
Teaching Chinese

The article is devoted to the alternative forms of teaching Chinese to young schoolchildren. The work deals with extraordinary approaches to teaching subjects, the principles of interaction between the teacher and the pupil during the lesson. The purpose of the article is to describe several forms of training that can be used in foreign language learning. Much attention is given to the cultural intercourse during the lessons in the Chinese language and extracurricular courses. In conclusion, it is stressed that the attitude to teaching Chinese to young schoolchildren should be based on alternative forms. The work is of interest for narrow circle of readers and experts working in the given branch.

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 91
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

In terference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.Keywords;Interference;  Second or Foreign Language Learning; Indonesian Learner

scholarly journals Glottodidaktische Steuerung und Regelung auf interindividueller Ebene

2021 ◽  
Vol 47 (2) ◽  
pp. 195-203
Author(s):  
Marian Szczodrowski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information Transfer ◽  
Control Process ◽  
Foreign Language Learning ◽  
Basic Information ◽  
Individual Level ◽  
Language Communication ◽  
System Functioning ◽  
The Subject

The subject of this discussion consists of selected concepts regarding the codematic foundations of foreign-language learning and cybernetic systems of foreign-language communication. The author focuses on processes of controlling, regulating, and directing foreign-language structures at the inter-individual level from the teacher to the learner. The control process, coupled with the process of basic information transfer, supports and strengthens it, both with linguistic (suprasegmental) means and extra-linguistic (visual) means. The basis of the regulation process are the effects of the coded structures of the learner, effects delivered to the teacher by the control system functioning through feedback. Glottodidactic direction includes the above two processes in order to transfer inaccurate structures, once corrected by the teacher, with the aim of re-decoding them and correctly assimilating them.

scholarly journals Interference: Its Role in the Target Language Mastery to Indonesian Learners

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Win Listyaningrum Arifin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Contact ◽  
Native Language ◽  
Foreign Language Learning ◽  
Target Language ◽  
Learning Interference ◽  
Language Communication ◽  
Negative Effect ◽  
Narrow Space

Interference form one language to target language is something that cannot be denied. This paper discusses about the notion of interference, interference and second or foreign language learning, interference and communication, interference and Indonesian learners and its process. In the interference, there are negative transfer that which leads to an error or inappropriate form in the target language and positive transfer that makes the learning easier. Furthermore, during the language communication, native language can influence target language and the like. Thus, interference in communication can be: (1) influence of language contact experienced by bilingual or multilingual person; (2) language infiltration that influence the system to both target and native language, causing negative effect; (3) personal utterances in a narrow space as a parole effect (speech). In addition, interference to Indonesian learners can be in the area of phonology, morphology, sentence, and semantics.

scholarly journals The problems of the development of foreign language communication skills of non-linguistic specialities' students

2020 ◽  
Vol 100 (4) ◽  
pp. 145-154
Author(s):  
D Jantassova ◽  
◽  
Dorin Isoc ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Extracurricular Activities ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Team Work ◽  
Foreign Languages ◽  
Professional Activities ◽  
Language Communication

The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.

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.

scholarly journals Communicative culture of foreign language communication and its correlation with developing the secondary language personality of foreign language l

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Oleg B. Tarnopolsky ◽  
◽  
Svitlana D. Storozhuk ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mass Culture ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Target Language ◽  
Behavioral Patterns ◽  
Communicative Behavior ◽  
Language L ◽  
Language Communication

The article is devoted to discussing the notions of the communicative culture and the secondary language personality and their correlation in foreign language teaching and learning. The communicative culture means abiding by some definite norms of behavior in communication. The notion of communicative culture is the total synonym of the term communicative etiquette that consists of standards, or patterns of communicative behavior which are interiorized by communicators and serve to ensure the correspondence of their behavior in every situation of communication to the socially and culturally accepted norms. As it is stated in the article, the communicative culture is the key component of the language personality. When the latter is developed by language learners it ensures their ability to use on the level of skills, when communicating in the target language, the linguistic, communicative, and sociocultural norms of communication that are proper not to their own but to the target (foreign language based) linguistic and sociocultural community. The communicative culture of the target linguistic and sociocultural community is the highest in hierarchy governing component of the secondary language personality as an integral formation, that component to which the two other components of the secondary language personality, the communicative and the linguistic ones, are subordinated. The elements of the communicative culture as the leading component of the secondary language personality include verbal, non-verbal, and blended foreign language communicative behavioral patterns, lifestyle communicative behavioral patterns, and some phenomena of foreign mass culture connected with the latter patterns and influencing/reflected in the foreign language communication and communicative behavior. All the components of the secondary language personality should be developed in an integrated manner in the teaching/learning process; they should be formed in harmonic interconnections and interdependencies by way of using experiential foreign language learning.

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