The self-definition of German studies and foreign language teaching (FLT) in French-speaking Africa

2001 ◽  
Vol 131-132 ◽  
pp. 179-183
Author(s):  
Ralph Bisschops
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Self ◽  
German Studies ◽  
French Speaking ◽  
Definition Of

scholarly journals Digital educational media in foreign language teaching and learning

2021 ◽  
Vol 273 ◽  
pp. 12018
Author(s):  
Svetlana Kodrle ◽  
Anna Savchenko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Foreign Language Teaching ◽  
State University ◽  
Educational Media ◽  
Mobile Media ◽  
Modern Media ◽  
Definition Of

The article considers the ways of exploiting digital educational media in foreign language teaching at Kuban State University. The authors propose a comprehensive definition of digital educational media, which is an umbrella term for Internet-based media, computer-based media and mobile media used for educational purposes. The digital educational media exploited in foreign language teaching are classified into narrative, interactive, adaptive, communicative and productive according to the function they fulfil and the learning experience they support. The article outlines effective ways of incorporating podcasting, multimedia presentations, digital storytelling and other Internet-based media in foreign language teaching. The authors demonstrate that the ways modern media are applied in teaching English are determined by the teacher and depend on the learning objectives. The findings indicate that modern media can be effectively exploited for curricular purposes and assist in developing both foreign language skills and general learning skills. The research done shows that integration of media education and foreign language teaching proves to be the most promising innovative educational technology employed in modern universities today.

scholarly journals Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia

2018 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Azkia Muharom Albantani ◽  
Ahmad Madkur
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
The Self ◽  
Foreign Languages ◽  
Self Identity ◽  
Classroom Activities ◽  
Instructional Activities

Indonesia is well-known for its diversity of ethnicity, language, religion and tradition. This gives birth to the emergence of local wisdom in every region in this country. Local wisdom is certainly very meaningful because it is a part of characteristic of the nation. Unfortunately, many today’s young people are not familiar, even do not know, with their local wisdoms. This should be paid more attention since local wisdom is one of the self-identity of the nation. One of strategies to preserve and inherit local wisdom is by integrating it into all lessons, including foreign language, taught at school. Local wisdom needs to be in instructional activities of foreign language teaching, even though they need to learn foreign languages, they would not lose their real identity. The application of this concept is not only to equip the students with linguistic competence but also to provide them with cultural competence. This paper discusses the importance, the reason and the practical ways of integrating local wisdom in foreign language teaching for Indonesian students. It is concluded that the integration of local wisdom is very essential and it could be executed by including the local wisdom values into the materials, allocated time for discussion on local wisdom, classroom activities and the process of teaching linguistic skill.

Group blog as one of the modern Internet-technologies in foreign language teaching

2019 ◽  
pp. 61-69
Author(s):  
Ivan Dronov
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Internet Technology ◽  
Internet Technologies ◽  
Teacher Student ◽  
Definition Of ◽  
Constituent Elements

The using of modern Internet-technologies in a foreign language teaching is one of the most promising areas from the standpoint of optimizing the educational process. We propose the author’s definition of the term Internet-technology, which refers to the multi-species system of in-teraction between a teacher and a student with using modern technical tools of the Internet, aimed at the realization of the tasks set by communication. Also group blog is defined as the most promising subtype of Internet-technologies. It was given the author’s definition as a collective blog in which students from one group publish their work for further discussion with the aim of developing thought-thinking skills. The constituent elements of the communication act, including the participants, purpose, theme, language tools and circumstances, are implemented with group blog using. The advantage of didactic properties and methodological functions of the group blog in the formation and development of the communication skills “reading”, “writing”, “speaking”, “speech” and “listening” is noted. Studied in the scientific research center type of blog is presented as a unified platform for communication and space for teamwork of users group and moderator. Based on the constant set of statuses and roles in the teacher–student dyad, the thematic focus of blog is determined by the moderator – completing of assignments, participation in discussion of published material, reflection on other users’ messages. We also examine the group blog as one of the modern Internet-technologies in foreign language teaching.

scholarly journals Empirical Study of Self-attributions on College English Learning in China

2015 ◽  
Vol 3 (4) ◽  
pp. 48-57
Author(s):  
Zhuxiu Tan ◽  
Jiliang Chen
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
The Self ◽  
English Learning ◽  
College English ◽  
Chinese Learners ◽  
English Majors

In recent decades, attribution study, as one branch of motivation research, has found its way into the field of second and foreign language teaching and learning. In order to understand Chinese learners’ self-attributions in college English learning and then to provide reference for effective attribution retraining, the present study investigates empirically the self-attributions of Chinese non-English majors in college English learning. Based on the findings, the pedagogical implications are discussed consequently.

DEVELOPING STUDENTS PROFESSIONALLY SIGNIFICANT SKILLS IN EDUCATIONAL PROGRAMMES AT NON-LINGUISTIC FACULTIES

2019 ◽  
Vol 1 ◽  
pp. 160
Author(s):  
Rimma Druzhinina
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Methodological Development ◽  
Theoretical Justification ◽  
Educational Programmes ◽  
Definition Of

The article addresses some aspects of students’ extracurricular activities in foreign language teaching at non-linguistic faculties. The topicality of our study consists in insufficient number of scientific works on extracurricular activities and insufficient application of students’ extracurricular activities in foreign language teaching as a means of facilitating students' professionally significant communicative potential. The study focuses on the issues of students’ communicative training through extracurricular activities in foreign language teaching at faculties of management. Hence the goal of our study is to provide theoretical justification and methodological development of the concept of extracurricular activities in foreign language teaching as a means of facilitating communicative training. We have examined the essence and have presented a definition of extracurricular activities in foreign language teaching. We have elaborated a concept and examined components and characteristics of extracurricular activities in foreign language teaching. We have produced a model for extracurricular activities and identified its stages, algorithms and communicative training indicators. The conceptual framework of the study follows the model of professional competence approach. Research and experience data obtained in our experiential work make it possible to identify the significance of extracurricular activities in foreign languages for students’ professional development in educational programs at faculties of management. 

scholarly journals The Development of CELE-UNAM Mediateca (1996-2015)

2015 ◽  
pp. 219-230
Author(s):  
Marina del Carmen Chávez Sánchez ◽  
María de la Paz Adelia Peña Clavel
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
The Self ◽  
Learning Space ◽  
Future Directions ◽  
Access System ◽  
The Creation ◽  
The University

This paper describes the creation and evolution of the self-access centre (mediateca) at the Foreign Language Teaching Center at the National Autonomous University of Mexico, since its establishment in 1996, and its present profile as a learning space in the context of the university language center. It addresses the organization of the self-access system and describes the services it provides to foster learner autonomy, as well as the problems encountered in the process. It mentions some future directions.

Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?

1997 ◽  
Vol 57 ◽  
pp. 119-133
Author(s):  
Gerard M.M. Willems
Keyword(s):  
Foreign Language ◽  
Common Ground ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teacher Education ◽  
The Social ◽  
Cultural Component ◽  
Definition Of

By definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS. On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists. Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.

scholarly journals LITERARY ADAPTATIONS IN PORTUGUESE AS A FOREIGN LANGUAGE TEACHING

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 22
Author(s):  
Ana Maria Machado ◽  
Anabela Fernandes
Keyword(s):  
Foreign Language ◽  
Formal Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Literary Texts ◽  
Literary Adaptation ◽  
Teaching Context ◽  
Graded Readers ◽  
Definition Of ◽  
Selection Of

The “Literature in Portuguese Foreign Language Teaching” project aims to study literature’s role in the first stage of Portuguese as a Foreign Language teaching. Apart from the selection of literary texts for beginner and elementary levels (A1 and A2 respectively), the project also includes simplified versions of short stories that are relevant to this teaching context due to heritage and interculturality reasons. At A1 and A2 teaching levels, the process for simplifying a text should not be limited to literary adaptation, reason why our simplification took into account the criteria used by graded readers editors and in the few existing adaptations in Portugal. Due to the lack of simplified versions of literary texts in those levels of Portuguese teaching, it is important to share and discuss the experience gathered with the simplification of O Senhor Ventura, by Miguel Torga (1943/1985). This article reflects on the results of its’ use in different formal education contexts and on its’ implications for the definition of simplification criteria.

scholarly journals The Usage of the Intercultural Approach for the Expert Professional Competence Development

2013 ◽  
pp. 273-277
Author(s):  
O. V. Nemirovich
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Modern World ◽  
Definition Of

The article is devoted to competence and intercultural approaches in foreign language teaching. The author comes to conclusion , that they are caused by the same processes occurring in modern world. The author makes the definition of the terms «competent expert» and «competence».

Linguodidactic potential of the complex task “Dictogloss”

2019 ◽  
pp. 70-78
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Complex Task ◽  
Language Programs ◽  
Foreign Language Programs ◽  
Definition Of ◽  
New Forms Of Work

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

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