scholarly journals RESEARCH AND TRAINING NEEDS IN LANGUAGE TEACHING WITH SPECIAL ATTENTION TO ENGLISH AS A FOREIGN LANGUAGE

1958 ◽  
Vol 8 (1-2) ◽  
pp. 1-6 ◽  
Author(s):  
Robert Lado
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Training Needs ◽  
And Training

Qualitative meta-analysis on the training needs reported by in-service CLIL teachers

2019 ◽  
Vol 32 (1) ◽  
pp. 277-303
Author(s):  
Laura Pons Seguí
Keyword(s):  
Foreign Language ◽  
Positive Impact ◽  
Meta Analysis ◽  
Training Needs ◽  
Experienced Teachers ◽  
Material Development ◽  
Training Programmes ◽  
Teachers Training ◽  
Previous Training ◽  
And Training

Abstract This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.

scholarly journals EUROPEAN FOREIGN LANGUAGE TEACHING POLICY WITH THE USE OF TECHNOLOGY

2020 ◽  
Vol 3 (1) ◽  
pp. 46-54
Author(s):  
Hassan Ahmed Sharif
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
European Policy ◽  
Classroom Context ◽  
Current Trends ◽  
Use Of Technology ◽  
Technology Classroom ◽  
Information And Communication ◽  
And Training

Abstract      For the past few decades the use of technology has become essential to every kind of activity in everyday life for everyone all over the world. Consequently, today the use of technology is an indispensable part of the educational practices both inside and outside of the classroom settings. Specifically, it is an effective asset in the foreign language teaching process providing learners with various opportunities to improve their language skills. This study focuses on strengthening the European policy of teaching a foreign language through the use of technology both inside and outside the classroom context for teachers in service, and training them to clarify and receive current trends and developments in the use of technology for their professional purposes. The method of the study was qualitative via the document analysis. The result of the study indicated that the European policy of teaching a foreign language promotes the use of technology to achieve the desired goals. Keywords: European foreign language teaching policy, promote, information and communication technology, classroom context

scholarly journals THE USE OF THE TEXT IN THE FOREIGN LANGUAGE DIDACTICS

2019 ◽  
Vol 31 (6) ◽  
pp. 1713-1716
Author(s):  
Aterda Lika ◽  
Lindita Kazazi
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Training Needs ◽  
Italian Language ◽  
Language Courses ◽  
Culture Of Origin

In the didactics of the foreign language, the notion of text is very important as it favors success in language teaching. All the linguistic-communicative contents are based on a wide array of texts that will have to respond to the needs of the students. Our work presents the importance of choosing the texts in the didactic of the Italian language, focusing on the concept of the text, the presentation of the various types of text also analyzing the various criterians of textuality. Analyzing the characteristics of the texts in the didactic field our contribution underlines the analysis of the learners' needs which leads us to consider the various texts to be used in a language course. Some important considerations in this context are the nature of the learner, his age, his culture of origin, the training needs and his linguistic and communicative competence. The focus is also on the analysis of the texts that we find in some Italian books that are used in our schools and in our language courses.

Survey of psychologists’ telebehavioral health practices: Technology use, ethical issues, and training needs.

2018 ◽  
Vol 49 (3) ◽  
pp. 205-219 ◽  
Author(s):  
Robert L. Glueckauf ◽  
Marlene M. Maheu ◽  
Kenneth P. Drude ◽  
Brittny A. Wells ◽  
Yuxia Wang ◽  
...  
Keyword(s):  
Technology Use ◽  
Ethical Issues ◽  
Training Needs ◽  
Health Practices ◽  
Telebehavioral Health ◽  
And Training

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Sign in / Sign up

Export Citation Format

Share Document