Dialogue as an Efficient Tool to Learn Russian as a Foreign Language

2019 ◽  
Vol 8 (2) ◽  
pp. 63-67
Author(s):  
Алевтина Дейкина ◽  
Alevtina Deykina ◽  
Е. Толмачева ◽  
E. Tolmacheva
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Efficient Tool ◽  
Educational Dialogue ◽  
Teaching Learning ◽  
Education Process

The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.

scholarly journals Conceptions of Critical Thinking from University EFL Teachers

2017 ◽  
Vol 10 (7) ◽  
pp. 78 ◽  
Author(s):  
Matias A. Marin ◽  
Luisa De la Pava
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Foreign Language ◽  
Cognitive Skills ◽  
Communicative Competence ◽  
Reflective Learning ◽  
Educational Process ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Source Of Information

Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

scholarly journals As pesquisas em crenças no ensino aprendizagem de japonês como LE no Brasil

2016 ◽  
pp. 147-161
Author(s):  
Yûki Mukai
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
State Of The Art ◽  
Meta Analysis ◽  
Present Moment ◽  
Case Study Approach ◽  
Study Approach ◽  
Interpretive Case Study ◽  
Teaching Learning

The aim of this study is to investigate and discuss the state of the art of the research about beliefs on the teaching-learning of Japanese as a foreign language (JFL) in Brazil, especially focusing on its methodological matters. For this purpose, the researches published and/or realized in that field up to the present moment (November 2015) were collected and afterwards a qualitative meta-analysis was made by establishing six categories of analysis: (1) sort of publication, (2) authors/year of publication/institution, (3) focus of the research, (4) participants of the research, (5) method/nature of the research and (6) data collection instruments. The results have shown that most of the mentioned studies deals with students’ beliefs, and uses the qualitative method with an interpretive case study approach. Taking this state of the art into consideration, it can be concluded that research on beliefs of teachers and third agents, an action research or intervention case study approach, as well as research with a quantitative approach will be equally important.

scholarly journals Pluralism Based Religious Education for Deradicalization of Religion

Al-Ulum ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 289
Author(s):  
Abdul Rohman
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Religious Pluralism ◽  
West Java ◽  
Religious Plurality ◽  
Teaching Learning ◽  
Education Process

Radicalism has recently become a phenomenon. Violences in some areas of Indonesia is a proof. These violences are caused by the conflict that is be partly due to a plurality. These problems have to be overcome in order to shape the unity of the nation. This study will discuss the role of schools in developing the diversity of students in response to the religious plurality in society, which will be focused on how the curriculum is constructed, teaching-learning is done, as well as how the teacher and student�s understanding on religious pluralism is, as a result of the education process. With a qualitative research, a case study in SMA Madania Bogor West Java, this study shows that school with a pluralistic based religious education, fits for internalizing the values of pluralism, in turn forming tolerances and inclusiveness.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Vol 12 (2) ◽  
pp. 414-423
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

scholarly journals Critical Thinking and Collaborative Problem-Solving for Improving Education Performance – Case Study Thermal Retrofit to Ensure Health and Wellbeing of Historic Built Environment in Lebanon

2020 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Khaled El-Daghar
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Built Environment ◽  
Collaborative Problem Solving ◽  
Architectural Heritage ◽  
Health And Wellbeing ◽  
Collaborative Problem ◽  
Teaching Learning ◽  
Education Performance

The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.

scholarly journals Tailoring Potent Courses for ESP Learners: A Way to Better Fulfil their Demands

2021 ◽  
Author(s):  
Fatma ZAGHAR ◽  
El-Alia Wafaâ ZAGHAR
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Courses ◽  
Remedial Actions ◽  
Global Language ◽  
Teaching Learning ◽  
The University

In this day and age, it is absolutely indispensable for acquiring competence in English to grapple with the real impediments and huge challenges of the modern epoch. The emergence of English as a global language is among the factors that could explicate its vitality and its expansion. The basic burden of making language courses more relevant to learners’ needs resulted in the advent of languages for specific purposes movement, known in English Language Teaching circles as English for Specific Purposes. ESP then, has since its inception in the early 1960s become one of the most dynamic branches of applied linguistics in general, and of Teaching English as a Foreign Language in particular. To amass relevant data, a case study was conducted through a combination of a questionnaire, classroom observation, and informal interviews with language teachers and subject specialists. The main aim of this present paper is to precisely delineate the teaching/learning process of ESP in the department of Computer Sciences at the University of ORAN1 in Algeria, and the learners’ attitudes towards this teaching. For this purpose, it is necessary to explore the utility of ESP as perceived by learners, and to address problems faced by instructors. The results indicate that the students have a positive attitude towards ESP and that their poor achievement was due to multiple reasons. This digest concludes by offering some suggestions and implications as remedial actions to the major confronted concerns.

The Influence of Applying the Principles of Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study).

2021 ◽  
Vol 8 (4) ◽  
pp. 662-684
Author(s):  
Mosaddaq Barahmeh ◽  
Tahani Bsharat
Keyword(s):  
Experiential Learning ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Learning Method ◽  
Teaching English ◽  
Educational Drama ◽  
New Methods ◽  
Teaching Learning

This paper sheds light on the importance of applying the Principles of   Experiential Coyote Drama (ECD) Methods in Teaching English Language from the English language supervisor’s perspectives in Jenin city (case study). First of all, this paper discloses the Coyote teaching method. Later, this paper also explains the importance of Experiential learning in teaching English as a Foreign Language.  It also explains the educational drama and its techniques in teaching-learning the English language. Finally, this paper suggests a new teaching-learning method which is Experiential Coyote Drama (ECD). All in all, from the previous studies and researches the researchers found that mixing educational drama with Experiential learning and Coyote method will bring a full package of new methods and activities for the teachers, learners and future researchers in teaching English as a Foreign Language.

scholarly journals Teaching English to the Elementary School Students in Kutoarjo District

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Kuwat Kuwat ◽  
Imam Ghozali
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Motivation To Learn ◽  
Teaching English ◽  
School Students ◽  
Teaching Process ◽  
Language Exposure ◽  
Teaching Learning

The process of teaching English as a foreign language involves the use of target language as a means of providing language exposure to the students. The apropriate amount and quality of the use of target language affect the quality of the instruction. The present paper reports an effort of describing degree of the use of English by teachers in teaching process, techniques teachers use and problems the teachers usually face of their teaching activity. This research belongs to a case study involving four English teachers in Kutoarjo District. Two teachers were selected from advanced schools with complete facilities, while the other two from rural schools with mediocre facilities. The result shows that degree of the use of English by teachers varies. T1 uses 25% English in teaching, T2 20%, T3 35% and T4 40% in their instruction. Further, it is also revealed that teachers use various techniques in their teaching process. They also face some problems. For example T1’s students have poor vocabulary mastery which can affect the teaching learning process. T2 often feels difficult to master the classroom atmosphere. Some T2’s students have unstable motivation to learn English. The pronunciation of T4 find students’ poor pronunciation becomes a problem.

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