Peculiarities of the translation of English-language financial terminology through the prism of metaphorization

Bulletin of Luhansk Taras Shevchenko National University ◽

10.12958/2227-2844-2021-7(345)-145-152 ◽

2021 ◽

pp. 145-152

Author(s):

N. M. Gudkova ◽

Keyword(s):

Foreign Language ◽

Financial Markets ◽

English Language ◽

Language Teachers ◽

Foreign Language Teachers ◽

New Methods ◽

Language For Specific Purposes ◽

Lame Duck ◽

Approach To Teaching ◽

Visual Description

The article is devoted to the analysis of the peculiarities of the translation of English financial terminology. It is emphasized that professional terminology as the main source of replenishment of vocabulary of general literary language arouses non-accidental interest of foreign language teachers in the methods of teaching translation of special texts and, accordingly, terms within the course „Foreign language for specific purposes”. The necessity of searching for new methods of teaching students professional vocabulary, the purpose of which would not be memorizing a certain lexical minimum, but the formation of skills of understanding the mechanisms underlying the formation of terms, is substantiated. It is proved that within the framework of the problem-activity approach to teaching a foreign language for specific purposes, an effective method of translating economic terms is to study their etymology through the prism of metaphorization, which is one of the most effective methods of term formation in the financial sphere of English. Analysis of financial terms of metaphorical origin, which describes human activity in the stock market within the framework of the metaphor „a man is an animal”, led to the conclusion that the most used names of animals that act as term-forming components in the process of metaphorizing the financial terminology of the English language are the words such as bull, bear, rabbit / hare, turtle, pig, ostrich, sheep, dog, stag, wolf, lame duck, whale, shark. It is proved that the formation of foreign language terminological literacy of students provides for the presentation of the studied material in the form of a conceptual model and a visual description of economic concepts based on prototypical ideas about animals. The study of the main features of the functioning of zoomorphic terms in specific English-language texts was carried out using terminological and explanatory dictionaries, as well as analytical reviews of financial markets.

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English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

Journal of Language and Cultural Education ◽

10.1515/jolace-2017-0002 ◽

2017 ◽

Vol 5 (1) ◽

pp. 20-38 ◽

Cited By ~ 1

Author(s):

Ivana Cimermanová

Keyword(s):

Foreign Language ◽

General Education ◽

Language Learning ◽

Elementary School Teachers ◽

Regular Education ◽

English Language ◽

Language Teachers ◽

Foreign Languages ◽

Special Educational Needs ◽

Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

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Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.8.9 ◽

2021 ◽

Vol 3 (8) ◽

pp. 65-70

Author(s):

Khadija Anasse ◽

Rajaa Rhandy

Keyword(s):

Foreign Language ◽

Writing Assessment ◽

Online Teaching ◽

English Language ◽

Negative Attitude ◽

Language Teachers ◽

English Language Teaching ◽

Online Assessment ◽

Foreign Language Teachers ◽

Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them. For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment.

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My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

Studies in Linguistics and Literature ◽

10.22158/sll.v1n1p50 ◽

2017 ◽

Vol 1 (1) ◽

pp. 50

Author(s):

Nehal Ahmad

Keyword(s):

Foreign Language ◽

English Language ◽

Real Life ◽

Language Teachers ◽

Teaching Philosophy ◽

Foreign Language Teachers ◽

Self Development ◽

Real Life Situation ◽

Teaching Learning ◽

The University

It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor.

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POTENSI DAN TANTANGAN PENGINTERNASIONALAN BAHASA INDONESIA DI FILIPINA

Widyaparwa ◽

10.26499/wdprw.v48i1.435 ◽

2020 ◽

Vol 48 (1) ◽

pp. 1-13

Author(s):

Bayu Permana Sukma

Keyword(s):

Foreign Language ◽

Language Learners ◽

Qualitative Method ◽

English Language ◽

The Philippines ◽

Language Teachers ◽

Foreign Language Teachers ◽

Asean Countries ◽

Target Country ◽

Bahasa Indonesia

As one of the ASEAN countries, the Philippines is a strategic target country of Indonesian language internationalization. The internationalization endeavor in the Philippines has begun since 2016 when a number of BIPA (Bahasa Indonesia bagi Penutur Asing (‘Indonesian as a Foreign Language)) teachers were assigned to the country. Up to 2018, there have been 14 institutions facilitated with 898 students. This article aims to describe the potential and challenges of the spread of Indonesian language in the Philippines in terms of linguistic and non-linguistic aspects. This research employed a descriptive-qualitative method. The data in this research were obtained from interviews, questionnaires, observations, and literature studies. The results show that Indonesian language has potential to be internationalized and developed in the Philippines. It is based on several aspects: 1) the similarity between Indonesian language and Filipino, 2) the motivation of Indonesian language learners in the Philippines, 3) the good economic cooperation between Indonesia and the Philippines; and 4) the fairly big number of tourism visits from Indonesia to the Philippines and vice versa. However, the potential is also followed by some challenges. Some of them are 1) language policy in the Philippines, 2) the very strong influence of English language in the Philippines, and 3) the lack of Filipinos’ knowledge on Indonesian society, cultures, and politics. ABSTRAKSebagai salah satu negara ASEAN, Filipina merupakan negara sasaran strategis peng-internasionalan bahasa Indonesia. Penyebaran bahasa Indonesia secara formal di negara ini di-mulai sejak tahun 2016 ketika sejumlah tenaga pengajar BIPA (Bahasa Indonesia bagi Penutur Asing) dikirim ke negara tersebut. Hingga tahun 2018, tercatat sudah 14 lembaga yang terfasilitasi dengan 898 pemelajar. Artikel ini bertujuan untuk memaparkan potensi dan tantangan pe-nyebaran bahasa Indonesia di Filipina ditinjau dari aspek kebahasaan dan nonkebahasaan. Penelitian ini menggunakan metode deskriptif kualitatif. Data dalam penelitian ini diperoleh dari hasil wawancara, kuesioner, observasi, dan studi pustaka. Hasil penelitian menunjukkan bahwa bahasa Indonesia memiliki potensi untuk terus disebarkan dan dikembangkan di Filipina. Hal ini didasarkan pada beberapa hal: 1) kemiripan antara bahasa Indonesia dan bahasa Filipino, 2) motivasi pemelajar bahasa Indonesia di Filipina yang besar, 3) kerja sama ekonomi yang baik antara Indonesia dan Filipina, dan 4) jumlah kunjungan pariwisata yang cukup besar dari Indonesia ke Filipina dan sebaliknya. Namun demikian potensi tersebut juga disertai dengan tan-tangan. Beberapa tantangan yang ditemui adalah 1) kebijakan bahasa di Filipina, 2) kuatnya pengaruh bahasa Inggris di Filipina, dan 3) pengetahuan masyarakat Filipina yang masih minim tentang Indonesia, khususnya di bidang sosial, budaya, dan politik.

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O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

Revista DisSoL - Discurso, Sociedade e Linguagem ◽

10.35501/dissol.v0i4.105 ◽

2016 ◽

Author(s):

Carlos Eduardo De Araujo Placido

Keyword(s):

Foreign Language ◽

Short Story ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Foreign Languages ◽

Literary Texts ◽

Foreign Language Teachers ◽

Language Classes ◽

Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

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Distance Teaching Practicum: Its Impact on Pre-Service EFL Teachers’ Preparedness for Teaching

IAFOR Journal of Education ◽

10.22492/ije.9.2.07 ◽

2021 ◽

Vol 9 (2) ◽

pp. 111-125

Author(s):

Gülten Koşar

Keyword(s):

Foreign Language ◽

Professional Learning ◽

English Language ◽

Language Teachers ◽

First Year ◽

Distance Teaching ◽

Foreign Language Teachers ◽

Preparation Programs ◽

Great Chance ◽

Teaching Practicum

Teaching practicum performs a crucial role in initial English language teacher preparation programs in that it offers pre-service English-as-a-foreign-language teachers a great chance to put the pedagogical content knowledge they have acquired through the coursework into practice by teaching real students. Due to the outbreak of COVID-19 pandemic, pre-service English-as-a-foreign-language teachers in the context of the present study, had to do more than half of their teaching practicums via distance education. This qualitative case study explores 25 pre-service English-as-a-foreign-language teachers’ conceptions of the influence of distance teaching practicum on their preparedness for the first year of teaching. The data collected by emailed questionnaires were analysed adopting inductive content analysis. The results indicated they did not believe distance teaching practicum was effective in enhancing their professional learning and preparing them for the first year of teaching. In addition, they did not think teaching practicum conducted face-to-face could be replaced by distance teaching practicum.

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PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol3.3936 ◽

2019 ◽

Vol 3 ◽

pp. 594

Author(s):

Anna Vintere ◽

Inese Ozola ◽

Santa Krumina

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Service Industry ◽

Language Teachers ◽

Foreign Language Teachers ◽

Training Environment ◽

Language Competence ◽

Study Results ◽

Business Sectors

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors.

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On professional identity of English language teachers

Services in Russia and abroad ◽

10.12737/3591 ◽

2014 ◽

Vol 8 (2) ◽

pp. 98-108

Author(s):

Галина Чудайкина ◽

Galina Chudaykina

Keyword(s):

Foreign Language ◽

Personal Experience ◽

English Language ◽

Native Speakers ◽

Language Teachers ◽

Target Language ◽

Foreign Language Teachers ◽

Professional Background ◽

English Language Teachers ◽

English Speaking

A vast majority of English language teachers in Russia are not native speakers with no or inadequately little personal experience of living in an English-speaking country. What are the specifics of teaching in view of such an authenticity-lacking professional background, and how does the personality of a teacher reveal itself and is transformed in the course of teaching? How does language teaching affect self-identification? What should a teacher focus on attaining or, by contrast, avoiding in view of the above-raised issues? A significant number of foreign language teachers who are not native speakers demonstrate a clear non-target-language-specific accent, thus, either inadvertently or purposefully, revealing and asserting their national identity. The author of the article aims at identifying the problems that the teacher’s explicit target-language-alien accent may cause to both learners and teachers, and the root causes of the accent resilience.

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Building Professional Competences of English Language Teachers

SHS Web of Conferences ◽

10.1051/shsconf/20185001077 ◽

2018 ◽

Vol 50 ◽

pp. 01077

Author(s):

Lyudmila Karpova ◽

Elena Grigorieva ◽

Elena Ladonina ◽

Olga Popova ◽

Anna Shchekoldina

Keyword(s):

Foreign Language ◽

English Language ◽

Teaching Profession ◽

Educational Process ◽

Language Teachers ◽

Foreign Language Teachers ◽

Language Of Instruction ◽

Language Teacher ◽

Key Skills ◽

English Language Teachers

This article is devoted to the problem of building professional competences for the teaching profession. The paper highlights four main groups of professional competences: cultural and linguistic competences, linguistic and didactic competences, social and educational competences, professional and educational competences. It presents a brief summary of key skills a person should possess to be a competent foreign language teacher. Foreign language teachers should act as professional inheritors, critics and interpreters of knowledge and culture when teaching students. They also have to be able to communicate clearly in the language of instruction, using correct grammar, in various contexts related to teaching. Moreover a foreign language teacher should adapt his or her teaching to the needs of students with various disabilities, integrate ICT in teaching activities, cooperate with school staff, parents and students in pursuing the educational objectives, collaborate with the teaching team in developing programs and projects when teaching students. The article attempts to identify learning situations that are appropriate to the students concerned and the subject content with view to developing the competences targeted. The study can help in designing and modelling the educational process within the frameworks of the competence approach.

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O efeito retroativo de um exame de proficiência para professores

Estudos em Avaliação Educacional ◽

10.18222/eae.v29i72.4547 ◽

2018 ◽

Vol 29 (72) ◽

pp. 832

Author(s):

Rodrigo Nascimento de Queiroz ◽

Douglas Altamiro Consolo

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Assessment Practices ◽

Validity And Reliability ◽

Foreign Language Teachers ◽

Professional Experiences ◽

English Language Teachers

O presente artigo aborda questões relativas ao efeito retroativo em torno da experiência durante a aplicação do Exame de Proficiência para Professores de Língua Estrangeira (EPPLE). O debate está ancorado nos seguintes princípios: a) a avaliação no ensino e aprendizagem de línguas; b) a proficiência linguístico-comunicativo-pedagógica (PLCP) de professores de línguas; e c) as experiências materializadas como efeitos retroativos na prática avaliativa. A abordagem qualitativa auxilia na interpretação das narrativas de dois professores de Língua Inglesa (LI). A análise interpretativa dos aspectos discursivos indica que os impactos possibilitam o resgate da consciência reflexiva inter-relacionada com as memórias da formação profissional, assim tornando a experiência concreta e válida para o processo de socialização dos conhecimentos específicos do contexto pedagógico de professores de LI.Formação de Professores; Língua Inglesa; Proficiência Linguístico-Comunicativo-Pedagógica; Exame de Proficiência. El efecto retroactivo de un examen de competencia para profesoresEl presente artículo aborda temas relativos al efecto retroactivo en torno a la experiencia durante la aplicación del Examen de Competencia para Profesores de Lengua Extranjera (EPPLE). El debate se basa en los siguientes principios: a) la evaluación en la enseñanza y aprendizaje de idiomas; b) la competencia lingüístico-comunicativo-pedagógica (PLCP) de profesores de idiomas; y c) las experiências materializadas como efectos retroactivos en la práctica evaluativa. El abordaje cualitativo auxilia en la interpretación de las narrativas de dos profesores de Lengua Inglesa (LI). El análisis interpretativo de los aspectos discursivos indica que los impactos posibilitan el rescate de la consciencia reflexiva interrelacionada con las memorias de la formación profesional, haciendo de esta forma que la experiencia sea concreta y válida para el proceso de socialización de los conocimientos específicos del contexto pedagógico de profesores de LI.Formación de Profesores; Lengua Inglesa; Competencia Lingüístico-Comunicativo-Pedagógica; Examen de Competencia. Washback effect of an application of a proficiency examination for teachersThis paper deals with some issues related to the analysis of two narratives written by in-service and pre-service English language teachers, following an application of a Proficiency Examination for Foreign Language Teachers [Exame de Proficiência para Professores de Língua Estrangeira – EPPLE] in a public university located in the western Amazon. The discussion is based on the following principles: (i) the implications for assessment in the teaching and learning of foreign languages related to the reconstruction and promotion of socialized practices; (ii) the quality of a linguistic, communicative and pedagogical proficiency of foreign language teachers underlying the elements of validity and reliability of EPPLE; and (iii) the intersection of experiences materialized as washback effects from a process of assessment practices. The analysis of the teachers’ discourses indicates an intersection between teachers’ memories and professional experiences.Teacher Training; English Language; Linguistic, Communicative and Pedagogical Proficiency; Proficiency Exam.

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