scholarly journals Features of teaching professionally oriented foreign language to non-linguistic students

2021 ◽  
pp. 206-215
Author(s):  
O. Yu. Korzh ◽  
◽  
A. A. Zakharzhevska ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Main Task ◽  
Technical Documentation ◽  
Educational Materials ◽  
Professional Orientation ◽  
Foreign Language Reading ◽  
Everyday Communication ◽  
Selection Of

The article considers the peculiarities of teaching professionally-oriented foreign language to students of non-linguistic specialities. It is determined that professionally-oriented education assumes professional content of educational materials and activities, and the content of foreign language teaching should be communicative and professionally oriented. It is established that the professional orientation of education requires the integration of a foreign language with specialized disciplines, careful selection of educational materials. It is found that one of the main tasks of professionally-oriented foreign language teaching of non-linguistic students is the development of communication skills, which include speaking, listening, reading and translation, and writing. The peculiarities of each of these skills development are analyzed and it is determined that in dialogue the skills and abilities of unprepared speech, its spontaneity and speed are acquired; in the monologue the prepared speech with its logic and sequence is trained; in the process of teaching foreign language reading to non-linguistic students, it is necessary to include the texts according to their level of difficulty, so that the lexical units presented in each new text are related to what students have studied before, as well as some completely new ones. The main task of teaching reading is the development of the ability to compile and draw up scientific and technical documentation; readiness to communicate in writing in foreign language to solve problems in professional sphere. As a result of the study it is concluded that the main purpose of teaching professionally-oriented foreign language to students of non-linguistic specialities is their profound knowledge of a foreign language as a means of developing and giving opinions both in everyday communication and in professional sphere.

scholarly journals L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
Claire DEL OLMO
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Pedagogical Tools ◽  
The Creation ◽  
Linguistic Structures ◽  
Emotional Lexicon ◽  
Chinese Subjects ◽  
Selection Of

 RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des  LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT.  Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.

scholarly journals Different Approaches to Developing Writing Skills

2020 ◽  
Vol 25 (3) ◽  
pp. 201-206
Author(s):  
Isabela Anda Dragomir ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Language Teaching ◽  
Writing Skills ◽  
Real Life ◽  
Foreign Language Teaching ◽  
Oral Manifestation ◽  
Exchange Of Information ◽  
Linguistic Dimension ◽  
Selection Of

AbstractWriting has traditionally been a neglected area of foreign language teaching, and most probably the least popular skill to acquire among students. However, it has lately emerged as an important element of the communication dyad, which also involves speaking, i.e. the oral manifestation of social interaction and exchange of information. When explaining writing in practical terms, the focus falls on showing that there should be a link between real-life needs and instruction, both from the perspective of the language and from that of the task. Understanding writing systematically not only guarantees successful writing outcomes, but also leads to the acquisition of a secondary set of language-related abilities: an informed selection of grammar and lexical structures; a logical pattern of organization in the development of ideas; an appropriate choice of register and style; an overall better approach to writing tasks and contextualizations. This article aims to discuss writing as a productive skill while proposing six different approaches that successfully marry both the linguistic dimension and the task-related awareness students need to acquire in order to successfully express themselves in written forms.

scholarly journals THE ROLE OF HOME READING CLASS IN THE LANGUAGE TRAINING OF STUDENTS OF INTERNATIONAL ECONOMIC RELATIONS

2013 ◽  
pp. 286-291
Author(s):  
M. V. Grineva
Keyword(s):  
International Economic ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Main Trend ◽  
Teaching English ◽  
Professional Orientation ◽  
Home Reading ◽  
Wide Range

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.

Problems of foreign language teaching for professional communication in an agrarian university and ways to solve them

2021 ◽  
pp. 49-57
Author(s):  
Ksenia V. Kapranchikova ◽  
Elena L. Zavgorodnyaya ◽  
Elena S. Saenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Teaching Materials ◽  
Language For Specific Purposes ◽  
Peter The Great ◽  
Approach To Teaching ◽  
Text Content ◽  
Selection Of

Foreign language teaching for professional communication in an agrarian university is carried out on the basis of one of two approaches: a) foreign language for specific purposes and b) content and language integrated learning. The purpose of foreign language teaching within the framework of a foreign language for specific purposes is the mastering of professional vocabulary by students and teaching translation of a professional orientation text. Content and language inte-grated learning aims at a) the development of students’ foreign language communicative compe-tence in the professional sphere of communication and b) teaching a profile discipline in a foreign language. Depending on the choice of a methodic approach to teaching, the content and methods of teaching, the requirements for teaching materials and the competence of the teacher of a foreign language will change. Based on the analysis and generalization of the experience of the Voronezh State Agrarian University named after Emperor Peter the Great, the main problems associated with foreign language teaching for professional purposes in an agrarian university are considered. We identify four such problems: 1) different levels of students’ proficiency in a foreign language; 2) teaching materials in a foreign language for professional communication are developed on the basis of a foreign language for special purposes; 3) the selection of the subject content of teaching is not carried out taking into account the intradisciplinary specialization of students of a specific training profile; 4) a foreign language teacher is not always competent in the field of the students’ profile specialty. We discuss each problem in detail and offer possible solutions.

Geschiedenis Van Leerstofselectie Voor Het Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 37-46
Author(s):  
J.P. Menting
Keyword(s):  
Foreign Language ◽  
Middle Ages ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Short History ◽  
Short Discussion ◽  
International Language ◽  
History Of ◽  
And Function ◽  
Selection Of

A short history is sketched of the selection of vocabulary in foreign language teaching. The author briefly touches on the position and function of Latin in classical times and the changes thereof in the Renaissance. Gradually, from the end of the Middle Ages French took over as an international language. So French had to be taught. And vocabulary to be selected. Frequency of occurrence as a principle of selection was not consciously applied, however, before the 20th century. The remainder of the article deals with the history of the frequency lists in this century and explains the methods used, the difficulties, the advancement since computers assist the selector, and the appli-cations to foreign language teaching. The author concludes with a short discussion of why selection is still a problem and according to him still necessary.

Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning

2020 ◽  
pp. 83-93
Author(s):  
Ksenia V. Kapranchikova ◽  
Elena L. Zavgorodnyaya ◽  
Roman G. Belyanskiy
Keyword(s):  
Foreign Language ◽  
Course Development ◽  
Integrated Learning ◽  
Educational Materials ◽  
Dual Purpose ◽  
Professional Orientation ◽  
Course Assessment ◽  
Goals And Objectives ◽  
Selection Of

Content and language integrated learning is a new innovative approach to professional foreign language teaching in an agrarian university. Its distinctive feature is the dual purpose of teaching – the simultaneous teaching students a foreign language and a profile specialty. Developed on the basis of actualizing reliance on intersubject connections, the course of a professional foreign language is aimed at intraprofile specialization of students and the development of a number of general professional and professional competencies in them. At the same time, the full-fledged implementation of content and language integrated learning requires appropriate changes both in the planning of a professional foreign language course and in the development of educational materials new in content and orientation. In the work, we consider the definition and main provisions of content and language integrated learning, analyze the works devoted to the courses development for English for specific purposes, offer the author’s stages of course development of a professional foreign language based on the model of content and language integrated learning. These stages include: 1) an assessment of the students’ needs; 2) determination of the goals and objectives of the course; 3) determination of course topics or content and thematic modules; 4) determination of subtopics of each content and thematic module; 5) selection of foreign texts of a professional orientation; 6) the development of problem tasks of a foreign speech and professional orientation; 7) course assessment. The work describes in detail all the stages.

scholarly journals Storytelling in foreign language teaching: Key aspects

2020 ◽  
pp. 25-38
Author(s):  
Nina V. Bagretsova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Language Pedagogy ◽  
Basic Language ◽  
Oral Interaction ◽  
Key Aspects ◽  
Selection Of

Storytelling as a way of impressing people by means of stories has been used with various aims in numerous professional areas. The article investigates storytelling as an emerging but promising communicative method of teaching foreign languages both for general and for specific (professional) purposes. The origin and the background of the storytelling method as well as the current formats of exploiting stories in the practical language pedagogy are reviewed. The notion of “story” is defined in the context of storytelling from the standpoint of language teaching methodology. The criteria for the selection of stories relevant with regard to educational objectives are specified. The technology for language teaching utilizing short engaging stories presented in the course of oral interaction between the teacher and the learners is proposed, the key practical aspects of the technology being considered. The versatility of storytelling as a powerful tool in teaching all basic language skills is demonstrated. Its value for the development of the learners’ communicative and cultural competencies, their emotional intelligence and creative abilities is argued.

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.

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.

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