scholarly journals Improving Students' Independent Work under Teacher's Supervision during Foreign Language Learning at the University

2021 ◽  
Vol 10 (4) ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
The University ◽  
Independent Work

scholarly journals Developing Students’ Cognition Culture for Successful Foreign Language Learning

2018 ◽  
Vol 50 ◽  
pp. 01128
Author(s):  
Lyubov Pavlova ◽  
Yuliana Vtorushina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Culture Conditions ◽  
Social Adaptation ◽  
Teaching Techniques ◽  
Cognitive Component ◽  
Effective Development ◽  
The University

This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

scholarly journals Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts

2017 ◽  
pp. 113
Author(s):  
María Enriqueta Cortés de los Ríos ◽  
María del Mar Sánchez Pérez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Reading Skills ◽  
Foreign Language Learning ◽  
English For Specific Purposes ◽  
Business English ◽  
Cultural Backgrounds ◽  
The University ◽  
English Students

This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.

scholarly journals The Implementation of Foreign Language Learning Policies at State Islamic Higher Education

2019 ◽  
Vol 5 (1) ◽  
pp. 87-100
Author(s):  
Dian Dian
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Implementation Process ◽  
Foreign Language Learning ◽  
Document Analysis ◽  
Global Challenge ◽  
Learning Policies ◽  
The University ◽  
Regular Classes

Taking a part in foreign language learning in Indonesia has been an effort for the Indonesian people to be able to absorb and keep up with the development of science and meet the demand of global challenge. This study aims to investigate the implementation of foreign language learning policy at one of the state Islamic higher education as well as the challenges it encounters. The method used is descriptive qualitative by using instruments of observation, interviews, and document analysis. The results of this study show that the university implements language learning through the SKS program in regular classes, through courses in the language center, learning in the fields of Ma’had Lughawy and Ma'had Aly (Campus dormitory). Meanwhile, the problems faced in the implementation process are related to human resources, facilities, and learning methods used.   

scholarly journals PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA

Neofilolog ◽  
2019 ◽  
pp. 263-280
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Subject Categories ◽  
Teaching Learning ◽  
The University ◽  
Learner’S Perspective ◽  
Beliefs And Attitudes

The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.

scholarly journals ON THE IMPLEMENTATION OF THE PRINCIPLE OF CONTINUITY IN TEACHING ENGLISH LANGUAGE TO STUDENTS OF NON-LANGUAGE SPECIALTIES

2021 ◽  
Vol 1 (194) ◽  
pp. 65-70
Author(s):  
Zhanna Babyak ◽  
◽  
Iryna Plavutska ◽  
Natalia Rybina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Professional Education ◽  
English Language ◽  
Foreign Language Learning ◽  
Educational Process ◽  
University Education ◽  
Language Training ◽  
The University

The article considers the issues of continuity in foreign language teaching in the process of continuing professional education in the system «school» – «university». The essence of continuity as a didactic principle is clarified and its components have been determined. The task of continuity in the content of teaching a foreign (English) language to students of non-language specialties of universities and the factors that complicate its implementation are outlined. The importance of adhering to this principle for optimizing the educational process at all levels and stages of learning is emphasized. The importance of adhering to the principle of continuity in the transition from school to university education system is emphasized. It is shown that continuity in foreign language learning covers all components of the learning process and is complex. Some technologies for ensuring the continuity of foreign language learning are proposed, which helps to improve the quality of language training for future professionals. The authors state that the concept of continuity is actively used in the national educational space as a designation of one of the prerequisites for optimizing the study of English at the stage of transition from the school stage to the system of higher education. The essence of continuity as a pedagogical principle is that at each higher stage of education in determining the content of education takes into account everything that was learned at earlier stages. It is stated that one of the technologies to ensure the implementation of the principle of continuity directly in the educational process is the use of a leveling course, the possibilities of which to improve the knowledge of freshmen and eliminate the possible gap between the starting level of English and the requirements of the university program were demonstrated.

scholarly journals Neurodidactics of Languages: Neuromyths in Multilingual Learners

Mathematics ◽  
2022 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Antonia Navarro Rincón ◽  
María José Carrillo López ◽  
César Augusto Solano Galvis ◽  
Laura Isla Navarro
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Exploratory Study ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Brain Functioning ◽  
C Language ◽  
The University ◽  
The Brain

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study.

Motivation in foreign language classrooms at tertiary level: A case study

2021 ◽  
Vol 5 (2) ◽  
pp. 32-40
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

Sign in / Sign up

Export Citation Format

Share Document