scholarly journals Pengajaran Bahasa Arab di Madrasah dan Sekolah

2017 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Syamsuddin Asyrofi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Learning Method ◽  
New Methods ◽  
Methods Of Learning ◽  
Teaching Learning

Method in teaching-learning process is very important, especially in learning foreign language, for instance Arabic, as a tool achieve the determined goal. Learning method is always changing from time to time in line with the developmentof the epoch. It is not surprised that new methods of learning are developved rapidly. However, the new methods are usually created as the “ reaction” to the old  methods that have been used before. The new methods are often claimed as the best method to be used, Nevertheless, a method is not viewed as good or not, but a method is viewed as whether it is proper or not  for certain condition. Every method has its own advantages that can be used by considering the existing condition

scholarly journals INNOVATIVE METHODS OF LEARNING OF FOREIGN LANGUAGES. MULTIMEDIA AND COMPUTER TECHNOLOGIES

2016 ◽  
pp. 62-65
Author(s):  
I. I. Filipovich
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
New Methods ◽  
Innovative Methods ◽  
Computer Technologies ◽  
Methods Of Learning ◽  
Traditional Approaches

The article reviews innovative approaches to a foreign language learning which employs multimedia and computer technologies. It proves the necessity of the new methods introduction and their difference from traditional approaches. The article shows some advantages of innovative methods and some difficulties of its integration into the learning process. It also defines the role of the Language teacher in the renewed learning process.

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 MENGHADIRKAN FILM DALAM PEMBELAJARAN BAHASA `JERMAN SEBAGAI BAHASA ASING (DEUTSCH ALS FREMDSPRACHE)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwi Imroatu Julaikah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
German Language ◽  
Formal Institutions ◽  
Definition Of ◽  
Teaching Learning

German language is taught in Indonesia as a foreign language, or we usually call as DAF (Deutsch als Fremdsprache). This language is taught in formal and non-formal institutions. In this context, it is very important, especially for the teacher to bring interactive and joyfull learning in the classroom, and it is challenging for the teacher. Thus, presenting interesting language in the class, full of innovativation in learning prosess of German language, must be done. One of the choices to get those situations in the classroom is to bring a good media. Film is one alternative that can be presented. This paper discusses how to bring movies in learning a foreign language (German). Further discussion is more about (a) Definition of film, (b) Film, as a medium in teaching learning process, and (c) How to teach German with didactic and methodic in learning German language.

scholarly journals Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language

Humaniora ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 1114
Author(s):  
Wishnoebroto Wishnoebroto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
New Method ◽  
Flipped Learning ◽  
Western Countries ◽  
The Us ◽  
Classroom Lesson ◽  
Teaching Learning

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning. 

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals The importance of social interaction activities in the teaching-learning process of English as a Foreign Language

Entretextos ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 61
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Carla Janaina Figueredo
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Learning

Este estudo foi realizado em uma escola estadual de Goiânia, em Goiás, Brasil, com quinze alunos de um grupo de terceiro ano do ensino médio, em 2014. As principais ideias que conduziram este estudo giram em torno da importância da interação no processo de ensino-aprendizagem de língua inglesa, a presença do outro e autonomia/autorregulação dos alunos. A base teórica da pesquisa provém do dialogismo bakhtiniano (BAKHTIN, 1993, 2003; BARROS, 1997; BRAIT, 2005), do sociointeracionismo vigotskiano (VYGOTSKY, 1978; MOLL, 1990; LANTOLF; APPEL, 1994; REGO, 1995) e dos pensamentos freireanos (FREIRE, 1996, 2005) que dizem respeito ao posicionamento dos estudantes como agentes de sua própria aprendizagem. Os objetivos gerais foram: averiguar as percepções dos aprendizes-participantes em relação ao processo de ensino-aprendizagem de inglês, antes e depois das intervenções; observar como diferentes formas de interação social (P-A, P-As, A-P, A-A, As-As, As-P) podem interferir em aulas de inglês de um grupo do terceiro ano de uma escola estadual; e descrever como a professora-pesquisadora percebe a experiência de ensinar inglês com seu foco voltado para a interação social. A metodologia usada é a pesquisa-ação qualitativa (THIOLLENT, 1986; ENGEL, 2000; MELLO; REES, 2011) e os instrumentos utilizados para gerar os dados foram questionários, notas de campo e entrevistas. Os resultados mostram que os alunos puderam perceber o inglês como língua possível de ser apropriada por eles, usada para comunicar, e também puderam reconhecer a importância do outro no processo de ensino-aprendizagem. Ademais, a professora-pesquisadora pôde perceber que aulas interativas e efetivas foram possíveis naquela escola pública.

scholarly journals An Analysis of Teacher and Student Conversation in EFL Classroom Interaction by Using Foreign Language Interaction Analysis System in Class XI at SMK Negeri 1 Singaraja Academic Year 2017/2018

2018 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
A.N.P. Dewi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Video Camera ◽  
Interview Guide ◽  
Question Category ◽  
System 2 ◽  
Analysis System ◽  
Teaching Learning

This study aimed at 1) find out classroom interaction categories by using FLINT that exist during English teaching learning process in class XI at SMK N 1 Singaraja using FLINT system. 2) Identifying categories of classroom interaction by using FLINT which are the most and least frequently occurs during the teaching-learning process in class XI at SMK Negeri1 Singaraja 3) discovering the reasons of the interaction during the teaching-learning process in class XI at SMK Negeri 1 Singaraja. This research was a descriptive study by using qualitative approach. There was one class as a sample for this research. The data were collected based on the instruments such as research observation, interview guide, video camera and note-taking . The results of the study show that, 1) two categories of foreign language interaction (FLINT) analysis system all categories of FLINT are occurred during learning process in XI B in SMK N 1 Singaraja, 2) The most frequently occurred of interaction category during three times observation was ‘ask question’ category.it appeared 121 times in the first meeting, 72 times in the second meeting, and 60 times in the third meeting. The total frequency of asking question was 253 or 24,5% 3) the reason of the occurrence of ‘ask question’ category is the difficulty of the students in learning and the students need teacher’s guidance. 

scholarly journals Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa

2015 ◽  
Vol 8 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Carlos Fabiano De Souza
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Learning Process ◽  
English Language ◽  
Current Scenario ◽  
Education Tool ◽  
Teaching Learning

RESUMO: Este trabalho visa fomentar uma discussão acerca do uso da tecnologia digital móvel enquanto componente de apoio ao processo de ensino-aprendizagem de língua inglesa, sobretudo em ambiente extraclasse. Pode-se dizer que o uso desse tipo de tecnologia como ferramenta educacional vai ao encontro do cenário atual, no qual tem havido um grande investimento em dispositivos móveis, o que nos leva a nos depararmos cada vez mais com educandos da Geração Digital – que fazem uso constante desses aparatos. Em outras palavras, os dispositivos móveis têm feito cada vez mais parte de nossas interações sociais e, em virtude da grande demanda, tem crescido substancialmente o número de aplicativos não só pagos, mas também disponibilizados para download grátis, que podem ser utilizados com o intuito de favorecer o aprendizado de línguas. Dessa maneira, apresentamos alguns aspectos relevantes quanto ao uso da tecnologia digital móvel no ensino de inglês, levando, sobremaneira, em consideração a sua finalidade pedagógica. Espera-se que os exemplos propostos possam vir a nortear futuras ideias de adoção de projetos educacionais que envolvam o uso de componentes tecnológicos dessa natureza em aulas de língua estrangeira/adicional.PALAVRAS-CHAVE: Tecnologia digital móvel. Ensino-aprendizagem de língua estrangeira. Língua inglesa.ABSTRACT: This work aims at promoting a discussion about the use of digital mobile technology as a component to support the teaching-learning process of English language, especially within extracurricular environments. We may say that the use of this kind of technology as an education tool suits the current scenario, in which there has been much investment in mobile devices, leading us to deal more and more with students from the Digital Generation, who use these apparatuses constantly. In other words, mobile devices have made even more part of our social interactions and due to their large demand, not only has it increased substantially the number of payable apps, but also the availability of the ones downloaded for free so as to favor the language learning. Thus, we will present some relevant aspects about the use of digital mobile technology in the teaching of English taking, primarily, into account their pedagogical purpose. It is expected that the examples proposed might guide future ideas of adopting educational projects which have to do with the use of technological components of this nature in foreign/additional language lessons.KEYWORDS: Digital mobile technology. Teaching-learning of foreign language. English language.

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