Teacher candidates opinions on Arabic textbooks in grades 2-8

Textbooks in formal education are a very important tool for the implementation of programs. It also plays a major role in achieving the objectives of the programs. The success of foreign language education in formal education is achieved through books used among other factors. Some individuals who learn Arabic as a foreign language in our country are often looking for problems in learning Arabic in Arabic textbooks in formal education. With this research, determination of these problems and solutions were sought. The research is concerned with the evaluation of the textbooks used in grades 2-8 in the 2018-2019 academic year from the eyes of prospective teachers. 76 prospective teachers who attended 3rd and 4th grades at Gazi University participated in the study. As a result of the research, the idea of developing Arabic textbooks in terms of internal and external structure was dominant. It was suggested that the books should be complementary and that listening, reading, speaking and writing skills would be improved. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Örgün eğitimdeki ders kitapları, programların uygulanması için çok önemli bir araçtır. Programların hedeflerine ulaşmasında da büyük rol oynamaktadır. Örgün eğitimdeki yabancı dil eğitiminin başarılı olması diğer etkenlerin yanı sıra kullanılan kitaplar sayesinde olmaktadır. Ülkemizde Arapçayı yabancı dil olarak öğrenen bazı bireyler de Arapçayı öğrenmedeki sorunları çoğunlukla örgün öğretimdeki Arapça ders kitaplarında aramaktadırlar. Bu araştırmayla söz konusu sorunların tespiti ve çözüm yolları aranmıştır. Araştırma 2018-2019 eğitim öğretim yılındaki 2-8 sınıflarda kullanılan ders kitaplarını öğretmen adaylarının gözünden değerlendirilmesi ile ilgilidir. Araştırmaya söz konusu eğitim öğretim yılında Gazi Üniversitesi’ndeki 3. ve 4. sınıflarda öğrenim görmek olan 76 öğretmen adayı katılmıştır. Araştırma sonucunda Arapça ders kitaplarının iç ve dış yapı bakımından geliştirilmesi görüşü hâkim olmuştur. Kitapların birbirlerini tamamlar nitelikte olması, dinleme, okuma, konuşma ve yazma becerilerinin geliştirilmesi önerilmiştir.

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Determination of occupational anxiety levels of teacher candidates studying in a different departmentsFarklı bölümlerde öğrenim gören öğretmen adaylarının mesleki kaygı düzeylerinin belirlenmesi

Journal of Human Sciences ◽

10.14687//jhs.v15i4.5487 ◽

2018 ◽

Vol 15 (4) ◽

pp. 2168

Author(s):

Duygu Harmandar Demirel ◽

Emrah Serdar ◽

Mehmet Demirel

Keyword(s):

Prospective Teachers ◽

Teacher Candidates ◽

Sampling Methods ◽

Personal Information ◽

English Summary ◽

Teaching Profession ◽

Significant Difference ◽

Research Findings ◽

Anxiety Levels

The aim of this study is to determine the anxiety levels of the students studying in the teaching departments and to examine these according to different variables. The sample of the study consisted of 400 non-random sampling methods and 400 prospective teachers who were studying at Dumlupinar University. The personal information form created by the researchers and the data related to the pre-service teachers' concerns about the teaching profession were provided by Caba and Yalçınalp (2009). In the research findings: “Gender”, “Age”, “Satisfaction Status”, “Class”, “Faculty” and “Sports Making Status” showed a significant difference in “OAST” total scores (p <0.05). As a result, it can be concluded that the vocational anxiety levels of the teacher candidates studying in different departments differ according to some variables.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma ile öğretmenlik bölümlerinde okuyan öğrencilerinin mesleğe yönelik kaygı düzeylerini belirlemek ve bunu farklı değişkenlere göre incelemektir. Araştırmanın örneklemini seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yoluyla seçilen ve Dumlupınar Üniversitesinde öğrenim görmekte olan 400 öğretmen adayı oluşturmaktadır. Çalışmada oluşturulan demografik bilgi formu ve öğretmen adaylarının öğretmenlik mesleğine yönelik kaygılarına ilişkin veriler Cabı ve Yalçınalp (2009) tarafından geliştirilen Öğretmen Adaylarına Yönelik Mesleki Kaygı Ölçeği (ÖAYMK) ile sağlanmıştır. Verilerin analizinde; betimsel istatistik yöntemler, Man Whitney U ve Kruskal Wallis testlerinden faydalanılmıştır. Araştırma bulgularında: “Cinsiyet”, “Yaş”, “Okuduğu Bölümden Memnun Olma Durumu”, “Sınıf”, “Fakülte” ve “Spor Yapma Durumu” göre “ÖAYMK” toplam puanlarında manidar farklılık bulunmuştur. Araştırmaya gore, öğretmen adaylarının meslekleri ile ilgili kaygı seviyelerinin değişkenlere göre farklılaştığı sonucuna varılabilir.

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The creative component of fostering personal culture among prospective teachers by means of foreign-language education

Samara Journal of Science ◽

10.17816/snv2021102303 ◽

2021 ◽

Vol 10 (2) ◽

pp. 238-246

Author(s):

Olga Vasilevna Volodina

Keyword(s):

Foreign Language ◽

Prospective Teachers ◽

Creative Thinking ◽

Language Education ◽

Foreign Language Education ◽

Subject Position ◽

Intellectual Culture ◽

Collective Creativity ◽

Educational Product ◽

The Subject

In the paper special attention is paid to creativity and creative thinking development in the research of fostering personal culture among undergraduate pedagogical students by means of foreign-language education. Creativity is considered one of the essential principles of the civilization progress; creativization of education is one of the main aspects of the intellectualization of education that is associated with revealing personal creative traits and developing the capability to implement creative acts in the educational environment, social and professional spheres. The purpose of the paper is to analyze pedagogical conditions for developing emotional, creative and innovative potential of prospective teachers in various productive intellectual and creative activities using foreign language educational material. The methodological basis for identifying conditions for the development of creative thinking, cognitive, speech-thinking, communicative, regulatory, reflexive skills and the subject position of students for the development of personal intellectual culture of prospective teachers are the ontological, personal, environmental, activity approaches. The efficiency of creative tasks, creative technologies and methods of studying a foreign language is analyzed; these activities are used to train students to get knowledge and skills themselves in order to solve certain problems, to enrich the experience of practical application, to expose independence in creative activity and critical thinking, to foster the traits of a creative personality, to make a personally significant educational product of interaction and collective creativity, self-expression and self-realization of prospective teachers in the process of studying a foreign language at university.

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Learning French in the UK setting

Apples - Journal of Applied Language Studies ◽

10.17011/apples/urn.201903011690 ◽

2019 ◽

Vol 13 (1) ◽

pp. 69-93 ◽

Cited By ~ 2

Author(s):

Rosamond Mitchell ◽

Florence Myles

Keyword(s):

Foreign Language ◽

Language Learning ◽

Formal Education ◽

Language Education ◽

Foreign Language Education ◽

Linguistic Landscape ◽

Early Language ◽

Policy And Practice ◽

Early School ◽

The Uk

Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape.

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Foreign Language Education and the Environment. Considerations from the Perspective of Translation Studies

Ecozon@: European Journal of Literature, Culture and Environment ◽

10.37536/ecozona.2011.2.2.429 ◽

2011 ◽

Vol 2 (2) ◽

Author(s):

Carmen Valero-Garcés

Keyword(s):

Foreign Language ◽

Formal Education ◽

Language Education ◽

Translation Studies ◽

Foreign Language Education ◽

The Other ◽

Job Market ◽

Environmental Consciousness ◽

Class A ◽

A Current

Having been a teacher to foreign language students and as a current trainer to translators, I can see how important it is to make connections between reality and formal education when preparing professionals to enter the job market once (or even before) their training is completed. Assuming, on one hand, that ecology is a dominant science in today’s world with a far-reaching and powerful impact on humanity, and on the other hand, that I have before me in class a generation of future teachers and translators with an environmental consciousness that needs to be raised, it is my purpose in the following pages to give insights into language specialists’ (SLA and translators) training and how it relates to the environment. Como profesional de la enseñanza de lenguas extranjeras y formador de traductores considero imprescindible lograr conectar en clase la realidad y la educación formal a lo largo del proceso de preparación de los futuros profesionales antes de entrar en el mercado laboral. Teniendo en cuenta, por un lado, que la ecología lleva camino de convertirse en una ciencia dominante en el mundo de hoy con un impacto de largo alcance sobre la humanidad, y, por otro lado, que delante de mí en clase hay una generación de futuros profesores y traductores cuya conciencia ambiental necesita despertar, en las páginas que siguen mi propósito es tratar de conjugar la formación de especialistas de enseñanza de lenguas extranjeras y traductores con el medio ambiente a través de una serie de actividades de aplicación en el aula. Con este fin, en primer lugar introduciré brevemente algunos puntos que considero importantes para entender la posición adoptada a la hora de conectar medio ambiente, lengua y traducción; y en segundo lugar trataré de ilustra esa conexión con una serie de ejercicios prácticos cuyo objetivo es despertar el interés o profundizar en la conciencia ecológica de los futuros traductores y profesores de lenguas extranjeras.

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Management of Continuous Foreign Language Education in Higher School

SHS Web of Conferences ◽

10.1051/shsconf/20185001182 ◽

2018 ◽

Vol 50 ◽

pp. 01182

Author(s):

Yuliya Timkina ◽

Marina Khlybova ◽

Irina Leushina

Keyword(s):

Foreign Language ◽

Language Education ◽

Foreign Language Education ◽

Bachelor's Degree ◽

Management Activity ◽

Foreign Language Study ◽

Foreign Language Acquisition ◽

School Based ◽

Level Of Training

Modern higher education in Russia includes three levels of training: bachelor’s degree, master’s degree and postgraduate courses. Foreign language study is a compulsory part of each level of training. We suppose that the effective formation of foreign language communicative competence is possible when designing a continuous multilevel system of foreign language acquisition in a higher school based on variety. We view a variety in the way that students and teachers are given the freedom to choose an educational variant from a variety of content, technologies, tools and forms based on a selection algorithm. Continuity is achieved by the consistency and succession of the professionally oriented educational content, the non-linear formation of foreign language sub competencies and the activation of linguistic self-education. The aim of the article is to develop a management system for a continuous foreign language education based on a variety. The management activity is aimed at implementing the educational project in the mass education. The establishment and evaluation of the system includes the determination of strategy and implementation mechanisms, requirements for the programs development and creation of methodological and information supports, mechanisms for quality assurance providing in the professionally oriented foreign language education.

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Professionally-oriented foreign language training: problems and solutions

Казанский педагогический журнал ◽

10.51379/kpj.2021.146.3.017 ◽

2021 ◽

Author(s):

Т.А. Танцура

Keyword(s):

Foreign Language ◽

Language Education ◽

Foreign Language Education ◽

Professional Communication ◽

The European Union ◽

Education Abroad ◽

Language Knowledge ◽

Problems And Solutions ◽

High Level ◽

The University

В статье рассматриваются основные направления иноязычного образования в вузе в настоящее время. Автор указывает на общую тенденцию трансформации иноязычного образования за рубежом и в отечественном образовании. Создание единого европейского государства и открытие границ способствовали росту мобильности профессиональных кадров, что вызвало потребность в высоком уровне знания иностранного языка для повседневного и профессионального общения. Актуальность статьи заключается в изучении проблемы внедрения интегрированного обучения профильных дисциплин посредством иностранного языка в вузе. Автором отмечается тот факт, что несмотря на возможность активизации процесса обучения профильным дисциплинам и одновременного совершенствования знаний и навыков иностранного языка, в настоящее время лишь небольшое количество вузов внедряют интегрированное обучение. В статье определяются трудности и преимущества введения обучения на основе предметно-языкового интегрированного обучения. The article deals with the main directions of foreign language education at the university at the present time. The author points to the general trend regarding to transformation of foreign language education abroad and in Russia. The creation of the European union and the opening of borders contributed to the growth of the mobility of professional personnel, which caused the need for a high level of a foreign language knowledge for everyday and professional communication. The relevance of the article is to study the problem of implementing integrated teaching of specialized disciplines through a foreign language at a university. The author notes the fact that despite the possibility of activating the process of teaching specialized disciplines and simultaneously improving the knowledge and skills of a foreign language, only a small number of universities are implementing integrated training currently. The article defines the difficulties and advantages of introducing training based on subject-language integrated learning.

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FORMATION OF THE RESEARCH SKILLS OF STUDENTS DURING STUDYING THE FOREIGN LANGUAGE (ENGLISH) AT THE UNIVERSITY

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.768 ◽

2019 ◽

Vol 7 (6) ◽

pp. 33-37

Author(s):

Inna Imamovna Sokolova ◽

Ilyuza Vasilovna Gilmutdinova

Keyword(s):

Foreign Language ◽

Scientific Literature ◽

Language Education ◽

Foreign Language Education ◽

Research Skills ◽

Analysis And Synthesis ◽

Teachers And Students ◽

Second Year ◽

The University ◽

Academic Year

The purpose of the article is to research the influence of English lessons and students’ scientific conferences on the formation of the research skills of university students.Materials and methods: The second-year students of the Institute of Psychology and Education, Kazan Federal University took part in the study. In the process of study, the following research methods were used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience; pedagogical observations of the process of foreign language education at the university, interviews, and questionnaires.Results of the research: There were identified the key research skills for university students. The initial and final level of the formation of the research skills during the academic year was measured. The results show that the lessons of the foreign language (English) along with the participation in student’s conference influence effectively on the research skills formation. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of Formation of the research skills of students during studying the foreign language (English) at the university is presented in a comprehensive and complete manner.

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