scholarly journals Exploring literary texts to develop students’ creative writing skills: proposed activities for Spanish as a foreign language

2020 ◽  
pp. 41-49
Author(s):  
Carmen Martín de León ◽  
Cristina García Hermoso
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Writing Skills ◽  
Learning Activities ◽  
Literary Texts ◽  
Communicative Skills ◽  
Fictional Worlds ◽  
Cultural Skills

Literary texts offer a rich environment for language learning that teachers can exploit to develop not only students’ linguistic (pragmatic, discursive) and cultural skills, but also communication and creative skills. In our study, we have used literature with different writing activities that involved the use of students’ imagination and creativity. In order to develop these skills, which require students’ communicative competence as well as their imagination, we need for them to be able to create the meaningful contexts that lie within fictional stories. The assumption is that, as students become familiar with the characters in the novels, they will be able to recreate situations that make sense for those very stories, generating a shared world in which they could immerse themselves. In that shared world, they would be able to participate in possible dialogues and build stories that could have taken place, thus developing their creative and communicative skills. In this paper, we show how the literature-based learning activities that we have designed following this hypothesis have helped students empathise with characters in novels and imagine fictional worlds. Such new fictional worlds have in turn empowered students to communicate in Spanish in an authentic way, that is, in a way that is similar to that of the characters in the novels.

scholarly journals To the problem of formation of foreign language communicative competence

2020 ◽  
Vol 1 (189) ◽  
pp. 169-173
Author(s):  
Svitlana Shcherbyna ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Competence ◽  
Communicative Skills ◽  
Language Communication ◽  
The Difference ◽  
Amount Of Knowledge

Communicative skills are the leading tendency in the modern methods of teaching foreign languages. The article deals with the aim of such a system of teaching – the establishment of foreign language competence which contributes to the students’ communicative skills. One of the most important component of communicative competence is language competence, that provides on the basis of a decent amount of knowledge as the construction of grammatically correct forms and syntactic constructions, as an understanding the semantic segments of language, organized in accordance with the norms of a foreign language. Undoubtedly, verbal communication is possible only in the presence of language competence. However, removing only the language barrier does not automatically lead to a full-fledged foreign language communication. Rapid growth of international relations puts an increasing number of communicators in need of overcoming not only linguistic, but also cultural and mental barriers. Vocabulary teaching as an integral part of communicative and systemic aspects of foreign language learning is featured. Communication – based techniques of mastering lexical material are proposed. Mastering the purpose of the word, the conceptual functioning of lexical material is aimed at achieving adequate implementation of communicative intent. Useful for the formation and improvement of communication skills is the method of enriching the vocabulary of students by providing synonymous series with an explanation of the difference of meaning. Thus, learning a foreign language is communicatively oriented, so the leading component of the four-single complex of goals is the mastery of language skills for foreign language communication, taking into account its intention, addressee and conditions. Further development of tools and techniques for the formation of components of communicative competence will continue to be relevant in teaching foreign languages to students of non-language higher education institutions, that opens up opportunities for scientific and creative research.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

scholarly journals Factors of formation of foreign language communicative competence of future construction specialists through overcoming the language barrier

2021 ◽  
Vol 274 ◽  
pp. 12002
Author(s):  
Khanif Makayev ◽  
Guzal Makayeva ◽  
Natalia Sigacheva
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Language Barriers ◽  
Speech Development ◽  
Construction Sites ◽  
School Students ◽  
Communicative Skills ◽  
Practical Development ◽  
Language Growth

Employees at construction sites need to have good communicative competence on all the issues occurring there. The survey of higher school students revealed presence of language barriers in the process of communication. They should be able to cope with all the speech situations requiring proper practical language skills. Therefore, the research considers necessity of development of communicative speech skills of future construction specialists in English considering the factors that would contribute to overcoming language barriers. To realize this, the authors empirically surveyed groups of a higher school final-year students to improve their language level through mastering their communicative skills on the base of necessary teaching factors, and simultaneously eliminating possible obstacles. The research was conducted on the base of communicative method and the teaching-practicing-controlling approach supported by observing, questioning, and surveying methods. The results obtained show that proper practical development of future specialists’ communicative skills taking into account all kinds of barriers can improve their professional language growth and overcoming their speech barriers. The research results obtained one can use in language teaching practice, as well as for making some possible contribution to education and through it communication skills of research participants’ speech development.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

scholarly journals Integrating the Intercultural Communicative Competence (ICC) in a Foreign Language Program: Faculty Considerations upon Leaving the Haven of Native Speakership

2016 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Hector Manuel Serna Dimas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Study ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Teaching Sequence ◽  
Language Faculty ◽  
Language Program

<p>This action research study presents the perspectives of two language faculty who integrated the principles of the Intercultural Communicative Competence (ICC) model in their teaching. The professors shared their understanding of intercultural communicative competence through a learning log. These reflections were mainly about the challenged notion of native speakership, particularly in foreign language teaching contexts. The faculty also developed a teaching sequence that integrated the ICC criteria. The study offers some of the faculty considerations on their integration of the ICC model together with their students’ perspectives. The research results show that students could get involved in language learning beyond the customary linguistic aspects of language teaching, and they could embark themselves upon the understanding of the intercultural aspects that permeate any classroom negotiation where two languages happen to meet and interact through the lived experiences and the identity of their speakers.</p>

The importance of oral exercises in courses of communicative skills

2017 ◽  
Vol 2 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Наталья Башлуева ◽  
Natalya Bashlueva
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Communicative Competence ◽  
Communicative Skills ◽  
Conversational Skills ◽  
Internal Affairs ◽  
Everyday Communication

The article deals with the need for cadets to develop everyday communication skills in a foreign language in order to develop communicative competence and improve the efficiency of the process of training cadets of Russian Ministry of Internal Affairs. To achieve this goal, it is necessary to increase the knowledge of cadets and develop methodological techniques that ensure the development of conversational skills in the volume indicated in the program.

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