scholarly journals Authentic Literature in Textbooks of Czech as a Foreign Language

Bohemistyka ◽  
2021 ◽  
pp. 561-568
Author(s):  
Kateřina SACHROVÁ
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Literary Texts ◽  
Teaching Materials ◽  
Literary Style ◽  
Textual Content

Usage of the literary style is an important part of teaching and learning Czech as a native or foreign language. The literary style, or more exactly, the style of literature, drama and poetry, is an important way of that representing the culture at the basis of the taught language. In this paper, we provide a short outline of the problem of authenticity in textbooks of Czech as a foreign language. The aim of this article is to present some of the aspects of using authentic literary texts in modern communicative textbooks. The study is based on analysis of the textual content of contemporary teaching materials.

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

2016 ◽  
Vol 18 (2) ◽  
pp. 125 ◽  
Author(s):  
Elio Jesús Cruz Rondón ◽  
Leidy Fernanda Velasco Vera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Global English ◽  
Pedagogical Intervention ◽  
New Applications

<p>Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.</p>

Structural-Cognitive

1980 ◽  
Vol 1 ◽  
pp. 26-42
Author(s):  
F. Gomes de Matos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Second Language Teaching ◽  
Explicit Mention

The design of teaching materials for second or foreign language teaching (hereafter SFLT) should be a particularly creative and insightful activity for applied linguists to engage in, yet a search through the ever-growing literature of Applied Linguistics reveals that relatively negligible attention has been given to the study of applications of linguistics to SFLT textbooks (Gomes de Matos 1976a). A look at the Proceedings (1971, 1974, 1976) of three Congresses of the International Association of Applied Linguistics (AILA) shows that in its Stuttgart, 1975 Congress, AILA features a section devoted to Language Materail Development, but the program of its 1978 Montreal meeting reveals that the former sectin was subsumed under the section Second Language Teaching and Learning. Greater recognition of the importance of textbooks in Applied Linguistics can be seen in the inclusion in AILA's 1981 Congress in Lund, Sweden of a section on Teaching Materials, Textbooks (note the explicit mention of the latter), and Pedagogical Grammars.

scholarly journals Needs Analysis of ESC (English Short Course) Program for Administrators in State Polytechnic Ambon

2020 ◽  
Vol 2 (2) ◽  
pp. 40-48
Author(s):  
Ahmad Yelliza
Keyword(s):  
Foreign Language ◽  
Research And Development ◽  
Teaching And Learning ◽  
English Language ◽  
Needs Analysis ◽  
Teaching Materials ◽  
Academic Field ◽  
Short Course ◽  
Language Needs ◽  
Upper Level

English for Specific Purpose (ESP) refers to teaching and learning English as a foreign language for the purpose in using it in the certain domain.  The aimed of this study to wholly analyse the cornerstone of ESP focusing on needs analysis; necessities, wants and lacks. The study was conducted by using Research and Development (R&D), see Richey and Klein (2015). The data were obtained from questionnaires and interviews. Additionally, the results of needs analysis shown that English language needs of administrators majoring in daily conversation and English for profession (90 %) with various topics, then (20%) focusing on academic field. Furthermore, it was found that, there were 70% students as C2 (Basic-upper level) and 30% were C1 (Basic-lower level). Furthermore, schedule and difficulties in understanding materials were found as lacks for the administrators. In conclusion, the results of this study with suggestion for ESC program frequently instructors or teachers to design the syllabi and develop teaching materials related to the findings, and institution to issue the policy. It is strongly required do be done as soon as possible in order to support the State of Polytechnic Ambon becomes the best university in eastern Indonesia and can be a reference campus.  

scholarly journals المدخل البنائي في تعليم اللغة العربية

2019 ◽  
Vol 10 (2) ◽  
pp. 121-134
Author(s):  
Ana Achoita
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Approach ◽  
Teaching Materials

Teaching materials are important element in learning besides one of learning source. This statement could be implemented when those materials prepared according to right procedures as well as their arrangement principles, namely: language, culture and education besides teaching methods. However, some teaching materials and exercises are not relevant to provided materials (curriculum) and not related to students lives. Therefore, the students are inactive towards delivered subjects. One of the approach used in foreign language teaching  is constructivism approach, which means a learning approach emphasizing students active roles in building knowledge and their involvement in teaching and learning.

scholarly journals The future of literary texts in the L3 classroom

2014 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Inger Olsbu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Literary Texts ◽  
Curricular Reform ◽  
Thick Description ◽  
Education Literature ◽  
Disciplinary Identity ◽  
The Future

What will the L3 classroom look like in the future? In the debates about foreign language (FL) educational politics and methodology, little has been said about literature. Still, it is my claim that the question of literature is intrinsically related to fundamental FL issues such as aims, content and methods. To ask whether the L3 classroom of the future will include literary texts is therefore also to ask about the future disciplinary identity of the foreign languages. The present article investigates the use of literature in foreign language teaching and learning, and provides a kind of “thick description” that comes from mapping the question within a broader context. I start with the main didactic and epistemic perspectives on the use of literary texts within the field of foreign languages (FL) itself. These perspectives from within will be amplified by introducing what I have termed two competing discourses of literature and education (“literature as suppressive” and “literature as suppressed”), and by showing how they can be related to FL teaching and learning. These are in turn framed within the macro perspective of educational philosophies and the functions of school in society. Finally, I will consider the specific Norwegian case, with a particular focus on the L3 subject curriculum of the last curricular reform (LK06), and its consequences for the use of literary texts.

Memory Transfer Language: an absolute learner-driven visualizer

2014 ◽  
Vol 13 (9) ◽  
pp. 5015-5019
Author(s):  
Leonard J. Mselle
Keyword(s):  
Teaching And Learning ◽  
Visualization Technique ◽  
Teaching Materials ◽  
Memory Transfer ◽  
Learning Programming ◽  
Teaching And Learning Programming

This article discusses visualization as a technique to enhance programming comprehension. It points out that current animation approach, being machine-based technique, is inadequate due to the fact that machine-based animation tools are difficult to integrate in the current teaching materials. In addition, machine-centered animators do not guarantee the learner with absolute engagement. In this paper, MTL, as a visualization technique which is absolutely learner-driven is demonstrated and discussed. It is shown that MTL can be integrated with current materials for teaching and learning programming and it can guarantee absolute authority to the learner.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

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