Notfallmedizinische Kommunikation im Unterricht Polnisch als Fremdsprache. Analyse von Gesprächsverhalten deutschsprachiger Rettungskräfte

This paper focuses on the emergency communication of German paramedics who are learning Polish as a foreign language. This is to be tested in a role play, in which speech acts occur. Can the recorded speech acts or certain pragmatic phenomena be used in foreign language teaching of emergency communication? The study shows that the majority of patients’ responses are understood by the paramedics, but they respond to them inappropriately. Therefore, it is concluded that language courses for paramedics should focus much more on fixed phrases in Polish. The analysis of the recordings shows that this would enable them to formulate their answers in Polish, and not in German or English. In addition, code-switching sequences were used as means to identify the areas where there is a need for a modification of the programme and exercises during the lessons. The emphasis should lie on non-medical answers to the patient’s linguistic actions as well.

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Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.11.16sci ◽

1981 ◽

Vol 11 ◽

pp. 246-257

Author(s):

A.G. Sciarone

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Applied Linguistics ◽

Foreign Language Teaching ◽

Linguistic Understanding ◽

Language Courses ◽

The Difference ◽

And Linguistics ◽

Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

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ROLE PLAY AS A TECHNIQUE OF DEVELOPING LEARNERS' PROFESSIONALLY SIGNIFICANT COMPETENCES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol5.4982 ◽

2020 ◽

Vol 5 ◽

pp. 428

Author(s):

Natalia Ivanova

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Vocational Training ◽

Second Language Learning ◽

Language Teaching ◽

Role Play ◽

Foreign Language Teaching ◽

Military Students ◽

Acquisition Processes

The article addresses essential aspects of role play as a technique aimed at facilitating military students' professionally significant competences. The study undertaken here advocates the task-based language teaching as an integral part of the military students’ vocational training at the law faculty. Hence the goal of our study is to provide theoretical justification and methodological development of the concept of role play in foreign language teaching as a means of promoting second language learning and facilitating vocational training. We have analysed the impact of role play on the learner acquisition processes and forming of their professionally significant competences. We have identified stages and algorithms of role play, examined its components and characteristics in foreign language teaching. The conceptual framework of the study follows the model of professional competence approach. Research and experience data obtained in our experimental work make it possible to identify the significance of role play in second language learning designed for military students’ professional development in educational programs at law faculties.

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Foreign language teaching – Integrationism vs. MGM

Language and Dialogue ◽

10.1075/ld.00002.gre ◽

2018 ◽

Vol 8 (1) ◽

pp. 5-20

Author(s):

Marion Grein

Keyword(s):

Foreign Language ◽

Speech Acts ◽

Native Speakers ◽

Language Teaching ◽

Real Life ◽

Linguistic Analysis ◽

Foreign Language Teaching ◽

Game Model ◽

Language Usage ◽

Modern Language

Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.

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CODE SWITCHING AT EFL CLASSROOM IN THE MULTINATIONAL STUDENT GROUPS

THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION ◽

10.26730/lingvo.2020.175-183 ◽

2020 ◽

Author(s):

O. N. Greenwald

Keyword(s):

Foreign Language ◽

Classroom Management ◽

Language Learning ◽

Interpersonal Relations ◽

Language Teaching ◽

Foreign Language Learning ◽

Foreign Language Teaching ◽

Code Switching ◽

Student Groups ◽

Positive Strategy

The article deals with code switching as a teachers' strategy at EFL lessons. The analysis of foreign colleagues' experience is given, enabling to classify the instances of code switching at EFL lessons into three groups: curriculum access, classroom management, interpersonal relations. The deliberate and judicious use of the strategy at EFL university classroom is proved to promote foreign language learning. The need for investigating code switching as a possible positive strategy of foreign language teaching in the multinational student groups is concluded.

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Forms of address as Cross-Cultural Code-Switching: The case of German and Danish in Higher Education

Linguistik Online ◽

10.13092/lo.79.3342 ◽

2016 ◽

Vol 79 (5) ◽

Cited By ~ 1

Author(s):

Bjarne Ørsnes

Keyword(s):

Higher Education ◽

Foreign Language ◽

Cognitive Dissonance ◽

Language Teaching ◽

Power Distance ◽

Foreign Language Teaching ◽

Cross Cultural ◽

Code Switching ◽

Language Of Instruction ◽

Cultural Code

Both German and Danish have distinct pronouns for addressing communication partners formally and informally (referred to as V for Sie/De and T for du/du). However, their use differs considerably in Germany and Denmark, e. g. in higher education. In Germany, the lecturer and the students use V, in Denmark they use T. Based on the observation that Danish students are very reluctant (and sometimes even opposed) to use V in the classroom in Denmark, this article proposes to consider the use of V and T as a case of Cross-Cultural Code-Switching. It is hypothesized that V causes Cultural Cognitive Dissonance for (young) Danes since V is interpreted as an overt manifestation of power distance in a society which considers itself as egalitarian. Ways to cope with such cognitive dissonance in foreign language teaching are discussed. Furthermore, the article addresses the broader question of when cultural behaviours are supposed to apply and – in particular – what conventions are appropriate in higher education in Denmark when German is the language of instruction: should we use V as in Germany or T as in Denmark? Arguments for both choices are presented and discussed.

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Implementation Strategies for Improving the Teaching Quality of Foreign Language Courses

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i24.19031 ◽

2020 ◽

Vol 15 (24) ◽

pp. 128

Author(s):

Zhijiao Li

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Implementation Strategies ◽

Teaching Quality ◽

Indicator System ◽

Foreign Language Teaching ◽

Fuzzy Evaluation ◽

Language Courses ◽

Foreign Language Courses

The teaching quality of foreign language courses is constrained by various factors. It is no easy task to improve the teaching quality or evaluate it in a reliable manner. To solve the problem, this paper attempts to design feasible strategies for improving the teaching quality of foreign language courses. Firstly, theoretical analysis was carried out on the development of foreign language teaching and the factors affecting the teaching quality, revealing the key obstacles to improving the teaching quality. On this basis, several strategies and paths were put forward to improve the quality of foreign language teaching. In addition, a novel evaluation indicator system and a multi-attribute fuzzy evaluation model were established for the teaching quality of foreign language courses. The research results provide strong supports to the teaching optimization of foreign language courses.

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Enseigner le Français langue étrangère niveau B1 : difficultés et stratégies

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43291 ◽

2019 ◽

Vol 3 ◽

pp. 00018

Author(s):

Dian Savitri

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Learning Activities ◽

Font Size ◽

First Semester ◽

Language Class ◽

Language Courses ◽

The Common ◽

Teaching Learning

The aim of foreign language teaching is to enable learners to use the language they have learned to communicate and interact in their lives. This is why teaching/learning no longer gives priority to structure but rather to communication and interaction. It is by communicating that they learn the structure. The foreign language class is a place where learners use the language learned. Therefore, it is necessary for the teacher to create interesting activities that can encourage learners to use the language to communicate. Teaching French as a foreign language from the first semester to the seventh semester in the French Department, Universitas Negeri Jakarta, we use the Alterego+ manual. It replaced Alterego that we had used for over 5 years. After having studied it for 7 semesters, we hope that students can present themselves at DELF B2. As it provides language course level B1, it only want to talk about thepractice class with Alterego+ 3 that has been done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common European Framework of Reference for Languages (CECRL), within a 150-hour course of teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our department the B1 language courses are only lasted about 106 hours. How can one teach the limited duration B1 level?

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Applying the Communicative Methodic in Learning Lithuanian as a Second Language

Santalka Filologija Edulokogija ◽

10.3846/coactivity.2007.31 ◽

2011 ◽

Vol 15 (4) ◽

pp. 23-31

Author(s):

Vaida Buivydienė ◽

Regina Žukienė

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Opportunity To Learn ◽

Foreign Language Teaching ◽

Modern World ◽

Language Courses ◽

International Projects ◽

Exchange Programme ◽

Different Cultures

One of the strengths of European countries is their multilingual nature. That was stressed by the European Council during different international projects. Every citizen of Europe should be given the opportunity to learn languages life long, as languages open new perspectives in the modern world. Besides, learning languages brings tolerance and understanding to people from different cultures. The article presents the idea, based on the experience of foreign language teaching, that communicative method in learning languages should be applied also to Lithuanian as a foreign language teaching. According to international SOCRATES exchange programme, every year a lot of students and teachers from abroad come to Lithuanian Higher Schools (VGTU included). They should also be provided with opportunities to gain the best language learning, cultural and educational experience. Most of the students that came to VGTU pointed out Lithuanian language learning being one of the subjects to be chosen. That leads to organizing interesting and useful short-lasting Lithuanian language courses. The survey carried in VGTU and the analysis of the materials gathered leads to the conclusion that the communicative approach in language teaching is the best to cater the needs and interests of the learners to master the survival Lithuanian.

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Role Play in Foreign Language Teaching a Description of the Teaching Strategy

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.41-42.04goe ◽

1978 ◽

Vol 41-42 ◽

pp. 87-117 ◽

Cited By ~ 1

Author(s):

Michaël Goethals

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Teaching Strategy ◽

Role Play ◽

Foreign Language Teaching

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L’enseignant et sa formation en ligne

10.17184/eac.4888 ◽

2021 ◽

pp. 81-86

Author(s):

Shin-tae KANG

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Institutions ◽

Human Society ◽

Korean Language ◽

Health Crisis ◽

The World ◽

Teachers And Students ◽

Language Courses

The health crisis facing the world in 2020 is impacting all strata of human society and challenging citizens and their institutions, including educational institutions. Educational institutions need to continue to connect teachers and students to ensure educational continuity. This unprecedented experiment in confined foreign language teaching began in March 2020 at Inalco, where we teach Korean language in the Korean Studies Department. From that date onwards, like all teachers at Inalco, we had to provide all our language courses online.

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