scholarly journals Über ból und symptomy… Wortschatz im Polnischunterricht für deutschsprachige Rettungskräfte

2021 ◽  
Vol 48 (1) ◽  
pp. 45-62
Author(s):  
GRZEGORZ LISEK
Keyword(s):  
Foreign Language ◽  
Medical Emergency ◽  
Shortness Of Breath ◽  
Emergency Communication ◽  
Foreign Language Acquisition ◽  
Form Part ◽  
Language Courses ◽  
The Subject ◽  
The Common ◽  
Vital Parameters

This paper focuses on the lexical side of the emergency communication of German paramedics who are learning Polish as a foreign language for professional purposes. The aim of the study is to find out which lexical units arise during language courses and how often. To what extent can the acquired vocabulary be used to develop dedicated programmes for foreign language acquisition in medical emergency communication? The analysis shows that the vocabulary collected here depends on the subject, such as ból (pain) or leki (medicines). According to the participants, symptomy (symptoms) and duszności (shortness of breath) are also part of the common vocabulary. Emergency medical communication can be carried out with the question pronouns kiedy (when) and gdzie (where). Among the most frequently repeated lexical units of vital parameters during patient transfer are saturacja (oxygen saturation) and puls (pulse). The vocabulary collected here should help in preparing a description of the competences which should form part of a language course for professional purposes.

scholarly journals Enseigner le Français langue étrangère niveau B1 : difficultés et stratégies

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

<p class="Abstract">The aim of foreign language teaching is to enable learners to use the&nbsp;<span style="font-size: 1rem;">language they have learned to communicate and interact in their lives.&nbsp;</span><span style="font-size: 1rem;">This is why teaching/learning no longer gives priority to structure but&nbsp;</span><span style="font-size: 1rem;">rather to communication and interaction. It is by communicating that&nbsp;</span><span style="font-size: 1rem;">they learn the structure. The foreign language class is a place where&nbsp;</span><span style="font-size: 1rem;">learners use the language learned. Therefore, it is necessary for the&nbsp;</span><span style="font-size: 1rem;">teacher to create interesting activities that can encourage learners to&nbsp;</span><span style="font-size: 1rem;">use the language to communicate. Teaching French as a foreign&nbsp;</span><span style="font-size: 1rem;">language from the first semester to the seventh semester in the French&nbsp;</span><span style="font-size: 1rem;">Department, Universitas Negeri Jakarta, we use the Alterego+ manual.&nbsp;</span><span style="font-size: 1rem;">It replaced Alterego that we had used for over 5 years. After having&nbsp;</span><span style="font-size: 1rem;">studied it for 7 semesters, we hope that students can present&nbsp;</span><span style="font-size: 1rem;">themselves at DELF B2. As it provides language course level B1, it only&nbsp;</span><span style="font-size: 1rem;">want to talk about thepractice class with Alterego+ 3 that has been&nbsp;</span><span style="font-size: 1rem;">done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets&nbsp;</span><span style="font-size: 1rem;">learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common&nbsp;</span><span style="font-size: 1rem;">European Framework of Reference for Languages (CECRL), within a 150-hour course of&nbsp;</span><span style="font-size: 1rem;">teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our&nbsp;</span><span style="font-size: 1rem;">department the B1 language courses are only lasted about 106 hours. How can one teach the limited&nbsp;</span><span style="font-size: 1rem;">duration B1 level?</span></p>

scholarly journals A Qualitative Approach to Educational Research: Language Courses in English Studies

2017 ◽  
Vol 23 (45) ◽  
pp. 143
Author(s):  
Elisabet Arnó-Macià
Keyword(s):  
Qualitative Methodology ◽  
Language Teachers ◽  
English Studies ◽  
Language Awareness ◽  
Language Classes ◽  
Form Part ◽  
Language Courses ◽  
The Subject ◽  
Selection Of

This paper reports on a qualitative study focusing on the role of language awareness in university language courses that form part of English Studies (ES). Language constitutes the subject matter of students’ discipline and the ES degree is the initial training for future language teachers and other language-related professionals. Therefore, the models and views of language presented at university will influence graduates’ future professional practice. This study focuses on how language awareness is approached in language classes and on lecturers’ and students’ views of language and learning. This article will discuss how a qualitative methodology was used to find out about participants’ practices and views on language and learning, through immersion in a university language course over a term. Using a descriptive-interpretive paradigm, data were gathered from classroom observations and interviews, and analysed through the combination of ethnography and discourse analysis. This paper presents the methodological underpinnings of this research, decisions on the selection of data, interaction with participants, researcher’s stance, and warranting. Through the understanding of participants’ practices and views, this study provides a picture of how language awareness is approached in a university language course.

scholarly journals The Theories of learning and methods of teaching foreign languages Literature review

2020 ◽  
Vol 10 (16) ◽  
pp. 227-252
Author(s):  
Asma Nifaoui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Learning Theories ◽  
The Past ◽  
Foreign Language Acquisition ◽  
Unique Method ◽  
The Subject ◽  
Oral Method ◽  
Teaching Learning

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.

scholarly journals KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY

Neofilolog ◽  
2018 ◽  
pp. 21-35
Author(s):  
Krystyna Mihułka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Final Part ◽  
Foreign Language Acquisition ◽  
The Subject ◽  
Social Pedagogues ◽  
Language Teaching And Learning

Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definitions of the word culture. Even a perfunctory analysis of those definitions indicates that it is difficult to talk about culture using it as a consistent concept. The aim of this article is therefore to highlight the richness of meaning of the word culture by presenting and discussing the characteristics of culture which appear most frequently in definitions developed by social psychologists, cultural anthropologists, social pedagogues, foreign language acquisition researchers, and students of German philology. The final part of this articlepresents those features of culture which allow to place this concept correctly in the process of foreign language teaching and learning.

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

2021 ◽  
Vol 47 (2) ◽  
pp. 169-193
Author(s):  
Grzegorz Lisek
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Language Teaching ◽  
Role Play ◽  
Foreign Language Teaching ◽  
Code Switching ◽  
Emergency Communication ◽  
Language Courses

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.

scholarly journals Problems and Issues Related to Teaching Japanese to Students with Disabilities: Lessons Learned

2018 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Carlos L. Pimentel
Keyword(s):  
Foreign Language ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Lessons Learned ◽  
Faculty Members ◽  
Postsecondary Institutions ◽  
Midwestern University ◽  
Language Courses ◽  
The Subject ◽  
Foreign Language Courses

With increased advancement in assistive technologies, an increased number of students with disabilities are attending postsecondary institutions. This has resulted in more of these students taking foreign language courses either out of interest in the subject or in order to fulfill university or college requirements. While research has shown that some faculty members have received training in providing accommodations to these students, most feel inadequately equipped and unprepared to handle the teaching of such students. The present paper explores the problems and issues associated with teaching Japanese to college students at a large midwestern university with three different disabilities: PTSD, cerebral palsy, and complete visual impairment. The paper discusses problems facing each student as they learned Japanese, challenges for instructors, accommodations provided, and some solutions.

scholarly journals Foreign Language Acquisition at Elementary Level Education in Samarinda

2020 ◽  
Vol 4 (2) ◽  
pp. 337
Author(s):  
Mohamad Muklis ◽  
Widya Noviana Noor ◽  
Sherly Yuandari
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Direct Interaction ◽  
Structured Interview ◽  
Capital City ◽  
L2 Acquisition ◽  
East Kalimantan ◽  
Foreign Language Acquisition ◽  
The Subject

The main objective of this study is to investigate the process of foreign language acquisition of certain kid in Samarinda, as the capital city of East Kalimantan, Indonesia. Two months case study have already conducted to capture all phenomenon happened especially towards important factors from several experts which are potentially influenced the process of L2 acquisition i.e. general factors e.g. aptitude, age, intelligence, cognitive, attitude, motivation, and personality (Ellis, 2008), linguistics input including formal and informal environments (Krashen, 1981), and three second language believes i.e. behaviorist, innatist, and interactionist (Lightbown & Spada, 2006). Direct observation to the subject condition and environment was done as well as semi-structured interview to obtain deeper information from the caregiver who has direct interaction with the subject every day. As the result, the findings indicate that a proper stimulus can motivate the subject to learn and acquire the L2 even though stable proportion from both formal and informal environments as linguistics input should be noticed in order for the subject to have better achievement on her L2 acquisition. Other factors influenced the L2 acquisition of the subject is also explained following by its implications and suggestions regarding with this research focus.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

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