scholarly journals Strategie komunikacyjne w obliczu trudności językowych

Neofilolog ◽  
2017 ◽  
pp. 193-206
Author(s):  
Jolanta Morytz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Scale Method ◽  
Language Classes ◽  
Verbal Strategies ◽  
The Relationship ◽  
Different Levels

Foreign language classes at university should enhance not only knowledge of foreign languages but with the use of different methods, should also develop skills of communication strategies, which are very important to compensate for deficits in communication. These strategies are indispensable for language learners irrespective of their level of proficiency. The objective of the study described in the present paper is to explore the communication strategies used by Polish students at different levels of knowledge of Italian. Data was collected by two types of questionnaires, one including two open-ended questions. The other was based on a Likert-scale method which examined the frequency of usage of avoidance strategies, verbal and non verbal strategies, as well as the strategy of transfer. Emphasis was placed on the relationship between the use of types of communication strategies and students’ level of proficiency. In the final part the author recommends types of lexical exercises which should be practised during classes to help students to develop their communicative skills.

scholarly journals On the nature of collocations and ways of teaching them in foreign language classes

2020 ◽  
Vol 10 (1) ◽  
pp. 16-31
Author(s):  
Tünde Nagy
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Real Life ◽  
Learning Skills ◽  
Reading And Writing ◽  
Language Classes ◽  
Different Levels

AbstractWhen it comes to teaching vocabulary in foreign language classes words are often taught in isolation, without regard to the context in which they appear. The paper draws attention to the importance of teaching words in context so that the meaning of a word often results from the meaning of a larger construction it is part of. After presenting the morpho-syntactic and semantic characteristics of collocations, and the difficulties language learners face in acquiring them, the paper presents a few ideas on how to teach collocations, giving examples of activities and exercises that can facilitate the learning process. The focus has been laid on activities that can complement the lessons in class, can be applicable at different levels and also require relatively little preparation from the part of the teacher. In addition, an important aspect has been to choose activities that language learning have fun doing (that include creativity, problem solving, humor, real life examples, own experiences, etc.) and that integrate the necessary language learning skills (speaking, listening, reading, and writing). Without the intention of being exhaustive, the paper concentrates on those activities and tasks that present collocations in their entirety, as constructions, assuming that these are the most useful for students. While the ideas presented are generally applicable in foreign language classes, the present paper has been written with native Hungarian speakers in mind.

scholarly journals The relationship between phonotactic awareness and pronunciation in adult second language learners

2017 ◽  
Vol 17 (1) ◽  
pp. 185-214
Author(s):  
Hanna Kivistö-de Souza
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
English Speakers ◽  
Decision Task ◽  
Efl Learners ◽  
Language Classrooms ◽  
The Relationship ◽  
L1 English ◽  
L2 Pronunciation

Abstract: This study examined to what extent L1 Brazilian Portuguese (BP) EFL learners are aware of L2 phonotactics and whether there would be a relationship between L2 phonotactic awareness and L2 pronunciation accuracy. The language learners were tested regarding their awareness of L2 onset consonant clusters with a lexical decision task presenting nonword stimuli with legal and illegal onset clusters. L2 pronunciation was measured with a Foreign Accent Rating Task. The results showed that L1 BP participants showed a high awareness concerning L2 phonotactics, not differing from L1 English speakers, t(86)=.20, p =.83. Furthermore, high phonotactic awareness was found to be related to higher accuracy in L2 pronunciation (r= -.46, p <.001). The results suggest that phonotactics should be taught in foreign language classrooms since increasing learners’ awareness might be beneficial for the accuracy of their L2 pronunciation.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

Patterns of Vocabulary Development in Foreign-Language Learners

1987 ◽  
Vol 9 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Rolf Palmberg
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Time Pressure ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
The Stability ◽  
Introductory Discussion ◽  
The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

scholarly journals Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia

2017 ◽  
Vol 10 (7) ◽  
pp. 247 ◽  
Author(s):  
Nurah Alfares
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Language Learners ◽  
Group Work ◽  
Language Teachers ◽  
Telephone Interviews ◽  
Language Classes ◽  
Emotional Aspects ◽  
Quantitative And Qualitative Methods

This study investigates learners’ perceptions of the benefits and the difficulties of group work (GW) in EFL (English as a foreign language) classes. The purpose of this study is to explore the possible effects of GW, in order to better understand learners’ attitudes towards GW, and to inform language teachers of students’ views of using GW. A mixed-methods approach (quantitative and qualitative methods) was used to collect the required data for the study. Questionnaires were collected from 188 students in five private language institutions. These institutions specialise in teaching EFL to adult students studying in intermediate and secondary schools. From this sample, 20 students were interviewed in more detail in follow-up telephone interviews. The questionnaire examined learners’ general perceptions, and the telephone interviews further explored the questionnaire findings. The findings revealed that many language learners consider the advantages of GW to be mainly related to (1) cognitive aspects, i.e. benefits that help learners in the learning process; and (2) emotional aspects, which are benefits that enhance motivation for learners. However, some learners identified difficulties, mostly related to learners’ behaviours, which can result in uncooperative work in groups. These findings revealed that Saudi learners regard GW as effective in learning, but that some students’ negative behaviours may prevent them from obtaining the benefits of GW.

Newspapers and magazines: useful aids in the classroom

1987 ◽  
Vol 8 (2) ◽  
pp. 53
Author(s):  
Vera Lúcia Menezes de Oliveira e Paiva
Keyword(s):  
Foreign Language ◽  
Language Classes ◽  
Authentic Communication ◽  
Different Levels

The first part of this paper presents a series of arguments advocating the use of newspapers and magazines in the classroom. Besides being a permanent source of education, this medium presents a variety of authentic communication materials which can be usefully handled in foreign language classes. The second part provides a list of activities as suggestions for teachers to develop with students of different levels. A primeira parte deste trabalho apresenta uma série de argumentos que advogam o uso de jornais e revistas, em sala de aula, pois, além de fontes permanentes de educação, contêm uma grande quantidade de material de comunicação autêntica. Tais recursos são de utilização eficaz em aulas de língua estrangeira, sendo apresentada uma série de sugestões de atividades na segunda parte deste trabalho.

A critical appraisal of foreign language research in content and language integrated learning, young language learners, and technology-enhanced language learning published in Spain (2003–2012)

2015 ◽  
Vol 48 (3) ◽  
pp. 343-372 ◽  
Author(s):  
Melinda Dooly ◽  
Dolors Masats
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Critical Appraisal ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Education Policies ◽  
Language Research ◽  
Critical Overview

This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have been selected for their relevance to current education policies and practices in Spain. This review aims to provide access for international readers to research published in Spain in the local languages or in English, within these innovative fields.El presente artículo ofrece una mirada crítica a las investigaciones en torno a la enseñanza y aprendizaje de lenguas extranjeras en España en los últimos diez años. Este estado de la cuestión presta especial atención al inglés y aborda tres ejes que tienen gran relevancia en las actuales políticas educativas y las prácticas docentes en España: la introducción temprana de una lengua extranjera, el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE) y el aprendizaje de lenguas asistido por ordenador (ALAO). Este artículo pretende divulgar internacionalmente los estudios publicados en el ámbito nacional, en inglés y en las lenguas vernáculas, en estas áreas de innovación.

scholarly journals Foreign Language Classes in a Pedagogical University: Topical Problems and Possible Solutions

2021 ◽  
pp. 202-208
Author(s):  
Andrei A. Kolesnikov ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Age Groups ◽  
Educational Process ◽  
Foreign Languages ◽  
Self Assessment ◽  
Language Classes ◽  
New Strategy ◽  
Educational Task ◽  
Short Comment

The article discusses a new strategy of professionally-directed (didactic-oriented) foreign language teaching to students of a language pedagogical university (future teachers of a foreign language). The study analyses the components of the teacher’s methodological (linguodidactic) competence, revealing a number of problems concerning their formation in a pedagogical university, as well as showing the dependence of their development on the intensity of their actualisation in the Foreign Language Practice discipline. The article identifies several factors hindering the formation of the linguodidactic competence within foreign language classes. In order to overcome these negative factors, the article offers a new model of teaching foreign languages, described in the formula “from the acquisition of didactic experience to one’s own educative decisions”. The methodology of this model is based on two interrelated methods: contextual teaching and vocation-focused foreign languages teaching, as well as related methods for organizing productive teaching of a foreign language. The model mentioned above assumes a two-stage implementation. At the first stage, analytical work of students is organized. Its aim is to understand and analyse the teaching practice. An important condition is the modelling of basic structural elements and some procedural features of a school lesson while organising university foreign language classes. Particular attention is paid to the implementation of individualised goal-setting, planning and self-assessment (reflection), demonstration of lexis, grammar and phonetics mastering, of active forms and techniques for organising communicative activities, methodological reflection. At the first stage, university students are also offered some methodological tools (for example, goalsetting maps and maps for academic work planning, etc.), which can be used in teaching foreign languages at school. When organising the educational process, much attention is paid to the awareness of methodological facts, phenomena, patterns. Therefore, a new type of exercises (educational-methodological) has been proposed. In addition to an educational task, these exercises contain a methodological task in form of a short comment, an additional question, etc. At the second stage, there is a transition to the organising of a productive methodologically oriented foreign language activity. Three main methods of methodologically oriented teaching are distinguished: modification of authentic (university) materials for different age groups of schoolchildren, conventional “professional test”, and project educational-methodological activity. In conclusion, the main results of the study are summarised.

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