scholarly journals LE RÔLE DE L’INTERDISCIPLINARITÉ DES TRADUCTIONS PÉDAGOGIQUES DANS LA FORMATION LINGUISTIQUE DES ÉTUDIANTS EN PHILOLOGIE ROMANE

Neofilolog ◽  
2020 ◽  
pp. 145-157
Author(s):  
Halina Chmiel-Bożek
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Translation Studies ◽  
French Language ◽  
School Teachers ◽  
Language Classes ◽  
Academic Publications ◽  
The Subject ◽  
Learning School ◽  
Type Of Exercise

Despite the growing number of academic publications discussing the advantages of translation for language learning, school teachers of French rarely use such exercises in their work with students, complaining mainly about lack of time and suitable teaching materials. Academic centres which educate future linguists offer more opportunities to use translation in practical French language classes. This article presents the opinions of students of Romance studies on the subject of translation in language learning after a semester of work with Janina Radej’s publication entitled “Francuski w tłumaczeniach. Gramatyka 1-4” [French in translation. Grammar 1-4]. It was found that for students, translation is a new and attractive exercise that diversifies the language learning process. Despite the greater effort needed, students unanimously declared that they want to do this type of exercise. They recognised not only benefits in terms of linguistic improvement, but also the interdisciplinary value, since translation exercises in the language course also offer students preparation for classes in translation studies, and serve as a prelude for doing translations in the future.

DIDACTICAL POSSIBILITIES OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO HISTORICAL STUDENTS AT A PEDAGOGICAL UNIVERSITY

2021 ◽  
Vol 77 (3) ◽  
pp. 66-77
Author(s):  
A.B. Umarova ◽  
◽  
G.A. Kazhigaliyeva ◽  
Keyword(s):  
Language Learning ◽  
Subject Area ◽  
Educational Process ◽  
Russian Language ◽  
Innovative Methods ◽  
Technology In Teaching ◽  
Language Classes ◽  
Language Needs ◽  
The Subject ◽  
The Russian Language

The article examines the issues of the systemic use of CLIL technology in teaching the Russian language to students-historians at a pedagogical university. The urgency of introducing innovative methods into the learning process is substantiated, including the use of Content and Language Integrated Learning (CLIL) in the linguistic educational process, which makes it possible to combine the study of a language and a special subject, thus expanding the general educational space through a functional approach. to language learning. The article describes the content of the survey conducted by the authors among 1st year students of the history profile, specialties "History" and "History-geography" of Abai Kazakh National Pedagogical University. The subject of the survey of students was to identify the language needs and opinions of students regarding the use of CLIL technology in Russian language classes. The results of the survey made it possible to assert that the formation of professional-communicative, cultural-communicative competencies in the classroom in the Russian language through the CLIL technology allows you to learn the language, simultaneously activating knowledge from the subject area.

scholarly journals Optimalisasi Aplikasi Macromedia Flash 8 Dalam Pembelajaran Kosakata Bahasa Arab

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 17-33
Author(s):  
Muhammad Yusuf ◽  
Eka Dewi Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Design Method ◽  
Language Skills ◽  
Arabic Language ◽  
Need Analysis ◽  
Analysis Application ◽  
The Subject

Language learning in the era of industrial revolution 4.0 is also influenced by technology information development, for example, on using an application in the teaching and learning process. The application is usually using as a medium for improving language skills or language components, such as vocabulary. One application is efficient and effective in teaching the Arabic language, especially Arabic language vocabulary is a Macromedia flash 8 application. The application can be used to solve the problem which still constraint the Arabic teacher and also the students. This article aims to research the Macromedia flash 8 application in learning Arabic vocabularies. This research used a research design method with procedures, need analysis, application design, application implementation, application evaluation, and application validation. The subject of this research was Islamic junior student's grade IX. The result showed that Macromedia flash 8 application was effective in improving students’ vocabulary, especially related to Islamic fasting, Ied Al-Adha, and hobby. They were presented using text, graphics, and animation. 

scholarly journals MODEL OF ARABIC INSTRUCTION BASED ON MODERN SOCIOLINGUISTICS

2020 ◽  
Vol 8 (2) ◽  
pp. 377-402
Author(s):  
Wiwin Luqna Hunaida ◽  
Rahayu Ningsih
Keyword(s):  
Language Learning ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Arabic Language ◽  
Foreign Languages ◽  
Teaching Material ◽  
Formal Learning ◽  
The Subject ◽  
Three Stages

This study aims to discuss modern sociolinguistic theory as the latest Arabic language learning model offering in the context of developing foreign languages in Indonesia. The results of the discussion are expected to expand scientific knowledge in the Arabic learning process in Indonesia. Some Arabic studies currently pay less attention to the study of Arabic culture. Formal learning in the classroom is just quiet theoretical learning of the language itself. Even though studying culture in language learning is very important to do. These two things are inseparable so both must be hand in hand. Everything that can be found in a language contains the culture of its language origin, as well as culture is one of the elements that can shape language. This is called macro linguistics, which is one of the scientific trends in examining issues in learning Arabic in Indonesia. For research design, this study uses a research library which operationally the library data the authors get from books and articles that have relevance to the subject matter. The stages of Arabic language learning based on sociolinguistic theory can be done through three stages, namely describing the concept of sociolinguistics, synchronizing sociolinguistic with teaching material, and implementing sociolinguistics in Arabic instruction. Thus, learning Arabic will be easier for students to understand. The results of the study reveal the results of a fantastic study.

scholarly journals Penggunaan Metode Kooperatif Tipe STAD untuk Meningkatkan Hasil Belajar Indonesia Siswa Kelas V SD Negeri 008 Pulau Lancang

GERAM ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 43-53
Author(s):  
Taufik Arabi
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
The Subject ◽  
Planning Implementation

In the teaching and learning process the teacher plays an important role, the teacher must be able to choose the appropriate method. This study aimed to determine the improvement of Indonesian language learning outcomes in the subject matter of folklore offifth grade students at SD Negeri 008 Pulau Lancang. The study was conducted by using the STAD type cooperative method, which each cycle consists of four stages of planning, implementation, observation, and reflection. The subject of this research was fifth grade students. The results of the study using the STAD type cooperative method in learning Indonesian showed the involvement and activeness of students. Learning outcomes that obtained by students also increase in Cycle 1 and Cycle 2. From the data collection obtained learning outcomes in learning in cycle 1 was 73% of students completed learning, while cycle 2 learning outcomes became 100% students completed learning. Based on the results of the study, it can be concluded that the use of the STAD type cooperative method can improve the learning outcomes of fifth grade students of 008 at SD Negeri 008 Pulau Lancang on Indonesian subjects.

Mind Your Hashtags

2016 ◽  
pp. 33-58 ◽  
Author(s):  
Geraldine Blattner ◽  
Amanda Dalola ◽  
Lara Lomicka
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
French Language ◽  
Communicative Practices ◽  
Language Classes ◽  
Social Media Service ◽  
Access Information ◽  
National Boundaries ◽  
The Relationship

This chapter explores how French language learners in three different second and third year French courses (intermediate and advanced levels) understand and interpret hashtags using the popular microblogging tool Twitter. The present study highlights how this social media service may provide an authentic and dynamic platform that enhances the language learning experience, while developing students' multiliteracy skills in a second language (L2). Data from 18 students at a large southeastern university were examined via 579 analyzed tweets, 171 of which contained hashtags. In this project, we investigate the relationship between students' ability to access information in the hashtags and to understand the nature of the larger tweet in which it appears. The results of this study suggest that language learners have a tendency to glance over the hashtags and make guesses based on the information contained therein. The incorporation of cultural and linguistic elements linked to microbloggers' social tagging is an interesting and important aspect to add in foreign language classes. Learning about and understanding hashtags can promote the development of noticing cultural references, a skill that is indispensable for successful autonomous communication across national boundaries and for online communicative practices.

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 Enhancing Learners’ Vocabulary Acquisition by Crossword Puzzle Game

2021 ◽  
Vol 7 (1) ◽  
pp. 25-40
Author(s):  
Juwita Nurul Alda ◽  
Shafrida Wati
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Learning Process ◽  
Vocabulary Acquisition ◽  
Crossword Puzzle ◽  
The Third ◽  
Self Confidence ◽  
Criterion Score ◽  
Aceh Province ◽  
The Subject

This study aimed at developing learners’ vocabulary acquisition by using a crossword puzzle game at an English course in Langsa, Aceh Province. It further explored how the technique helped the learners learned and acquired English vocabulary. This study was a Classroom Action Research (CAR) and it applied steps of action research set out by Kemmis and McTaggart, which encompasses planning, implementation, observation, and reflection. 17 learners were selected as the subject of this research purposively. Observation, interviews, and vocabulary tests were conducted to collect the data. The findings revealed that the use of crossword puzzle game developed the learners’ vocabulary acquisition effectively, as whole participants achieved the Minimum Mastery Criterion score (KKM), which was 75, successfully. The proportion of those who reach the score was 35,29% at the first cycle and the number was rose gradually to 100% at the third cycle. The study also found that the implementation of the crossword puzzle promoted an effective language-learning atmosphere. The learners engaged in the learning process and got involved in the activities enthusiastically. It developed the learners’ curiosity to complete the task and enhanced their self-confidence in learning English as they worked in groups. It also provided opportunities for the students to practice the vocabulary and to develop pronunciation.

scholarly journals FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Ribut Surjowati ◽  
Heru Siswahjudioko
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
First Language ◽  
Language Choice ◽  
English Teachers ◽  
Language Classes ◽  
The Subject ◽  
Positive Effect

<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p><p align="justify"> </p>

scholarly journals Implementasi Media Audio-Visual dalam Pembelajaran Istima‘

2020 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Rizka Sari ◽  
M Muassomah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Descriptive Study ◽  
Student Interest ◽  
Visual Methods ◽  
Visual Method ◽  
The Third ◽  
Human Ability ◽  
Qualitative Descriptive ◽  
The Subject

<p class="ABSTRACT">Listening is a basic human ability which is possessed from the beginning of his birth until throughout his life. However, at the level of language learning there is a low level of student interest in learning specifically. For this reason, this study aims to describe the process of implementing the Audio-visual method in special learning for third-semester students of Arabic education at the Bani Fatah Islamic Institute in Jombang. This type of research is a qualitative descriptive study using observation and documentation instruments. The subject and object of this research are the third semester students of Arabic education at the Bani Fatah Islamic Institute in Jombang. The results of this study indicate, istima 'learning process with audio-visual methods that have been arranged very well, namely: a) lecturer planning by preparing appropriate material b) students listening to the video being watched c) students write mufrodat known based on video d) students conclude the story in the video using Arabic e) students take wisdom from the video watched f) evaluation in this study is divided into two: first, written evaluation (students collect mufrodat notes of listening results), second , oral evaluation (students directly speak Arabic in giving conclusions and lessons from the video). In implementing learning specifically using this audio-visual method, it has changed the atmosphere of learning more interesting and increased the activeness of students in learning.</p>

scholarly journals An adaptation of traditional Turkish educational games to the teaching of vocabulary in EFL environment

2018 ◽  
Vol 2 (2) ◽  
pp. 25-31
Author(s):  
Funda Kurt ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Educational Games ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Vocabulary Knowledge ◽  
Teaching Process ◽  
Young Learners ◽  
Language Classes

Vocabulary plays a vital role in all methods and approaches in ELT. Vocabulary knowledge is one of the significant sub-skills for not only receptive but also productive skills in foreign language learning process. As the techniques used to teach vocabulary vary in approaches for different purposes, it can be observed that they can be classified as conscious or explicit and unconscious or implicit ones. This paper aims to outline some traditional methods of vocabulary teaching particularly young learners; the significance of game –based teaching process in education; the application of educational games in language classes; some studies carried out with the purpose of searching the effects of educational games in foreign language learning process; the benefits of teaching frequent vocabulary through games for young learners through the related literature. This study concludes by suggesting an adaptation of some traditional Turkish games to the teaching frequent vocabulary to young learners in foreign language teaching.   Keywords: vocabulary teaching; game – based teaching process; traditional Turkish games; young learners; frequent vocabulary

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