scholarly journals Przyswajanie złożoności językowej przez uczniów z deficytami języka i mowy w nauczaniu włączającym

Neofilolog ◽  
2021 ◽  
pp. 259-281
Author(s):  
Katarzyna Karpińska-Szaj ◽  
Agata Lewandowska
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Narrative Structure ◽  
Individual Characteristics ◽  
Complex Structures ◽  
Speech And Language ◽  
Primary Level ◽  
Input Text ◽  
The Individual ◽  
Mainstream Students

The article reports on an action research study which uses reformulation as its key instrument. The aim of the study was to identify the individual characteristics of acquisition of complex structures in Polish (native language) and English (foreign language) by children with speech and language deficits, learning in an inclusive environment at the upper primary level. The analysis of the gathered data focuses on Polish and English structures used by special needs students and mainstream students in their inclusive educational environment, and on the students’ ability to build/reconstruct a narrative structure – according to the unique qualities of the input text. The observed trends help to plan and organise the teaching process, which also includes the rehabilitation of speech and language in a foreign language lesson.

scholarly journals CRITICAL THINKING IN THE TEACHING OF THE UKRAINIAN LANGUAGE AS A FOREIGN

2020 ◽  
Vol 1 (11) ◽  
pp. 194-200
Author(s):  
Наталія Гроссу
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Foreign Students ◽  
Individual Characteristics ◽  
Practical Implementation ◽  
Technology In Teaching ◽  
Initial Stage ◽  
Effective Form ◽  
The Individual ◽  
Independent Assessment

Abstract. The article is devoted to the current problem of the development of critical thinking technology; innovative technologies for the development of critical thinking, consisting in the practical implementation of a person-oriented approach  in training are considered; the methods of forming critical thinking, which contribute to the formation of foreign language communicative competence, are considered too. The author shares practical ideas about the development of critical thinking in the context of teaching the Ukrainian language as a foreign language at the preparatory faculty.Examples of using technology through reading and writing are shown already in the first weeks of studying the general literary Ukrainian language; in the course «Country Studies» (discipline «Ukrainian as a foreign language», second semester of studying the Ukrainian language). The possibilities of developing critical thinking in the process of project implementation are demonstrated.Examples of the implementation of pedagogical technology for the development of critical thinking during classes are presented. The author substantiates the possibility and necessity of applying the critical thinking technology in teaching the Ukrainian language as a foreign language at the initial stage of study.It is noted that the most effective form of teaching critical thinking is the implementation of group work, which allows developing the qualities of independence, curiosity, the ability to make an independent assessment, provide reasoning for one’s opinion, and prove or refute one’s decision. The study gives the author grounds for certain conclusions that the technology of critical thinking development, creating a motivating favorable environment in the classroom, maximally adapts the learning process to the individual characteristics of foreign students.

scholarly journals PROFESSION-ORIENTED INTERACTION OF FUTURE MILITARY PILOTS: UNDERSTANDING OF CONCEPTS AND APPROACHES

2020 ◽  
pp. 29-34
Author(s):  
E. A. Kirina ◽  
Keyword(s):  
Foreign Language ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Military Aviation ◽  
Professional Field ◽  
Competency Based ◽  
General Scientific ◽  
The Individual ◽  
Military Pilots ◽  
Person Centered Approach

One of the principal skills for military pilots during their professional activity is profession-oriented interaction. That is because they need to be able to interact in a foreign language during radio exchange, as well as to interact with foreign representatives within the professional field. Along with the concept of interaction, the paper considers similar concepts of conversation, cooperation, and communication; however, interaction reveals military pilots’ communicative activity in the most accurate way. The author determines the idea of profession-oriented interaction through the prism of approaches and gives its characteristics. General scientific approaches are used while training military aviation students for profession-oriented interaction: competency-based, systemic, person-centered, as well as the culture-based approach used for teaching a foreign language. The paper shows the significance of each approach for training future military pilots. The competency-based approach makes it possible to determine competencies necessary for future military pilots and contributing to the implementation of profession-oriented interaction in a foreign language. The person-centered approach indicates the importance of taking into account the individual characteristics of future military pilots while forming the style of their professional activity. The systemic approach covers all training components which are necessary for profession-oriented interaction of military pilots. The culture-based approach actualizes the formation of intercultural communication skills between future military specialists.

DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

2018 ◽  
Vol 1 ◽  
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Study Groups ◽  
Individual Characteristics ◽  
Methodological Principle ◽  
Language Training ◽  
Advantages And Disadvantages ◽  
The Difference ◽  
The Individual

In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered. 

scholarly journals Using a Systemic Functional Linguistics Genre Approach to Help EFL Pre-Service Teachers Write Research Proposals

Lenguaje ◽  
2021 ◽  
Vol 49 (2) ◽  
pp. 497-522
Author(s):  
Iván Darío Flórez García ◽  
Sandra Milena Echeverri ◽  
Ana Elsy Díaz Monsalve
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Study ◽  
Systemic Functional Linguistics ◽  
Individual Student ◽  
Writing Workshops ◽  
Qualitative Research Study ◽  
Functional Linguistics ◽  
Problem Section ◽  
The Individual

This article presents the results of a qualitative research study that aimed to explore the benefits of implementing a Systemic-Functional Linguistics (SFL) genre-based approach to help a group of English as a Foreign Language (EFL) pre-service teachers write the statement of the problem section of their research proposals. The implementation comprised a series of writing workshops and individual tutoring sessions with students designed following the principles of the SFL genre-based curriculum cycle. To gain better insights into the benefits of this approach, the workshop sessions, the individual tutoring sessions, and the individual student interviews were audio-recorded. In addition, samples of students’ drafts and final texts were collected and analyzed. The findings show that the approach has the potential to enhance students’ awareness of how to structure arguments in the statement of the problem section of their research proposal. Students also improved their ability to elaborate on each argument that they put forward throughout the section.

scholarly journals The role of multimedia in the process of intensification of foreign language classes

2020 ◽  
Vol 1 (189) ◽  
pp. 155-160
Author(s):  
Nataliya Rozhak ◽  
◽  
Maria Mykytenko ◽  
Keyword(s):  
Foreign Language ◽  
Computer Training ◽  
Integrated Approach ◽  
Individual Characteristics ◽  
Educational Process ◽  
Foreign Languages ◽  
Multimedia Resources ◽  
Language Classes ◽  
Multimedia Technologies ◽  
The Individual

The article covers the essence of the concepts of «intensification of training», «multimedia», «multimedia technologies, «multimedia tools». Distinctive features of multimedia resources from traditional ones are given. The characteristic features of the process of intensification of foreign language lessons are identified. The pedagogical methods and techniques used in the process of intensification of foreign language lessons by means of multimedia in higher educational institutions are presented. The main types of multimedia are distinguished. It is noted that during the correct and systematic use of multimedia resources, the volume of educational material is several times increased and a high degree of mastery of foreign languages is achieved. The expediency of using multimedia technologies in foreign language classes has been formed. It is noted that a promising direction of work in the system of employment intensification is an integrated approach to solving the main tasks that combine: a complex of multimedia technologies with high didactic potential, telecommunication technology, computer training and methods of intensive learning of foreign languages. The advantages of using multimedia in the process of intensification of foreign language classes are indicated. The process of learning a foreign language is a complex and constantly evolving system. Teachers need to take advantage of the opportunities that exist in today's world. Today, they are multimedia. They are effective educational technologies due to their inherent qualities of interactivity, flexibility and integration of different types of educational information, as well as the ability to take into account the individual characteristics of students and to enhance their motivation. As a result, these tools are included in the educational process as supportive of traditional methods of the education system. Multimedia resources act as the means of intensifying the learning process, individualizing learning and partially automating the work of teachers associated with the measurement and assessment of students' knowledge.

scholarly journals The register of linguodidative difficulties of listening of the foreign text

2020 ◽  
pp. 146-157
Author(s):  
Galina V. Sorokovykh ◽  
Anastasia V. Zykova
Keyword(s):  
Foreign Language ◽  
Semantic Content ◽  
Individual Characteristics ◽  
Sources Of Information ◽  
Speech Activity ◽  
Cultural Concepts ◽  
Individual Personality ◽  
French Speaking ◽  
Foreign Text ◽  
The Individual

The article presents the specifics of listening of French speech as a type of speech activity. The authors point out that in order to overcome the difficulties of listening to authentic foreign language speech, it is necessary to find out how these difficulties can be caused and identify methodological ways to overcome these difficulties. Based on the analysis of the scientific literature, a register of difficulties and problems of listening to French has been highlighted, associated with: 1) the language form of the message (phonetic, lexical, and grammatical) with the semantic content of the message; 2) the specificity of the French-speaking picture of the world and the methods of verbalization of French cultural concepts; 3) conditions of presentation of the message; 4) the sources of information and the conditions for the presentation of the message; 5) the individual characteristics of the source of speech; 6) the amount of information; 7) the individual characteristics of the recipient. The article concludes that the student’s auditing ability requires not only overcoming difficulties arising from objective features of listening as a type of speech activity and the specificity of perception and understanding of foreign language speech, but also overcoming every student’s psychological barriers that are based on their individual personality characteristics.

scholarly journals Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation

2019 ◽  
Vol 23 (3) ◽  
pp. 1-18
Author(s):  
Sebastián Calisto-Miranda ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Research Study ◽  
Structured Interview ◽  
Verbal Feedback ◽  
School Students ◽  
Future Studies ◽  
Field Note ◽  
The Individual

This research study aims to provide graders of an EFL reschooling program with individual verbal feedback and analyze their behaviors and perceptions towards the intervention. This study follows an action research design conducted during three sessions in which 28 secondary school students had a dialogue with the teacher who commented on their pronunciation issues and provided with strategies in order to help them deal successfully with pronunciation issues. A field note and a semi-structured interview were used to collect data. The field note was used during the dialogue to observe students’ behavior towards the feedback; the semi-structured interview was implemented after the intervention in order to describe their perceptions towards the methodology and its effect on their learning process. Thematic analysis was used to identify certain patterns of meanings; the analysis showed findings leading to the conclusion that students felt more comfortable when facing speaking activities because of the practice and repetition during the individual verbal feedback stage. Future studies could include peer feedback, because this verbal feedback may be enhanced if students work in pairs. This type of strategy may favor discussion and clarification of doubts.

БЛОГ-ТЕХНОЛОГИИ КАК СПОСОБ ПОВЫШЕНИЯ МОТИВАЦИИ К ОБУЧЕНИЮ// Social Sciences: Achievements and Prospects Journal 1(9), 2019/ OEAPS Inc.(Open European Academy of Public Sciences); Chief Editor Mark Freeman - Barcelona, Spain. 16.01.2019: OEAPS Inc., 2019. - pp. 14-17.

2019 ◽  
Author(s):  
Татьяна Владимировна Панкова
Keyword(s):  
Foreign Language ◽  
Chief Editor ◽  
Individual Characteristics ◽  
Educational Process ◽  
Teaching Writing ◽  
Foreign Teachers ◽  
Web Log ◽  
Motivation For Learning ◽  
The Individual ◽  
Level Of Motivation

В центре внимания данной статьи находится вопрос выявления возможности обучения письменной речи на иностранном языке с применением блог-технологий. Рассматриваются дидактические и методические свойства блог-технологий, на основе которых может быть построен процесс обучения иноязычной письменной речи, повышающий уровень мотивации к изучению иностранного языка, а также эффективность обучения за счет создания осознанного и личностно значимого для обучающегося процесса, развивающего творческий и эмоциональный потенциал, учитывающего индивидуальные особенности и уникальность каждого участника образовательного процесса. В статье представлен опыт российских и зарубежных преподавателей, использующих блог-технологии в процессе обучения письменной речи на иностранном языке.The article deals with the possibility of using web-log technology in the process of teaching writing in a foreign language. The didactic and methodical properties of web-log technology, on the basis of which the process of teaching foreign writing can be built, are presented in the article. The use of web-log technology increases the level of motivation for learning a foreign language, as well as the effectiveness of teaching by creating a conscious and personally significant learning process. Besides, it is stated that the teaching process can develop creative and emotional potential, taking into account the individual characteristics and uniqueness of each participant of the educational process. The article presents the experience of Russian and foreign teachers using web-log technologies in the process of teaching writing in a foreign language.

scholarly journals OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE

Neofilolog ◽  
2020 ◽  
pp. 9-25
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Educational Needs ◽  
Foreign Language Education ◽  
Individual Characteristics ◽  
Special Educational Needs ◽  
Learning And Teaching ◽  
Special Support ◽  
The Individual ◽  
Selection Of

For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.

scholarly journals Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych

Neofilolog ◽  
2020 ◽  
pp. 243-253
Author(s):  
Elżbieta Gajewska ◽  
Magdalena Sowa
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Individual Characteristics ◽  
Foreign Language Teaching ◽  
General Didactics ◽  
Communicative Approach ◽  
The Individual ◽  
Task Oriented ◽  
Oriented Approach

Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.

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