scholarly journals Zintegrowane podejście w nauczaniu języka obcego

2013 ◽  
pp. 203-212
Author(s):  
Antoni Paliński
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Integrated Approach ◽  
Receptive Language ◽  
Foreign Language Teaching ◽  
Psychological Aspects ◽  
Primary Language ◽  
Teaching Process ◽  
Psychological Dimension

This article deals with two of the four primary language skills – listening and reading. The author tries to show not only differences but also similarities between these two receptive language skills, as research has shown that they are very close to one another and have much in common, especially in terms of psychological aspects. The author draws readers’ attention to the fact that both processes – listening and reading – are connected with acquiring and understanding information, entail a critical and creative interpretation of a given text, have similar structure as well as require much concentration and ability to read between the lines, and, furthermore, to understand what is not said or written directly. It is suggested that an integrated approach should be incorporated into the foreign language teaching process, as there are clear similarities between the two aforementioned language skills, especially in the psychological dimension.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

Testing as a learning knowledge control method in foreign language teaching process

2020 ◽  
Vol 10 (5) ◽  
pp. 1024
Author(s):  
Ibadova Nafisa Axmatilloyevna ◽  
Tagaeva Tamara Bahodirovna ◽  
Khayitova Elmira Norbayevna ◽  
Saliyeva Ziroat Zokirovna ◽  
Soliyeva Zarina Botirovna
Keyword(s):  
Foreign Language ◽  
Control Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Process

scholarly journals Creativity in foreign language teaching

2016 ◽  
Vol 7 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Monika Ševečková
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Future Research ◽  
Language Games ◽  
Factual Information ◽  
Motivation For Learning ◽  
Language Students ◽  
Creative Language

Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc.) in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.). As well as increasing their ability in the target foreign language students also acquire factual information (realia) through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

Foreign Language Teaching in the Net Generation – An Analytical Examination of Contemporary Studies and Attitudes

2015 ◽  
Vol 3 (1) ◽  
pp. 175
Author(s):  
Olsa Pema
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Contemporary Literature ◽  
Foreign Language Teaching ◽  
Modern World ◽  
Net Generation ◽  
Teaching Process ◽  
Language Class ◽  
Efl Students ◽  
The Right

The ever-increasing role of Internet tools in everyday life is undeniable in our information society. Their impact has been especially significant in Foreign Language Teaching (FLT). Are virtual environments conducive to the development of foreign language competences among EFL students? The present study has the double aim of raising the awareness of the relevant actors with regards to the potential of IT as a powerful means of enhancing the effectiveness of FLT and of determining the right balance needed for a harmonious integration of IT with more traditional methods and techniques in the teaching process. We attempt to give an answer to such questions as: “Is digital technology needed in FLT? Does the value of using IT depend on the context?” The answers given are grounded on the well-supported pronouncements of the contemporary literature dealing with the subject and on data that have an institutional backing reflecting the experience of some advanced countries. Further on a presentation of the opinions and practice of the high-school teachers of foreign languages in Korca, collected through a questionnaire, will be followed by a critical assessment of the results, together with suggestions on how teachers can avoid some of the pitfalls that attend the application of IT in a foreign language class. A synthesis of the dimensions opened up by the integration of IT in the teaching process will conclude this research, highlighting its importance as a means of relating the language classroom to the modern world.

scholarly journals USE OF WEB-TECHNOLOGIES FOR THE DEVELOPMENT OF LANGUAGE SKILLS

10.23856/2714 ◽  
2018 ◽  
Vol 27 (2) ◽  
pp. 120-127
Author(s):  
Elena Katerusha ◽  
Iryna Bazarenko ◽  
Melisandra Leonardos ◽  
Nadiya Kaida ◽  
Olena Hushko
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Learning Process ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Digital Tools ◽  
Web Technologies ◽  
Development Of Language

The purpose of this study is to identify innovative ways of enhancing communication skills in English. The article gives an overview of available technologies for foreign language teaching. The authors emphasize the importance of using digital tools in the learning process and introduce some teachers’ experience of integrating web technologies into practice.

scholarly journals A Blended Collaborative Teaching Mode in Language Learning Based on Recommendation Algorithm

2021 ◽  
Vol 16 (23) ◽  
pp. 111-126
Author(s):  
Ting Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Collaborative Teaching ◽  
Teaching Quality ◽  
Foreign Language Teaching ◽  
Recommendation Algorithm ◽  
Teaching Process ◽  
Teaching Mode

With the continuous expansion of economic globalization, English, as the official language in the world, has a high popularity. It can be related to a better development in the future. Meanwhile, with the continuous progress of technology in modern society, multimedia online teaching has become the main means in colleges and universities, which especially brings great changes to foreign language teaching. However, foreign language teaching is facing many difficulties such as large number of contents, less lessons and low participation of students in class. Therefore, the reform of college foreign language teaching is imperative. Based on blended collaborative teaching mode, the paper has designed a “Three Classes” composed of “Communication Class”, “Famous Teacher Class” and “Elite Online Class”. Teaching process has been designed according to the cognitive process of “Previewing before class, consolidating in class and expanding after class”. In addition, recommendation algorithm has been used to collect data on four dimensions, namely, involvement in foreign language learning, content completion of foreign language learning, interaction in foreign language learning and effectiveness of foreign language learning. A performance evaluation system for foreign language learning supported by big data has been established. The results of teaching practice have proved that the blended collaborative teaching mode implemented in the study can be integrated into the whole teaching process through intelligent data analysis, information sharing and technology application, improving teaching quality, enhancing the interaction between teachers and students, which is worthy of promotion and application.

scholarly journals Te weinig aandacht voor cultuur in Nederlandse en Vlaamse tekstboeken Nederlands voor anderstaligen?

2021 ◽  
Vol 69 (5 Zeszyt specjalny) ◽  
pp. 203-222
Author(s):  
Robert de Louw ◽  
Mikołaj Buczak
Keyword(s):  
Foreign Language ◽  
Outer Layer ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Comparative Approach ◽  
Teaching Process ◽  
Teaching Culture ◽  
Approach To Teaching ◽  
Inherent Part

It is generally acknowledged that culture and intercultural competence should be an inherent part of the foreign language teaching process. There is, however, no consensus as to the form and extent to which they should be incorporated not only into curricula but also coursebooks. By using Hofstede’s “Onion Diagram”, this paper looks at four coursebooks for Dutch as a foreign language and zooms in on the topic of “eating and drinking” to determine their (inter)cultural content. The results show that the focus in these coursebooks is on the symbols, i.e. the outer layer of the diagram. The authors of the paper offer explanations, some critical remarks and pedagogical implications, and call for a comparative approach to teaching culture and intercultural competence.

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