scholarly journals DIGITAL VIDEO TECHNOLOGY IN FOREIGN LANGUAGE CLASSES A CASE STUDY WITH ‘LOST’

Dil Dergisi ◽  
2009 ◽  
pp. 061-070
Author(s):  
Sibel ARIOĞLU ◽  
Tarık UZUN
Keyword(s):  
Foreign Language ◽  
Digital Video ◽  
Video Technology ◽  
Language Classes

scholarly journals Transforming Foreign Language Grammar Classes through Teacher Training: An Experience from Nepal

2018 ◽  
Vol 8 (1) ◽  
pp. 86
Author(s):  
Kamal Kumar Poudel
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Large Degree ◽  
Language Teachers ◽  
Classroom Situation ◽  
Refresher Training ◽  
Training Class ◽  
Language Classes ◽  
Post Class

reflection of the teacher training output in the real classroom situation. English teachers commonly blame on theunfavourable environment as the main obstacle to the successful classroom application of their knowledge and skillsneeded for teaching English as a foreign language (EFL) gained from professional development programmes. Thepre-training observations of a secondary level EFL teacher's four classes made the basis of a case study for thisresearch. Stemming from the case study, three techniques were used as a process of action research: i) theneed-based refresher training (along with other participants) as an intervention ii) the post-training class observations(in a demonstration class), and iii) informal post-class talks. Thus, this study was an attempt to examine throughaction research germinating from a case study, whether (and to what degree), the output of the Teachers' ProfessionalDevelopment refresher training (TPD refresher) would be transferred to the actual classroom situation. Thepre-training and post-training observations were compared and contrasted to reach the conclusion. The resultssuggest that the output would be reflected to a large degree in the classroom provided that the training is need-based.Thus, it was concluded that if (foreign) (Note 1) language teachers are properly equipped with professionalknowledge and skills through need-based training, (foreign) language classes are very likely to be transformed asdesired.

scholarly journals Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków

Neofilolog ◽  
2010 ◽  
pp. 153-162
Author(s):  
Małgorzata Burzyńska
Keyword(s):  
Intellectual Disability ◽  
Foreign Language ◽  
Cognitive Skills ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Teaching ◽  
Case Study Method ◽  
Preliminary Results ◽  
Language Classes

The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.

«CASE STUDY» AS AN EFFECTIVE METHOD OF INTERACTIVE TEACHING IN FOREIGN LANGUAGE CLASSES

2021 ◽  
Author(s):  
Ольга Ивановна Тараненко ◽  
Людмила Александровна Федько ◽  
Екатерина Владимировна Щепотьева
Keyword(s):  
Foreign Language ◽  
Interactive Learning ◽  
Practical Skills ◽  
Interactive Teaching ◽  
Language Classes ◽  
Teaching In Foreign Language

«Кейс - стади», как метод интерактивного обучения позволяет проявить самостоятельность в овладении профессиональными знаниями и практическими умениями и ориентирован на широкое взаимодействие участников. Перечисляются различные виды кейсов, ступени разбора конкретных ситуаций. Подчеркивается возможность студентов к проведению анализа и обобщению информации, творческого подхода к выработке возможного решения проблемы. «Case study», as a method of interactive learning, allows you to show independence in mastering professional practical skills and it is focused on the broad interaction of participants. Various types of cases, stages of analysis of specific situations are listed. The ability of students to analyze and summarize information, to develop a creative approach to the development of a possible solution to the problem is emphasized.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

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