scholarly journals Teacher Control In The Second Language Classes

2015 ◽  
Vol 21 (2) ◽  
pp. 618-623
Author(s):  
Georgeta Obilişteanu ◽  
Brânduşa-Oana Niculescu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Dominant Role ◽  
Practical Experience ◽  
Classroom Teaching ◽  
Classroom Activities ◽  
Teacher Control ◽  
Hands On ◽  
Language Classes ◽  
Language Environment

Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.

scholarly journals ORGANIZATION OF STUDENTS’ RESEARCH WORK IN A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (16) ◽  
pp. 105-111
Author(s):  
H.M Shalatska
Keyword(s):  
Foreign Language ◽  
Research Work ◽  
Gradual Transition ◽  
Student Writing ◽  
Student Research ◽  
Language Class ◽  
Study Results ◽  
Language Classes ◽  
Language Environment ◽  
Made In

The article considers the peculiarities of the organization of students’ research work in a technical university in foreign language classes with a gradual transition from simple forms of research to more complex ones, which is aimed at the harmonious development and improvement future specialists’ skills and abilities. The purpose of this article is to identify the main problems of the organization of students’ research work in a foreign language and consider ways of improving this process. Special attention is paid to the tasks, functions, components and various forms of students' research work. The researcher describes the possibility of using assignments for research work and organizing their performing by students in a foreign language class, in particular, such tasks as writing a summary of the text proposed by the teacher, corresponding to the student’s specialization, drawing up a plan for it, drawing up terminological dictionaries, preparing reports on a given topic, writing creative works, essays, drawing up tables and diagrams, solving problematic issues related to the future profession of a student, writing abstracts,  preparing the presentation of study' results. The involvement students in the work of scientific conferences, seminars, competitions, contests, and meetings with leading foreign experts are encouraged. The defense of master's and diploma projects in a foreign language prepares the student for the exercise of profession and integration into a foreign language environment. The examples of the most common mistakes made in the preparation of research works, which indicate the lack of students’ research skills formation are given, and ways to overcome them are recommended. The conclusions are related and future works are suggested. Thus, it also possible to create an education plans of student’ research work in foreign language and recommendations for the specific academic curriculum.

scholarly journals Teoria da atividade e modelos de leitura em livros didáticos de Português – L2

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Cândida Martins Pinto ◽  
Marcos Gustavo Richter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Activity Theory ◽  
Previous Knowledge ◽  
Top Down ◽  
Second Stage ◽  
Language Classes ◽  
Good Reading

Nowadays, considering the process of a foreign language or second language acquisition, a big importance is given to the previous knowledge of the learner: top-down model. As the same rule, bottom-up model, involving formal and grammatical aspects, has its relevance in a second stage of the learning. A mature learner is that who is able to link these two models during the reading, using, thus, the interactive model. Considering this, this study aims to, in a first stage, discuss relevant questions for the use of the three models in language classes in general and in Portuguese for foreigner classes in particular, as well as the importance of them for a good reading. In a second stage, a Portuguese for foreigners textbook will be analyzed, according to Activity Theory, in order to verify when the models appear in reading tasks.

scholarly journals COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

2021 ◽  
pp. 231-234
Author(s):  
Iryna Lobachova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
English Language ◽  
Practical Importance ◽  
Scientific Article ◽  
Teaching Aids ◽  
Language Classes ◽  
Language Communication ◽  
Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

Formulaic Language and Language Teaching

2012 ◽  
Vol 32 ◽  
pp. 111-129 ◽  
Author(s):  
Fanny Meunier
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Formulaic Language ◽  
Classroom Activities ◽  
Pedagogical Choices ◽  
Instructed Second Language Acquisition ◽  
Actual Learning

This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

scholarly journals Anxiety level in preschool biligual children (research report)

2020 ◽  
Vol 10 (2) ◽  
pp. 253-262
Author(s):  
Irine Gersamia
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Emotional State ◽  
Target Language ◽  
Bilingual Children ◽  
Research Report ◽  
Early Age ◽  
Official Language ◽  
Language Environment ◽  
Modern Era

In the modern era, interest in the problem of bilingualism has become increasingly intense. People of various nationalities, as well as voluntary or forced immigrants, have always lived in monolingual states. Once children and their parents find themselves in a foreign language setting, the issue of learning a second language arises. Parents wish their children to learn the official language of a country in question as soon as possible and therefore, try to provide their children with all possible conditions to facilitate the acquisition of the second language from an early age, for example, parents take their children to preschools where the learning process is conducted in a target language and the majority of children speak it. This article touches upon the issue of the emotional state, in particular, the level of anxiety of bilingual children in kindergartens. The purpose of the study was to find a relationship between anxiety and bilingualism and preschool institutions, as a foreign language environment, and to compare the levels of anxiety in monolingual and bilingual children.

scholarly journals Student Motivation in the Latin Classroom

2021 ◽  
pp. 1-4
Author(s):  
Kellie J. Baglio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Extrinsic Motivation ◽  
Safe Space ◽  
Intrinsic And Extrinsic Motivation ◽  
Language Classes ◽  
Motivation And Engagement ◽  
Language Classrooms

Abstract It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

scholarly journals Lexical Bundles across levels of Proficiency in Portuguese as a Second Language

2020 ◽  
Vol 55 (4) ◽  
pp. e38377
Author(s):  
Marine Laísa Matte ◽  
Larissa Goulart
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Processing ◽  
Corpus Linguistics ◽  
Native Speakers ◽  
Language Fluency ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Classroom Activities ◽  
Textual Organization

Formulaic sequences are known for being measures of foreign language fluency for learners. Research in language processing suggests that native speakers as well as learners process these sequences as a single word (ELLIS, 1996). Nevertheless, little is known about the use of formulaic sequences in Portuguese and, even fewer studies have examined the use of formulaic sequences in learners of Portuguese. Therefore, in this study, we sought to investigate the textual function of lexical bundles extracted from a corpus of learners of Portuguese as a Second Language (PSL). Lexical bundles are sequences of three or more words that occur with larger than expected frequency in a specific corpus. In this study, we used corpus linguistics tools to extract lexical bundles that occur frequently at two levels of proficiency – beginner and intermediate – in Portuguese. These bundles were, then, classified according to their textual function. Results indicate that beginner level students use more bundles associated with concrete references, while intermediate learners use more bundles associated with textual organization and stance. This study contributes to the description of Portuguese acquisition at these two levels of proficiency. In addition, the results can foster classroom activities where the PSL teachers introduce new functions of lexical bundles to students. Finally, we hope that this study motivates more research describing the language used at different stages of Portuguese acquisition.  

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