scholarly journals Collaborative Communicative Techniques in Teaching Foreign Languages

2016 ◽  
Vol 22 (2) ◽  
pp. 469-473
Author(s):  
Lucia-Larissa Palea ◽  
Gabriela Mihăilă-Lică
Keyword(s):  
Foreign Language ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Traditional Methods ◽  
Highly Efficient ◽  
Eclectic Approach ◽  
Language Classes ◽  
Modern Methods ◽  
Methods And Techniques ◽  
Practice Of Teaching

Abstract Collaborative communicative techniques are essential in teaching foreign languages. Our article presents a few modern methods and techniques used in the practice of teaching foreign languages. The aim was to discover what methods are still the most frequently used in the teaching of foreign languages, focusing on communicative techniques in teaching German as a foreign language. The use of collaborative communicative techniques during foreign language classes enables the students to easily acquire vocabulary by means of a process that is both stimulating and enjoyable. The students develop what the specialists call “learner autonomy”, becoming more confident and independent. The conclusion we have reached is that traditional methods still coexist with modern ones, an eclectic approach being highly efficient in teaching foreign languages.

scholarly journals Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Gulnara Makhkamova ◽  
Akram Amirkulov
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cognitive Process ◽  
Teaching And Learning ◽  
Negative Transfer ◽  
Foreign Languages ◽  
Italian Language ◽  
Methods And Techniques ◽  
Practice Of Teaching

Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

scholarly journals MODERN TECHNIQUES OF TEACHING A FOREIGN LANGUAGE IN HIGH SCHOOL

2020 ◽  
pp. 395-399
Author(s):  
N.A. Duishenalieva ◽  
N.M. Choiubekova ◽  
B.K. Rakhmadildeeva
Keyword(s):  
High School ◽  
Foreign Language ◽  
Foreign Languages ◽  
Modern Methods ◽  
Methods And Techniques ◽  
And Training ◽  
Modern Technologies

The article is devoted to the use of modern technologies of teaching foreign language in high school. The problem of intensification of teaching foreign languages has been considered, modern methods and training technologies have been characterized, guidelines on the use of various methods and techniques have been offered depending on the purpose, content and stage of learning a foreign language in high school.

scholarly journals Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

2018 ◽  
pp. 20-42
Author(s):  
Amal Msimeer ◽  
Eman Elmejie ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Research Study ◽  
Learner Autonomy ◽  
Learning Material ◽  
Structured Interviews ◽  
Learning Materials ◽  
Language Classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals Foreign Language Classes in a Pedagogical University: Topical Problems and Possible Solutions

2021 ◽  
pp. 202-208
Author(s):  
Andrei A. Kolesnikov ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Age Groups ◽  
Educational Process ◽  
Foreign Languages ◽  
Self Assessment ◽  
Language Classes ◽  
New Strategy ◽  
Educational Task ◽  
Short Comment

The article discusses a new strategy of professionally-directed (didactic-oriented) foreign language teaching to students of a language pedagogical university (future teachers of a foreign language). The study analyses the components of the teacher’s methodological (linguodidactic) competence, revealing a number of problems concerning their formation in a pedagogical university, as well as showing the dependence of their development on the intensity of their actualisation in the Foreign Language Practice discipline. The article identifies several factors hindering the formation of the linguodidactic competence within foreign language classes. In order to overcome these negative factors, the article offers a new model of teaching foreign languages, described in the formula “from the acquisition of didactic experience to one’s own educative decisions”. The methodology of this model is based on two interrelated methods: contextual teaching and vocation-focused foreign languages teaching, as well as related methods for organizing productive teaching of a foreign language. The model mentioned above assumes a two-stage implementation. At the first stage, analytical work of students is organized. Its aim is to understand and analyse the teaching practice. An important condition is the modelling of basic structural elements and some procedural features of a school lesson while organising university foreign language classes. Particular attention is paid to the implementation of individualised goal-setting, planning and self-assessment (reflection), demonstration of lexis, grammar and phonetics mastering, of active forms and techniques for organising communicative activities, methodological reflection. At the first stage, university students are also offered some methodological tools (for example, goalsetting maps and maps for academic work planning, etc.), which can be used in teaching foreign languages at school. When organising the educational process, much attention is paid to the awareness of methodological facts, phenomena, patterns. Therefore, a new type of exercises (educational-methodological) has been proposed. In addition to an educational task, these exercises contain a methodological task in form of a short comment, an additional question, etc. At the second stage, there is a transition to the organising of a productive methodologically oriented foreign language activity. Three main methods of methodologically oriented teaching are distinguished: modification of authentic (university) materials for different age groups of schoolchildren, conventional “professional test”, and project educational-methodological activity. In conclusion, the main results of the study are summarised.

scholarly journals LANGUAGE CLICHÉS IN THE METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
S.V PETROV ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Languages ◽  
Linguistic Terms ◽  
Correct Expression ◽  
Practice Of Teaching

The purpose of this study is to determine the role of language clichés in the practice of teaching foreign languages and, in particular, Russian as a foreign language. In the course of the study, the relevant features of language clichés were identified, including those that distinguish them from phraseological units; the classification of language clichés by the functions of language expressions is made; and the methodology for them in relation to a foreign audience is described. In addition, it was found that the use of clichés as the most stable reproducible linguistic terms in a foreign language, helps to avoid errors associated with the wrong lexical collocation, and also contributes to a more correct expression of thoughts for a given language which in turn makes the communication more effective and responsive to the communicative tasks of its participants. In this regard, language clichés should be paid a special attention, both by researchers and teachers, in this case working with foreigners. It should be kept in mind that there might be no such fixed phrases in the language of foreign students, or they can have a different structure, which means that in many times students cannot independently recognize and purposefully memorize such units; that is why all the necessary semantic work with such language clichés should be carried out in class.

scholarly journals Analysis of the experience of the Soviet methods of teaching foreign languages and the possibility of using such experience in modern realities

2021 ◽  
pp. 161-170
Author(s):  
Natalya Bashlueva
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Soviet Period ◽  
Rational System ◽  
The Past ◽  
Soviet School ◽  
Methods And Techniques ◽  
Oral Speech ◽  
Younger Generation ◽  
Methodological Principles

The article deals with the possibility of creating a rational system for teaching a foreign language. Russian methodologists have previously developed original techniques for teaching oral speech, some of which can now be used in modern conditions. The development of effective methods of teaching oral speech and communication cannot be sufficiently successful if the methods and techniques developed earlier by both Russian (previously Soviet) and foreign methodologists are not studied and used. It would be appropriate to make critical use of the achievements of the past. The methodological principles of teaching scientists of that era were formulated at a time when the Soviet method of teaching foreign languages was in its infancy, when the Soviet school was going through a period of searching for new ways in the upbringing and education of the younger generation. One of the most interesting achievements in the field of teaching foreign languages should be mentioned the experience of the methodologist of the Soviet period N. S. Koblenz. The advantage of the N. S. system Koblenz can also be considered the organization of the study of the developed standard, which ensures greater activity of students their desire to creatively apply previously learned material in a new language situation. This is achieved by a skillful combination of semi-mechanical and conscious techniques of work. Assessing the views of N. S. Koblenz on the study of vocabulary, it should be noted that he was one of the first in the Soviet methodology in practice to select lexical material when teaching a foreign language. In all the texts of the lessons, and especially in the standards, only selected words and expressions are introduced, which the author of the method tries to activate as much as possible.

scholarly journals Modern Methods of Teaching English in Higher Educational Institutions

2021 ◽  
Vol 9 (11) ◽  
pp. 612-613
Author(s):  
Abduraximova Farida Komiljon Qizi
Keyword(s):  
Foreign Language ◽  
Direct Method ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Higher Educational Institutions ◽  
Dominant Position ◽  
Modern Methods ◽  
Higher Educational

Annotation: The article discusses various methods of teaching foreign languages in universities. Special attention was paid to the following methods: direct method, grammar-translation, audiovisual, audio-lingual and communicative. It is concluded that the communicative method begins to occupy a more dominant position. Keywords: foreign language, English, methods

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

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