scholarly journals Plädoyer für die Entwicklung einer digital-lexikografischen Kompetenz im Fremdsprachenunterricht

2019 ◽  
Vol 34 (2018) ◽  
pp. 123-156
Author(s):  
Meike Meliss ◽  
María Egido Vicente ◽  
Manuel Fernández Méndez
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
Digital Environment ◽  
Electronic Resource ◽  
Santiago De Compostela ◽  
Link Type ◽  
Insight Into ◽  
Selection Of

AbstractThe aim of this paper is to promote an explicit and active development of digital-lexicographical competence in foreign language teaching. The results of two online surveys conducted as part of the research project DICONALE-COMBIDIGILEX in connection with the teaching and learning process of German as a foreign language (= DaF) provide a comparative insight into the behaviour and attitude of both teachers and learners of DaF on the topic “Use of lexicographical resources in the process of DaF-acquisition”. The evaluation of the surveys shows, that the digital-lexicographical competences in the process of DaF-acquisition must be promoted more intensively, since the existing lexicographic offer is not optimally used for teaching purposes both on the part of the teachers and on the part of the learners. To this end, the following three main lexicographical competences will be examined from a methodological-didactic and application-oriented perspective: (i) Adequate selection of the electronic resource regarding the communicative situation, (ii) development of disambiguation strategies for reception in L2 or translation from L2 and (iii) development of strategies for production and translation into L2. This research will ultimately lead to a debate on the use of the dictionary in the digital environment in the DaF-teaching and discuss its actual influence on the learning process.Dieser Beitrag ist im Rahmen des Forschungsprojekts COMBIDIGILEX entstanden (MINECO – FEDER: FFI2015-64476-P: „Ministerio de Economía y Competitividad“: Modalität 1), welches an der Universidad de Santiago de Compostela (Spanien) verortet ist. Die AutorInnnen dieses Beitrages sind Mitglieder des Forschungsteams [Unter: <http://combidigilex.wixsite.com/deutsch>; letzter Zugriff: 15. 05. 2018]. Außerdem besteht eine direkte Verbindung zu dem lexikografischen Forschungsnetzwerk RELEX (2016–2018: Xunta de Galicia: ED431DR 2016/06) [Unter: <http://relex.udc.gal/?page_id=34>; letzter Zugriff: 15. 05. 2018].

scholarly journals Plädoyer für die Entwicklung einer digital-lexikografischen Kompetenz im Fremdsprachenunterricht

2018 ◽  
Vol 34 (1) ◽  
pp. 123-156
Author(s):  
Meike Meliss ◽  
María Egido Vicente ◽  
Manuel Fernández Méndez
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
Digital Environment ◽  
Online Surveys ◽  
Research Project ◽  
Electronic Resource ◽  
Insight Into ◽  
Selection Of

AbstractThe aim of this paper is to promote an explicit and active development of digital-lexicographical competence in foreign language teaching. The results of two online surveys conducted as part of the research project DICONALE-COMBIDIGILEX in connection with the teaching and learning process of German as a foreign language (= DaF) provide a comparative insight into the behaviour and attitude of both teachers and learners of DaF on the topic “Use of lexicographical resources in the process of DaF-acquisition”. The evaluation of the surveys shows, that the digitallexicographical competences in the process of DaF-acquisition must be promoted more intensively, since the existing lexicographic offer is not optimally used for teaching purposes both on the part of the teachers and on the part of the learners. To this end, the following three main lexicographical competences will be examined from a methodological-didactic and application-oriented perspective: (i) Adequate selection of the electronic resource regarding the communicative situation, (ii) development of disambiguation strategies for reception in L2 or translation from L2 and (iii) development of strategies for production and translation into L2. This research will ultimately lead to a debate on the use of the dictionary in the digital environment in the DaF-teaching and discuss its actual influence on the learning process.

scholarly journals طرق تدريس اللغة العربية للناطقين بغيرها

ALSINATUNA ◽  
2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Muhlisin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Material ◽  
Language Teacher ◽  
Professional Teacher ◽  
Teacher Needs

Becoming a professional Arabic teacher needs knowledge, skills, accuracy, strategy, and perseverance. Besides that, a professional teacher of Arabic also needs interesting methods in the teaching and learning process. There are so many teaching methods used in the foreign language teaching and learning. However, some of them are not appropriate to be used. Each of them has strengths and weaknesses, so it is better for a foreign language teacher, especially Arabic teacher not to rely on one method only, but he should choose and determine the appropriate methods which is relevant with the learning material in order to create fun learning process.

scholarly journals Importance of Assessment in ELT

2018 ◽  
Vol 6 (9) ◽  
pp. 163 ◽  
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Critical Role ◽  
Foreign Language Teaching ◽  
Assessment Process ◽  
Basic Principles ◽  
Teachers And Students ◽  
Assessment Procedures

Assessment has an important role in education and it has a critical role in the teaching process. Through appropriate assessment, teachers can classify and grade their students, give feedback and structure their teaching accordingly. Recently, educators and scientists have been becoming more interested in the requirements of assessment procedures in the scope of foreign language teaching and the learning process, as forms of assessment have been changing. The assessment procedures relate to authenticity, practicality, reliability, validity and wash back, and are considered the basic principles of assessment in foreign language teaching and learning. The main value of these aforementioned principles is to distinguish the effects of assessment and review any classroom based issues between the teacher and the student. As the assessment process affects both teachers and students, significance and consideration should be given to assessment procedures in foreign language teaching.

scholarly journals NOTE-TAKING AS A METHODOLOGICAL TECHNIQUE FOR RATIONALIZATION AND REPRODUCTION OF SPECIALIZED TEXTS IN FOREIGN STUDENTS’ EDUCATION

2020 ◽  
pp. 62-74
Author(s):  
М. Paliy
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Note Taking ◽  
Training Models ◽  
Overseas Students

The paper presents one of the most important moments in foreign language teaching and learning taking into accounts the relevance of the European language policy and the importance of foreign languages in education. Habit formation of taking notes on lectures and specialized subject literature is one of the primary tasks in teaching and training in a technical school. Questions concerning methodologically correct organization of note-taking learning process, increasing the level of listening habits for further successful involvement of foreign language students in the complete learning process, require attention and development of specialized training models, which can support students’ better perception of greater amount of audio materials, seminars, lectures, practical classes, etc. Particular attention should be paid to the deliberate, purposeful and well-organized students’ independent work, which promotes the acquisition of habits. Autonomous learning requires responsible attitude and becomes an effective tool for shaping their professional competence. The author considers some aspects concerning the peculiarities of foreign language teaching to overseas students in a polytechnic university. Described are the stages of developing the skills for note-taking during lectures and during reading reference books on specialized disciplines. The author suggests methodological ideas for solving this language problem. Key words: polytechnic university, обучение на foreign students, methodology for teaching Bulgarian language, note-taking, specialized vocabulary.

scholarly journals Professional Development of Pakistani EFL Teachers and the Culture of Learner Autonomy

2019 ◽  
Vol IV (I) ◽  
pp. 81-87
Author(s):  
Uzma Quraishi ◽  
Ayesha Butt ◽  
Sameera Ayub Bhatti
Keyword(s):  
Professional Development ◽  
Experimental Study ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Efl Teachers ◽  
Professional Development Of Teachers ◽  
Professional Development Training

The value and impact of professional development of teachers are never-ending phenomena and it continues to develop betterment in the teaching performances. The current study aimed at giving professional development training to Pakistani English as a foreign language (EFL) teachers with reference to bringing, promoting and practicing the culture of learner autonomy in the EFL classrooms. Learner autonomy is a widely used concept in foreign language teaching and learning which makes learners more independent, selfconscious and self-aware of their own learning process. This experimental study represents Pakistani EFL teachers as the population, whereas 60 EFL teachers from the various universities of the province Punjab were taken as the sample. The results obtained showed a clear difference in the agreement of the teachers on using and practicing learner autonomy in their classrooms. Their concepts and mindsets on learner autonomy were changed after the training sessions.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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