scholarly journals Paralelizmy frazeologiczne w analizie komparatywnej

2004 ◽  
pp. 207-220
Author(s):  
Joanna Szerszunowicz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
World History ◽  
Translation Studies ◽  
Foreign Language Teaching ◽  
Practical Reasons ◽  
Semantic Model ◽  
The World ◽  
Common Misconceptions

The paper presents the phenomenon of the existence of parallel phraseological units in two or more languages, i.e. the units, which are realizations of one semantic model with possible lexical changes. Therefore, parallel units differ from the international ones, whose components are identical in numerous languages. The sources of such units are listed, among which the most important are the Bibie and Creek mythology as well as the ancient culture, common customs and practices, certain superstitions and common misconceptions, literary masterpieces, the world history. The reflection of national and local colour in particular realizations of a given semantic model is presented as relevant to the analyses of the phenomenon of parallel phraseology. The problem of false parallel phraseological units is briefly discussed in the paper. The loan phraseological units are presented as parallel units in a contrastive perspective. The studies on parallel phraseological units are of importance both for theoretical and practical reasons, since apart from contributing to the finding of typological linguistics, the results of such analyses can be exploited in foreign language teaching, phraseography and translation studies.

Literary discourse: theoretical and practical aspects

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Translation Studies ◽  
Foreign Language Teaching ◽  
Literary Discourse ◽  
Specific Character ◽  
Literary Narrative ◽  
National Literatures

The monograph is aimed at analyzing the specific character of the literary discourse, which is viewed in theoretical and practical aspects. The volume thematically falls into five sections; each of them reveals particular items of the literary narrative. Special attention is paid to the literary approaches to discourse, its linguistic and translating perspectives, its realization in national literatures and usage in foreign language teaching. The issues researched by the authors of the book reflect the actual problems in the branch of literature, linguistics, translation studies, pedagogics and methodology, and represent the variants of their solution. The edition is mainly addressed to scholars, post-graduates and students engaged in the Humanities, and all those who are interested in peculiarities of literary discourse.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

CONTEMPORARY LINGUODIDACTICS: DEFINING GOALS AND OBJECTIVES OF FOREIGN LANGUAGE TEACHING

2013 ◽  
pp. 328-331
Author(s):  
T. K. Tsvetkova
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Activity ◽  
Conceptual System ◽  
Final Goal ◽  
The World ◽  
Bilingual Development ◽  
Goals And Objectives

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author’s original conception of mastering a foreign language as a process of bilingual development. At present the practical goal of foreign language teaching is formulated by linguodidactics in terms of competences. The communicative competence is treated as a key concept integrating all other competences. It denotes a subject’s ability to carry out cross-cultural interaction and to use a foreign language as an instrument of such interaction. However, this interpretation of the goals of foreign language teaching does not demonstrate specificity of foreign language learning in comparison with other disciplines studied at school or university. While studying those subjects a student interprets them in terms of her own, monolingual, picture of the world. She does not have to develop notions, which are absent in the native culture. The foreign language is totally different: in order to master it, a student has to step outside the boundaries of her own picture of the world and master a number of new notions and concepts. In other words, a student must become bilingual and bicultural. Otherwise her understanding of the foreign language will remain limited by the conceptual system of the mother tongue, she will not be able to see the proper meanings of the other culture. Therefore the goals and objectives of foreign language teaching should be defined according to regularities of bilingual development. The final goal should not be described as a set of competencies, but as a form of bilingualism. In that case the final goal consists in the student’s achieving the stage of balanced mixed bilingualism which is optimal for professional activity with a foreign language. This involves development in a student of an additional complete mechanism of language command responsible for producing and perceiving speech in the foreign language. Intermediate goals and objectives should be defined by the task of forming each block of the mechanism of foreign language command.

Gender representation in Iranian English language coursebooks

English Today ◽  
2019 ◽  
Vol 36 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Mahdi Dahmardeh ◽  
Sung-Do Kim
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Gender Representation ◽  
Gender Group ◽  
Deep Impact ◽  
The World ◽  
Different Parts

The representation of gender in foreign language teaching has attracted the attention of many scholars and has been investigated in different parts of the world. Due to its potential for deep impact on pupils, it is a matter of great concern. Discrimination against a gender group in coursebooks can lead to harmful impacts on pupils' development as well as on their future academic and career (Lee, 2018). The lack of representation of females in language coursebooks may seriously harm their ability to understand the target language as well as its culture (Rifkin, 1998).

scholarly journals Gamifying Content and Language Integrated Learning with Serious Videogames

2017 ◽  
Vol 3 (3) ◽  
pp. 107-114
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Levels ◽  
New Methods ◽  
Teaching Support ◽  
The World

New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

L’enseignant et sa formation en ligne

2021 ◽  
pp. 81-86
Author(s):  
Shin-tae KANG
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Human Society ◽  
Korean Language ◽  
Health Crisis ◽  
The World ◽  
Teachers And Students ◽  
Language Courses

The health crisis facing the world in 2020 is impacting all strata of human society and challenging citizens and their institutions, including educational institutions. Educational institutions need to continue to connect teachers and students to ensure educational continuity. This unprecedented experiment in confined foreign language teaching began in March 2020 at Inalco, where we teach Korean language in the Korean Studies Department. From that date onwards, like all teachers at Inalco, we had to provide all our language courses online.

Online Work Engagement During the COVID-19 Pandemic

2022 ◽  
pp. 334-353
Author(s):  
Pınar Ersin ◽  
Derin Atay ◽  
Fatoş Uğur Eskiçırak
Keyword(s):  
Second Language ◽  
Online Education ◽  
Foreign Language ◽  
Work Engagement ◽  
Subject Matter ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Face To Face ◽  
Global Pandemic ◽  
The World

The COVID-19 global pandemic affected many areas adversely, mainly health and education, all over the world. In education, this sudden pandemic led to efforts to bring about a set of rapid and radical solutions. As in many parts of the world, in March 2020, Turkey took steps to mitigate the potentially devastating consequences of the pandemic by changing face-to-face (F2F) education to online education. This unparalleled change in the method of delivery was new to many teachers ranging from subject matter to foreign language teaching, from novice to experienced, and most of them were unprepared. They had to face many challenges, one of which was work engagement. To the best of the authors' knowledge, no studies have been conducted on online work engagement of instructors under the pandemic conditions in Turkey. Thus, the present study was an attempt at contributing to the field by examining second language (L2) English instructors' level of work engagement on online education and their perceptions on work engagement.

scholarly journals An analysis of Gazi University Tomer B1 book in terms of values educationGazi Üniversitesi Tömer B1 seviyesi kitabının değerler eğitimi bakımından incelenmesi

2018 ◽  
Vol 15 (2) ◽  
pp. 755
Author(s):  
Gökmen Boztilki
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Values Education ◽  
English Summary ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Common Value ◽  
The World ◽  
Culture Teaching ◽  
Technological Opportunities

Teaching a language is an action that involves teaching not only the grammar, but also the culture, traditions, and the point of view of the world. The concept of value is one of the elements that make up culture, tradition and the individual's perspective on the world. One of the problems experienced by individuals who learn Turkish as a foreign language is the problem of incompatibility caused by not recognizing these values.One of the most important principles in the field of foreign language teaching is the principle of transferring culture along with language. In this context, language teaching is also culture teaching. Today technological opportunities bring many innovations and developments in education field, but the basics of foreign language teaching are still forming textbooks. These books are one of the important factors of cultural transfer. In order to achieve a healthy education in Turkish as a foreign language, the values belonging to the society must be reflected in the books of the foreign language in a balanced way. In this study,which aims to anaylze the book B1 level for foreigners in terms of values education, the descriptive document scanning model was taken into consideration. According to the results of the analysis, all values in Schwartz classification are shown in Turkish B1 book for foreigners at Gazi University TOMER. While the most common values in the classification are self-direction and benevolence, the least common value is conformity.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBir dilin öğretimi yalnızca dil bilgisini değil aynı zamanda o dilin  kültürünü, geleneklerini, dünyaya bakış açısını da öğretmeyi içeren bir eylemdir. Kültürü, geleneği ve bireyin dünyaya bakış açısını oluşturan unsurların başında ise değer kavramı gelmektedir. Türkçeyi yabancı dil olarak öğrenen bireylerin yaşadıkları sorunlardan biri de bu değerleri tanımamaktan kaynaklanan uyumsuzluk  sorunudur. Yabancı dil olarak Türkçe öğretiminin ilkelerinden biri de dil ve kültür aktarımının aynı anda sağlanmasıdır.  Bu bağlamda dil öğretimi aynı zamanda kültür öğretimidir.Günümüzde teknolojik imkanlar eğitim alanında da birçok yenilik ve gelişimi beraberinde getirse de yabancı dil öğretiminin temelini halen ders kitapları oluşturmaktadır. Bu kitaplar kültür aktarımının önemli unsurlarından biridir. Yabancı dil olarak Türkçe öğretiminde değerler eğitiminin sağlıklı gerçekleşebilmesi için topluma ait değerlerin yabancı dil kitaplarına da dengeli bir şekilde yansıması gereklidir. Gazi Üniversitesi TÖMER Yabancılar İçin Türkçe B1 seviyesi kitabının değerler eğitimi açısından incelenmesinin amaçlandığı bu çalışmada, betimsel nitelikli döküman tarama modeli kullanılmıştır.Tarama sonuçlarına göre Gazi üniversitesi TÖMER Yabancılar için Türkçe B1 kitabında Schwartz’ın sınıflandırmasındaki bütün değerlere yer verildiği görülmektedir. Sınıflandırma  içindeki değerlerden kitapta en çok yer alan değerler özyönelim (self-direction)  ve  iyilikseverlik (benevolence) iken en az yer verilen değer ise uyma (conformity) olmuştur.

scholarly journals In between Language Teaching Methods: Do We Need (to Know About) Methods at All?

2019 ◽  
Vol 11 (3) ◽  
pp. 119-139
Author(s):  
Imola Katalin Nagy
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Pedagogy ◽  
The World ◽  
Methods And Techniques ◽  
Language Teaching Methods ◽  
Pedagogy Development ◽  
Historical Periods

AbstractIn this study, we attempt to approach the problem of foreign language teaching from the viewpoint of language pedagogy development in different historical periods: from the grammar translation method through the audio-lingual approaches and up to communicative and post-communicative methods. We have come today to reconsider the role and status of language teaching not only because globalization has produced an increase in the number of speakers of English all around the world but also due to the fact that the issue of localization (of language teaching methods and techniques) has also come to the fore. This meta-analytical article circumscribes a number of popular methods amongst which teachers can choose, and we also try to summarize the most important foreign language teaching methods that can be spotted in the era of what is presently called the post-method condition.

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