scholarly journals Fostering foreign language grammatical competence. Ways of representing linguistic knowledge

2021 ◽  
pp. 271-289
Author(s):  
Olena Vovk ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Linguistic Knowledge ◽  
Cognitive Profiles ◽  
Grammatical Competence ◽  
Multiple Factors ◽  
Grammar Acquisition ◽  
University Curriculum ◽  
The Subject ◽  
Linguistic Input

This study presents the framework for mastering foreign language grammar within a University curriculum. Fostering learners’ grammatical competence (GC) is identified as a desired effect of grammar acquisition. The premise is advanced that to achieve this target, the teaching and learning process has to take into account multiple factors, which might facilitate enhancing GC. It is hypothesized that developing GC can be efficacious on condition that the teacher considers cognitive profiles of the students and takes into account affective determinants of grammar acquisition. Multiple ways of presenting linguistic knowledge are emphasized in the paper. Specifically, the key idea is that rationally combining various types of linguistic input may turn out conducive to the understanding, conceptualization, and internalization of the subject matter.

scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

scholarly journals Exploring Teachers’ Creative Teaching Strategies in Teaching Arabic as a Foreign Language at a Private Islamic Secondary School in Malaysia

2016 ◽  
Vol 4 (2) ◽  
pp. 21-37
Author(s):  
Ahmad Faizuddin ◽  
Tumin An-Nuaimy ◽  
Ahmad Suhail Al-Anshory
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Structured Interviews ◽  
Creative Teaching ◽  
Islamic School ◽  
The Subject

Arabic is an important language for Muslims but teaching the language is not an easy task. It needs efforts to improve and simplify the learning process through creative teaching strategies. Creative teaching involves the development of materials and approaches that foster students’ interests and motivation in learning. This study explored the experiences of Arabic teachers in fostering students’ interests by developing creative approaches in teaching Arabic as a foreign language at Adni Islamic School, a private Islamic secondary school in Malaysia. In collecting the data, semi-structured interviews were used as part of qualitative research. The findings indicated that teachers have been using creative teaching strategies in the teaching and learning process. These are categorized into three strategies: (1) creativity in making daily lesson plans, (2) creativity during the teaching and learning process, and (3) creativity in evaluating and assessing the outcomes of teaching. The application of these creative strategies is in accordance with the message of the Islamic principles of teaching. Recommendations were made to the relevant authorities, including the teachers themselves, so that creative teaching can be applied to the subject of Arabic language in order to produce a meaningful lesson.

scholarly journals Reading Classical Authors in the Digital Era

2017 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Vehbi Miftari ◽  
Arbnore Mahaj
Keyword(s):  
Teaching And Learning ◽  
Quantitative Method ◽  
Digital Content ◽  
Literary Reading ◽  
Digital Era ◽  
University Curriculum ◽  
School Subjects ◽  
Language And Literature ◽  
Curriculum Framework ◽  
The Subject

Statement of the problem: Learning about classic authors, whose language is hardly understandable for children, has become a challenge. The decline of literary reading and the lack of focus in the subject matter and idea of the text, which are interrelated to the early culture / identity, make students lose their will to read classic works, thus failing to fulfil the aims and competencies required with the Pre-university Curriculum Framework. Methodology: The research is based on the analysis of Curriculum Framework and the structure of school subjects. Furthermore, methods of teaching classic works and use of complementary means are treated through a combination of quantitative method with the ethnographic one. Results: The research concludes that students tend to read classic works (works by old authors) more easily if they are offered the abridged versions. Making of abridged collections of such works, and complementing book contents with digital content is the tendency that schools have in the digital era. Conclusions / recommendations: MEST should aim towards changing the structure of language and literature course, draft new programs, and prepare additional content for teaching and learning of texts and classic authors (e-school).

scholarly journals A Study on the Effectiveness of English Grammar Teaching and Learning in Chinese Junior Middle Schools

2018 ◽  
Vol 8 (11) ◽  
pp. 1553
Author(s):  
Chunyi Ji ◽  
Qi’ang Liu
Keyword(s):  
Middle Schools ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Teaching And Learning ◽  
Zhejiang Province ◽  
English Curriculum ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
English Grammar ◽  
Goals And Objectives

The article conducts a questionnaire survey and interview on the students and teachers in three different junior middle schools in Zhejiang Province of China. The results indicate that the effectiveness in English grammar teaching and learning is not satisfactory. And the grammatical competence is not correlated with the goals and objectives of the National English Curriculum. There is significant demand for teachers to encourage students to improve the efficiency and accuracy of English grammar. The outcome is useful for foreign language researchers to know better about current situation of grammar teaching and learning in Chinese junior middle schools. Some suggestions are presented to enhance the effectiveness of English grammar teaching and learning.

scholarly journals An Overview of Grammar Translation Method’s Effect on EFL Teaching And Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 26-35
Author(s):  
Aisha Ahmed Ali Hadi Al-maamari
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Translation Method ◽  
Learning Activity ◽  
Grammatical Competence ◽  
Efl Teaching ◽  
Grammar Translation Method ◽  
Learning English

In language teaching and learning, several methods are used for the effectiveness of teaching and learning activity. The researcher implemented the methods to assist the teacher in teaching the language, time after time. The methods have undergone many changes and development based on the attitude and school of thought for teaching and learning a language, so each method has a different character, technique, and implementation. This reflection will expand on the grammatical translation method (GTM) used in the nineteenth century to teach English as a foreign language. This method is based on the goal of grammatical competence. To achieve the goal, this method has several characteristic and technique which will be used in its implementation. The writer attempts to do a review by investigating 5 published articles gathered from internet websites to show the use of the grammar-translation method, its effectiveness, and why it is criticized for teaching and learning English as a foreign language. The writer’s reflection is included too.

scholarly journals The Theories of learning and methods of teaching foreign languages Literature review

2020 ◽  
Vol 10 (16) ◽  
pp. 227-252
Author(s):  
Asma Nifaoui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Learning Theories ◽  
The Past ◽  
Foreign Language Acquisition ◽  
Unique Method ◽  
The Subject ◽  
Oral Method ◽  
Teaching Learning

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.

scholarly journals PRZEFORMUŁOWANIE JAKO NARZĘDZIE BADAWCZE W AKWIZYCJI JĘZYKA I GLOTTODYDAKTYCE

Neofilolog ◽  
2018 ◽  
pp. 11-28
Author(s):  
Katarzyna Karpińska-Szaj ◽  
Bernadeta Wojciechowska
Keyword(s):  
Education Research ◽  
Foreign Language ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Language Education ◽  
Clear Definition ◽  
Research Level ◽  
The Subject ◽  
Innovative Potential ◽  
Definition Of

The subject of this article is the use of reformulation, the instrument of language acquisition research, in studies on language teaching and learning. Incorporating reformulation into the methodological repertoire of language education research requires a clear definition of differences in the subject-matter and in objectives of research between the two disciplines, in order to clearly capture the potential and limitations of this tool. This article will consider the innovative potential of reformulation at both the research level and the didactic level, at various stages of development of communicative competencies in a foreign language.

scholarly journals KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY

Neofilolog ◽  
2018 ◽  
pp. 21-35
Author(s):  
Krystyna Mihułka
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Final Part ◽  
Foreign Language Acquisition ◽  
The Subject ◽  
Social Pedagogues ◽  
Language Teaching And Learning

Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definitions of the word culture. Even a perfunctory analysis of those definitions indicates that it is difficult to talk about culture using it as a consistent concept. The aim of this article is therefore to highlight the richness of meaning of the word culture by presenting and discussing the characteristics of culture which appear most frequently in definitions developed by social psychologists, cultural anthropologists, social pedagogues, foreign language acquisition researchers, and students of German philology. The final part of this articlepresents those features of culture which allow to place this concept correctly in the process of foreign language teaching and learning.

Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

2003 ◽  
Vol 36 (4) ◽  
pp. 235-251 ◽  
Author(s):  
Frank G. Königs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Subject Area ◽  
Foreign Languages ◽  
Personal View ◽  
Learning And Teaching ◽  
The Subject ◽  
Complex Subject

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

Idioms and translation problems

2020 ◽  
Vol 8 (1) ◽  
pp. 67-82
Author(s):  
يونلدي يونلدي
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Arabic Language ◽  
Female Students ◽  
Male And Female ◽  
Fourth Level ◽  
Idiomatic Expression ◽  
The Subject ◽  
Linguistic Aspect

Translation is a subject studied by students at any university in Indonesia. This subject has difficulties and special problems in its teaching, and many students from male and female students do not define it in depth, but they do not feel the most important of this study in the process of teaching and learning the foreign language, especially for non-native speakers. Many of them do not understand that the unity of the end of foreign language teaching at the Islamic University means skill and art of translation. Therefore, the writer writes in this writing translation problems that mean idiomatic expression and its problems in translation with the basic issue. Common mistakes in translating idiomatic expression in Arabic male and female students at the fourth level in the Islamic University of Bading Sadebwan. And this study, Al-Maktabi researched the descriptive and analytical method of translation material at the fourth level, the Arabic Language Department, by providing evidence that the researcher organized and sends the test to them using the Internet. From this study, the writer obtained the following: a) A lack of understanding of the skill of translation in Arabic male and female students, b) Common mistakes in the translation of idiomatic expression facing male and female students) Problems that guide male and female students in the study of translation from a linguistic aspect, including many Arabic vocabulary and rich so that they do not It is easy to give and choose the Arabic Fatat identical to another language. The conclusion of this study is concerned with the lecturer that upgrading the understanding of male and female students' translation in the subject matter of translation, especially the idiomatic expression

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