scholarly journals Intercultural Approach in Foreign Language Teaching and Formation of Cultural Mediators: A Corpus Analysis of the Adjective polite in French and Polish

2021 ◽  
Vol 15 ◽  
pp. 123-142
Author(s):  
Agnieszka Dryjańska
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
French Language ◽  
Intercultural Awareness ◽  
Complex Approach ◽  
Cultural Mediators ◽  
Polish Language ◽  
Linguistic Approach ◽  
Language Corpus

This study aims to analyse the notion of politeness through the collocations of the adjective polite and its Polish equivalents, i.e. grzeczny and uprzejmy, chosen as cultural keywords in order to verify and expand the conclusions of my previous research on the noun politeness. The study has a double perspective. It is based on a linguistic corpus-based analysis of French politeness in a contrastive approach to French and Polish data. Also, the study considers ways of integrating such data into foreign language teaching. The research is carried out on three corpora: the French language corpus Frantext, the National Polish Language Corpus (NKJP) and the Leipzig Corpora Collection. The study includes the analysis of frequency classes of the three words and their most frequent collocations identified on the basis of different measures of association between co-occurring words. By integrating the results of this linguistic approach into language teaching, it is possible to clarify certain semantic subtleties of the words polite, grzeczny and uprzejmy and explain to the learners why these words are not perfect equivalents, or how linguistic analysis reveals cultural differences. Complex approach promoted in this paper may contribute to the development of the intercultural awareness in foreign language teaching and cultural mediation.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

scholarly journals Ensinar francês por dispositivos móveis: uma experiência com Duolingo e WhatsApp / Teaching French by mobile devices: an experience with Duolingo and WhatsApp

2017 ◽  
Vol 10 (2) ◽  
pp. 206-219 ◽  
Author(s):  
Tiago Barbosa Souza ◽  
Maria Iara Zilda Návea da Silva Mourão
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Instant Messaging ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
French Language ◽  
Pedagogical Practice ◽  
Virtual Tools ◽  
Use Of Technology

 RESUMO: O presente trabalho objetiva apresentar o relato de uma prática pedagógica que enfatizou o uso de ferramentas tecnológicas no ensino de língua francesa. Essa prática foi pensada dentro do projeto de monitoria da UFPI, nos dois períodos de 2015, nas disciplinas de Língua Francesa I e II, nas quais se experimentou o uso de ferramentas virtuais pelos alunos, com fins pedagógicos. Dentre essas ferramentas, enfatizou-se o manuseio dos aplicativos gratuitos Duolingo e WhatsApp, com a intenção de que o aprendizado fosse levado para além das fronteiras da sala de aula, a partir de um contato frequente com a língua estudada e pelo estímulo à comunicação nessa língua. A escolha desses dois meios se deu com base na ideia de que muitos aplicativos e sítios dedicados ao aprendizado de línguas adicionais, como o Duolingo, oferecem um suporte gramatical da língua estrangeira, mas não conseguem suprir a necessidade de comunicação e interação que tornam o aprendizado da segunda língua mais eficaz. Dessa forma, pensou-se que o WhatsApp, aplicativo de conversas instantâneas, pudesse suprir tais necessidades. Os resultados dessa experiência demonstraram que é possível intensificar o aprendizado de língua francesa através dessas ferramentas acessórias, considerando suas limitações. Como referencial teórico, foram usados, entre outros, os estudos de Cuq e Gruca (2003), sobre uma visão geral da didática de línguas estrangeiras e do ensino de francês e Gomes (2015), Leffa (2016), Araújo e Bonttentuit (2015) sobre uso de ferramentas tecnológicas para propósitos educacionais.PALAVRAS-CHAVE: didática do ensino de línguas estrangeiras; francês língua estrangeira; Duolingo; WhatsApp.ABSTRACT: This work aims at presenting the report of a pedagogical practice that emphasized the use of technology-based tools in the teaching of French language. This practice was conceived within the mentoring project in UFPI along 2015, in the disciplines French I and II, in which the use of virtual tools by the students was experimented for pedagogical purposes. Among these tools, it was emphasized the handling of the free applications Duolingo and WhatsApp, aiming at carrying the learning beyond the borders of the classroom, by a frequent contact with the target-language and by the stimulus to the communication in that language. The choice of these two media was based on the idea that many apps and sites dedicated to additional languages learning, such as Duolingo, offer a grammatical support of the foreign language, but they cannot supply the need for communication and interaction that makes the target-language learning more effective. Then, WhatsApp could meet such needs, since it’s an instant messaging app. The results of this experiment demonstrated that it is possible to intensify the French language learning through these technology-based tools, considering their limitations. As a theoretical reference, the studies of Cuq and Gruca (2003) about an overview of foreign language teaching, also Gomes (2015), Leffa (2016), Araújo and Bonttentuit (2015) about the use of technology-based tools in teaching French as a foreign language.KEYWORDS: didactics of foreign language teaching; French as a foreign language; Duolingo; WhatsApp.

scholarly journals Polish as a Foreign Language: New Context, Regulations and Prospects

2015 ◽  
Vol 2 (2) ◽  
pp. 30-35
Author(s):  
Anna Popławska ◽  
Roman Wisz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Public School System ◽  
Legal Regulations ◽  
Teaching English ◽  
The Status ◽  
Polish Language ◽  
Collapse Of Communism

Abstract The article provides an overview of the developments in Poland after the collapse of communism in 1989 from the point of view of foreign language teaching, including a swift reorientation and transition from a public school system with Russian as the main foreign language, to a diversified language teaching market focused on teaching English and other languages. A particular stress is placed on a relatively new phenomenon, being an increased demand and new opportunities for teaching Polish as a foreign language to be further promoted as a result of anticipated amendments to legal regulations governing the status and certification of the Polish language.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

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