ORGANIZATION OF STUDENTS’ RESEARCH WORK  IN A FOREIGN LANGUAGE

The article considers the peculiarities of the organization of students’ research work in a technical university in foreign language classes with a gradual transition from simple forms of research to more complex ones, which is aimed at the harmonious development and improvement future specialists’ skills and abilities. The purpose of this article is to identify the main problems of the organization of students’ research work in a foreign language and consider ways of improving this process. Special attention is paid to the tasks, functions, components and various forms of students' research work. The researcher describes the possibility of using assignments for research work and organizing their performing by students in a foreign language class, in particular, such tasks as writing a summary of the text proposed by the teacher, corresponding to the student’s specialization, drawing up a plan for it, drawing up terminological dictionaries, preparing reports on a given topic, writing creative works, essays, drawing up tables and diagrams, solving problematic issues related to the future profession of a student, writing abstracts, preparing the presentation of study' results. The involvement students in the work of scientific conferences, seminars, competitions, contests, and meetings with leading foreign experts are encouraged. The defense of master's and diploma projects in a foreign language prepares the student for the exercise of profession and integration into a foreign language environment. The examples of the most common mistakes made in the preparation of research works, which indicate the lack of students’ research skills formation are given, and ways to overcome them are recommended. The conclusions are related and future works are suggested. Thus, it also possible to create an education plans of student’ research work in foreign language and recommendations for the specific academic curriculum.

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The Use of Creolized English in FL Classes in Barbados

Transformative Pedagogical Perspectives on Home Language Use in Classrooms - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-4075-6.ch005 ◽

2021 ◽

pp. 85-104

Author(s):

Paula González ◽

Korah L. Belgrave ◽

Janice E. Jules

Keyword(s):

Foreign Language ◽

20Th Century ◽

First Language ◽

Controversial Issues ◽

Language Class ◽

Language Classes ◽

Students First ◽

Language Classrooms ◽

Language Students ◽

Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

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COMMUNICATIVE TASKS FOR IMPROVING FOREIGN LANGUAGE SPEAKING COMPETENCE OF PROSPECTIVE TEACHERS

Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» ◽

10.24144/2524-0609.2021.48.231-234 ◽

2021 ◽

pp. 231-234

Author(s):

Iryna Lobachova

Keyword(s):

Foreign Language ◽

Language Proficiency ◽

Prospective Teachers ◽

English Language ◽

Practical Importance ◽

Scientific Article ◽

Teaching Aids ◽

Language Classes ◽

Language Communication ◽

Language Environment

The article deals with the implementation of communicative exercises in foreign language classes to improve the foreign language speaking competence of prospective teachers. The relevance of the article is determined by the need to consider the outlined problem for increasing the level of English language proficiency in order to personal and career prospects of prospective teachers. The purpose of the article is a theoretical and practical justification for the use of communicative exercises in the study of English in foreign language classes for prospective teachers in higher education. To achieve this goal it is necessary to solve the following tasks: 1) to analyze the efficiency of using communicative tasks to improve students’ foreign language speaking competence; 2) to offer exercises for communication, which provide for the creation of life situations of foreign language communication; 3) to substantiate the efficiency of using these exercises to improve foreign language speaking competence of future teachers. To achieve this purpose the following research methods are used in the scientific article: generalization, analysis and synthesis, descriptive method, which allow to consider in detail the proposed problem and come to important conclusions. It is determined that the specificity of learning a foreign language is to create an artificial language environment, which is absent in practice in most cases. Foreign language space is extremely important for the realization of one of the factors influencing the acquisition of a foreign language – the speed of establishing associative language connections. It is found out that in the communicative environment both the conscious training of vocabulary and grammar, and the necessary language tools accumulate during communicative activities intuitively. The speed of appropriate language reactions, a sense of language are developed in this activity (phonetic, lexical, grammatical aspects). The permanent search for new teaching aids, the development of more effective methods of work are of practical importance for increasing the student’s motivation to learn a foreign language and automate the experience of its using. The proposed types of communication exercises create the most adequate conditions for the formation of language skills, stimulate the mechanisms of involuntary memorization, as well as provide for the solution of certain methodological, linguistic and psychological problems.

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Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom)

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.16754 ◽

2021 ◽

Vol 14 (33) ◽

pp. e16754

Author(s):

Alla Guslyakova ◽

Nina Guslyakova ◽

Nailya Valeeva ◽

Ludmila Veretennikova

Keyword(s):

Foreign Language ◽

Comprehensive School ◽

Project Based Learning ◽

Young Learners ◽

The Third ◽

Language Class ◽

Language Classes ◽

Language Classroom ◽

Effective Analysis

The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved that project-based learning should be a must in every educator’s pedagogical “piggy-bank” because PBL is an effective professional instrument which may overcome the latest demands and challenges of the third millennium society.

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Use of formative assessment at foreign language classes in higher education institute

Bulletin of Nizhnevartovsk State University ◽

10.36906/2311-4444/21-1/10 ◽

2021 ◽

pp. 74-80

Author(s):

Yuliya M. Orekhova

Keyword(s):

Higher Education ◽

Foreign Language ◽

Formative Assessment ◽

Self Regulation ◽

Educational Process ◽

Assessment Tools ◽

Self Report ◽

Language Class ◽

Language Classes ◽

Assessment Technology

The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment methods, and then by the creation of assessment tools. The author suggests using the technology of formative assessment for the achievement of the educational and cognitive aspects of a foreign language class and the development of students regulatory skills. The key ideas of formative assessment technology, feasibility of its usage at foreign language classes in high school and phases of its implementation into the educational process are described in the present article. The educational and cognitive aspects are graphically presented in the system school-university. The educational and regulative students skills (self-control, self-evaluation, self-regulation) developed by the regular use of the technology at classes are listed. The author analyzes the main techniques of formative assessment technology (criteria-based assessment, comment from a teacher, mind map, self-report, feed-back), the implementation of which is thought to be the most effective at university, and give examples of their use at English classes.

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Current perspectives on pronunciation skill development

Bulletin of the Innovative University of Eurasia ◽

10.37788/2021-2/27-34 ◽

2021 ◽

Vol 82 (2) ◽

pp. 27-34

Author(s):

G. Rizakhodjayeva ◽

◽

I. Abdulamit ◽

Keyword(s):

Foreign Language ◽

Research Work ◽

Educational Process ◽

Teaching English ◽

Language Competence ◽

Progressive Development ◽

Study Results ◽

Modern Methods ◽

New Ideas ◽

New Type

Main problem: the article discusses the importance of modern methods used in the development of pronunciation skills in teaching English in Kazakh schools. Currently, in their practice, teachers are guided by four main areas: listening, speaking, reading, and writing. However, if we partially distinguish these skills, there are many auxiliary skills: pronunciation, spelling, grammar, vocabulary, punctuation... and much more. Here, the most important of these skills is the pronunciation skill, so the research work included providing the most effective modern methods aimed at developing students ' pronunciation skills, applying them on the basis of practice, and differentiating the result. Purpose: to determine the importance of pronunciation in a student's ability to speak a foreign language fluently and suggest ways to develop it using the ‘Ben Franklin’ exercise. Methods: descriptive, systematization and analytical methods were used in the course of the study. Results and their significance: the authors of the article identified the important role of pronunciation skills in the development of students 'fluency in English in the modern updated educational process of the country and proposed the Ben Franklin exercise, aimed at developing students' pronunciation skills in the process of teaching English. Within the framework of world education, English teachers are able to generalize the importance of a new type of technology for the development of any language competence of a student in the acquisition of a foreign language by a student. After all, changes in the progressive development of society lead to the introduction of new ideas and modern traditions in the content of Education.

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Rozwijanie sprawności pisania obcojęzycznego na przykładzie polsko-niemieckiego internetowego projektu tandemowo-tridemowego „Schreiben(üben) im e-Tandem/e-Tridem” – możliwości i ograniczenia

Neofilolog ◽

10.14746/n.2021.56.2.3 ◽

2021 ◽

pp. 185-200

Author(s):

Agnieszka Pawłowska-Balcerska

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Instant Messaging ◽

Writing Skills ◽

School Experiences ◽

Foreign Languages ◽

Discussion Forums ◽

Online Discussion Forums ◽

Language Classes ◽

Made In

Although in the age of media writing is experiencing a kind of renaissance, and young people cannot imagine everyday life without texts, e-mails, online discussion forums or virtual instant messaging, writing as part of institutionalized teaching evokes rather negative associations among many learners. Therefore, based on the example of the Polish-German online tandem-tridem project, an attempt will be made in this article to answer the following questions: How can one draw on the positive, out-of-school experiences of learners with (foreign) writing in foreign language classes? How can they be used in the institutionalized process of teaching and learning foreign languages while developing writing skills? What advantages and dangers are associated with the mentioned activities?

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Teacher Control In The Second Language Classes

International conference KNOWLEDGE-BASED ORGANIZATION ◽

10.1515/kbo-2015-0105 ◽

2015 ◽

Vol 21 (2) ◽

pp. 618-623

Author(s):

Georgeta Obilişteanu ◽

Brânduşa-Oana Niculescu

Keyword(s):

Second Language ◽

Foreign Language ◽

Dominant Role ◽

Practical Experience ◽

Classroom Teaching ◽

Classroom Activities ◽

Teacher Control ◽

Hands On ◽

Language Classes ◽

Language Environment

Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.

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The Implementation of Grammarly In Error Analysis Implementasi Grammarly Dalam Error Analysis

JURNAL SAINS DAN TEKNOLOGI MARITIM ◽

10.33556/jstm.v21i1.248 ◽

2020 ◽

Vol 21 (1) ◽

pp. 17

Author(s):

Dhion Meitreya Vidhiasi ◽

Haryani Haryani

Keyword(s):

Foreign Language ◽

Error Analysis ◽

Data Sources ◽

Student Writing ◽

Made In

English is still considered as a difficult thing to learn, both for students and teachers. That is because English is still regarded as a foreign language and is rarely used in daily conversation. The difficulty in mastering English is found not only in the speaking aspect but also in the writing element. In examining student writing (error analysis), lecturers at the Akademi Maritim Nusantara Cilacap used a program called Grammarly. This study aims to see the implementation of Grammarly in helping lecturers make Error Analysis. Researchers found that Grammarly was enough to help lecturers in conducting error analysis. Researchers then classify the types of errors found in student writing using Grammarly. From 7 (seven) student writings that were used as data sources in this study, there were 9 (nine) types of errors that were made in the writing of the seven students. The most common errors were errors with spelling (39%) and punctuation (40.3%). Although Grammarly is proven to help the work of lecturers in conducting Error Analysis, Grammarly still cannot find sentences that have errors semantically quickly.

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Negotiation of Target Language Discourse in Foreign Language Learning

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.61.07eck ◽

1999 ◽

Vol 61 ◽

pp. 75-83 ◽

Cited By ~ 1

Author(s):

Johannes Eckerth

Keyword(s):

Secondary School ◽

Foreign Language ◽

Language Learning ◽

First Language ◽

Foreign Language Learning ◽

Learning Opportunities ◽

Target Language ◽

Language Class ◽

Language Discourse ◽

Language Classes

This study investigates discourse in foreign language classes where the focus is both on form and on meaning, i.e. discourse where students talkin and about the foreign language. Two clasroom activities are analysed. First, language-related questions posed by students in a German as a second language class, and second, text reproduction tasks in a German as a foreign language class at a Dutch secondary school. During these activities students construct and verbalise hypotheses about the structure of the foreign language. It is argued that recording these verbalisations supplies data which allow insights into ongoing learning processes concerning the interaction of the learners' internal L2-knowledge with the perceived L2-input. Both activities are discussed on acquisitional, methodological and didactic levels. It is concluded that they represent significant learning opportunities and that they should be further developed.

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