scholarly journals Creativity in foreign language teaching

2016 ◽  
Vol 7 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Monika Ševečková
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Future Research ◽  
Language Games ◽  
Factual Information ◽  
Motivation For Learning ◽  
Language Students ◽  
Creative Language

Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc.) in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.). As well as increasing their ability in the target foreign language students also acquire factual information (realia) through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

scholarly journals USE OF WEB-TECHNOLOGIES FOR THE DEVELOPMENT OF LANGUAGE SKILLS

10.23856/2714 ◽  
2018 ◽  
Vol 27 (2) ◽  
pp. 120-127
Author(s):  
Elena Katerusha ◽  
Iryna Bazarenko ◽  
Melisandra Leonardos ◽  
Nadiya Kaida ◽  
Olena Hushko
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Learning Process ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Digital Tools ◽  
Web Technologies ◽  
Development Of Language

The purpose of this study is to identify innovative ways of enhancing communication skills in English. The article gives an overview of available technologies for foreign language teaching. The authors emphasize the importance of using digital tools in the learning process and introduce some teachers’ experience of integrating web technologies into practice.

scholarly journals Foreign Language Teaching and Development of Language skills :A Pakistani Perspective

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Syeda Naureen Mumtaz ◽  
◽  
Dr.Uzma Quraishi ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
National Curriculum ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language

The study was attempted to explore as to what extent English language teaching in Pakistan has been able to develop language skills among the target learners. The researcher intended to evaluate the limit to which the textbook helps in generating competence of all four integrated skills, especially as laid down in the standards of the National Curriculum (2006). The purpose of this study was to create pragmatic awareness among learners, teachers and educational professionals, working in the field of English as Foreign Language. By method , it was a qualitative study, semi-structured interviews and focus group discussions were the tools used to elicit the data. The participants of this research were selected from public sector schools and organizations including, teachers, policymakers, curriculum developers, subject specialists, and students to examine the effectiveness of grade VIII’s English language textbook on students’ performance . For data analysis themes were developed, coded and summarized in a descriptive mode. The findings of this study reflected that the relevant textbook does not cater to the target learners’ future academic and professional language needs. As a solution to the problems while teaching and learning English as foreign language in Pakistan; this study also offered a model to be followed by the policy makers and practitioners in order to make the existing English language textbook more effectives in terms of foreign language teaching and learning and language skill development.

Increasing the Motivation for Learning Foreign Language by Using the Web 2.0 Application Pixton

2019 ◽  
Vol 7 (3) ◽  
pp. 59-67
Author(s):  
Dinko Stratiev
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Digital Media ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Tool ◽  
Motivation For Learning ◽  
The Web

In foreign language teaching digital media is mainly used for acquiring information related mostly to project activities. The article introduces the Pixton Web 2.0 application as a learning tool for communication, production and presentation.

scholarly journals The Case for Wikis in Foreign Language Teaching

2021 ◽  
Vol 12 (4) ◽  
pp. 1631-1636
Author(s):  
Xiaohui Sun, Et. al.
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Teaching ◽  
Academic Research ◽  
Foreign Language Teaching ◽  
Language Students ◽  
The Web ◽  
Foreign Language Students

Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019). The term was coined by Tim O’Reilly in 2004 to suggest the evolution of the web to interactivity, collaboration and openness (Boulos and Wheelert, 2007). “Web 1.0 was commerce. Web 2.0 is people” (Singel, 2005), who are now active participants, instead of passive recipients of education. Social media are the Web 2.0 applications that gained greatest popularity among foreign language students and professionals. Among them, wikis, blogs and social media are most influential for language teaching, and attracted considerable academic research (Reinhardt, 2019). In this research paper, the focus is on wikis, as accessible and simplified means for collaboration (Reinhardt, 2019). For example, by using this collaborative technology, foreign language students are allowed to write a text together, define terms and concepts, brainstorm, revise the work of others, critically reflect, and many more (Kessler, 2009; Ducate, Anderson and Moreno, 2011). From learners’ perspective, wikis are enjoyable, engaging, motivating and rewarding (Lund, 2008; Aydin and Yildiz, 2014; Wang, 2014). Yet, some scholars have raised issues about information accuracy (Ducate, Anderson and Moreno, 2001), participation resistance (Lund, 2008) and unequal contribution (Arnold, Ducate and Kost, 2009), which might make the use of wikis by educators problematic

scholarly journals MOBILE TECHNOLOGIES FOR OPTIMIZING FOREIGN LANGUAGE TEACHING AT UNIVERSITY

InterConf ◽  
2021 ◽  
pp. 58-66
Author(s):  
Lesia Konoplianyk ◽  
Yuliia Pryshupa
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Personalized Learning ◽  
Foreign Language Teaching ◽  
Mobile Technologies

The article analyses the methodological potential of applying mobile technologies for optimizing foreign language teaching at a technical university. The authors specify the term “mobile learning”, analyze various mobile technologies used in foreign language teaching, indicate their advantages, and identify the language skills (reading, listening, speaking, or writing) of the undergraduates, which can be developed by using mobile technologies in foreign language learning. The study reveals the opportunities for applying these technologies for creating a personalized learning environment for students that will help transform them into active and engaged learners.

scholarly journals Zintegrowane podejście w nauczaniu języka obcego

2013 ◽  
pp. 203-212
Author(s):  
Antoni Paliński
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Integrated Approach ◽  
Receptive Language ◽  
Foreign Language Teaching ◽  
Psychological Aspects ◽  
Primary Language ◽  
Teaching Process ◽  
Psychological Dimension

This article deals with two of the four primary language skills – listening and reading. The author tries to show not only differences but also similarities between these two receptive language skills, as research has shown that they are very close to one another and have much in common, especially in terms of psychological aspects. The author draws readers’ attention to the fact that both processes – listening and reading – are connected with acquiring and understanding information, entail a critical and creative interpretation of a given text, have similar structure as well as require much concentration and ability to read between the lines, and, furthermore, to understand what is not said or written directly. It is suggested that an integrated approach should be incorporated into the foreign language teaching process, as there are clear similarities between the two aforementioned language skills, especially in the psychological dimension.

scholarly journals Model Pembelajaran Bahasa Arab Terpadu di Perguruan Tinggi Keagamaan Islam Negeri

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Supardi Supardi
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Language Skills ◽  
Arabic Language ◽  
Foreign Language Teaching ◽  
Alternative Solution ◽  
Literary Studies

This article explores the significance of language skills integration generally in foreign language teaching and particularly in Arabic. This is motivated by the reality of Arabic language learning in Indonesia State Islamic Higher Education (PTKIN) which still separates the four language skills so that learning Arabic language is not able to produce language learning actively as a means of communication. Through literary studies, the author offers the integration of language skills as an alternative solution in shaping communicative language learners.

scholarly journals Students’ Views on Language Skills in Foreign Language Teaching

2018 ◽  
Vol 11 (7) ◽  
pp. 166 ◽  
Author(s):  
Yasemin Darancik
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Core Skills ◽  
General Terms ◽  
Basic Language ◽  
Language Courses ◽  
Foreign Language Courses ◽  
The University

The four basic language skills, listening, reading, speaking and writing are indispensable parts of a language teaching. For successful and effective education and training in foreign language courses, these four basic language skills need to be developed and reinforced in accordance with the level and needs of the learners. The aim of the research is to reveal how the students who are learning foreign languages approach the four basic language skills in general terms, their opinions about the feelings and thoughts, and thus identify important problems within this subject. The problem is not to determine the position of four core skills in foreign language teaching, or to question its definition, but the problem is to show how the students approach and master these four basic skills. This research is a qualitative study and the data that is the basis of the research has been prepared with the help of a questionnaire to determine the opinions of the university students studying foreign language teaching about the four basic language skills. The results of the research have shown that the skills that students most want to develop, pay attention to and feel lacking are speaking skills. Students will be more successful and willing in foreign language lessons when they hear and understand it correctly and they can speak it correctly and effectively. This study reveals how important these skills are for verbal communication and how much it is necessary to acquire them with different approaches and methods in foreign language lessons.

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