scholarly journals Unabridged Short Stories by 21st-Century Spanish-Speaking Authors in Teaching Spanish as a Foreign Language

2021 ◽  
Vol 25 (4) ◽  
pp. 700-714
Author(s):  
Irina A. Sarguzina
Keyword(s):  
Short Stories ◽  
Foreign Language ◽  
Language Proficiency ◽  
Intermediate Level ◽  
Practicing Teachers ◽  
Oral Speech ◽  
Microsoft Office ◽  
Russian Universities ◽  
Selection Of ◽  
Final Work

Introduction. The need to include authentic works of fiction in the foreign language teaching process is obvious, but the selection of texts of the appropriate level at the elementary and intermediate stages of Spanish teaching remains a challenge. Since this phenomenon has not been sufficiently explored, the aim of this article is to present a list of unabridged short stories that correspond to the intermediate level (B1 PCIC) and the results of the study on the benefits of using these stories as a means of stimulating communication skills in the Spanish class. Materials and Methods. To study the problem, a Likert scale questionnaire, oral interviews, and a check of the final work were carried out. The study involved 54 students from three Russian universities and one school where Spanish and English are studied in depth. The collected data were processed by methods of mathematical statistics in Microsoft Office Excel. For the study, 36 short stories by contemporary Hispanic authors were selected and pre and post-reading questions were developed to introduce the topic and stimulate oral speech. Results. Based on the results of the study, it was revealed that the selected stories correspond to the B1 level of the Cervantes Instituteʼs curriculum, and the topics presented in the stories stimulate communication in the class, pushing the fear of making a mistake into the background. Many Spanish teachers introduce unabridged fiction starting at B2 level. This experiment demonstrates the successful use of short stories at an intermediate level of language proficiency. Discussion and Conclusion. The results of the study contribute to the development and improvement of the methodology of teaching Spanish with the use of authentic fiction texts. The materials of the article will be useful for practicing teachers and methodologists of the Spanish language.

Selection of subject-specific content of teaching a foreign language for professional communication in a medical university in the framework of Content and Language Integrated Learning

2021 ◽  
pp. 29-37
Author(s):  
Valentina Y. Potapova
Keyword(s):  
Foreign Language ◽  
General Medicine ◽  
Professional Communication ◽  
Integrated Learning ◽  
Specific Content ◽  
Practicing Teachers ◽  
Common Opinion ◽  
The Subject ◽  
Medical University ◽  
Selection Of

The issue of selecting the subject content of teaching a foreign language for students of non-linguistic specialties is one of the topical issues facing many authors dealing with the teaching of foreign languages. For many specialties, this issue remains open. Few authors come to a common opinion on this issue, but separate courses are already ready for a number of specialties. However, on the issue of selecting the subject content of teaching a foreign language in a medical university, many practicing teachers have not come to a consensus. We examine the issue of teaching a foreign language in the framework of two directions: ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning). We consider the issue of the subject content of training and give our understanding of this topic in the framework of teaching the specialty of medical students and propose to highlight the subject aspects of the content of teaching a foreign language for professional communication of students of medical universities of the specialties “General Medicine” and “Dentistry”.

scholarly journals Linguodidactical potential of modern feature films in Russian as a foreign language classes

Neophilology ◽  
2021 ◽  
pp. 111-120
Author(s):  
Yuliya A. Melnik ◽  
Kseniya R. Russu
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Selection Criteria ◽  
Methodological Development ◽  
Fourth Stage ◽  
Feature Films ◽  
Language Selection ◽  
Language Classes ◽  
Russian Film ◽  
Russian Universities

The work is devoted to the formation of sociocultural and linguocultural competences of foreigners studying Russian as a foreign language (RFL) through work with modern feature films. We describe the linguodidactic potential of authentic video materials designed to work in the classroom in Russian as a foreign language; selection criteria are presented. We point out that mo-tion pictures are a valuable source of both linguistic and extralinguistic information. We conclude that it is advisable to use authentic full-length feature films in RFL lessons; the recommended lev-el of language proficiency is B1. We offer a methodological development for the Russian film “Moscow Romance” (2019). We substantiate the criteria for choosing this film, we have devel-oped a system of tasks, some of which can be completed during extracurricular hours. We pre-scribe such stages of work with the film as: “Pre-demonstration. Preparation for viewing”, “Dem-onstration. Understanding Test” and “Post-Demonstration. Discussion”, as well as offer the fourth stage “Continuing work outside the classroom”. This system of work has been tested by the au-thors of the work in three groups of different nationalities studying at Russian universities.

scholarly journals Semiotics of fiction in teaching Russian as a foreign language

2021 ◽  
pp. 184-192
Author(s):  
Anastasia Alexandrovna Korshunova ◽  
Svetlana Maksimovna Petrova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Literary Text ◽  
Russian Language ◽  
Educational Technologies ◽  
Approaches To Teaching ◽  
Effective Form ◽  
Oral Speech ◽  
Russian Universities ◽  
The Russian Language

One of the conditions for the spread of the Russian language is the education of foreign students in Russian universities. Consequently, the search for new approaches to teaching Russian as a foreign language becomes relevant. Practice has shown that literature is a guide to understanding the characteristics of the Russian language and the development of oral speech. The object of the study is a literary text in the system of teaching the Russian language. The purpose of this work is to search for the effective forms and methods of teaching foreign students the Russian language on the basis of literary text. The results of the study showed that the most effective form of training is the use of educational technologies based on practice-oriented aspects of semiotics. On the material of the Gogol's poem "Dead Souls" the technique of working with literary text is shown.

scholarly journals The formation of grammatical competence on the material of pronouns of German language

2020 ◽  
pp. 116-125
Author(s):  
Aishe Shamil'evna Memetova ◽  
El'vina Useinovna Useinova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communication Competence ◽  
Component Composition ◽  
German Language ◽  
Grammatical Competence ◽  
Oral Speech ◽  
Language Communication ◽  
Linguistic Interference ◽  
Speaking Skills

This article reviews the concept of educational competence, component composition of foreign language communication competence, and content of teaching technique of the grammatical side of speech on the material of pronouns of German language. The grammatical speaking skills, which are in the center of research analysis, manifest as the means of formation of communication competence. The knowledge of grammatical rules is the basis for language proficiency. Grammar performs an organizational role essential to students for structuring oral speech and understanding specializes texts in foreign language. The article analyzes the peculiarities of teaching basic syntactic structures of German language system, the methodologically appropriate presentation of which form grammatical speaking skills of the students. The need for paying closer attention to the formation and development of grammatical competence is substantiated by the fact that communication in foreign language is impossible without the command and proper use of words and phrases that comply with the norms of that language. Possessive and demonstrative pronouns are most difficult to digest for the Russian-speaking audience, due to discrepancy in their morphology and variety of meanings in the contacting languages, which necessitates the use of methodological techniques to alleviate the effect of linguistic interference.

scholarly journals Foreign Language Education in the Military

2018 ◽  
Vol 24 (2) ◽  
pp. 351-355
Author(s):  
Marioara Pateşan ◽  
Dana Zechia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Language Education ◽  
Foreign Languages ◽  
Written Text ◽  
Oral Speech ◽  
The Military

Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad

Features of the implementation of the CLIL-course “Foreign Language in the Professional Sphere” for students of non-linguistic programmes

2021 ◽  
pp. 33-43
Author(s):  
Oksana O. Amerkhanova
Keyword(s):  
Foreign Language ◽  
Integrated Learning ◽  
Dual Purpose ◽  
Training Materials ◽  
The Subject ◽  
The Russian Federation ◽  
The One ◽  
Key Aspects ◽  
Russian Universities ◽  
Selection Of

Content and language integrated learning as one of the modern approaches to foreign language teaching for communication in the professional sphere is becoming more and more widespread in Russian universities. This approach is characterized by one distinctive characteristic – the dual purpose of learning. On the one hand, the CLIL course is aimed at the formation of professional foreign language communicative competence of students of a non-linguistic university. On the other hand, the CLIL course is aimed at students studying a specialized discipline, which serves as a subject-thematic core, on the basis of which exercises and tasks are developed, aimed at achieving the first goal – mastering a foreign language in the professional sphere. However, despite the didactic potential of integrated learning, the practice of applying the approach is rather limited. Based on the analysis of methodic works devoted to the description of the experience of Russian universities in the implementation of the methodology of content and language integrated learning, the experience of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation in the implementation of CLIL courses is presented. The relevance of content and language integrated learning is described, and a number of key aspects of the development and implementation of CLIL courses in Russian universities are considered. These include: 1) selection of the subject-thematic content of the CLIL-course; 2) development of training materials for the CLIL-course; 3) professional development of the CLIL-course teacher and his motivation; 4) the level of students’ proficiency in a foreign language. Each of these aspects is described in detail in the work.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

INTERFERENSI GRAMATIKAL DALAM KUMPULAN CERPEN BIARKAN AKU MEMULAI KARYA NURUL F. HUDA

2019 ◽  
Vol 1 (01) ◽  
pp. 16-23
Author(s):  
Zimmatul Liviana
Keyword(s):  
Short Stories ◽  
Data Collection ◽  
Qualitative Method ◽  
Language Variation ◽  
The Other ◽  
Qualitative Descriptive ◽  
Ofthe Object ◽  
Selection Of ◽  
Descriptive Qualitative

The research grammatical interference in a collection ofshort stories Biarkan Aku Memula iwork Nurul F. Hudaisa collection ofshort storiesset in the back that Is start work Let Nurul F. Huda contains many grammatical interference.The problem of this   study were(1)how   the various morphologi calinterference containedin   a   collection of short stories Biarkan Aku Memulai work Nurul F. Huda. (2)how the various syntactic interference contained in a collection of short stories Biarkan Aku Memulai work Nurul F. Huda. The purposeof this studyis to describe the morphological and         Syntactic interference contained in a collection of short stories Biarkan Aku Memulai work Nurul F. Huda. Sociolinguistics is the study of language variation and use in society. Interference is the event of the use of language elements of one into the other language elements that occur in the speakers themselves. This research uses descriptive qualitative method because to describe the actual realityin order to obtainan accurateand objective. Qualitative descriptive methods were used to analyzethe elements ofa word orphrase that incorporated elements of other languages with the analysis and description of the formulation of the problem is the answer. Data collection techniques using observation techniques, the determination ofthe object of research, the selection of short stories.Based on the analysis of the data in this study can be found that there are six forms of interference morphology, namely (1) the prefix nasal N-sound, (2) the addition of the suffix, (3) the exchange prefix, (4) exchange suffixes, (5) exchange konfiks, (6) removal affixes. While the syntactic interference only on the words and phrases in a sentence. The results of the study it can be concluded that the interference morphology more common than syntactic interference.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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