scholarly journals Methods and Tasks Used Within the Communicative Approach to Teach Vocabulary at Language Lessons (Using the Example of Chinese Lessons)

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Irina Antipieva
Keyword(s):  
Small Groups ◽  
Teaching Methods ◽  
Current Approach ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Educational Materials ◽  
Language Class ◽  
Organizational Aspect ◽  
Approach To Teaching

The current approach to teaching foreign languages draws particular attention to the issues of multileveled linguistic competence, its building-up and teacher’s choice of teaching methods and educational materials. The article examined a number of tasks both situation-dependent and truly communicative aimed at introduction, drilling and learning vocabulary. Collaborative learning and interactive learning methods outline the tasks to be used at language lessons to teach various aspects of lexis. Different variants of tasks including the ones with projects, presentations in small groups are under consideration. We also provided some examples and tips of making language tasks an integrative part of a lesson. The particular attention is drawn to the organizational aspect of practical tasks. Both creativity in fulfilling exercises and play-and-train forms of learning are studied through the orientation at building-up learner’s compensative competence and perspective thinking. We analyzed a teacher’s role was analyzed as a tutor in educational process. The study provides a number of variants of interactive tasks to be implemented at practical lessons in Chinese as well as possibilities of making them a part of any language class.

Modern methods of teaching the english language in higher educational institutions in Russia

2021 ◽  
pp. 3-6
Author(s):  
I.N. Gornostaeva ◽  
Keyword(s):  
Small Groups ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Multimedia Presentations ◽  
Interactive Teaching ◽  
Language Competence ◽  
Effective Organization

The article discusses the possibilities of using methods of teaching English in higher education from classical to interactive ones. Special attention is paid to the role of the teacher in the formation of language competence and the effective organization of the learning process. The article proves the importance of introducing into the educational process such interactive teaching methods as work in small groups, preparation of projects and multimedia presentations, training, and brainstorming.

scholarly journals Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

2020 ◽  
Vol 8 (1) ◽  
pp. 75-84
Author(s):  
Marina Anatoliivna Bilotserkovets ◽  
◽  
Oksana Yuriivna Gubina ◽  
Oleksandr Mykolaiovych Kobzhev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Materials ◽  
Study Results ◽  
E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

scholarly journals Digitalization of academic forms of teaching English

2021 ◽  
Author(s):  
Д.Г. Акубекова ◽  
А.А. Кулыева
Keyword(s):  
Teaching Methods ◽  
Communicative Competence ◽  
Educational Process ◽  
Educational Resources ◽  
Foreign Languages ◽  
Digital Tools ◽  
Educational Institutions ◽  
Academic Education ◽  
Distance Teaching ◽  
Teachers And Students

Данная статья рассматривает проблему цифровизации академического образования. Актуальность статьи обусловлена мотивированной интеграцией электронных образовательных ресурсов в академические методы преподавания, направленных на формирование коммуникативной компетенции. Цель статьи заключается в выявлении особенностей использования цифрового инструментария, определение его роли и места в образовательном процессе при дистанционном формате. Классифицированы недостатки и преимущества применения электронных образовательных ресурсов. В исследовании представлена технология реализации образовательной системы Moodle на примере авторского курса. Доказана необходимость цифровой трансформации образовательного процесса результатами проведенных опросов среди преподавателей и студентов. Результаты данного исследования будут интересны преподавателям иностранных языков высших учебных заведений для разработки эффективных форм взаимодействия со студентами в образовательном процессе. The article considers the problem of digitalization of academic education. The relevance of the article is due to the motivated integration of electronic educational resources into academic teaching methods aimed at the formation of communicative competence. The aim of the article is to identify the features of the use of digital tools, to determine its role and place in the educational process at distance teaching. The disadvantages and advantages of using electronic educational resources are classified. The study presents the technology of implementing Moodle on the example of the author's course. The necessity of digital transformation of the educational process is proved by the results of surveys conducted among teachers and students. The results of this study will be of interest to teachers of foreign languages of higher educational institutions for the development of effective forms of interaction with students in the educational process.

scholarly journals Interactive Strategies and Methods of Education

2019 ◽  
Vol 8 (4) ◽  
pp. 7667-7670
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Teaching Methods ◽  
Role Playing ◽  
Educational Process ◽  
Higher Learning ◽  
Interactive Methods ◽  
Learning Material ◽  
Interactive Technologies ◽  
Interactive Strategies

the article deals with the issues based on interactive strategies and methods of education. Author analyses the efficiency of using interactive technologies during the lesson. Currently, modern methods of teaching are widely used in the educational process. The use of modern teaching methods will result in higher learning efficiency. While choosing teaching methods, it is advisable to choose from each lesson's didactic task. Maintaining a traditional form of teaching and enriching it with techniques that enhance the activity of different learners will lead to an increased level of student learning. For this purpose, the organization of the classroom process, the learner's interest in the learning process, the constant encouragement of the learner in the learning process, the breakdown of the learning material into small pieces, the brainstorming in small groups, the debate, the problem, the direction and using techniques such as text, project, role-playing, and encouraging learners to carry out practical exercises independently. These techniques are also called interactive or interactive methods. Interactive methods are those that encourage learners to think independently and are at the center of the learning process. When these methods are used, the educator encourages the learner to participate more actively. The learner is involved throughout the process.

scholarly journals TEACHING AND ASSESSMENT STRATEGIES IN ONLINE FOREIGN LANGUAGES DISTANCE LEARNING

2020 ◽  
pp. 6-12
Author(s):  
Günter Beck ◽  
O. M. Tsaryk ◽  
N. V. Rybina
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Approaches To Teaching ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Pedagogical Approaches

The article deals with the leading strategies for organizing students’ learning and assessment in the distance teaching of foreign languages. The work analyzes available online teaching methods and forms, and the most optimal ways, types, and methods of assessing students’ work on the currently available online platforms. The authors claim that pedagogical approaches to teaching foreign languages constantly require the search for new tools that can bring an element of novelty to the educational process while simultaneously increasing the interest of applicants, especially during the current  (Covid-19) quarantine period.

scholarly journals Integration of Creativity-Developing Activities in Foreign Language Learning: Students’ Attitude

2020 ◽  
Vol 16 (1) ◽  
pp. 65-90
Author(s):  
Liudmila Dulksnienė ◽  
Nemira Mačianskienė
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Professional Literature ◽  
Language Class ◽  
Free Environment

SummaryThe increasing significance of science and more intensive cooperation with foreign partners have created demands for plurilingual specialists, capable of providing solid research-based solutions, able to read the most advanced professional literature in a foreign language, participate in international conferences with foreign partners, negotiate and cooperate in scientific and subject-oriented activity while freely communicating in several foreign languages. However, in the case of specialized higher education institutions, such as medical or agricultural universities, foreign language learning is often oriented to the learning of occupational terminology; whereas acquisition of plurilingual communicative competence is much more than linguistic competence, it is a multifaceted competence and its acquisition can be enhanced by integrating creativity-developing activities into the program curricula. The aim of the study was to reveal the students’ attitude towards the integration of creativity development when studying foreign languages at a higher education institution. The generalized results of the study suggest that even though students considered linguistic competence (vocabulary and grammar) to be most important in language learning, yet they valued the acquisition of socio-cultural competence as important in communicating cross-culturally. The students’ attitude to the application of the elements of art in foreign language classes was positive, as these elements increased their interest and motivation in learning; integration of drawing and creation activities facilitated communication; the assignments became motivating and useful when communicating on intercultural topics. The students also positively evaluated the teacher’s work, the teacher’s assistance and positive approach to the evaluation of application of the elements of art by the students, which was the key element in the success of such classes. The importance of stress-free environment was singled out as a prerequisite for creativity expression and communication in a foreign language class.

scholarly journals Linguistic and didactic aspects of the “linguistic consciousness” formation in teaching foreign languages: grammar skills formation

2021 ◽  
pp. 105-114
Author(s):  
Aida R. Nurutdinova ◽  
Olga V. Shelestova ◽  
Irian Vasallo Baez
Keyword(s):  
Foreign Language ◽  
Gradual Increase ◽  
Educational Process ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Quality Of Teaching ◽  
Language Communication ◽  
Grammatical Skills ◽  
Communication Step

The process of learning grammar is quite time-consuming. Poor grammar is often the reason that prevents people from communicating freely and competently in a foreign language. Definitely, some textbooks offer a sufficient number of grammar exercises, but, as a rule, these exercises are not aimed at communication. Therefore, it is quite natural that at the beginning of the formation of grammar skills, students do not have sufficient linguistic competence and psychological readiness for full-fledged foreign language communication. Consequently, the task of teachers is to create such conditions in the educational process where students are involved in communication step by step, with a gradual increase in psychological stress and linguistic load, at the same time including grammar tasks in the learning process. Thus, the relevance of this article is determined by the increased requirements for the quality of teaching a foreign language with a view to earlier communication and the undeveloped issues related to the problem of developing and improving grammatical skills.

A Kaleidoscopic Approach to Teaching Ethical Dimensions of Leadership

2012 ◽  
pp. 372-386
Author(s):  
Richard P. Peregoy
Keyword(s):  
Small Groups ◽  
Ethical Behavior ◽  
Teaching Method ◽  
Focal Point ◽  
Educational Process ◽  
Master Of Business Administration ◽  
Mba Students ◽  
Key Points ◽  
Approach To Teaching ◽  
Basic Concepts

A kaleidoscopic teaching method using a variety of media challenges the course facilitator to lead, guide, and offer insight so that listeners interpret and become the learners and purveyors of action. The teacher is not the focal point of the course; rather, the learner is directly, immediately, and continually self-challenged to discover a personal path of ethics that allows for good and effective leadership. The idea is not to be extensively detailed in the readings but to allow basic concepts to unfold and discussions to excite the expectations of the audience serving in part as a “chorus.” Brief overviews are used to incite active discussion based in part upon questions and examples that arise from the life experiences of the participants. Additionally, the lecturettes offer insights from different cultural and ethical perspectives in an attempt to avoid moral relativism and to help develop critical multiplism of ethical behavior in leadership and followership. Students are also given suggestions for further reading in matters of specific interest. Integrative assignments provide a personal cap to each session. The films are shown in their entirety. Questions on key points of ethical behavior are expressed before the film and discussed in small groups thereafter. In this sense, the work is that of “edutainment” as a part of the educational process. Materials in this chapter are based on teaching this course to Master of Business Administration (MBA) students.

scholarly journals Applying Interactive Teaching Methods in a For-eign Language Classroom

2021 ◽  
pp. 219
Author(s):  
Olena Chevychelova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
Skills Training ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Interactive Teaching ◽  
Effective Application ◽  
Language Classroom

Nowadays, higher education requires not only the development of new educational standards, but also changes in the methodology of teaching foreign languages. One of the high-priority goals is to enhance teaching methods by using new tools and technologies. That is the gist of the new educational paradigm, which offers not only a different content and approaches, but also a new attitude to them. Interactive methods of teaching a foreign language make it possible to shift the educational process from passive to active learning, providing the implementation of activity-based leaning and learner-centered approaches. Goal. The goal is to consider the principles of using interactive teaching methods in the process of foreign language teaching at a higher school and to analyze the peculiarities of these methods in the context of their effective application. Methodology. When achieving the goal, the following methods of research were used: observation, descriptive and comparative methods as well as deduction, induction, analysis and synthesis. Results. We conclude from this study that the effectiveness of using interactive teaching methods at a higher school is ensured by the implementation of the following pedagogical conditions, namely the creation of a dialogic space in higher education classroom; the application of social skills training approach to in-class and out-of-class activities; monitoring students’ personal qualities and professional orientation; the formation of teachers’ psychological readiness to use interactive technologies aimed at self-development of students. Originality. The principals for effective application of interactive methods in a foreign language classroom at the university are suggested and the conditions required for developing students’ foreign language competence in the process of interactive learning are specified. Practical value. By following the proposed principals and recommendations, it is possible to increase the level of students’ engagement in the learning process, to foster their motivation for learning foreign languages, develop students’ creativity as well as improve their communication and interpersonal skills. They can also be useful for teachers who want to facilitate their professional performance.

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