scholarly journals The use of critical doscourse-analysis in foreign language teaching in higher educational institution

2018 ◽  
pp. 167-181
Author(s):  
S.K. Gural ◽  
◽  
O.S. Golovko ◽  
G.I. Petrova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Higher Educational

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals PEDAGOGICAL POTENTIAL OF ILLUSTRATIONS IN THE PROCESS OF STUDY OF ENGLISH BY FUTURE TEACHERS

2016 ◽  
pp. 31-40
Author(s):  
Yulia Styrkyna
Keyword(s):  
High School ◽  
Foreign Language ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
Design Problems ◽  
Complete Representation ◽  
Higher Educational ◽  
Textbook Design

The author considers opportunities of usage of illustrations in textbooks for foreign language teaching for higher educational establishment' students and comes to a conclusion that, in spite of an idea that there's no requirement for such illustrations, it is possible and it is necessary to use them.The selection of illustrations for teaching foreign language in high school is one of the most complex and least developed textbook design problems. Illustrating university textbooks in native methods of teaching is not actually investigated and needs attention as illustrators and researchers, teachers and practitioners, as no systematic work with illustrative material leads to a lack of ability and willingness of future teachers to continue working with images in high school. The prospect of further scientific research is to analyze the possibilities of illustrating books for those learning the language at «Advanced» level, and opportunities of illustrating books for professional English teachers and teachers of higher school.Modern methods of teaching foreign languages in higher education do not only approve the possibility of the use of illustrations, but also trying to prove their positive impact on learning. Acting on the senses, visibility means more complete representation of an image or concept that promotes more active understanding of the material.The author emphasizes on the thought that this statement is caused by the limited choice of teaching and methodical complexes and lack of appropriate financing, while skilled teachers compensate the absence of illustrations by their own individual pictures. In this article the chosen modern literature on this question which proves an opportunity and necessity of illustrations usage for optimization of the foreign language teaching in higher educational institutions is analyzed.

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