scholarly journals PEMBELAJARAN BAHASA ASING DI INDONESIA: ANTARA GLOBALISASI DAN HEGEMONI

2014 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Iman Santoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
Foreign Language Learning ◽  
The Other ◽  
Foreign Languages ◽  
The West ◽  
The World ◽  
Western Values ◽  
Points Of View

Foreign language learning in Indonesia constitutes an attempt for Indonesians to be able to absorp and keep up with the development of science and technology in the world, and to provide a way for Indonesian people to interact with other global members. On the other hand, there appears some concern that there may be infiltration of foreign values, especially from the West, that might weaken the learners‘ identities as Indonesians. This concern has emerged because foreign language learning generally presents Western elements of cultures and  values. If it is not critically examined, these Western values are likely to change the learners‘ points of view of cultural values appropriate to be practised in their lives. Foreign language learning is also suspected as a means for the West to extend the Western hegemonies over the East such as Indonesians. This article explores a number of issues: (i) learning situations of foreign languages in Indonesia, (ii) Western hegemonic forms over the Eastern world through foreign language learning and (iii) alternative forms of foreign language learning based on ethnopedagogic and intercultural values.

scholarly journals Learning Foreign Language: Between Globalization and Hegemony in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 81-90
Author(s):  
E. Sulyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
The People ◽  
Western Values ◽  
Western Hegemony

Implementation of foreign language learning in Indonesia is an effort for the Indonesian people to be able to absorb and follow the development of science and technology in the world, as well as a way to get into the global society. Behind this goal, there is a concern about the infiltration of (Western) values that can erode the identity of foreign language learners as Indonesian. This concern arises because in learning foreign languages contained information about foreign culture (Western) and its cultural values. Western cultural values, if not critically viewed by foreign language teachers and learners, are very likely to change the cultural outlook of learners in Indonesia. Foreign language learning is even suspected of being a Western means of doing hegemony towards the people of Indonesia (East). In this article explained about the situation of foreign language learning in Indonesia, forms of "Western" hegemony against "East" through foreign language learning, Alternative forms of ethnopedagogic and intercultural-based foreign language learning.

scholarly journals FOREIGN LANGUAGES IN THE WORLD’S GENERAL SCHOOL EDUCATION: CURRENT SITUATIONS AND PROBLEMS

2019 ◽  
Vol 35 (5) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Western Europe ◽  
Foreign Language Learning ◽  
School Education ◽  
Theory And Practice ◽  
Foreign Languages ◽  
The World ◽  
General School

This paper examines the current situation and the teaching of foreign languages at general school education level in some selected regions, countries and territories in the world: Western Europe, the USA, Singapore, China, Hong Kong, Taiwan, Japan, Malaysia, and Indonesia. The paper brought to light a number of significant features of which five seem to be prominent: teaching foreign languages in the world presents a highly diverse picture; all regions, countries and territories exercise a multi-foreign language policy, but English is the most learned foreign language and takes up a dominant position; there is a tendency to introduce foreign languages (particularly English) at an earlier stage of education; while it cannot be denied that English has become the most learned foreign language, other languages such as Chinese, Russian, Japanese, French, Spanish, German, etc. are also introduced into the general school education in a number of countries; and there are still big gaps and mismatches between policy and practice, between theory and practice, and between practice and practice. These features of foreign language teaching and learning and the problems experienced in these regions, countries and territories in the world can be useful points of reference for Vietnam in the process of renovating foreign language learning and teaching in general school education.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Towards a Model of Learner Variation in Autonomous Foreign Language Learning

1979 ◽  
Vol 2 (1) ◽  
pp. 73-97 ◽  
Author(s):  
T. S. Rodgers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
State Of The Art ◽  
Foreign Language Learning ◽  
Learning Systems ◽  
Design Model ◽  
Foreign Languages ◽  
The Third ◽  
Short Piece ◽  
Language Needs

My intent in this short piece is to provide a context for consideration of learner variables in foreign language learning. I first propose a question set outlining the major issues, as I see them, arising in the design of learner-based foreign language learning systems. I then present a simplified three-part design model comprising knowledge considerations (language needs assessment), instructional considerations (learning access alternatives) and learner considerations (characteristics of learners). A review of some recent work in the first two of these prefaces the discussion of the third, learner considerations. A brief state of the art report on research in learner variables is followed by some speculation on next directions in the determination and description of learner variables within a general design model for learning foreign languages.

scholarly journals Changes in the perception of values of cultural areas in the world

2014 ◽  
Vol 17 (4) ◽  
pp. 54-61
Author(s):  
Them Ngoc Tran
Keyword(s):  
Southeast Asia ◽  
Cultural Values ◽  
Northeast Asia ◽  
The West ◽  
The World ◽  
Western Values ◽  
Subjective Aspect ◽  
And Behavior

The paper presents the changes of values in three cultural areas the West, Northeast Asia, and Southeast Asia through two aspects: (i) behavior’s aspect and (ii) subjective aspect. From behavior’s aspect, the paper presents the changes in ways of cognition, organization and behavior. From subjective aspect, the paper presents the changes in countries in the West, Northeast Asia, and Southeast Asia. Due to the main domination of Western values in the process of globalization and integration, the more different from the West in terms of cultural values are, the stronger and more difficult the changes in values become. For this reason,Northeast Asia and Southeast Asia are more interested in building their own values.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals CHANGING OF CULTURAL IDEA OF TEACHING FOREIGN LANGUAGES IN THE 30S OF XX CENTURY

2021 ◽  
pp. 73-78
Author(s):  
Валерия Алексеевна Петрова
Keyword(s):  
Soviet Union ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Central Committee ◽  
Foreign Languages ◽  
Practical Significance ◽  
Priority Method ◽  
The Masses ◽  
City Schools

Рассматривается процесс изменения вектора государственной политики в сфере изучения иностранного языка в 30-е годы ХХ века. Показано, что после революции 1917 г. изучение иностранного языка было прекращено, потому что расценивалось как пережиток прошлого, антагонистического общества с ярко выраженным и непримиримым классовым неравенством. Однако в 1923 г. Н. К. Крупская в статье «О преподавании иностранных языков» доказательно опровергла необходимость изучения эсперанто и четко обосновала свою позицию по поводу изучения иностранных языков, описала практическую значимость, обозначила основную цель и показала приоритетный метод их преподавания, заложив тем самым основы изучения иностранных языков в нашей стране на многие десятилетия. Рассматривается ряд постановлений Центрального комитета Коммунистической партии Советского Союза от 1929 и 1932 гг., направленных на усиление изучения иностранного языка в городских школах второй ступени, техникумах и вузах, фабрично-заводских семилетках. Приводятся размышления общественных и политических деятелей, педагогов, публицистов, филологов о культурологическом потенциале иностранных языков. Показана цель их изучения в 30-е годы ХХ века. The article deals with the process of changing the vector of state policy in the field of foreign language learning in the 30s of the XX century After the October Revolution, they stopped the study of a foreign language because they regarded it as a relic of the past, an antagonistic society with a pronounced and irreconcilable class inequality. However, in 1923, Nadezhda Konstantinovna Krupskaya denied the need to study Esperanto on a national scale in her article “Teaching Foreign Languages” and described the practical significance, main goal and priority method of teaching a foreign language and more than that her own position about the role of foreign languages, thereby laying the foundation for its study for many decades. The 1927 became a further important step in the history of teaching a foreign language in the country of the Soviets. The People’s Commissariat for Education of the RSFSR adopted a special decree on the study of a foreign language in all city schools of the second level, starting a large campaign “Foreign languages to the masses”. It considers a number of resolutions of the Central Committee of the Communist Party of the Soviet Union from 1929 and 1932, aimed at strengthening the study of a foreign language in all city schools, technical schools and universities, and Factory Seven-Years. The article gives the reflections of public and political figures, teachers, publicists, philologists on the cultural potential of foreign languages. It shows the purpose of foreign language study in the 30s of the XX century.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

scholarly journals Organization of Foreign Languages Blended Learning in COVID-19 Conditions by Means of Mobile Applications

2021 ◽  
Vol 13 (2) ◽  
pp. 268-287
Author(s):  
Irina Bardus ◽  
Yuliia Herasymenko ◽  
Oleksii Nalyvaiko ◽  
Tetiana Rozumna ◽  
Yuliia Vaseiko ◽  
...  
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Effective Work ◽  
Advantages And Disadvantages ◽  
Survey Results ◽  
Points Of View

The article discusses the theoretical aspects of the organization of blended foreign language learning caused COVID-19 under the conditions of the quarantine. We analyzed different points of view on the process of using mobile applications in the study of foreign languages. We considered the possibilities of four mobile applications Duolingo, Simpler, Hello Talk, EWA with their main advantages and disadvantages. In the context of the research topic, conducted a survey of first and fifth-year students, in which 100 students took part from Karazin and Berdyansk universities. The survey was conducted among students of philological specialties in order to determine the most acceptable conditions for using mobile applications in the process of learning foreign languages. The survey results showed that students, in general, positively perceive the use of mobile applications in the educational process, taking into account the possibility of teachers’ support. The study showed the need to use mobile applications in the process of learning foreign languages in the context of the introduction of quarantine and blended learning as a forceful way to organize effective work with students.

PENGGUNAAN METODE KONVENSIONAL DAN METODE AUDIO VISUAL DALAM PEMBELAJARAN BAHASA KEDUA BAGI ANAK DWI KEWARGANEGARAAN

JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Visual Learning ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Learning Methods ◽  
Dual Citizenship ◽  
Third Language ◽  
The Third

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan

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