scholarly journals Teaching French Language Through Films: The Cultural Contents in French and Francophone Films

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Joesana Tjahjani ◽  
Damar Jinanto
Keyword(s):  
Digital Technology ◽  
Language Teaching ◽  
Technological Development ◽  
French Language ◽  
Cultural Backgrounds ◽  
Proper Understanding ◽  
French Film ◽  
Cultural Approach ◽  
Language Classes ◽  
Cultural Content

Foreign language teaching in the current globalization era needs to compete with technological development. This competition is related to the discovery of digital technology-based methods to motivate learners to provide more interesting cultural content in language classes. For teachers from different cultural backgrounds, authentic documents such as films are considered very effective in delivering cultural content. This research takes a French film, Intouchables, and a Canadian francophone film, Monsieur Lazhar, as a research corpus for their cultural content to be analyzed. The proper understanding of the two films' cultural content can inform a digital technology-based French-language teaching medium. To discover what strategies or formulas are used in teaching French with cultural-laden films as teaching media requires studying the films by dissecting the structure of the text. Examination of the structure of the films was based on the theory of Boggs and Petrie (2008), equipped with in-depth reading to find signs in the text by referring to Buckland (2004); and also the identification of cultural content using the cultural approach by Stern (1992). The construction of a teaching plan with a language teaching approach by Damen (1987) and Byram (1997) will be the last step. This research provides an academic outcome that is a film structural analysis to identify cultural content in the two films. The second outcome is a practical categorization of cultural content utilized as a language teaching material.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

scholarly journals Literature in EFL/ESL Classroom

2011 ◽  
Vol 4 (1) ◽  
pp. 201 ◽  
Author(s):  
Mohammad Khatib ◽  
Saeed Rezaei ◽  
Ali Derakhshan
Keyword(s):  
Teaching Practice ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Teaching Material ◽  
Review Of Literature ◽  
Approaches To Teaching ◽  
Teaching Literature ◽  
The Past ◽  
Language Classes

This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and resurrection of literature as an input for language classes. After that the reasons for and against the use of literature in EFL/ESL classes are enumerated and discussed. For so doing, the researchers draw upon recent ideas on language teaching practice and theories. Finally in a practical move, this paper reviews the past and current approaches to teaching literature in language teaching classes. Five methodological models for teaching literature are proposed.

scholarly journals Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching

2021 ◽  
Vol 20 (1) ◽  
pp. 86-102
Author(s):  
Remedios C Bacus
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Belief Systems ◽  
English Language Teaching ◽  
Language Classes ◽  
Teachers Beliefs ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Language Teaching Methods ◽  
Personal Assessment

To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

scholarly journals Digital Economy as a Factor in the Technological Development of the Mineral Sector

2019 ◽  
Vol 29 (3) ◽  
pp. 1521-1541 ◽  
Author(s):  
V. S. Litvinenko
Keyword(s):  
Mineral Resource ◽  
Russian Federation ◽  
Digital Technology ◽  
Raw Materials ◽  
Technological Development ◽  
Digital Economy ◽  
Digital Transformation ◽  
Mineral Sector ◽  
The Russian Federation ◽  
The Impact

Abstract This article describes the impact of the global digital economy on the technological development of the mineral sector in the world. Due to the different specifics of the legislative bases of the investigated regions, such as the USA, China, EU, and Africa, the development of digital transformation is presented on the example of the Russian Federation in the context of world trends. The article presents an analysis of the possibilities of using straight-through digital technology in prospecting, design, development, and use of mineral resources. It describes a structure promoting the development of applied digital technology through research–education centers and international competence centers. This structure would allow forming the new competencies for personnel working in the digital economy. The underfunding of the information and computing infrastructure could be a significant challenge to the digital transformation of the economy. Creating the conditions for a reliable and secure process of generating, storing, and using data is the basis for protection from the cybersecurity hazard that could act as a brake on technology advancement. This article discusses the organizational and technological priorities of the development of the mineral resource sector on the example of the Russian Federation. The challenges for the mineral resource complex resulting from global changes can be taken on through technological changes of the industry. The article gives a thorough description of issues related to technological developments in the raw materials sector, oil refining industry, development of integrated and advanced mineral processing systems, and the use of household and industrial wastes. The research presents basic technology contributing to sustainable development, starting from exploration and production forecasting and up to sustainable planning and distribution of material and energy resources based on real-time data. It also pays special attention to the possibilities of creating digital platforms for the mineral sector. Digital integration, combining research areas, personnel, processes, users, and data will create conditions for scientific and technological achievements and breakthroughs, providing scientific and economic developments in related industries and, above all, in the global mineral and raw materials market.

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