scholarly journals Peculiarities of the development of oral speech for foreign students

2021 ◽  
pp. 148-162
Author(s):  
Olga Zlotnyk-Shagina ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Main Tool ◽  
Oral Communication ◽  
Speech Development ◽  
Holistic View ◽  
Academic Context ◽  
Language And Culture ◽  
Oral Speech

The article considers oral speech as the main tool in the process of learning the Ukrainian language for foreign students. Therefore, oral speech should always be developed and improved. And for foreign students, the development of oral speech in the study of the Ukrainian language is the most important aspect. Without oral coherent speech it is impossible to fully master the Ukrainian language. There are many different methods of speech development for foreign students, for example, Ukrainian literature is closely related to the language and culture of the Ukrainian people, which is ideal for the development of oral speech of foreign students. to determine the role of oral speech in language learning and the formation of students' professional understanding of the essence of communicative activity, nature, components and forms of communication, features of verbal and nonverbal communication code, the influence of national and cultural factors on communication in both professional and everyday activities. As oral presentations become an increasingly important feature of higher education, it is important to find out what oral communication skills students need to function successfully in an academic context. Thus, this specific presentation aims to identify and describe students' assessment of their own skills in the oral academic Ukrainian language, in particular, to compare how good and important their skills are. Oral speech allows students to form a holistic view of the nature and functions of communication in society, the technical means of communication; to acquaint foreign students with the basic laws of communication, with the verbal and nonverbal code of communication, types of communication barriers; to expand the active and passive vocabulary in the field of professional speech of foreign students of philology; to form basic practical skills necessary for communication in the field of intercultural communication; to raise the general educational and cultural level of foreign students. The article presents options for the development of oral speech and presents examples of exercises that contribute to the rapid study of the Ukrainian language as a foreign language and the development of oral speech.Keywords: oral speech, learning Ukrainian as a foreign language, listening, speaking, dialogue, monologue, written language, reading, writing.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

Klára Buzássyová V Kontexte Sémantizácie Slovenskej Lexiky Cudzincom

2018 ◽  
Vol 69 (3) ◽  
pp. 616-625
Author(s):  
Jana Pekarovičová
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Summer School ◽  
European Language ◽  
Dynamic Changes ◽  
Language And Culture ◽  
Current Trends ◽  
Communication Needs ◽  
The Impact ◽  
Slovak Language

Abstract This paper deals with the characteristics of the scientific research of the renowned Slovak linguist Klára Buzássyová who – as a lecturer at the Studia Academica Slovaca summer school of Slovak language and culture – presented to foreign students the specifics of Slovak lexis and their function in speech within the context of intraand interlingual relationships. In her lectures, she helped students to see Slovak as a developped and modern Central European language which has its own genetic and typological properties and as a language capable of reacting to dynamic changes emerging from the communication needs of language users while respecting current trends in European language policy. Klára Buzássyová presented students with the latest results of her linguistic research and discussed the issues regarding the dynamics of vocabulary with an emphasis on the methods of wordformation, motivation, and the impact on the semantic and stylistic value of lexical units. Her papers, published in the Studia Academica Slovaca proceedings from 1980 to 2001 presented her scientific orientation and became an inspiration for the linguistic and didactic conception of Slovak as a foreign language in the context of the development of Slovak studies in Slovakia as well as abroad.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

scholarly journals PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Ivetta Martynova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Effective Communication ◽  
Point Of View ◽  
Personal Contact ◽  
Self Confidence ◽  
Psychological Training ◽  
Potential Break

The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals Importance and Problems of Oral Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
LI SHUTING
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Expression Patterns ◽  
Oral Communication ◽  
Primary Stage ◽  
English Classes ◽  
Teaching Chinese ◽  
Oral Teaching

This study reviews the importance of oral teaching in teaching Chinese as a foreign language. The oral teaching of the primary stage of Chinese as a foreign language has different characteristics and properties from other languages and other stages of learning in terms of the nature of the subject and the stage of learning. The main goal of oral teaching is to improve students’ oral communication skills. The training of second language teaching skills is generally divided into listening, speaking, reading, writing and translation. The purpose of language teaching is to cultivate students’ ability to communicate in the language they have learned. This study introduces the problems that should be paid attention to in the primary stage of oral teaching, which is helpful in teaching oral Chinese as a foreign language. Teaching Chinese as a foreign language should take the cultivation of learners’ language communication skills as the main goal, which has become a consensus among people. Among the many courses of Chinese as a foreign language, oral course can be regarded as the most flexible and directly related to the actual communicative ability of the training language. Speaking class provides students with speaking opportunities, such that students can master spoken words, spoken grammar and spoken expression patterns; fully mobilise the language information accumulated in the brain memory bank for communication; and move up from language learning as soon as possible The ‘plateau area’ in China is a problem that teachers of oral English classes need to explore. This study aims to improve the effect of oral Chinese teaching in the primary stage of teaching as a foreign language and achieve the expected teaching goals. This study also discusses this issue from the principles of specific teaching implementation.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

Engagement and Teamwork in Chinese as a Foreign Language and Culture Curriculum Development for Teacher Education

2018 ◽  
pp. 637-657
Author(s):  
Tingting Wang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Task Engagement ◽  
Design Team ◽  
Design Based Research ◽  
Language And Culture ◽  
Curricular Development ◽  
Online Language Learning ◽  
Teaching Context ◽  
Problems Of Practice

This study explores how task engagement principles could be integrated into the design of online foreign language and culture instruction. It employs a design-based research (DBR) approach, which combines research and instructional design during curricular development. With the intent of solving problems of practice in an existing teaching context, a design team worked in this study to refine an online Chinese as a foreign language and culture module. Through the design process, the team explored how task engagement principles could be integrated into seven online language-learning units and how collaboration and interaction among the researchers and designers could support the implementation of the design. This study underscores the importance not only of designing engaging online language tasks but also of working with expert others to accomplish this goal.

scholarly journals O papel do professor de línguas como um agente interculturalista e humanizador em um contexto de ensino de português língua estrangeira: implicações para a formação docente

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Marta Lúcia Kfouri-Kaneoya
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Well Being ◽  
Cultural Development ◽  
Language Teachers ◽  
Discursive Practice ◽  
Academic Context ◽  
Reflective Process ◽  
Education Process

Resumo Neste artigo, discutimos a formação de professoras de línguas atuantes em um projeto de extensão de português língua estrangeira (PLE), oferecido a estrangeiros inseridos em um contexto brasileiro de imersão acadêmica. Propomo-nos a investigar o papel do professor de línguas, a partir de uma diretriz comunicativo-humanizadora de ensino/aprendizagem. Os dados da pesquisa constituem-se de reuniões pedagógicas gravadas, realizadas semanalmente entre a coordenadora e professores do projeto, no sentido de se analisar o processo de reflexão docente em busca da promoção de uma prática humanizadora em sala de aula, do bem-estar, da valorização de uma comunicação criativa, do esclarecimento dos choques culturais e do desenvolvimento de uma competência linguístico-cultural nos estrangeiros aprendizes de PLE. Tais reuniões são tomadas como ambiente potencial para a formação inicial docente crítico-humanizadora de professoras de PLE, já que sua formação acadêmica não contemplou a possibilidade de atuarem no ensino de sua língua materna como estrangeira. Os resultados também sugerem que as práticas discursivas das professoras podem, de fato, promover um ambiente humanizador de ensino/aprendizagem de PLE. Palavras-chave: português língua estrangeira; contexto acadêmico; formação intercultural e humanizadora do professor de línguas   Abstract In this article, we discuss the education process of language teachers in a Portuguese as a foreign language (PFL) institutional project, which is offered to foreigner students in a Brazilian context of academic immersion. We aim at investigating the role of language teachers from a communicative and humanizing teaching and learning approach. The research data are constituted by the recordings of pedagogical meetings between the coordinator and the teachers from the project, in order to analyze the teachers’ reflective process in search of promoting some aspects such as a humanizing practice, the students’ well-being, the valorization of creative communication, the comprehension of intercultural impacts and the linguistic and cultural development of foreign students’ competence in classroom. Such meetings are held as a potential environment to a critical and humanizing PFL teachers education process, since they do not have this kind of education during their under graduation course. The results also suggest that the PFL teachers’ discursive practice can, indeed, promotes a humanizing PFL teaching and learning environment. Keywords: Portuguese as foreign language; academic context; intercultural and humanizing language teacher education

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