TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS

2018 ◽  
Vol 2 (7) ◽  
pp. 135
Author(s):  
Diāna Soboļeva ◽  
Inta Madžule
Keyword(s):  
Foreign Language ◽  
Teaching Experience ◽  
Education Institution ◽  
Foreign Languages ◽  
Work Related ◽  
Language For Specific Purposes ◽  
Problems And Solutions ◽  
Educational Paradigm ◽  
The Republic ◽  
Professional Teaching

Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.

scholarly journals Humour-oriented classes: crucial issues

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Emotional State ◽  
Positive Impact ◽  
Teaching Experience ◽  
Modern Society ◽  
Education Institution ◽  
Foreign Languages ◽  
Years Of Teaching Experience ◽  
The Impact

In the article presented humor has been considered as an integrant part of foreign language teaching that can facilitate more effective students’ learning. The purpose of this study is to identify the role of humor in teaching foreign languages at non-linguistic faculties in the conditions of shortening classroom hours and the most appropriate types of humor to use in a classroom for the successful acquisition of a foreign language by university students. To deal with the tasks and achieve the research purpose, theoretical and qualitative research methods have been used: the analysis of pedagogical and psychological works, the systematization of scientists’ views and achievements combined with many years of teaching experience and observations. It has been noted that humor can take many forms and perform a variety of psychological functions in modern society. At university humor helps to learn in two ways: right through the emotional sphere and stimulating the process of cognition and indirectly by means of creating a more welcoming atmosphere, which in turn has a positive impact on the success of knowledge acquisition. Humor has a powerful effect on mental activity and consequently, improving the capacity of involuntary memorization, causes a kind of reflexive orientation to novelty. Moreover, humor is an express method of psychological relaxation in class. Special attention has been paid to the impact of humor on the emotional state of students and finding the most appropriate types and forms of humor to be used in class. An attempt to prove the importance of using humor in class in order to improve students’ acquisition of a foreign language in a higher education institution, notwithstanding the shortening of classroom hours according to the language course has been made.

scholarly journals Tanggung Jawab Notaris Dalam Pembuatan Akta Otentik Dengan Bahasa Asing

Acta Comitas ◽  
2020 ◽  
Vol 5 (3) ◽  
pp. 526
Author(s):  
Arya Bagus Khrisna Budi Santosa Putra ◽  
I Made Dedy Priyanto
Keyword(s):  
Foreign Language ◽  
Research Method ◽  
Foreign Languages ◽  
The Republic ◽  
Made In

In Law on the Occupation of Notary Article 43, there are 2 (two) contradicting Paragraphs, namely Paragraph (1) and Paragraph (3). In Paragraph (1) it is stated that "deeds must be made in Indonesian", while in Paragraph (3) it states "if the parties wish, the deed can be drawn up in a foreign language". The disharmony of the 2 (two) rules could potentially reduce the perfection of the deed. As for the problems raised in this study regarding what is the notary's responsibility in making authentic deeds in foreign languages? and what is the urgency of using Indonesian in making authentic deeds? Then the objective of this research is to knowing the Notary's responsibility in making authentic deeds in foreign languages ??and to find out how much urgency the use of Indonesian is in making authentic deeds. This study is using a normative research method with statutory approach. Through this research it is known that the responsibility of notaries in making authentic deeds in foreign languages ??can be classified into administrative, civil and criminal responsibilities, then it is known that the urgency of using Indonesian in making deeds is very important because the regulation of the applicatian of Indonesian in the territory of the Indonesian state is clearly stated in Article 36 of the 1945 Constitution of the Republic of Indonesia.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

scholarly journals The main principles and values of professional teaching ethics and their application in education

2021 ◽  
Vol 11 (1-2) ◽  
pp. 92-100
Author(s):  
Marta Gluchmanová
Keyword(s):  
Foreign Language ◽  
Human Dignity ◽  
Theoretical Basis ◽  
Teaching Profession ◽  
Social Consequences ◽  
Foreign Languages ◽  
Teaching Ethics ◽  
Professional Teaching

Abstract The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.

FEATURES OF THE SELECTION OF THE SUBJECT CONTENT OF TEACHING A FOREIGN LANGUAGE IN THE AGRARIAN UNIVERSITY

2018 ◽  
pp. 46-55 ◽  
Author(s):  
Ksenia Vladimirova KAPRANCHIKOVA
Keyword(s):  
Foreign Language ◽  
Approaches To Learning ◽  
Education Institution ◽  
Professional Communication ◽  
Soil Science ◽  
Whole Body ◽  
Professional Activity ◽  
Language For Specific Purposes ◽  
The Subject ◽  
Selection Of

Foreign language for professional communication is one of the disciplines of the curriculum of students in non-linguistic areas of training, the purpose of which is the foreign language preparation of students for communication on professional topics. Despite the fact that a whole body of scientific works is devoted to the consideration of various aspects of learning a foreign language for professional purposes, nevertheless, to date, there are a number of debatable questions that require additional study and consideration. One of such issues is related to the selection of the subject content of teaching a foreign language in general and a foreign language for professional communication in an agricultural university in particular. Analysis of a number of curricula and basic professional educational programs in non-linguistic areas of training for different universities of the country suggests that the subject content of the discipline “Foreign Language for Professional Communication” is invariant for students of several adjacent areas of training and does not reflect the specifics of future professional activity of graduates. This problem is of particular relevance in situations where there are several separate training profiles within the same training area. We indicate the relevance of the study, compare three main approaches to learning a foreign language for professional communication (foreign language for specific purposes, integrated subject-language training, the study of a number of professional disciplines in a foreign language), describe the features of teaching a foreign language to students of an agricultural higher education institution, using the example of the direction of training “Agrochemistry and Agro Soil Science” develop the subject content of foreign language teaching for students of two separate profiles: “Agrochemistry and Agro Soil Science” and “Agroecology”.

scholarly journals ONLINE FOREIGN LANGUAGES LEARNING AT THE UNIVERSITY AND THE COVID-19 PANDEMIC IMPACT IN THE REPUBLIC OF MOLDOVA

InterConf ◽  
2021 ◽  
pp. 148-160
Author(s):  
Alina Slobodaniuc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Languages ◽  
Republic Of Moldova ◽  
Online Language Learning ◽  
Language Students ◽  
The Republic ◽  
The University ◽  
Foreign Language Students

The main purpose of this article is to assess the phenomenon of online language learning during the pandemic and to analyze the survey on the opinion of foreign language students who have expressed their views about the difficulties encountered and the solutions they consider appropriate in order to improve this process in the Republic of Moldova.

scholarly journals REALIZATION OF SUBJECT-SUBJECT INTERACTION IN CONDITIONS OF DISTANCE LEARNING OF FOREIGN LANGUAGES BY MEANS OF ICT

2021 ◽  
pp. 36-41
Author(s):  
H. Vaskivska ◽  
H. Skyba
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Learning Style ◽  
Language Proficiency ◽  
Cognitive Activity ◽  
Education Institution ◽  
Educational Process ◽  
Foreign Languages ◽  
Learning Material ◽  
Learning Time

The article examines innovative aspects of distance learning of a foreign language using ICT in current epidemiological realities. The authors have analysed advantages of the introduction of ICT in distance learning of foreign languages as an effective technical visual and auditory tool and a mean of educational and cognitive activity of students, which helps to increase the motivation and desire of students to learn a foreign language. Means of increasing interactive and communicative activity in the process of learning foreign languages have been researched. The use of ICT in the educational process (foreign language teaching) makes it possible to bring something new to the usual forms of work of a teacher of higher education institution and a teacher of general secondary education, which contributes to discovering more interesting, more comprehensive and more complete innovative potential of distance learning. In this context, the use of ICT contributes to a clearer presentation of even complex learning material and thus allows to reduce learning time for successful mastering of topics. With the implementation of ICT (Zoom, Skype, Teams, etc.) in the process of distance learning of a foreign language, you can not only create an artificial foreign language environment, but also bring it closer to the natural, through the organization of communication with native speakers. Thanks to ICT in the process of distance learning it is possible to solve problems of learning foreign languages in cooperation, as well as individualization and differentiation of learning considering various factors: level of foreign language proficiency, speed of learning, time limits, learning style, personal educational needs and learning pathways etc.

scholarly journals The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?

2021 ◽  
Vol 11 ◽  
Author(s):  
Erdem Aksoy ◽  
Derya Bozdoğan ◽  
Mümin Şen
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Graduate Degrees ◽  
Master’S Degree

In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

scholarly journals MASTERING OF INNOVATIVE METHODS AND TECHNOLOGIES WITHIN COMPLEX APPROACH WHEN TEACHING A FOREIGN LANGUAGE AT HIGHER EDUCATIONAL INSTITUTIONS OF NON-LINGUISTIC PROFILE

2019 ◽  
Vol 1 (16) ◽  
pp. 65-75
Author(s):  
N.V. Davydova ◽  
G.G. Dekusar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
Education Institution ◽  
Integrated Approach ◽  
Foreign Languages ◽  
Innovative Teaching ◽  
Innovative Methods ◽  
Complex Approach ◽  
Wide Range

The article defines the concepts of "innovation" and "innovative teaching methods", provides a generalized characteristic of innovative methods and technologies of teaching a foreign language at a higher education institution of the non-linguistic profile. The emphasis is given on the necessity of implementing an integrated approach when applying the innovative teaching methods. The efficiency of using the newest technologies of teaching a foreign language in the learning process has been proved. The features of modern teaching methods of foreign languages ​​are defined, which offers a wide range of teaching concepts, methods and technologies - both traditional and innovative. It is suggested to give preference to one or another method depending on the purpose of studying, the student contingent, the duration and intensity of the training course. The authors of the article carried out a thorough analysis of contemporary research and publications regarding the problem of innovative approaches involved in teaching foreign languages ​​at a higher school and identified the relevance of research tasks that require significant changes in the educational system. The article points to the need for an optimal balance of traditions and innovations, a comprehensive combination of various technologies and methods of teaching a foreign language, which requires the use of an integrated approach. The purpose of the article is to justify the expediency of using an integrated approach in applying the innovative methods and technologies of teaching foreign languages ​​at higher education institutions of the non-formal profile.

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