ORGANIZATION OF THE PEDAGOGICAL COOPERATION PROCESS FOR CHINESE STUDENTS IN THE LATVIAN LANGUAGE AS A FOREIGN LANGUAGE

2019 ◽  
Vol 3 ◽  
pp. 433
Author(s):  
Lasma Gaitniece
Keyword(s):  
Foreign Language ◽  
Chinese Students ◽  
International Study ◽  
Teaching Staff ◽  
International Studies ◽  
Skills Transfer ◽  
New Approach ◽  
Successful Communication ◽  
Intellectual Potential ◽  
Academic Year

It is self-evident that in the second decade of the 21st century more and more students are involved in mobility: knowledge is acquired beyond the borders of their country, as well as studying new foreign languages - not only the language of the great nations alone. Students' goal is not only to enrich their knowledge and intellectual potential but also ensure more opportunities for themselves in the labour market. Twenty students from the Beijing International Study University (Beijing International Studies University; BISU) have acquired Latvian language as a foreign language as well as other human-oriented subjects related to Latvia during the 2017/2018 academic year at the Riga Technical University (RTU). For teaching staff this is a big challenge: they need to find a new approach, students from different countries must be treated differently, choosing different teaching tools and pedagogical methods, and constantly thinking about pedagogical cooperation process. This is important not only for successful communication, but also for the advanced new knowledge and skills transfer to students. The article is dedicated to finding out the peculiarities of the organization of the pedagogical cooperation process for Chinese students in the classes of the Latvian language as a foreign language. 

scholarly journals The strategy of teaching the culture of debating in FL to non-linguist students

2021 ◽  
Vol 284 ◽  
pp. 08011
Author(s):  
Elena Komochkina ◽  
Tatiana Selezneva ◽  
Natalia Akimova
Keyword(s):  
Foreign Language ◽  
Educational Activity ◽  
Teaching Staff ◽  
State University ◽  
Physics Students ◽  
Professional Goals ◽  
The One ◽  
Academic Communication ◽  
Academic Year ◽  
Speaking Skills

The article considers some contextual, interdisciplinary and linguistic aspects of developing non-linguistic students’ speaking skills necessary for cross-cultural academic communication, with special attention being paid to the their abilities to master the culture of debating, acquiring specific features of their future profession through learning specialized vocabulary and using a foreign language as an effective tool to reach the professional goals. The proposed strategy of FL communication teaching is rooted in the basics of D. Dorner’s situation integrity’ theory, on the one hand, taking into account discovery patterns of science undergraduates’ educational activity, on the other, and cognitive aspects of academic discourse as well with an emphasis on acquiring professional interlanguage dialogic skills. The proposed course of study is meant to master the professional speaking skills of science undergraduates. The algorithm of teaching has been tested in FL classes with Maths and Physics students of MGOU (Moscow Region State University) during 2019/2020 academic year and obtained the positive approval of FL teaching staff.

PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES

2015 ◽  
Author(s):  
Sigitas DAUKILAS ◽  
Judita KASPERIŪNIENĖ
Keyword(s):  
Foreign Language ◽  
Student Satisfaction ◽  
Learning Strategies ◽  
Learning Theory ◽  
International Study ◽  
International Studies ◽  
Constructivist Learning Theory ◽  
Learning Expectations ◽  
Teachers And Students

The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.

The Judiciary, International and National, and the Development of International Law

1996 ◽  
Vol 45 (1) ◽  
pp. 1-12 ◽  
Author(s):  
R. Y. Jennings
Keyword(s):  
International Law ◽  
International Justice ◽  
Teaching Staff ◽  
London School ◽  
International Studies ◽  
Public International Law ◽  
Legal Adviser ◽  
Foreign Office ◽  
London School Of Economics ◽  
Law Reports

TheAnnual Digest of Public International Law Cases—the ancestor of theInternational Law Reports—was first published “under the direction” of the Department of International Studies of the London School of Economics. The “chief inspirers”, to use Fitzmaurice's phrase, were Arnold McNair and Hersch Lauterpacht, the latter then on the teaching staff of the School. There was also an Advisory Committee of Sir Cecil J. B. Hurst, a former President of the Permanent Court of International Justice and later Legal Adviser to the Foreign Office; W. E. Beckett, also of the Foreign Office; A. Hammarksjöld, the Registrar of the Permanent Court of International Justice, and Sir John Fischer Williams of Oxford and the Reparation Commission.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Language competency, group development and sociometric status of foreign students in Russian higher eduction institutions (a case study of Chinese students)

2017 ◽  
Vol 8 (1) ◽  
pp. 93-107 ◽  
Author(s):  
M.Yu. Chibisova ◽  
E.A. Verchenova
Keyword(s):  
Interpersonal Relationships ◽  
Foreign Students ◽  
Chinese Students ◽  
Group Development ◽  
Language Competence ◽  
Language Competency ◽  
Specific Factors ◽  
Higher Eduction ◽  
Academic Year

The article presents the results of an empirical study of Socio-psychological characteristics of group of Chinese students who are studying at Russian universities. 132 Chinese students aged between 18 to 26 years from Foundation course were involved in the study. Using investigational methods we found a correlation between language competence and sociometric and referentometric status of Chinese students throughout the academic year. It is expected that the acquired results are due to three factors: socio-psychological, where interpersonal relationships depend on the students' achievements; cultural-specific factors, where tenacity and diligence in work are valuable, and processes of socio-cultural adaptation.

Sign in / Sign up

Export Citation Format

Share Document