scholarly journals The role of responsive mediation in the development of a novice English teacher’s understanding of the teaching of listening / O papel da mediação responsiva no desenvolvimento do ensino de compreensão oral de uma professora de inglês em início de carreira

2020 ◽  
Vol 28 (3) ◽  
pp. 1099
Author(s):  
Matheus André Agnoletto ◽  
Adriana Kuerten Dellagnelo ◽  
Maria Ester Wollstein Moritz
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Teacher Development ◽  
Professional Activity ◽  
Experienced Teacher ◽  
Starting Point ◽  
Teaching Of Listening ◽  
Teacher's Manual ◽  
Do So

Abstract: when adopting a Vygotskian approach to teacher education, it is believed that social interaction between an experienced teacher and a novice one has the potential to propel teacher development as the former provides mediation that is responsive to the latter’s current needs. With this in mind, the present study is aimed at investigating how a novice English as a foreign language teacher develops her understanding regarding the teaching of listening as she is mediated by a more experienced other who uses the teacher’s manual suggestions as a starting point to inquire into her practice. To do so, the study counted on nine classroom observations which were followed by interviews in which a more experienced peer mediated the teacher towards a better understanding of her teaching, using the teacher’s manual to elucidate the pedagogical concepts behind the textbook activities. Results indicate that responsive mediation provided to the teacher led her to revisit her practice, imbue it with meaning, and consequently (re)conceptualize it as the teacher’s professional activity seemed to have become closer to a communicative one – in consonance to the teacher’s manual suggestions – both her actions and justifications reverberating the moments of interaction with the more experienced teacher. In short, the study illustrates how interaction with a more experienced peer may potentially allow teachers to (re)conceptualize their teaching and, consequently, develop in the profession.Keywords: social interaction; responsive mediation; teacher development; teaching listening.Resumo: uma abordagem Vigotskiana à formação de professores concebe a interação social entre um par experiente e um professor em início de carreira como um elemento que pode potencializar o desenvolvimento deste profissional, o caráter responsivo da mediação às necessidades do professor sendo um elemento chave no processo. Dito isso, o presente estudo visa investigar como uma professora de inglês como língua estrangeira em início de carreira desenvolve seu entendimento em relação ao ensino de compreensão oral ao ser mediada por um professor mais experiente que parte das sugestões do manual do professor para mediá-la. A professora teve nove de suas aulas observadas, seguidas de entrevistas nas quais um professor mais experiente a mediou – ao usar o manual do professor para elucidar os conceitos pedagógicos que regem as atividades do livro-texto – a caminho de um melhor entendimento de sua atividade profissional. Os resultados indicam que a mediação responsiva levou a professora a revisitar sua prática, atribuir significado a ela e, consequentemente, (re)conceituá-la ao passo que as aulas pareceram aproximar-se de uma abordagem comunicativa ao ensino de línguas – indo ao encontro das sugestões do manual – sendo que suas ações e justificativas reverberaram os momentos de interação com o professor mais experiente. Por fim, o estudo ilustra como a interação com um par mais experiente tem o potencial de levar professores a (re)conceituar sua prática, consequentemente impulsionando seu desenvolvimento profissional.   Palavras-chave: interação social; mediação responsiva; desenvolvimento docente; ensino de compreensão oral.

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

scholarly journals PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING

2020 ◽  
Vol 2 ◽  
pp. 326
Author(s):  
Elena Smirnova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Multicultural Education ◽  
Teaching Practice ◽  
Social Role ◽  
Educational Process ◽  
Professional Activity ◽  
Language Teacher ◽  
The Social

The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation   results on students at teaching practice and school teachers’ survey data are given. 

ACTIVIZATION OF INDEPENDENT COGNITIVE ACTIVITIES OF STUDENTS IN FOREIGN LANGUAGE CLASSES

InterConf ◽  
2021 ◽  
pp. 97-103
Author(s):  
S. Zaskaleta ◽  
M. Smuhliakova
Keyword(s):  
Foreign Language ◽  
Cognitive Activity ◽  
Professional Activity ◽  
Language Classes ◽  
Cognitive Activities

The article is devoted to the problem of activization of independent cognitive activities of students in foreign language classes. The contradiction between the requirements for a modern specialist and his level of readiness for professional activity is determined. One of the ways of solving this problem is to improve the organization of independent cognitive activity of students in classes with a foreign language. The important role of independent cognitive activity of students in foreign language classes is determined.

Quale lingua prima? Per un esperimento CEE che utilizzi l'esperanto

1995 ◽  
Vol 19 (1) ◽  
pp. 26-46 ◽  
Author(s):  
Renato Corsetti ◽  
Mauro La Torre
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
European Community ◽  
Mother Tongue ◽  
Critical Examination ◽  
Scientific Methods ◽  
Starting Point ◽  
The 1960S ◽  
New Look

SUMMARY Which Language First? For a European Community Experiment Using Esperanto In view of the European Community's attempts to encourage its citizens to learn each others' languages, the authors have taken a new look at Europe-wide experiments on the role of Esperanto in facilitating language learning. They review all experiments carried out this century on the use of Esperanto as a preparatory aid in language learning. A critical examination of the results obtained shows that in only a few cases, for instance in Halloran's experiment, were these achieved by accurate scientific methods. In that example, however, the value of Esperanto in facilitating language learning was not clearly proved. Besides this, the authors discuss the assumptions on which those experiments were based, and argue that it is necessary to set out from a different theoretical starting point. They refer particularly to the ideas of I. Szerdahelyi, which were formulated in the 1960s. They argue that the degree of difficulty in learning a second foreign language after Esperanto depends on linguistic affinities between the mother tongue, Esperanto, and the language concerned. On the basis of this hypothesis they present a plan for a possible experiment to be carried out on a European scale, which would measure when and to what extent Esperanto could genuinely aid language learning. In this way they hope to avoid the oversimplification which has unfortunately been all too frequent in earlier experiments. Finally they emphasize the importance of this experiment as a step towards the desirable goal of a multilingual Europe. RESUMO Kiun lingvon unue? Por tuteŭropa eksperimento kiu utiligu Esperanton La aûtoroj enkadrigas la ideojn pri tuteŭropaj eksperimentoj pri la lernfaciliga rolo de Esperanto en la nuntempajn klopodojn de la Eŭropa Komunumaro instigi la civitanojn de la membraj statoj pli bone lerni pli multajn lingvojn de aliaj eŭropaj landoj. Ili rekonsideras ciujn eksperimentojn faritajn dum ci tiu jarcento pri la lernfaciliga rolo (propedeŭtikeco) de la internacia lingvo Esperanto kaj kritike ekzamenas la rezultojn, kiuj en nur kelkaj kazoj (ekzemple en la eksperimento de Halloran) estas sciencnivele tre akurate atingitaj. En tiu kazo, aliflanke, ili ne estas nete por la lernfaciligaj ecoj de la internacia lingvo. Hi, krome, diskutas la teorian bazon de tiuj eksperimentoj kaj la neceson ekiri de alimaniere formulita teoria bazo, kiu cefe apogigas sur la ideoj de I. Szerdahelyi eldiritaj jam en la 60-aj jaroj. Temas esence pri la lingvo-tipaj rilatoj inter la gepatra lingvo, la internacia lingvo kaj la poste lernota fremda lingvo, kiuj respondecas pri pli granda au pli malgranda lernfaciligo. Surbaze de tiu teorio ili reformulas eblan planon por tuteŭropa eksperimento, kiu povus mezuri kiom kaj kie la internacia lingvo efektive estas lernfaciliga, preter la tro generalaj asertoj, kiujn oni de tempo al tempo renkontas. La graveco de la rezultoj por la estonta laŭdezire multlingva Eûropo estas fine substrekata.

scholarly journals THE ROLE OF FOREIGN LANGUAGE IN THE FORMATION OF PROFESSIONAL MOBILITY IN THE TRAINING OF FUTURE SPECIALISTS IN NON-LINGUISTIC UNIVERSITIES

2021 ◽  
pp. 164-170
Author(s):  
Halyna Bondar ◽  
Inna Nesterenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Education ◽  
Language Education ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Mobility ◽  
Language Communication

The article considers the problem of the formation of professional mobility in the training of future specialists in non-linguistic universities, which has recently gained particular relevance due to the growing role of foreign language communication in the professional activities of future specialists.The requirements of higher education aimed at training competitive future specialists are taken into account. Foreign language education today becomes at the same level with professional education, integrates with it and significantly affects the success and competitiveness of future specialists in the labor market. This circumstance underlines the need to change the purpose, content, process and form of organization of the educational process of foreign language teaching. Actuality of the research topic is a result of the modernization of higher education and aimed at finding effective ways to train future specialists, meeting all the latest requirements of the labor market.The concept of “professional mobility” is considered. The role of foreign language in the formation of professional mobility in the training of future specialists in non-linguistic universities in the context of professional mobility is analyzed, the opportunities offered for higher education future specialists with foreign language skills are described.Modern higher education, as a channel of professional mobility, can help future specialists in vocational and personal development with professional mobility to become competent future specialists, creating specific pedagogical conditions and, thereby, the basis for their self-realization in the difficult social, economic, political conditions of society. Keywords: foreign languages, training, professional mobility, future specialists, non-linguistic higher education institution, formation of professional mobility, competitive future specialists, foreign language communication, professional activity.

scholarly journals Humanistic values as a system-forming principle of the professional activity of a teacher

2018 ◽  
Vol 7 (3) ◽  
pp. 302-306
Author(s):  
Vladimir Petrovich Bezdukhov ◽  
Oksana Konstantinovna Pozdnyakova
Keyword(s):  
Moral Values ◽  
Professional Activity ◽  
Teaching Process ◽  
Factors Affecting ◽  
Humanistic Approach ◽  
Universal Values ◽  
Interpersonal Collaboration ◽  
Do So

Critically important question concerns the problem of humanistic values as a system-forming principle of the professional activity of a teacher. That is motivated by the necessity of solving the task of educating a humanistically-oriented student in the framework of a damaged value paradigm. The article proves the values in the professional activity of the teacher and emphasizes the role of humanistic values as a system-forming principle of the professional activity of a teacher. That is important in the framework of the humanistic ethics. The article shows that the focus of humanistic ethics has always been under consideration. Moreover that is important to show that the key vision of the humanistic ethics is the knowledge of a man which is necessary concerning the values and norms of life as an individual, and society as a whole. It shows that humanistic ethics consider humanistic values to be accepted by all higher forms of culture and common to these forms. The authors of the article analyze humanistic values and find it is important to show that some scientists identify humanistic and universal values. The article shows that humanism values is a system-forming principle of the professional activity of a teacher and it helps the teacher to form, to educate and to develop the human in a child, participate in his up-bringing process. Thus, the teacher aims not to remain outside his field of humanistic vision. The article analyzes the factors affecting the effectiveness of the realization of values. Moreover the article describes the fact that moral values are becoming humanistic values. To do so, it is necessary to consider interpersonal collaboration between a student and a teacher. Humanistic approach has a big role. The authors of the paper believe the importance of reflection-in-itself-reflection and-in-another in a teaching process for further warm cooperation between a student and a teacher as well as understanding of the role and mechanisms of humanistic values. The essence of normative professional activity of the teacher is revealed.

Excuse me, but can you tell me where the Nordic House is located? Linguistic strategies in inter-Nordic communication in Iceland illustrated through participant observation

Linguistics ◽  
2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Ulla Börestam
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Native Speakers ◽  
Participant Observation ◽  
Large Majority ◽  
Linguistic Strategies ◽  
Time Periods ◽  
Field Workers ◽  
Do So

AbstractIn Iceland, Danish is taught as a foreign language parallel to English. One purpose for this is to promote inter-Nordic communication, since Danish is generally held to be intercomprehensible for both Norwegian and Swedish speakers. Assuming the role of tourists, field workers who were native speakers of Danish, Norwegian or Swedish approached Icelandic adolescents (aged 15–20), asking in their native language for directions to the Nordic House in Reykjavík. The investigation was conducted at three different time periods (1983, 1999/2004 and 2006) and showed that the proportion of young people understanding the question thus posed to them decreased from two thirds (1983) to a little less than 40% (2006). At the same time, the number switching to English while answering the question increased. In 2006, a large majority (80%) was inclined to do so, while only one third did so in 1983, roughly 25 years earlier.

scholarly journals ROLE OF THE EXTRACURRICULAR WORK IN THE PROFESSIONAL TRAINING PROCESS OF FUTURE LINGUIST

2021 ◽  
pp. 148-157
Author(s):  
Наталья Александровна Ляшенко ◽  
Жанна Викторовна Марфина
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Institution ◽  
Practical Experience ◽  
Point Of View ◽  
Project Work ◽  
Professional Activity ◽  
Educational Work

Рассматриваются основные цели и задачи внеаудиторных мероприятий, особенности их проведения, требования к ним, а также роль внеаудиторной работы в процессе подготовки будущего лингвиста. Систематизирован теоретический и практический опыт внеаудиторной работы в современном учебном заведении, приводятся примеры авторских разработок внеаудиторных мероприятий, проектной работы студентов. Приводится анализ внеаудиторной воспитательной работы по иностранному языку с точки зрения совместного творчества преподавателя и студентов. Определяется сфера профессиональной деятельности будущего лингвиста. Отмечается важность внеаудиторной работы в повышении уровня культуры студентов и повышении мотивации студентов к изучению иностранного языка. Предлагается совершенствовать уже известные формы внеаудиторной работы для повышения эффективности и мотивации изучения иностранного языка студентами. The main goals and objectives of extracurricular activities, the features of their implementation, requirements for them, as well as the role of extracurricular work in the process of preparing a future linguist are considered. The theoretical and practical experience of extracurricular work in a modern educational institution is systematized; an examples of author's developments of extracurricular activities and students’ project work are given. The analysis of extracurricular educational work in a foreign language from the point of view of joint creativity of the teacher and students is given. The sphere of professional activity of the future linguist is determined. The importance of extracurricular work in raising the level of students' culture and in increasing the motivation of students to learn a foreign language is noted. It is proposed to improve the already known forms of extracurricular work to increase the efficiency and motivation of students learning a foreign language.

scholarly journals ISSUES OF TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE

THE BULLETIN ◽  
2021 ◽  
Vol 3 (391) ◽  
pp. 211-215
Author(s):  
G.O. Rakhimbekova ◽  
O. A. Zhumadillayeva
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Professional Activity ◽  
Motivation To Learn ◽  
Educational Materials ◽  
Professional Activities ◽  
Language Communication ◽  
Main Factors ◽  
Goals And Objectives

The article discusses the issues of teaching professionally-oriented foreign languages to students of non-linguistic specialties, which are especially relevant due to the growing role of foreign language communication in the professional activities of modern professionals. The need for the formation and development of communication skills that are important for effective professional activity of students is indicated. The goals and objectives of teaching a foreign language in a professional direction are defined, attention is paid to the importance of its integration with special disciplines, ways to solve the difficulties that arise in the selection and learning process with an emphasis on the content of the necessary materials. In addition, the article analyzes the main factors of effective teaching of a professionally-oriented foreign language and describes the role of educational materials as a means of forming and developing students’ motivation to learn a professional foreign language.

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