scholarly journals Corpus software in EFL teaching: Examination of language exposure

2020 ◽  
Vol 22 (4) ◽  
pp. 131-145
Author(s):  
A. V. Kudryashova ◽  
Ya. V. Rozanova ◽  
T. V. Sidorenko
Keyword(s):  
Foreign Language ◽  
Corpus Linguistics ◽  
Language Education ◽  
Business Communication ◽  
Foreign Languages ◽  
Practical Significance ◽  
Linguistic Knowledge ◽  
Analysis And Synthesis ◽  
Training Programmes ◽  
Methodological Guidelines

Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.

The involvement of neuro-linguistics and mind mapping in the development of a holistic perception of language education

2018 ◽  
Vol 6 (2) ◽  
pp. 116-125
Author(s):  
Gabriela Petrová ◽  
Nina Kozárová
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Mind Mapping ◽  
Repetitive Process ◽  
Holistic Perception ◽  
Mind Maps

Abstract The majority of people who have experienced institutionalized education have found it extremely laborious, slow and a necessarily repetitive process. The authors of this paper focus on and present possibilities for making the teaching of a foreign language more effective through mind mapping: the implementation of neuro-linguistic knowledge and mind maps into the learning process.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

scholarly journals CHANGING OF CULTURAL IDEA OF TEACHING FOREIGN LANGUAGES IN THE 30S OF XX CENTURY

2021 ◽  
pp. 73-78
Author(s):  
Валерия Алексеевна Петрова
Keyword(s):  
Soviet Union ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Central Committee ◽  
Foreign Languages ◽  
Practical Significance ◽  
Priority Method ◽  
The Masses ◽  
City Schools

Рассматривается процесс изменения вектора государственной политики в сфере изучения иностранного языка в 30-е годы ХХ века. Показано, что после революции 1917 г. изучение иностранного языка было прекращено, потому что расценивалось как пережиток прошлого, антагонистического общества с ярко выраженным и непримиримым классовым неравенством. Однако в 1923 г. Н. К. Крупская в статье «О преподавании иностранных языков» доказательно опровергла необходимость изучения эсперанто и четко обосновала свою позицию по поводу изучения иностранных языков, описала практическую значимость, обозначила основную цель и показала приоритетный метод их преподавания, заложив тем самым основы изучения иностранных языков в нашей стране на многие десятилетия. Рассматривается ряд постановлений Центрального комитета Коммунистической партии Советского Союза от 1929 и 1932 гг., направленных на усиление изучения иностранного языка в городских школах второй ступени, техникумах и вузах, фабрично-заводских семилетках. Приводятся размышления общественных и политических деятелей, педагогов, публицистов, филологов о культурологическом потенциале иностранных языков. Показана цель их изучения в 30-е годы ХХ века. The article deals with the process of changing the vector of state policy in the field of foreign language learning in the 30s of the XX century After the October Revolution, they stopped the study of a foreign language because they regarded it as a relic of the past, an antagonistic society with a pronounced and irreconcilable class inequality. However, in 1923, Nadezhda Konstantinovna Krupskaya denied the need to study Esperanto on a national scale in her article “Teaching Foreign Languages” and described the practical significance, main goal and priority method of teaching a foreign language and more than that her own position about the role of foreign languages, thereby laying the foundation for its study for many decades. The 1927 became a further important step in the history of teaching a foreign language in the country of the Soviets. The People’s Commissariat for Education of the RSFSR adopted a special decree on the study of a foreign language in all city schools of the second level, starting a large campaign “Foreign languages to the masses”. It considers a number of resolutions of the Central Committee of the Communist Party of the Soviet Union from 1929 and 1932, aimed at strengthening the study of a foreign language in all city schools, technical schools and universities, and Factory Seven-Years. The article gives the reflections of public and political figures, teachers, publicists, philologists on the cultural potential of foreign languages. It shows the purpose of foreign language study in the 30s of the XX century.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

Debate method for developing communicative competency in teaching English as a foreign language

2020 ◽  
Vol 43 (2) ◽  
pp. 143-150
Author(s):  
R. Zhumaliyeva ◽  
◽  
А. Muratkyzy ◽  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Linguistic Knowledge ◽  
Ministry Of Education ◽  
Teaching English ◽  
National Education ◽  
National Education System ◽  
Successful Work ◽  
Communication Activity ◽  
Competency Based

Currently, the effectiveness of using the debate method in teaching English is obvious. Since language is a mean of communication, debate contributes to the development of communicative competency, which plays an important role in the successful work of a specialist in various fields. This article focuses on the method of debate, as one of the communication activity types. The debate method can be used to improve students’ communication skills, allowing them to use linguistic knowledge as a functional competency in a structured (less structured) situation or in the context of a language education. The purpose of this article is to describe the debate method as a productive strategy for teaching communicative competency while teaching English as a foreign language. This research is carried out within the framework of the Ministry of Education and Science of Republic of Kazakhstan grant project “Developing and implementing the innovative competency-based model of multilingual IT specialist in the course of national education system modernization”.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames

2019 ◽  
pp. 313-341
Author(s):  
Douglas A. Agar ◽  
Philip J. Chappell
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Best Practice ◽  
Language Education ◽  
Ease Of Use ◽  
Foreign Languages ◽  
Language Pedagogy ◽  
Sociocultural Model ◽  
The Creation

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.

scholarly journals A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

2018 ◽  
Vol 8 (4) ◽  
pp. 72 ◽  
Author(s):  
Sevil Filiz ◽  
Aycan Benzet
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Flipped Classrooms ◽  
Performance Perceptions

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been apopular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study isto review a selected sample of 50 studies on flipped classroom instruction in foreign language education publishedfrom 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years,study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools,data analysis procedure and variables through a ‘Research Classification Form’. Results showed that studies weredone mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. Inthese studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language.Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, asquantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standarddeviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons,Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtainedfrom this study are expected to contribute to future studies conducted on flipped classrooms in foreign languageteaching.

scholarly journals A Critical Review of China’s Foreign Language Program Development: The Perspective of Language Needs

2019 ◽  
Vol 79 ◽  
pp. 21-44
Author(s):  
Gong Tongxi ◽  
Guo Yi
Keyword(s):  
Foreign Language ◽  
Program Development ◽  
Critical Review ◽  
Language Education ◽  
Foreign Languages ◽  
International Exchange ◽  
Language Program ◽  
Recent Developments ◽  
Language Needs ◽  
Undergraduate Programs

Recent years (2014–2017) have seen an explosive growth in foreign language undergraduate programs in Chinese universities, apparently in response to China’s development needs. However, without a precise analysis of China’s foreign language needs, it is impossible to evaluate whether the recent developments in foreign language education will be able to meet the nation’s development needs. This article addresses this issue by calculating China’s foreign language needs through a holistic assessment with 14 indicators. The calculation, mainly based on the practical use of foreign languages and China’s international exchange requirements, identifies the top 10 foreign languages urgently needed by the country and demonstrates the different functions of these foreign languages. In light of China’s national foreign language needs, this article ends with a critical review of foreign language program development in recent years.

Sign in / Sign up

Export Citation Format

Share Document