scholarly journals AL-KHUDHU' 'ALA MABDA`I AT-TA`ADDUBI FI ISTIRATIJIYYATI AT-TAWASHULI LADAI AL-MU'ALLIMAH ATSNA`A TA'LIMI AL-LUHGAH AL-'ARABIYYAH FI MA'HAD "AL-MUNAWWARAH" BI JOMBANG

2020 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Lailatul Qomariyah ◽  
Akhmad Sauqi Ahya
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Speech Acts ◽  
Boarding School ◽  
Language Teachers ◽  
Declarative Sentence ◽  
Foreign Language Teachers ◽  
Interactive Model ◽  
Teaching Learning

This research examines the obediencepoliteness strategies in the teaching learning process.The study focuses on obediencepoliteness strategies in the teaching learning process of Arabic class at Islamic Boarding School in Al Munawaroh. This research is conducted by qualitative case approach. The data of this research is the speech acts of teacher. The data collected is taken from recording observation and interview and is analyzed by interactive model analysis.The findings consist of the obediencepoliteness strategies in the teaching learning process of Arabic class at Islamic Boarding School in Al Munawaroh with two strategies. A direct strategy is used to express functions of: commanding with fiil amar, advising with isim fiil amar "لابد"  dan "عليك", forbidding with لاالناهية+فعل مضارع. A indirect strategy is used to express functions of: commanding with declarative sentence, and forbidding with imperative sentence. With this study, it is expected that The foreign language teachers prefer to use direct strategies rather than indirectly to make meaningful learning.تناول هذا البحث موضوع الخضوع على مبدأ التأدب في استراتيجية التواصل لدى المعلمة أثناء تعليم اللغة العربية. ويستهدف هذا البحث الكشف عن استراتيجية التواصل لدى المعلمة الخضوع على مبدأ التأدب في معهد "المنورة. والمدخل في هذا البحث هو المدخل النوعي بدراسة الحالة المتعددة. والبيانات لهذا البحث هي الأفعال الكلامية لدى المعلمة. وجمعتها الباحثة من ملاحظة بالتوثيق والمقابلة. وحللتها بطريقة الطراز التفاعلي (Interactive Model). والنتائج لهذا البحث هي: 1)الخضوع على مبدأ التأدب في استراتيجية التواصل لدى المعلمة في التفاعل الصفي أثناء تعليم اللغة العربية هو استراتيجية مباشرة وغير مباشرة. واستخدام الاستراتيجية المباشرة بثلاث وظائف وهي: (أ) الأمر بصيغة فعل الأمر، (ب) النصيحة بصيغة اسم فعل الأمر "لابد" و "عليك"، (ج) النهي بصيغة لا الناهية+فعل مضارع؛ واستخدام استراتيجية غير مباشرة لها بوظيفتين (أ) الأمر بصيغة الخبر؛ (ب) النهي بصيغة فعل الأمر. ومن أهم توصيات الدراسة هي لابد للمعلم أن يستخدم استراتيجية مباشرة وغير مباشرة موافقة بسياق التعليمية. إن معلمي اللغة الأجنبية يفضلون أسلوب التوجيه المباشر من الأسلوب غير المباشر لجعل هذه العملية التعليمية التعليم ذي المعنى.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

scholarly journals How do foreign language teachers motivate students in language learning?

2020 ◽  
Vol 7 (1) ◽  
pp. 181-193
Author(s):  
Diana S Rahman ◽  
Wening Sahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Visual Method ◽  
Intrinsic And Extrinsic Motivation ◽  
Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

scholarly journals My Teaching Philosophy with Particular Reference to Teaching of English as a Foreign Language (TOEFL) in the Kingdom of Saudi Arabia

2017 ◽  
Vol 1 (1) ◽  
pp. 50
Author(s):  
Nehal Ahmad
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Teaching Philosophy ◽  
Foreign Language Teachers ◽  
Self Development ◽  
Real Life Situation ◽  
Teaching Learning ◽  
The University

<p><em>It has been due on my part to share my own teaching philosophy with my colleagues in the University in general and other language instructors engaged in this noble profession. Needless to say, creating our own teaching philosophy is an innovative practice and it should be a meaningful part of us as second/foreign language teachers since it states our teaching/learning vision and wisdom, observations, experiences, goals, beliefs, level of professionalism and self-development among many other things. However, in real life situation, we do not often implement all our innovative ideas that we possess in our teaching philosophy. The main objective of the present study is to share my decades of experiences as a language instructor as a student of linguistics as well as an English language instructor. </em></p>

Culture shock

2019 ◽  
pp. 27-36
Author(s):  
François Grosjean
Keyword(s):  
Public School ◽  
Foreign Language ◽  
Corporal Punishment ◽  
Heritage Language ◽  
Culture Shock ◽  
Boarding School ◽  
Language Teachers ◽  
Academic Life ◽  
Foreign Language Teachers ◽  
University Studies

At age 14, the author was sent to a public school in England. It was very different from his previous boarding school and boys from other countries were not made welcome. Life at a school of this type in the 60s is described, including how corporal punishment was used. The author’s English developed further, his pronunciation became British, but he continued losing his French (the special bilingualism of foreign language teachers is described at this point). He started resembling heritage language bilinguals. His final years there were easier and he shows how out-of-class activities prepared him for later academic life. He left after his A levels and headed back to France for his university studies.

scholarly journals AL-AF’ÂL AL-TAWJÎHIYAH LADÂ AL-MU’ALLIMÎN FÎ AL-TAFÂ’UL AL-SHAFFÎ ATSNÂ TA’LÎM AL-LUGHAH AL-‘ARABIYAH ‘ALÂ DHAU NAZHARIYAH SINCLAIR WA COULTHARD

2019 ◽  
Vol 6 (1) ◽  
pp. 159-184
Author(s):  
Lailatul Qomariyah ◽  
Mamluatul Hasanah
Keyword(s):  
High School ◽  
Learning Process ◽  
Speech Acts ◽  
Language Teaching ◽  
Arabic Language ◽  
Senior High School ◽  
Language Teachers ◽  
Directive Speech Acts ◽  
Teaching Learning ◽  
Directive Speech

This research examined the directive speech acts of Arabic teacher in the teaching learning process: the perspective of Sinclair and Coulthard. The study focused on: (1) the forms of directive speech acts in the teaching learning process of Arabic class at Islamic Senior High School in Al Munawaroh. This research was conducted by qualitative case approach. The data of this research was the directive speech acts of teacher. The data were collected from recording observation and interview and was analyzed by interactive model analysis.The findings consisted of the form of directive speech acts in the teaching learning process of Arabic class containing 3 forms. There were imperative, interogative, and declarative. From this study, it is expected that Arabic language teachers are able to use isim fi’il amr"هيا" , gesture language for commanding, and interogative to improve students’ motivation and theirs’ feedback in language teaching.

scholarly journals SOME ASPECTS OF SUSTAINABILITY AND SYNERGY IN THE EMERGING TEACHER TRAINING

2015 ◽  
Vol 1 ◽  
pp. 225
Author(s):  
Inta Ratniece
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Competence ◽  
Language Teachers ◽  
Global Learning ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Valid Knowledge ◽  
Training Institutions ◽  
Teaching Learning

The emerging English as a foreign language teachers develop their professional competence better if they participate in global informal studies by collaboration involving global synergy issues, which develop higher their professional competence. Analysis of theoretical sources and empirical research. Results of global informal studies organized by 12 higher education teacher training institutions analyzed. Global learning shared in master classes, lectures, case studies in Austrian schools, text books for learning English compared. Lessons conducted by international teams on global learning analyzed. Results disclosing the reactions of the participants included. Valid knowledge on teaching English and sustainability gained. Synergy brings valuable knowledge needed for professional competence development on teaching/learning.

ФОРМИРОВАНИЕ НАВЫКОВ ЧТЕНИЯ У БУДУЩИХ УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА С ИСПОЛЬЗОВАНИЕМ ФРАНЦУЗСКИХ СКАЗОК В УЧЕБНОМ ПРОЦЕССЕ

2020 ◽  
Author(s):  
Elvira Zeynutdinova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Reading Skills ◽  
Educational Process ◽  
Language Teachers ◽  
Practical Implementation ◽  
Future Teachers ◽  
Foreign Language Teachers

Статья посвящена проблеме формирования навыков чтения у будущих учителей иностранного языка на основе применения французских сказок в учебном процессе. Обращается внимание на то, что теоретические и практические вопросы, связанные с обучением иностранному языку на основе сказок, остаются недостаточно разработанными. Представлена структура и содержание учебно-методической разработки, составленной на материале сказки Ш. Перро «Красная Шапочка». Установлено, что практическая реализация учебно-методических разработок с использованием французских сказок в учебном процессе приводит к существенному повышению уровня владения навыками чтения у будущих учителей иностранного языка.This article is devoted to the problem of formation of reading skills among future foreign language teachers based on the use of French fairy tales in the learning process; stresses the fact that theoretical and practical issues related to teaching a foreign language based on fairy tales remain insufficiently developed. The structure and content of the educational-methodical development compiled on the basis of the material of the fairy tale by S. Perrault “Little Red Riding Hood” is presented. It is established that the practical implementation of educational and methodological developments using French fairy tales in the educational process leads to a significant increase in the level of reading skills of future teachers of a foreign language.

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