scholarly journals Contemporary methodology of teaching English punctuation: problems and new vistas

2021 ◽  
Vol 27 (1) ◽  
pp. 95-102
Author(s):  
E. V. Mikhailovskaia ◽  
O. V. Sapunova
Keyword(s):  
Foreign Language ◽  
Web Sites ◽  
Popular Science ◽  
Teaching English ◽  
Research And Practice ◽  
Wide Range ◽  
English System ◽  
Syntactic Function ◽  
The Way

The article outlines the way the English system of punctuation marks is presented in contemporary ELT research and practice. The following types of sources are considered and analyzed in the article: grammar books for teaching English as the first, second or foreign language; reference books and web-sites aimed at preparing students for IELTS and TOEFL; books belonging to the genre known as popular science; purely scientific works on punctuation in general and the semicolon in particular. The main goals of the research are to reveal the central tendencies in teaching English punctuation on the example of the so-called weighty stops of vertical segmentation, namely the semicolon, and to see whether they manage to present a certain norm of using the stop. Thus, the present paper focuses on the semicolon one of the most controversial stops in the system, which has been proved to function both at the syntactic and stylistic levels. It is shown that a formal / grammatical approach is the most common way to treat punctuation in ELT literature; however, it does not take into account stylistic and prosodic peculiarities of the stops and thus fails to show the whole spectrum of its usage, as well as its phonetic and stylistic potential. Consequently, such an approach should not be applied to English one of the languages exhibiting a semantic-stylistic type of punctuation. It is proposed that the approach to be used in teaching English punctuation most effectively is pragmalinguistics, since it exploits a wide range of methods and means of analyzing a text, and also considers and highlights all the aspects of using the stops (their syntactic function, stylistic capacities and prosodic characteristics). Moreover, the article poses the question that the current methodology of the approach has to be further developed.

scholarly journals Difficulties in Teaching English Modal Auxiliaries to Turkish Students: A Cognitive Pragmatic Approach

2019 ◽  
Author(s):  
Ismail Erton
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Structural Characteristics ◽  
Target Language ◽  
Teaching English ◽  
Wide Range ◽  
Modal Auxiliaries ◽  
Teaching Learning

Recently, attention in modern linguistic theory has been shifted to facilitating a broader understanding of the world, in which language is a tool to establish a bridge between the interlocutor and the recipient. To do so, the development of linguistic, communicative and socio-pragmatic competences enriched with socio-cultural inputs in English as a Foreign Language (EFL) or Second Language (L2) teaching and learning contexts have a significant impact on language learners both to develop their perception as native speakers of English and to facilitate the progress of cognitive skills and capabilities. The aim of this paper is to demonstrate a case study to show some of the difficulties in teaching English modal auxiliaries to Turkish students in EFL/L2 contexts which arise not only from structural characteristics, but also from insufficiently developed linguistic, communicative and socio-pragmatic competencies. It is also asserted that only teaching the lexical properties of modal auxiliaries in isolation from their socio-pragmatic and semiotic contexts alone cannot help learners to become successful communicators in the target language as it ends in communication failures, hesitation, a slower L2 progress, fear and misunderstandings. Therefore, role-play activities, cloze tests, research assignments, writing tasks and songs can also be integrated into the teaching-learning process to assist learners to become more aware of their actual authentic usages in a wide range of contexts through different activities. On the whole, this would also free language learners to refer to their First Language (L1) input and shape a broader understanding of the Foreign Language (FL) framed with its actual authentic usage.

scholarly journals Keeping it practical and keeping it simple

2017 ◽  
Vol 51 (1) ◽  
pp. 138-146 ◽  
Author(s):  
Paul Nation
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Teaching English ◽  
Basic Principles ◽  
Rule Based ◽  
Look Back ◽  
Teacher Trainer ◽  
The Way

When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I think underlying this concern is the desire to see the principles governing the way the parts go together, and underlying this is a tendency to want to see what is simple and rule-based. Knowledge needs to be communicated to others and this is best done if we are aware of the important basic principles and components, and can present them as simply as possible.

scholarly journals Applying CLIL approach in Higher Edication

2020 ◽  
Author(s):  
Kerly Jazmín Feijoó Rojas ◽  
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Teaching Approach ◽  
Teaching English ◽  
Technical University ◽  
Scaffolding Strategies ◽  
The Way

The realization of this work has been developed with the objective of analyzing the application of the CLIL approach for teaching English with a specific purpose and scaffolding strategies with students from a third level in bilingual secretarial school at the technical university of Babahoyo. This is the main reason that Bilingual secretarial school needs a change in the way to teach a foreign language through CLIL approach which is an exceptional alternative to integrate language and real-life contexts effectively in order to teach a foreign language in a spontaneous way. The main purpose of this volume is to design an intervention proposal based on the CLIL approach with the support of scaffolding strategies in the seventh semester of Bilingual Secretarial School in order to provide teachers a guide to make easier the application of this new teaching approach.

scholarly journals Linguistic and Cultural Poetics of German Popular Science Texts (based on U. Stumpf’s “Kräuter: Gefährten am Wegesrand”) and Resultant Translation Challenges

2021 ◽  
pp. 58-76
Author(s):  
Elena Privalova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Popular Science ◽  
Cultural Analysis ◽  
Literary Texts ◽  
Translation Process ◽  
Science Texts ◽  
Wide Range ◽  
Cultural Poetics ◽  
Special Information

The article examines several aspects of linguistic and cultural poetics of German popular science texts, which in many ways shape national and cultural specifics of such texts and thus influence the process of translating them into Russian. As a distinct hybrid, popular science texts are characterized by high information density, intertextuality, and a wide range of vocabulary and style. Popular science texts create a special information space in which national and cultural specifics play a significant role. The article presents the results of the linguistic, stylistic, and cultural analysis of the German popular science work on botany by W. Stumpf “Kräuter: Gefährten am Wegesrand,” The strongly marked linguistic and cultural poetics of this text is largely determined by the peculiarity of botany as a field of knowledge: namely the knowledge of herbs, based on discoveries of ancient botanists, on folk knowledge, and on the personal experience of the author. At the lexical level, the linguo-cultural specifics are most clearly manifested in the nominations of plants: etymologically interesting phytonyms, their synonymic chains, and lexical gaps identified in the translation process. As a cross between scientific, journalistic, and literary texts, popular science texts display features of all these styles, which also determines the density of their linguistic and cultural poetics. The article provides a translation of several passages into Russian in order to demonstrate some of the challenges in translating popular science texts while taking into account their national and cultural specifics. The results of the study can be used both in teaching German as a foreign language and in translation courses at all levels of general and professional education as well as in developing textbooks, thematic dictionaries, and botanical glossaries.

scholarly journals THE ROLE OF HOME READING CLASS IN THE LANGUAGE TRAINING OF STUDENTS OF INTERNATIONAL ECONOMIC RELATIONS

2013 ◽  
pp. 286-291
Author(s):  
M. V. Grineva
Keyword(s):  
International Economic ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Main Trend ◽  
Teaching English ◽  
Professional Orientation ◽  
Home Reading ◽  
Wide Range

Nowadays the growing professional orientation of all the aspects of foreign language teaching is widely recognized as the main trend in the process of enhancing the system of foreign language teaching at higher education institutions which specialize in training students majoring in international economic and political relations. In view of the above the article focuses on the role of teaching home reading and analyzes the possibility of its integration into the professionally oriented process of teaching English as a foreign language to would-be economists. Another reason why the issue of teaching home reading is of utmost importance is that due to the prevailing communicative approach in teaching English as a foreign language, coupled with teaching English for professional purposes, some researchers and practising teachers are of the opinion that large-sized literary works are «incompatible» with an efficient foreign language curriculum. Hence, the importance of analyzing the role of such texts in teaching English given its increasing professionalization. According to the author, the specific features of reading literature in a foreign language make it an irreplaceable and useful resource for a wide range of linguistic competences. However, its competence forming potential can only be fully realized if certain general and specifically professional criteria for choosing a literary text for a home reading class are implemented. Such criteria are as follows: the reader’s emotional involvement with the plot and the problems raised in a book; a low degree of linguistic and cultural deviations; popular literary genres; clear professional orientation of a text. The author goes on to analyze the professionally oriented novels by J.Grisham and J.Mead and concludes that they can be successfully incorporated into professionally oriented process of teaching English, as they fully satisfy all the above criteria and, moreover, represent a unique resource for a wide spectrum of professional competences of a future economist, both linguistic and non-linguistic (e.g. sociocultural and analytical competences). In addition, the learning aids written by the author encourage students to treat the text of the books as a source of professionally meaningful information.

scholarly journals CONSTRUCTIVIST APPROACH: CREATING A MEANING TO LEARNING

2016 ◽  
Vol 4 (9(SE)) ◽  
pp. 18-25
Author(s):  
Prabha S. Chiniwar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Direct Method ◽  
Direct Approach ◽  
Translation Method ◽  
Constructivist Approach ◽  
Teaching English ◽  
Learning Language ◽  
The Way

The author is wholly concerned with the unstressed learning of the students for which he wants to revolutionize the way of teaching English. A foreign language is learnt specially with the translation method is the practical side of the language learning. The author has experienced the various learning criteria of learning language as he has been working in the Tribal Institution. For the infants the most practical and fruitful method we have gone through is the Direct Method of language learning. The Direct Method refers to the ‘Direct approach in the language application’ The words, ‘This’, ‘That’, envisage to the appetite of understanding the information of the object. These words are to be regarded as the model words of the ‘Direct Method.’ In language learning, the presentation of the objects or the things put a sort of stress on the views of the students that is accompanied with the experience. The author is feasibly concerned with the – 1. Actual understanding of the language by the student, 2.Throughout application of the language by the student, 3. The proper information and stress on the words by the students and 4. Beneficence of the learnt language to the student. We look in for the various methodologies in making language learning easy.

scholarly journals Integrating open educational resources in general english courses to strengthen speaking skill

2015 ◽  
Vol 15 (17) ◽  
pp. 83-94
Author(s):  
Angélica María Moya Pachón
Keyword(s):  
Foreign Language ◽  
Learning Style ◽  
Private University ◽  
Primary Objective ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching English ◽  
Digital Skills ◽  
Speaking Skill ◽  
The Way

The current research integrated Open educational resources —OER— in a general english course at Uniminuto, a private university located in Bogotá. The primary objective was to innovate the process of teaching English as a foreign language through the use of Open educational resources to develop speaking skills in students with a B1.1 level. As a result, it was possible to identify that the OER allowed students to improve the way they speak and communicate with others in English. Moreover, the resources helped the students to develop an autono­mous learning style and improve their digital skills.

scholarly journals Sharing Photographs on Instagram Boosts Students’ Self-Confidence in Speaking English

2018 ◽  
Vol 6 (2) ◽  
pp. 148 ◽  
Author(s):  
Rayinda Eva Rahmah
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Data Collection ◽  
Foreign Language ◽  
Communication Skills ◽  
English Education ◽  
Teaching English ◽  
Self Confidence ◽  
Positive Results ◽  
The Way

This paper reports on the way in which posting photographs in a social media, Instagram, used as a strategy to boost confidence in speaking English among students majoring English education in IAIN Pekalongan. Confidence is seen to influence learners’ achievement in communication skills. The qualitative outcomes deriving from five participants revealed positive impacts of the Instagram usage on their confidence in speaking English. Therefore, this study uses qualitative research with the instruments of data collection using interview. The finding shows that sharing photographs on Instagram can contribute to the students’ confidence to speak in a foreign language. The positive results offered some insightful suggestions and implications for teaching English as a foreign language.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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