Management Education – The Semitic and Indo-European Languages: Arabic, Russian, Spanish languages.

The ability to work in more tasks in every field life it’s hard goal to achieve. I can affirm with proof that you need to train constantly for it. It means that you have to train the mind and the action through the same direction. I’ve been trained myself in this task as personal experience of life. Since I was twenty I’ve held many important and hard tasks that have changed my mind results. It’s the same in the field of learning, studying and teaching foreign languages. If you don’t train quite every day your memorization, it’s quite impossible to learn a foreign language. A professional professor in foreign languages is normally used to teach one, two languages or sometimes more, and it’s difficult in any case. According to my experience I got the special training to teach in contemporary more languages, I mean at the same time, to switch more languages, so it happens that I teach more languages in the same day and even in the same hour, without any difficulty. It’s possible only because my mind is always well trained. It’s for example, when you change language, you must remember all skills, in contemporary with other languages, it’s so when I teach English, German, French, Russian, Arabic, Italian, etc.. It’s not easy to train the mind in this way, but you can succeed if you do the right training. It’s important to be conscious about the power of the mind, when we want to learn a foreign language. It’s not easy but you must focus in hard training to get true results. The mistake is to think to learn a language without passion just for a duty, in this way you will never learn it; it’s the first step in helping the memorization. Then you will find the next step to follow the training of memorization.

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Management Education – The Psychology of the English Language the Importance of Sport, In Learning a Foreign Language

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v8i04.em05 ◽

2020 ◽

Vol 8 (04) ◽

pp. 1731-1738

Author(s):

Stefania Allegra

Keyword(s):

Foreign Language ◽

Language Learning ◽

Educational Psychology ◽

English Language ◽

Management Education ◽

Foreign Language Learning ◽

Inner Self ◽

The Mind ◽

Memorization Techniques

It’s normal and important to understand the role of the applied linguistic in everyday life. It’s an important rule to understand the role of the educational psychology of the foreign language learning. You find many difficult phases in this study according to the age and culture, so the place where you live. To understand the process of the learning about L2, as foreign language, it’s something that needs a special attention in psychology. Psychology is part of the rule that manages the whole life. There are aspects of ourselves that must go together in inner Self life and external life. A professor must have the average knowledge about the psychology of the person. If you don’t apply the teaching with psychology, you can’t have the minimum and the top results in your students. There are awareness concepts in the teaching process, it’s a result of the going on in the ability adaptation of the mind, in memorization techniques. It’s particular to understand that the memorisation techniques are difficult steps to obtain. It depends on the age the ability to learn a language fast; it means it’s an easier process in children; young teenagers are surely trained at school so they can get good results; adults are not so strong in memorization if they are far from studies processes that activate the mind in a properly way training in order to learn a foreign language. In all these processes is very important the practice of sport, because of improvement of mind processes.

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FOREIGN LANGUAGE EDUCATION IN NIGERIA AND THE DEVELOPMENT OF ENTREPRENEURIAL SKILLS AMONG LEARNERS

Sokoto Educational Review ◽

10.35386/ser.v17i1.12 ◽

2017 ◽

Vol 17 (1) ◽

pp. 8

Author(s):

Araromi Maxwell Olakunle ◽

Aminat Oladunni Yinusa

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Negative Attitude ◽

Language Education ◽

Foreign Language Education ◽

Foreign Languages ◽

Curriculum Content ◽

Language Curriculum ◽

Erroneous Belief ◽

The Mind

Foreign language education has not been given a pride of place in Nigeria due to poor policy implementation and negative attitude towards the teaching and learning of the languages. The rate of unemployment experienced by graduates of foreign languages has reached an alarming level and this has generated a concern among stakeholders in the field of foreign languages in Nigeria. Graduates of foreign languages are not expected to be redundant, jobless or unemployed or rely entirely on teaching jobs to survive as some people in some quarters frequently claim. Stakeholders in foreign language education have failed to take critical look at the curriculum content of the various foreign languages on the curriculum to see whether they are relevant to the socio – economic realities and values in Nigeria. This paper however seeks to examine the curriculum content of the foreign languages on the curriculum with the view to ascertaining their relevance to the socio-economic realities and values in Nigeria. It was affirmed that the content of the foreign language curriculum should be able to meet the vocational and entrepreneurial needs of the teeming unemployed youths in Nigeria. There is urgent need to disabuse the mind of people on the erroneous belief that the only career available for graduates of foreign languages is teaching career. We therefore recommended that government should focus more attention on the teaching of foreign languages for specific, technical and vocational purposes in order to resolve the problem of unemployment ravaging Nigeria as a country and African continent in its entirety.

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About the book of Valerio Olgiati - Bas Princen

Sophia Journal - VISUAL SPACES OF CHANGE: UNVEILING THE PUBLICNESS OF URBAN SPACE THROUGH PHOTOGRAPHY AND IMAGE ◽

10.24840/2183-8976_2019-0005_0001_10 ◽

2020 ◽

Vol 5 (1) ◽

pp. 96-103

Author(s):

Pedro Leão Neto

Keyword(s):

Critical Thinking ◽

Personal Experience ◽

Visual Narrative ◽

Future Studies ◽

Conference Series ◽

Specific Potential ◽

The Right ◽

The Mind

As editor of scopio Editions it is a great honour to be writing this closing text about the upcoming book which communicates our last Duelo/Dueto session of Architecture, Art and Image (AAI) series that had as invited authors Valerio Olgiati and Bas Princen. I will start by talking about the book as a privileged medium for Architecture, Art and Image and then go on focusing on this book in particular and its authors. This conference series had from the start planned a publication for each session with the contribution of the invited speakers and the organization because we believe that the physical book, without prejudice towards the potential of digital publications, is still a tool of paramount importance for preserving and building knowledge, not just for students and academics, but also for all professionals and non-scholars. The physical book somehow allows the understanding of what was discussed and debated in Duelo/Dueto sessions in a different manner, encouraging and giving the right time to each viewer for a deeper thinking. The reading of these sessions also means that these events of rich exchange of ideas and personal experience between significant authors coming from AAI universe are preserved for future studies. In this way, they can be shared with a larger audience, opening the mind of many to these events and encouraging critical thinking toward a vast horizon of issues related to AAI universe. It is worth referring also that the specific potential of the physical book as a unique medium to communicate Architecture, Art and Image1 was explored in this publication, which adds to its uniqueness and makes it more an author´s book than the customary conference or roundtable publication. It was possible to create a visual narrative where the sum is greater than the parts, which we believe has as a result an innovative reading and a more insightful understanding about the thoughts, work and artistic strategies of both authors. Thus, we believe that this book, the second of this series of four publications focused on each session, will foster a significant critical debate related to Architecture, Art and Image, as already happened with our first published book on this series. [...]

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Problem of language interference in literature and its impact on speech сommu nication

Proceedings of the National Academy of Sciences of Belarus Humanitarian Series ◽

10.29235/2524-2369-2021-66-3-314-326 ◽

2021 ◽

Vol 66 (3) ◽

pp. 314-326

Author(s):

N. L. Patapava

Keyword(s):

Foreign Language ◽

Personal Experience ◽

Language Contact ◽

Necessary Conditions ◽

The Other ◽

Foreign Languages ◽

Know How ◽

New Concepts ◽

Linguistic Interference ◽

Interference Study

The article highlights the evolution of linguistic views on the phenomenon of interference. The problems of interference have been worrying a large number of scientists both in our country and abroad for several decades since the last century. The research in the ﬁeld of language systems interference continues in all directions nowadays. However, a number of its aspects remain poorly understood. The relevance of the language interference study is connected with the emergence and study of new concepts, such as linguistic interference, as well as translation, textual, sociocultural, cross-cultural, terminological interference.Having studied the views of the scientists on the problem of language interference in this article, we can conclude that bilingualism and language contact are necessary conditions for the manifestation of interference. The place of manifestation of linguistic interference is the person himself, communicating in a foreign language or translating from one language to the other when he is trying to compensate for some elements, phenomena and functions of one language system with elements, phenomena and functions from the other one, which can lead to accent, literalism, distortion of meaning and to various deviations from the original, but also in some cases can help with communication or translation.The need to study, systematize and develop the recommendations for overcoming and using the phenomenon of interference in a professionally oriented translation is not in doubt. At present, the internationalization of higher education is of fundamental importance. Personal experience in the process of studying and teaching foreign languages shows that the phenomenon of interference must be approached consciously: interference must be studied and understood in detail in order to subsequently know how to prevent it or use it constructively in a professionally oriented translation.

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Cognitive styles in methodology of Russian as a foreign language

SHS Web of Conferences ◽

10.1051/shsconf/202112702014 ◽

2021 ◽

Vol 127 ◽

pp. 02014

Author(s):

Irina Borisovna Avdeyeva ◽

Nadezhda Vladimirovna Krasnokutskaya

Keyword(s):

Foreign Language ◽

Cognitive Style ◽

Cognitive Styles ◽

Cognitive Activity ◽

Russian Language ◽

Foreign Languages ◽

European Languages ◽

Training Materials ◽

European Students ◽

Further Development

This article attempts to consider the types of cognitive activity of students in the process of learning foreign languages, including Russian as a foreign language. It contains a synthesis on this topic and practical results of the material implementation developed with the consideration of linguo-cognitive styles of students. Special attention is paid to the analytical cognitive style that is inherent in the students of technical fields. Considering the features of the linguo-cognitive picture of students with a predominantly analytical cognitive style, the authors conclude that these features are innate to the students from European countries who speak European languages and studied within the European educational system. Attention is paid to the consideration of cognitive styles in the existing training materials on RFL. The textbook, created by a group of authors (editor-in-chief Avdeyeva), which is addressed to students of the engineering field, was given as an example. Moreover, the article analyses the special course by Krasnokutskaya, developed at the Pushkin State Russian Language Institute and addressed to European students studying Russian as a foreign language. Based on the analysis and testing of mentioned training materials, conclusions on the feasibility of further development of such manuals are drawn.

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PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN

Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ◽

10.33474/thufuli.v1i2.4940 ◽

2019 ◽

Vol 1 (2) ◽

pp. 50

Author(s):

Zobi Mazhabi

Keyword(s):

Early Childhood ◽

Second Language ◽

Language Acquisition ◽

Foreign Language ◽

Foreign Languages ◽

Teaching English ◽

English As Foreign Language ◽

Learning And Teaching ◽

Young Learners ◽

The Right

The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

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Peran Neurolinguistik dalam Pengajaran Bahasa

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v3i2.203 ◽

2017 ◽

Vol 3 (2) ◽

pp. 137

Author(s):

Tri Budianingsih

Keyword(s):

Foreign Language ◽

Learning Process ◽

Language Teaching ◽

Target Language ◽

Left Brain ◽

Right Brain ◽

The Right ◽

The Mind ◽

First Time

Abstrak-Pertama kali peneliti mengetahui peran neurolinguistik dalam pengajaran bahasa sempat mengalami kebingungan dalam memahami peran tersebut, karena penamaan yang terdengar asing bagi peneliti yang belum pernah didengar sebelumnya, tapi setelah peneliti memahami dan mengetahuinya peneliti mulai tertarik dalam penerapannya di dalam kelas dalam proses belajar mengajar. Metode ini sangat menerapkan pemahaman bahasa dalam otak kanan dan otak kiri manusia, memahami bahasa sasaran atau bahasa asing dengan menggunakan otak kiri atau otak kanan, hal ini dapat diketahui dalam makalah ini. Dari uraian tersebut dapat didefinisikan bahwa Neuro Linguistic Programming merupakan sebuah model yang memprogram interaksi antara pikiran dan bahasa (verbal dan nonverbal) sehingga dapat menghasilkan pikiran dan perilaku yang diharapkan. Kata Kunci: Neurolinguistict, Language Teaching, Right Brain and Left Brain Abstract - The first time researchers know the role of neurolinguistics in language teaching was confused in understanding the role, because the naming that sounds unfamiliar to researchers who have never heard before, but after researchers understand and find out researchers began to be interested in the application in the classroom in the learning process. This method greatly applies the understanding of language in the right brain and the human left brain, understand the target language or foreign language using the left brain or right brain, this can be known in this paper. From the description can be defined that Neuro Linguistic Programming is a model that program the interaction between the mind and language (verbal and nonverbal) so as to generate thoughts and behaviors that are expected. Keywords: Neurolinguistik, Pengajaran Bahasa, Otak Kanan dan Otak Kiri

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Kompetensi Metodologis Dosen Fakultas Sastra Universitas Al Azhar Indonesia dalam Pengajaran Kemahiran Berbahasa Asing

JURNAL Al-AZHAR INDONESIA SERI HUMANIORA ◽

10.36722/sh.v1i4.78 ◽

2014 ◽

Vol 1 (4) ◽

pp. 257

Author(s):

Faisal Hendra

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Foreign Languages ◽

Final Goal ◽

Five Factors ◽

The Right ◽

Evaluation Techniques

Ada lima unsur yang sangat mempengaruhi keberhasilan sebuah pengajaran dalam pembelajaran bahasa asing, kelima unsur ini adalah: Tujuan pengajaran, bahan ajar, metode pengajaran, media pengajaran/alat peraga dan teknik evaluasi. Untuk menunjang kualitas penguasaan bahasa asing yang dipelajari oleh peserta didik, diperlukan strategi dan metode yang tepat dan sesuai dalam proses pembelajaran. Kondisi peserta didik di pendidikan tinggi, kecakapan dan kemahiran dosen, dan lingkungan sekitar ikut menentukan strategi dan metode yang dipilih. Pemilihan metode yang tepat dalam pengajaran bahasa asing sangat menentukan tercapainya tujuan pembelajaran yang diharapkan. Disinilah peran penting pengajar dalam memilih metode yang tepat yang akan digunakan dalam pembelajaran yang diadakan. Sejauh tingkat ketercapaian satu materi yang diajarkan dalam proses pembelajaran? Jawabannya adalah sejauh mana juga pengajar memilih dan menggunakan metode yang tepat dalam pengajaran dimaksud.AbstractThere are five factors which significantly influence the successful of the teaching and learning foreign languages. These are: the aims of teaching, the kind of material used, the method of teaching, the means or media of teaching and the evaluation techniques applied. The methodology and strategies of learning will support the best quality of proficiency of the learners. Other influencial factors to the choice of the strategies and the methods are: the condition of the learners, their proficiency, the quality of the lecturers and the environment. Indeed, the right method of teaching foreign language will determine the the final goal of learning. Therefore, the role of lecturer is crucial. How far the level of material difficulties can be achieved through the answer of how far the lecturer determines the right methodology to his teaching.

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Management Education in teaching and learning a Foreign Language, in particular English language

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v7i3.el05 ◽

2019 ◽

Vol 7 (03) ◽

Author(s):

Stefania Allegra

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Management Education ◽

The Body ◽

Brain Areas ◽

Knowledge And Skills ◽

Professional Teacher ◽

The Central Nervous System ◽

The Right

Brain is the most important part of the body in order to achieve goals. It’s important to have clear goals to clarify mind duty and tasks. It’s a difficult life to go on when you have many problems to face, but you can succeed if you make clear intention in what you do. Everything is to face life and find coherence in what you are able to do. Try to make a strategy list to find the right way to give the right time to every point and activity in your life. So you can find the explanation in neuroscience and quantum physic about all phenomena happen around you. Brain areas involve many processes as learning, memorization, in order to achieve better knowledge and skills in getting a foreign language. So brain working is related to neuropsychological research in order to explain process of learning a foreign language. All brain processes are connected with the central nervous system mechanisms that make working all the cerebral mechanisms used. A professional teacher knows how it works in mind process when he teaches a foreign language as English or. French or German or Russian etc

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Morphological Characteristics of English Borrowings in the German Language in the Globalization Era

Bulletin of Kemerovo State University ◽

10.21603/2078-8975-2020-22-2-525-532 ◽

2020 ◽

Vol 22 (2) ◽

pp. 525-532

Author(s):

E. V. Lobanovskaya ◽

S. V. Muratova

Keyword(s):

Foreign Language ◽

European Community ◽

Morphological Characteristics ◽

German Society ◽

Foreign Languages ◽

German Language ◽

Special Role ◽

European Languages ◽

Current Attitude

The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.

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