LINGUOCOGNITIVE FOUNDATIONS OF FOREIGN LANGUAGE TEACHING

2018 ◽  
pp. 37-44
Author(s):  
Sergey Vladimirovich MOTOV
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Education Quality ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Tight Connection

One of the main goals of foreign language teaching is establishing a communicative competence in students in its tight connection with the culture of the corresponding country. The modern foreign language pedagogy is in a constant search of the ways to improve the educational process. One of such ways – lignucognitive – is being considered. It allows to integrate the achievements of cognitive linguistics into the structure of communicative-oriented teaching for education quality improvement. There were mentioned the results of a number of scientific researches that have proven to be effective in implementing of different methods of cognitive linguistics while teaching lexical and grammatical aspects of foreign language. While focusing on a series of foreign language teaching linguocognitive studies it has been proven that the principles and methods of cognitive linguistics can be integrated into the structure of lessons. Such an integration meets a number of criteria for an effective education: accessibility, visualization, explication, motivation, anthropocentricity, structuredness, communicative orientation, cultural conditionality, reflectivity. Eventually that allows to achieve the main goal of the pedagogic process while teaching foreign languages – language acquisition in all its aspects and its connection to the culture of the corresponding country.

The embodied teaching of complex verbal constructions with German placement verbs and spatial prepositions

2020 ◽  
Vol 18 (1) ◽  
pp. 131-161
Author(s):  
Sabine De Knop
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Language Pedagogy ◽  
Vast Number ◽  
New Words ◽  
Language Pedagogy ◽  
Lexical Approach

Abstract In recent years, foreign language pedagogy has recognized the need to focus (i) on larger meaningful sequences of words (Nattinger & DeCarrico, 1992; Wray, 2002; Ellis & Cadierno, 2009; Gonzalez Rey, 2013) and (ii) further on communicative goals (Nunan, 1991; Widdowson, 1992; Savignon, 2000). Difficulties in the learning process of a foreign language result from the conceptual and constructional differences between expressions in the native and foreign language. Teaching materials often propose a lexical approach with an unstructured set of constructed examples. With the postulate of meaningful schematic templates, Construction Grammar (CxG) has a number of assets for foreign language teaching (FLT) and learning (FLL), it allows among others to establish a structured inventory of abstract constructions with prototypical exemplars and inheritance links between the constructions’ instantiations. To be proficient in a foreign language also means to use new words in constructions. Learners can be asked to extend the use of new lexical units as slot-fillers into constructional patterns. This is exemplified with the use of German posture and placement verbs in the caused motion construction and the corresponding intransitive locative construction. But having learned a vast number of constructional templates of a language does not automatically imply that learners can produce L2-constructions and their instantiations in a creative way. Therefore, CxG must be enriched with further insights from Cognitive Linguistics which claims that conceptual categories and their linguistic expressions are the result of embodied processes (Lakoff, 1987). This chapter makes some suggestions for interactive activities which can foster ‘embodied teaching and learning’.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook

2018 ◽  
Vol 18 (2) ◽  
pp. 417-443
Author(s):  
Isabel Cristina Michelan de Azevedo ◽  
Eduardo Lopes Piris
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Brazilian Portuguese ◽  
Foreign Language Teaching ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Teachers And Students ◽  
Language Teaching And Learning

ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our reflection suggests that both textbooks, as an element of this tradition, turn teachers and students into domesticated subjects of the foreign language pedagogy discourse, and they do not favor language teaching practices, but rather the mechanical repetition of grammatical exercises.

Psychological and pedagogical conditions of collocational competence development of students based on the complex task “Dictogloss”

2020 ◽  
pp. 56-64
Author(s):  
Inga N. Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Modern World ◽  
Successful Implementation ◽  
Complex Task ◽  
Development Of Students

The main goal of foreign language teaching is the development of foreign language communicative competence that implies the development of speech skills. Due to the prevalence of the competency-based approach in the methods, as well as based on the lexical approach, special attention is paid to the collocational competence development. Since the vocabulary acquisition is founded on the acquisition of the compatibility of words and phrases, and collocations are certain words in the language that tend to be used together, we should talk about the inclusion of collocational competence into the communicative competence. Informatization of education influences the methods of foreign language teaching. For the successful implementation of educational process in the modern world, the development of linguocomputer competence is necessary for both students and the teacher. Analysis of the methodic literature showed that the issue of the psychological and pedagogical conditions for the collocational competence development of students is not well covered in domestic and foreign methodic literature, and requires a more detailed study. In the presented study: 1) we conduct an analysis of the domestic and foreign scientists works on the psychological and pedagogical conditions for the competencies development; 2) we prove the importance of collocation competence development of students; 3) we study the issue of linguocomputer competence development of both students and teachers; 4) we identify the key place of the complex task “dictogloss” as a mean of collocational competence development, as well as a mean of linguocomputer competence formation and development.

The Discursive Construction of Foreign Language Pedagogy at the University Level in Poland against the Background of the European Qualifications Framework

2021 ◽  
Author(s):  
Katarzyna Nosidlak
Keyword(s):  
Foreign Language ◽  
Social Constructivism ◽  
Social Life ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Comprehensive Overview ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy

Katarzyna Nosidlak’s book focuses on the theory and practice of foreign language pedagogy construed on a national scale for the needs of higher education systems in Poland under the pressures of international requirements. It raises contemporary issues of official educational discourses on language policy in Europe, which are significant for shaping the vision of the world shared by humans in interindividual communication in general and English as a second language in particular. Approaching the European Qualifications Framework and the Polish Qualifications Framework as tools for coordinating and comparing the content and results of education in the EU Member States at all levels, from basic to post-secondary, the book essentially enriches the knowledge of foreign language teaching and learning in the era of unification of laws on education. The notable achievements of Katarzyna Nosidlak’s book lie in its emphasis on the role of discourses and discursive practices in social life, including the formation of the Polish education system on the example of language pedagogy, its revelation of the consequences of the application of the perspective of social constructivism for communicative practices in foreign language teaching, and its provision of a comprehensive overview of legal acts and publications on the qualifications framework for lifelong learning.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

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.

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