Psychological features of the collocational competence development

2021 ◽  
pp. 32-37
Author(s):  
Vitaliy V. Klochikhin
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Initial Level ◽  
Native Speaker ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Level Of Consciousness ◽  
Language Perception ◽  
Psychological Features

In connection with the use of the communicative method in foreign language teaching, the collocational competence development becomes especially relevant. Based on the analysis of the researchers’ works on the topic, it is revealed that one of the problems of the collocational competence development is not following the principle of the learning consciousness. The essence of this principle is that the provision of all theoretical information should precede the practice of a foreign language. Perception is highlighted as the initial level of consciousness. It is noted that the perception of the language material by the native speaker and the learner is different. Weak con-nections between the elements of the learner’s mental vocabulary explain why learners “mix” col-locations. Noticing is the next level of consciousness. The analysis of scientific literature has shown that noticing is an important component of the successful study of a foreign language. The conditions that affect operations upon noticing are highlighted. Understanding is the last level of consciousness. The next logical step in the collocational competence development, following the principle of learning consciousness, is the use of communicative and pseudocommunicative tasks to consolidate the conscious theoretical material.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

scholarly journals FOREIGN LANGUAGE TEACHING METHOD

2021 ◽  
Vol 58 (1) ◽  
pp. 2041-2046
Author(s):  
Akmaral A. Batayeva Et al.
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods

     There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students.  However, numerous classical schools still try to teach by the old methods and from the old books.  There will always be problems, and you will never speak the foreign language well.  By using new methods, it is easy to learn to speak English and improve at it.  You will be able to speak like a native speaker.

Teaching of culture within foreign language teaching and its relationship to nationalism

2001 ◽  
Vol 24 (1) ◽  
pp. 61-73
Author(s):  
Akemi Dobson
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Boundary Maintenance ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
National Boundaries ◽  
Communication Needs

Abstract This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.

Development of professional foreign language communicative competency of students as a goal of foreign language teaching in an agrarian university

2020 ◽  
pp. 107-118
Author(s):  
Yuliya V. Tokmakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Component Composition ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
Federal State ◽  
State Education ◽  
Education Standard

In contemporary Federal State Education Standard of Higher Education in a number of agrarian university programmes, knowledge of a foreign language is presented in two competencies at once. At the same time, if earlier the goal of foreign language teaching at a university was the foreign language communicative competence development and all its subcompetencies in the social and socio-cultural spheres of communication, then modern Federal State Education Standard of Higher Education also focus on the communicative competence development in the professional sphere of communication. Such an expansion of the use of a foreign language as a means of communication has contributed to the designation of the professional foreign language communicative competency development as one of the main goals of professional foreign language teaching in an agrarian university. At the same time, scientists have not come to a consensus on the structure and component composition of professional foreign-language communicative competency. We consider the history of the issue on the example of progremme “Technology of production and processing of agricultural products”, the structure and component composition of the professional foreign language communicative competency of agrarian university student are proposed. Structurally, the professional foreign-language communicative competency of students includes two components: a foreign language communicative and professional. A foreign language communicative consists of five subcompetencies: linguistic, speech, sociocultural, compensatory and educational-cognitive. The professional component includes knowledge in a specific sphere of professional activity and professional activities of specialists in a specific programme. This component will largely determine the content of teaching components of a foreign language communicative competence, adding professionally oriented subject content to the learning process, reflecting the features of specialists in the sphere of agricultural production and processing technology. In addition, as a level category, professional foreign language communicative competence of students consists of five components: value-motivational, cognitive, operational, communicative, reflective. The work describes in detail the content of these components.

Intercultural Differences and Communicative Approaches to Foreign Language Teaching in the Third World

1980 ◽  
Vol 3 (1) ◽  
pp. 64-70 ◽  
Author(s):  
Karl-Heinz Osterloh
Keyword(s):  
Foreign Language ◽  
Third World ◽  
Native Speaker ◽  
Language Teaching ◽  
Formal System ◽  
Social Experiences ◽  
Foreign Language Teaching ◽  
Human Interaction ◽  
The Third ◽  
The Third World

Language is not simply a formal system of sounds, words, and syntactical structures; language also reaches into the domain of human interaction, which for its own part follows certain rules. Every native speaker assimilates individual social experiences characteristic of his own culture. These experiences inhere in statements that obtain their communicative significance through interpretation: “Die Bedeutung eines sprachlichen Zeichens kennen heisst wis en, wie es verwendet werden kann, d.h. wie man mit ihm handeln kann, welche Regeln für seinen Gebrauch gelten” (Heringer, 1977). Each society accumulates rules according to which concrete statements are interpreted abstractly and which are valid among communicating partners through common usage.

Handling language

Gesture ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 30-62
Author(s):  
Marion Tellier ◽  
Gale Stam ◽  
Alain Ghio
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
Specific Context ◽  
Proficiency Level ◽  
The Future

Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.

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.

scholarly journals Foreign Communicative Competence Development of Higher School Students in the Process of Foreign Language Teaching

2016 ◽  
Vol 72 ◽  
pp. 21-26
Author(s):  
Olena Znanetska
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
School Students ◽  
Current Article

In the current article the problem of foreign communicative competence of higher school students has been considered. The notion, the main point and the components of higher school students` foreign competence have been analyzed. The scientific works under the problem have been investigated.

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