ORGANIZATIONAL PEDAGOGICAL CONDITIONS OF CHILDREN’S SOCIAL-COMMUNICATIVE DEVELOPMENT IN A PRESCHOOL EDUCATIONAL INSTITUTION (IN THE CONTEXT OF TEACHING A FOREIGN LANGUAGE)

2021 ◽  
Author(s):  
Elena Chelpanova ◽  
Ekaterina Shmidt ◽  
Elena Bystray ◽  
Boris Artemenko ◽  
Irina Orlova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Communicative Development ◽  
Social Communicative

scholarly journals Foreign Language Teaching in a Preschool Educational Institution as a Condition of Children’s Social Communicative Development: Specific Features and Methods

2021 ◽  
Vol 13 (2) ◽  
pp. 831-836
Author(s):  
Boris Alexandrovich Artemenko ◽  
Elena Borisovna Bystray ◽  
Elena Vladimirovna Chelpanova ◽  
Irina Yurevna Ivanova ◽  
Irina Viktorovna Kolosova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Educational Institution ◽  
Emotional Impact ◽  
Communicative Development ◽  
Push Forward ◽  
Social Communicative ◽  
Informative Content ◽  
Research Show ◽  
Positive Motivation

The article dwells upon specific features and peculiar methods of teaching a foreign language to preschoolers which will contribute to their social communicative development. The authors emphasize a stage character of this process distinguishing the initial phonetic stage, the second lexical stage and the final evaluative and reflective stage. The enhancement of phonetic, lexical and speech skills stipulates such forms of classwork arrangements as individual, paired and choral, each with its advantages and functions. For this age group, an analytico-imitative method has been recognized as the most effective one: cognitive imitation and reproduction are the basic forms of learning. In this respect, the content of the material intended for cognitive imitation has to be valuable, informative and thought-provoking. Special genres have to be found and applied to motivate children to learn and take part in activities: songs, counting rhymes, poems, fairy-tales and games. Children should be constantly involved into the emotionally appealing canvas of the lesson. The results of the research show that emotional impact, exciting forms of presentation and the informative content of the material increase preschoolers’ self-consciousness about their progress, create positive motivation and push forward their cognitive, communicative and social development.

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS LANGUE-CULTURE : REPRÉSENTATIONS, ENJEUX ET CHOIX

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Razika BENTAYEB
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Educational Institution ◽  
Premier Lieu ◽  
Mots Clés ◽  
The Third ◽  
Knowing That ◽  
Teaching Learning

RÉSUMÉ. S’il est légitime que chaque langue-culture en tant que système ait ses défenseurs qui veillent à la préserver en gagnant plus d’espace par rapport à d’autres systèmes, la classe du français langue étrangère, dans le contexte algérien, se présente comme un des lieux de rencontre des langues-cultures, d’échanges mais aussi de tensions, voulu par les politiques comme un lieu de défense et de préservation. Sachant que l’institution éducative algérienne veille à la formation de la personnalité des apprenants en prenant en charge en premier lieu les valeurs identitaires qui se déploient à travers la notion d’algérianité; ainsi préserver la culture des apprenants c’est préserver l’algérianité de ces derniers. Mais, en quoi et comment peut-elle contribuer à la préservation des intérêts identitaires nationaux à travers l’enseignement d’une langue étrangère à savoir le FLE ? Les résultats de l’analyse du manuel scolaire de français de la 3ème AS ont démontré que l’institution éducative algérienne propose un enseignementapprentissage du français langue étrangère réduit de sa substance culturel alors que les didacticiens insistent plus que jamais sur le fait que l’on ne peut enseigner-apprendre une langue sans sa culture. Mots-clés : FLE, l’écart, institution éducative, manuel scolaire, représentation.  ABSTRACT. While it is legitimate that each language-culture as a system has its defender who are careful to preserve it by gaining more space compared to other systems, the class of French as a foreign language, in the Algerian context, presents itself as one of the meeting places of languages and cultures, exchanges but also tensions, wanted by politicians as a place of defense and preservation. Knowing that the Algerian educational institution is concerned with the formation of personality, which is the first component of the overall profile, learners in the first name in charge first of all of the identity values deployed through the notion of Algerianism; Thus preserving the culture of the learners is preserving the algerianity of the latter. However, what and how can it contribute to the preservation of national identity interests through the teaching of a foreign language, the FLE? The results of the analysis of the French textbook of the third ASE showed that the educational institution proposes a teaching-learning of the FLE reduced of its cultural substance whereas the didacticians insist that one can not teach- Learn a language without her culture. Keywords : educational institution, FLE, gap, representation, textbook

Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

2022 ◽  
Vol 10 (1) ◽  
Author(s):  
Vasyl Osodlo ◽  
Vitalii Rakhmanov ◽  
Viktoriia Krykun ◽  
Nataliya Tarasenko ◽  
Marharyta Aristarkhova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Information Environment ◽  
Language Training

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

scholarly journals The Formation of Intercultural Communicative Competence of Future Teachers in a Trilingual Educational Environment

2020 ◽  
Vol 15 (17) ◽  
pp. 148
Author(s):  
Sandugash Tleubay ◽  
Gulmira Nurzhanova ◽  
Saltanat Ybyshova ◽  
Saltanat Abdigulova ◽  
Aksaule Mankesh ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
Cultural Aspects ◽  
Communicative Development ◽  
The People ◽  
Globalizing World ◽  
High Level

This study was conducted on the junction of Cultural Linguistics, Methodology and Pedagogy. As the issue of foreign language teaching by implying cognitive lingua-cultural aspects and competence based approach in the formation of intercultural communicative competence for the requirements of the globalizing world is relatively new, the topic can be characterized by a high level of availability. This paper provides an overview of the aspects to foreign language teaching in the formation of intercultural communicative competence and it investigates the following areas: the place and importance of gaining Intercultural communicative competence in foreign language teaching to overcome misbehavior, misunderstanding arising from the cultural and mentality diversity of the people from different lingua-cultural background for cross-cultural and intercultural interaction and communication; contribution to development of cultural based exercises and activities for the aim of intercultural communicative development according to European Union Competence reference.

scholarly journals Teaching Russian abroad: the concept of additional professional training

2021 ◽  
Vol 121 ◽  
pp. 02007
Author(s):  
Elena Mikhailovna Markova ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Elena Romualdovna Laskareva
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Training Programs ◽  
Educational Institution ◽  
Educational Programs ◽  
Training System ◽  
Russian Language ◽  
Point Of View ◽  
Language Teachers ◽  
Foreign Language Teachers

The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

Sign in / Sign up

Export Citation Format

Share Document