IMPROVING THE TEACHING STANDARDS OF RUSSIAN AS A FOREIGN LANGUAGE: URAL FEDERAL UNIVERSITY EXPERIENCE

2021 ◽  
Author(s):  
Julia Daminova ◽  
Anna Okhotnikova ◽  
Daria Bulatova ◽  
Alena Nevolina
Keyword(s):  
Foreign Language ◽  
Teaching Standards ◽  
University Experience

Principles of designing bespoke corporate foreign language courses

2021 ◽  
pp. 44-57
Author(s):  
Elena N. Potapova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Interdisciplinary Approach ◽  
Learning Context ◽  
Teaching Standards ◽  
Learning Content ◽  
Language Courses ◽  
Selection Of ◽  
Corporate Language

We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamen-tals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

Teaching Phonics to Chinese L1 EFL Pupils

2012 ◽  
Vol 2 (3) ◽  
pp. 76-94
Author(s):  
Yu-Lin Cheng
Keyword(s):  
Educational Technology ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Classroom Teaching ◽  
Phonics Instruction ◽  
Teaching Standards ◽  
Efl Teachers ◽  
Synthetic Phonics ◽  
Current Article ◽  
The Uk

Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL (English as a Foreign Language) China and Taiwan, teachers across the board (native or EFL, experienced or novice alike) have been found to lack the knowledge required for delivering high-quality synthetic phonics. While reforms to improve current practices are underway, it is vital that teachers are supported with well-designed educational technology (e.g., interactive synthetic phonics software) to maintain teaching standards and boost learning outcomes. Although well-designed interactive synthetic phonics software is available, it is not suitable for Chinese L1 EFL teachers and pupils. The current article introduces Easy Phonics (interactive synthetic phonics software designed specifically for Chinese L1 EFL teachers and pupils), presents preliminary findings using the software in classroom teaching, and confirms its potential to assist ‘phonics-untrained’ teachers in maintaining teaching standards and boosting learning outcomes. The current article, while supporting the use of educational technology in phonics teaching, does not suggest that educational technology can ‘replace’ teachers in phonics instruction.

scholarly journals CHANGING FOREIGN LANGUAGE TEACHING STANDARDS AS A CONDITION FOR UNIVERSITY GRADUATES' EMPLOYABILITY

2021 ◽  
Vol 1 ◽  
pp. 777-786
Author(s):  
Marina Vorontsova ◽  
Evgeniya Klyukina
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Soft Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
University Graduates ◽  
Job Market ◽  
Teaching Standards ◽  
European Languages ◽  
Foreign Language Acquisition

The main aim of the study is to substantiate a new foreign language teaching standard in the universities of Russia closing the gap between the standards and the modern job market demands. In order to achieve this aim it is necessary to define the vector of the changes and correlate them with the bachelor and master students’ requirements. The main changes which the modern labor market is undergoing are the emergence of new related professions, blurring borders between professions, difficulties defining narrow vocational standards. The study hypothesizes that foreign language teaching standards should be transformed towards greater interdisciplinarity and development of soft skills rather than a merely linguistic component in the course. The main methods of research, namely analyzing literature on the soft skills in demand with employers, polls of bachelors and masters on the need and possibility to develop soft skills in the ELT classroom, allowed identifying the soft skills which are in greater demand in terms of employability in the modern job market and received a positive feedback from the respondents – communicative competence, learnability, critical and creative thinking, collaboration skills. A similar poll was conducted among the graduates of the CAAS MSU working in various spheres. The study resulted in developing the new foreign language teaching standard which encompasses teaching two European languages, instructing with the help of interdisciplinary materials and forming soft skills on all the stages of foreign language acquisition. 

scholarly journals Home- Grown Foreign Language Anxiety: Experiences Of Welsh University Students Studying Through the Medium of English

2019 ◽  
Vol 21 (1) ◽  
pp. 46-64
Author(s):  
Holly Parfett ◽  
Myfanwy Morgan-Jones ◽  
Maxwell Hartt Cardiff University
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Wide Range ◽  
Barriers And Challenges ◽  
University Experience

University students studying in a language other than their first face significant barriers that can detrimentally impact their wellbeing and academic performance. The relationship between language, confidence and performance has been examined in a wide range of national and cultural contexts. However, little research has focused on the experience of Welsh- medium educated students studying in English at the university level. The goal of our study was to compare how Welsh students who completed their primary and secondary education in Welsh perceived their undergraduate university experience to those who completed their formative schooling in English. Using online and in-person questionnaires, we surveyed 125 Welsh undergraduate students studying at a Welsh university on their academic background, and three core areas of their university experience: attendance, contribution and satisfaction. Results indicate that course attendance and grade satisfaction are not statistically significantly associated with language. However, there was a statistically significant relationship between language of secondary education and student's contribution to lectures and seminars. Students educated primarily in Welsh were less likely to contribute to discussions than their first language English counterparts – a common outcome of foreign language anxiety. Although this lack of comfort and confidence did not appear to impact grade satisfaction, it may be related to, and lead to, further barriers and challenges regarding mental health, academic performance, and post-graduation

scholarly journals ESP in Polish Tertiary Language Courses – in Search of Definition

2015 ◽  
Vol 1 (4) ◽  
pp. 6-14
Author(s):  
Agnieszka Dzięcioł-Pędich
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Language Teachers ◽  
Institutions Of Higher Education ◽  
Business English ◽  
Course Materials ◽  
Teaching Standards ◽  
Faculty Learning ◽  
Language Courses

In the Polish educational system it is mainly institutions of higher education that conduct English for Specific Purpose (ESP) courses, partly because of the regulations of the Ministry of Science and Higher Education, which stipulate that a B.A. graduate should know a foreign language at least at the B2 level of CEFR and its specialized variety1. This article presents an analysis of Polish ministerial and faculty documents such as ministerial teaching standards and faculty learning outcomes that influence the teaching of ESP at tertiary level in Poland. It also presents an analysis of ESP syllabi from eight higher education institutions published at Internet websites of faculties of economics and management. The aim of the analysis was to see how ministerial and faculty documents define ESP and what type of ESP students of economics and management learn and what are the main course materials for syllabus design for students of economics, management and their various specializations. All the documents and syllabi were subject to qualitative analysis which showed that neither teaching standards nor faculty learning outcomes provide a clear indication of what language for professional or specific purposes is supposed to be. Furthermore, it showed that while teaching students of economics and management, language teachers reach for business English course books which offer a general set of topics and skills, and use one and the same course books with students of different specialties. This shows that the lack of clear guidelines from the Ministry of Science and Higher Education makes it difficult for teachers to provide ESP courses beyond a certain level of generality.

scholarly journals The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities

2021 ◽  
Author(s):  
Marina Vorontsova ◽  
◽  
Evgeniya Klyukina ◽  
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Labour Market ◽  
Soft Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Job Market ◽  
Teaching Standards ◽  
European Languages

The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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