MATERIAL SYSTEMATISATION IN RUSSIAN AS FOREIGN LANGUAGE TEACHING: GRAMMAR CHART TECHNIQUE

2021 ◽  
Author(s):  
Ilvira Galiulina ◽  
Iana Byiyk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Grammar

scholarly journals The Effectiveness of Using Games for Developing Young Learners’ Grammar Competence

2019 ◽  
Vol 16 (2) ◽  
pp. 49-61
Author(s):  
Polona Lilić ◽  
Silva Bratoz
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Review Of The Literature ◽  
Teaching English ◽  
Grammar Teaching ◽  
English Grammar ◽  
Young Learners ◽  
Teaching Grammar ◽  
Meaningful Communication

The main aim of this paper is to explore the effectiveness of using games in teaching English grammar to young learners. Today there is an overall agreement among researchers in foreign language teaching and language acquisition that grammar should be taught at all levels of instruction, including to young learners, bearing in mind that it should be considered in the context of meaningful communication. The paper first presents a review of the literature in the area of grammar teaching and using games for language teaching purposes. The second part presents the results of an experimental study aimed at testing the hypothesis that activities based on grammar games are a more efficient strategy for teaching grammar than more traditional ELT activities. The results of the experiment prove the efficacy of using grammar games in teaching grammar to young learners.

scholarly journals Assessing Teacher's Beliefs and Practices in relation to the Integration of Grammar and Reading in Foreign Language Teaching in Secondary Schools in Ethiopia

Afrika Focus ◽  
2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Gemechis T. Chali ◽  
Kimberley Mouvet ◽  
Miriam Taverniers
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Group Discussion ◽  
Data Gathering ◽  
Foreign Language Teaching ◽  
Observation Data ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Teaching Grammar

Studies have suggested that teachers’ beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers’ beliefs will significantly influence their teaching practice. This study examines teachers’ beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners. KEY WORDS: TEACHERS’ BELIEFS, TEACHING GRAMMAR AND READING, PRACTICES, INTEGRATED TEACHING

scholarly journals The problems of job-oriented foreign language teaching in training of students in physical education and sports

2020 ◽  
pp. 55-58
Author(s):  
О. Malenko
Keyword(s):  
Physical Education ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Professional Literature ◽  
Communication Techniques ◽  
Information And Communication ◽  
Teaching Grammar

The article deals with the problems of optimizing the teaching of English to students of physical education and sports, using communication techniques, information and communication technologies. The article deals with the main factors of vocational training including the necessity of formation of communicative competences, the priority of sports topics, enhancing students’ motivation for studying, mastering professional vocabulary etc. The ways and methods of foreign language teaching to athletes are also the matters which are mentioned in the article. They encompass using professional literature, topical Internet sites and blogs, radio podcasts and TV programs, teaching grammar on the basis of sports vocabulary. A great deal of attention is paid to electronic services in the educational process. The platforms such as Quizlet, LearningApps, Moodle, Socrative enable students to master new topics individually, do interactive tests, improve their knowledge by playing vocabulary games. The services also provide teachers with possibilities to do assessment and control. The article highlights a number of problems in the area of teaching English to students of physical education and sports, which are the following: loss of interest in studying, lack of teaching hours, lack of sports oriented authentic teaching courses, the excessive length of training etc.

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.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

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.

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