Chapter 6: Culture in Foreign Language Teaching Materials

2005 ◽  
pp. 90-109 ◽  
Author(s):  
Leah Davcheva ◽  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Materials

LiLa – methodisches Portal für Didaktisierung von authentischen Texten im DaF-Unterricht

2021 ◽  
pp. 115-134
Author(s):  
Petr Pytlík ◽  
Jana Veličková ◽  
Vojtěch Štilec
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Scientific Concept ◽  
Cultural Education ◽  
Teaching Materials ◽  
Authentic Texts ◽  
Scientific Disciplines ◽  
Theoretical Foundations ◽  
Practical Teaching

LILA – THE METHODOLOGICAL PORTAL FOR WORK WITH AUTHENTIC TEXTS IN GERMAN CLASSES The cultural and scientific concept of linguistic landscapes is not used strictly in cultural and scientific disciplines anymore. Recently, several publications have appeared on theoretical foundations for the use of authentic and public texts in foreign language teaching, as well as on practical designs and their advantages for foreign language and cultural education. This article introduces the project „LiLa“ which develops on these latest trends and tries to transform them into practical teaching materials.

Problems of foreign language teaching for professional communication in an agrarian university and ways to solve them

2021 ◽  
pp. 49-57
Author(s):  
Ksenia V. Kapranchikova ◽  
Elena L. Zavgorodnyaya ◽  
Elena S. Saenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Teaching Materials ◽  
Language For Specific Purposes ◽  
Peter The Great ◽  
Approach To Teaching ◽  
Text Content ◽  
Selection Of

Foreign language teaching for professional communication in an agrarian university is carried out on the basis of one of two approaches: a) foreign language for specific purposes and b) content and language integrated learning. The purpose of foreign language teaching within the framework of a foreign language for specific purposes is the mastering of professional vocabulary by students and teaching translation of a professional orientation text. Content and language inte-grated learning aims at a) the development of students’ foreign language communicative compe-tence in the professional sphere of communication and b) teaching a profile discipline in a foreign language. Depending on the choice of a methodic approach to teaching, the content and methods of teaching, the requirements for teaching materials and the competence of the teacher of a foreign language will change. Based on the analysis and generalization of the experience of the Voronezh State Agrarian University named after Emperor Peter the Great, the main problems associated with foreign language teaching for professional purposes in an agrarian university are considered. We identify four such problems: 1) different levels of students’ proficiency in a foreign language; 2) teaching materials in a foreign language for professional communication are developed on the basis of a foreign language for special purposes; 3) the selection of the subject content of teaching is not carried out taking into account the intradisciplinary specialization of students of a specific training profile; 4) a foreign language teacher is not always competent in the field of the students’ profile specialty. We discuss each problem in detail and offer possible solutions.

scholarly journals L. G. Alexander: a statue in Beijing

English Today ◽  
2004 ◽  
Vol 20 (2) ◽  
pp. 20-25 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Publishing House ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
Teaching And Research ◽  
Bronze Statue

IN BEIJING, on 4 November 2003, L. G. Alexander – for many years the world's foremost author of English language teaching materials – was formally commemorated. A bronze statue was raised in his honour in the grounds of the Foreign Language Teaching and Research Press (FLTRP), the publishing house of the Beijing Foreign Studies University and one of China's largest schoolbook publishers. The statue was jointly sponsored by FLTRP and Pearson Education Asia.

Structural-Cognitive

1980 ◽  
Vol 1 ◽  
pp. 26-42
Author(s):  
F. Gomes de Matos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Second Language Teaching ◽  
Explicit Mention

The design of teaching materials for second or foreign language teaching (hereafter SFLT) should be a particularly creative and insightful activity for applied linguists to engage in, yet a search through the ever-growing literature of Applied Linguistics reveals that relatively negligible attention has been given to the study of applications of linguistics to SFLT textbooks (Gomes de Matos 1976a). A look at the Proceedings (1971, 1974, 1976) of three Congresses of the International Association of Applied Linguistics (AILA) shows that in its Stuttgart, 1975 Congress, AILA features a section devoted to Language Materail Development, but the program of its 1978 Montreal meeting reveals that the former sectin was subsumed under the section Second Language Teaching and Learning. Greater recognition of the importance of textbooks in Applied Linguistics can be seen in the inclusion in AILA's 1981 Congress in Lund, Sweden of a section on Teaching Materials, Textbooks (note the explicit mention of the latter), and Pedagogical Grammars.

scholarly journals المدخل البنائي في تعليم اللغة العربية

2019 ◽  
Vol 10 (2) ◽  
pp. 121-134
Author(s):  
Ana Achoita
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Approach ◽  
Teaching Materials

Teaching materials are important element in learning besides one of learning source. This statement could be implemented when those materials prepared according to right procedures as well as their arrangement principles, namely: language, culture and education besides teaching methods. However, some teaching materials and exercises are not relevant to provided materials (curriculum) and not related to students lives. Therefore, the students are inactive towards delivered subjects. One of the approach used in foreign language teaching  is constructivism approach, which means a learning approach emphasizing students active roles in building knowledge and their involvement in teaching and learning.

The Potential of Corpus-Informed L2 Pedagogy

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Jonathon Reinhardt
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Corpus Linguistic ◽  
Research And Innovation ◽  
Linguistic Methods ◽  
Nature Of Teaching

AbstractCorpus linguistic methods have led to many revelations about the nature of language use and language learning which are otherwise untenable. To date, however, these findings have not had major impact on L2 (second and foreign language) teaching, except in a few areas like L2 for specialized purposes. This may be due to a number of reasons, including issues of theoretical commensurability and the nature of ‘teaching revolutions’. Still, corpus continues to influence SLA researchers, and pedagogical innovators continue to design, implement and evaluate corpus-informed L2 curricula. The future of corpus in L2 pedagogy depends on the extent to which this research and innovation can impact professional L2 instructor education and the design of commercial L2 teaching materials, as well as the continuing development of corpora and corpus-informed resources that are accessible, diverse, and adaptable.

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