Book review “Teknik, Strategi, dan Pendekatan Pengajaran Bahasa Asing”

This is a review of a compilation book discussing foreign language teaching, published by Departemen Bahasa, Seni dan Manajemen Budaya (DBSMB) Sekolah Vokasi UGM. In learning foreign languages, we need appropriate teaching materials, teaching methods, and a learning assessment to achieve successful language learning. Therefore, this reference book is intended explicitly for SMA/SMK/MA teachers of a foreign language to gain information about the strategy, technique, and language learning approach. This compilation book is expected to provide some insights into the language learning process for language teachers in order to improve students' language skills.

Download Full-text

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

10.12797/9788381384902.02 ◽

2021 ◽

pp. 37-53

Author(s):

Petra Besedová ◽

Karolína Soukupová ◽

Kristýna Štočková

Keyword(s):

Foreign Language ◽

Cultural Context ◽

Language Teaching ◽

Language Skills ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Young Generation ◽

Foreign Language Teachers ◽

Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

Download Full-text

Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

2020 ◽

Vol 10 (1) ◽

pp. 171-193

Author(s):

Lucía Pintado Gutiérrez

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Language Skills ◽

Language Teachers ◽

Language Classroom ◽

Inverse Translation ◽

The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Download Full-text

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽

10.1632/s0030812900103141 ◽

1962 ◽

Vol 77 (4-Part2) ◽

pp. 31-42

Author(s):

Wilmarth H. Starr

Keyword(s):

Foreign Language ◽

American Association ◽

Language Teaching ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Modern Language Association ◽

Language Program ◽

Modern Language ◽

South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

Download Full-text

Ideologies of language at Hippo Family Club

Pragmatics ◽

10.1075/prag.25.2.04nil ◽

2015 ◽

Vol 25 (2) ◽

pp. 205-227

Author(s):

Chad Nilep

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching Methods ◽

Language Use ◽

Foreign Language Learning ◽

Foreign Language Teaching ◽

Ethnographic Study ◽

Approach To Learning ◽

Japanese Schools ◽

State Language

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures.

Download Full-text

Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽

2018 ◽

Author(s):

Heather Adams ◽

Laura Cruz-García

Keyword(s):

Foreign Language ◽

Mother Tongue ◽

Language Teaching ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Oral Performance ◽

Specific Language ◽

Language And Culture ◽

Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

Download Full-text

NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

Comparative studies of Slavic languages and literatures. In memory of Academician Leonid Bulakhovsky ◽

10.17721/2075-437x.2020.36.04 ◽

2020 ◽

pp. 37-48

Author(s):

N. Zaichenko

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Language Education ◽

Matter Content ◽

Foreign Language Teaching ◽

Foreign Languages ◽

Practical Implementation ◽

The Subject ◽

Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

Download Full-text

Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

Folia Scandinavica Posnaniensia ◽

10.1515/fsp-2016-0028 ◽

2016 ◽

Vol 20 (1) ◽

pp. 91-104

Author(s):

Józef Jarosz

Keyword(s):

Foreign Language ◽

Language Learning ◽

Intercultural Competence ◽

Language Skills ◽

Foreign Language Learning ◽

Foreign Languages ◽

Transfer Of Knowledge ◽

Language Competence ◽

Communication Situations ◽

Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

Download Full-text

English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

Journal of Language and Cultural Education ◽

10.1515/jolace-2017-0002 ◽

2017 ◽

Vol 5 (1) ◽

pp. 20-38 ◽

Cited By ~ 1

Author(s):

Ivana Cimermanová

Keyword(s):

Foreign Language ◽

General Education ◽

Language Learning ◽

Elementary School Teachers ◽

Regular Education ◽

English Language ◽

Language Teachers ◽

Foreign Languages ◽

Special Educational Needs ◽

Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

Download Full-text

The FI Program in 1963

PMLA ◽

10.2307/2699232 ◽

1964 ◽

Vol 79 (2) ◽

pp. 24-28 ◽

Cited By ~ 1

Author(s):

Donald D. Walsh

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teachers ◽

Foreign Languages ◽

Foreign Language Teachers ◽

Language Program ◽

Activity Increase ◽

Teachers And Students ◽

Long Range Planning ◽

Telephone Calls

Describing a year's activity in a half-hour report is an annual challenge that grows more difficult as the pace and scope of the activity increase. The Foreign Language Program is in some ways the victim of its success. One of our early goals was to become an information center and we have succeeded beyond our wildest dreams. Requests for materials, information, opinions, and assistance threaten to overwhelm us daily. Three members of the staff do nothing but answer these requests. The ones that are unanswerable are put in my in-basket. Telephone calls and visitors multiply. All this activity we are tempted to think of as interruptions to our real job, long-range planning, deep thinking, foreign languages in the next century. But in a very real sense the magnitude of the interruptions to our job is the sign that we are succeeding, that more and more foreign-language teachers and students and more and more people in general want to know the answers to questions and the solutions to problems of which they were hardly conscious a few years ago. There has been a revolution in language learning in this country and among recent visitors to our office have been language teachers and administrators from all over the world (France, England, Denmark, Germany, Japan, Africa, Australia), who have come to find out what we are doing.

Download Full-text

The Use of the Educational Function of Media in Foreign Language Teaching

Social Communication ◽

10.2478/sc-2018-0006 ◽

2018 ◽

Vol 4 (1) ◽

pp. 48-57

Author(s):

Kinga Bajorek ◽

Sławomir Gawroński

Keyword(s):

Mass Media ◽

New Media ◽

Foreign Language ◽

Language Learning ◽

Mass Communication ◽

Language Teaching ◽

Language Education ◽

Foreign Language Teaching ◽

Language Teachers ◽

Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

Download Full-text