scholarly journals УТИЦАЈ ДРУШТВЕНИХ ФАКТОРА НА СТАТУС СТРАНИХ ЈЕЗИКА У СНОВНОЈ И СРЕДЊОЈ ШКОЛИ РЕПУБЛИКЕ СРБИЈЕ

TEME ◽  
2020 ◽  
pp. 745
Author(s):  
Tamara Stanić ◽  
Aleksandra Blatesic
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
Educational System ◽  
Social Impact ◽  
Foreign Languages ◽  
Educational Work ◽  
Language Selection ◽  
Basic Attitude ◽  
Insight Into ◽  
State Language

A critical and complete estimation and evaluation of educational work is a complex and accountable process, but mostly it is the inevitable task of all participants in this process. The aim of this paper is to point out the significance of extensive social impact on foreign language selection and acquisition by using the method of theoretical analysis. In this paper we will present the importance of learning foreign languages (FL), their presence in the educational system of Republic Serbia, the position of the state language policy, as well as the current situation and the basic attitude of the society in the selection and study of FLs. The results of this analysis should contribute to a better insight into the nature of the factors that influence the acquisition and teaching of foreign languages.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

2021 ◽  
Vol 03 (02) ◽  
pp. 72-79
Author(s):  
Fotima Abduvosiyevna Rafikova ◽  
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
National Standard ◽  
Language Competence ◽  
Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

ENHANCING THE QUALITY OF CONTROL OF LEARNING A FOREIGN LANGUAGE IN DISTANCE LEARNING MODE: ANALYSIS OF THE PROBLEM

2021 ◽  
Vol 23 (77) ◽  
pp. 28-33
Author(s):  
A.P. Zhuravlev ◽  
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Foreign Language ◽  
Educational System ◽  
Rapid Development ◽  
Foreign Languages ◽  
Mode Analysis ◽  
Quality Of Control ◽  
Quality Of Learning

The article deals with the issue of improving the quality of learning a foreign language, namely the analysis of some problems that arise when this subject is taught in distance learning mode. The article substantiates the relevance of the problem, especially in terms of rapid development of information technology over the last ten years; it also considers the situation that our country and educational system face as the result of the consequences of COVID-19 spread. The article points out and analyses some of the problems concerning learning foreign languages in the distance learning mode, goes into their essence and also identifies the reasons for these problems to occur.

Factoren Die Het Onthouden Van Vreemdtalige Woorden Beinvloeden

1981 ◽  
Vol 11 ◽  
pp. 227-245
Author(s):  
Caroline Schouten-Van Parreren
Keyword(s):  
Foreign Language ◽  
Recent Literature ◽  
Memory Systems ◽  
Theoretical Background ◽  
Foreign Languages ◽  
New Words ◽  
Psychological Conditions ◽  
Unknown Words ◽  
Insight Into ◽  
Good Retention

In the recent literature on the methodology of foreign language teaching there is a growing consensus that new words should be presented in texts and not in vocabularies. The theoretical background of this assumption is explained through Van Parreren's theory of trace systems in memory. In particular it is argued that a good retention of new words requires that the traces of meaningfully related words be connected in many diffe-rent ways. Words in texts are already so connected (whereas words in vo-cabularies etc. are not). Moreover it is also possible to treat words in texts in a number of different ways. Although it is thus generally acknowledged that presenting words in texts is preferable, little is known about the nature of the psychological processes of comprehending and retaining new words when presented in texts. In order to gain insight into these processes a qualitative investigation was carried out. Texts in different foreign languages were read by adult subjects. These texts contained several words unknown to them. These words were tested twice: after a short and after a longer interval. While recalling the meaning of the words the subjects had to think aloud. These recall protocols were qualitatively analysed with respect to a number of questions. It was concluded that presenting words in texts offer many possibilities to ''embed" words in meaningful memory systems. However some linguistic and psychological conditions (concerning the text and the treatment of the text by the subjects) have to be taken into ac-count. In particular attention has to be paid only to a part of the unknown words, i.e. to the words in linguistically favourable positions. As a fa-vourable psychological condition for comprehension and retention diversity of treatment of the target words by the subjects seems to be required.

scholarly journals PECULIARITIES OF TEACHING FOREIGN LANGUAGES IN TERMS OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 90-98
Author(s):  
SVITLANA VYSOTCHENKO ◽  
IRYNA MALYNOVSKA
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Educational System ◽  
Educational Process ◽  
Foreign Languages ◽  
Educational Activity ◽  
Authentic Texts ◽  
Theoretical Concepts ◽  
Motivating Factor

The article reviews the key peculiarities of teaching foreign languages in the conditions of distance learning. It has been established that the basis of modern paradigms of education consists in scientific and theoretical concepts reflecting the main features of reality. These include personality-oriented learning, individualization and differentiation of educational activity, the formation of motivation to learn, self-development of students and etc. The given conceptual ideas of education are successfully implemented in modern information and educational environment. This provides the organization of the educational process due to information and communication technologies both in person and remotely. Modern paradigms of teaching foreign languages reflect the main features of the modern educational system. The article has considered distance learning as one of the actual areas of modernizing education, as well as the peculiarities of teaching foreign languages ​​in terms of distance learning. It has been summarized that the process of introducing distance learning into the educational system in different countries has its own peculiarities. The specificity of the subject “Foreign language” is correlated with the specifics of distance learning, the main peculiarities of which are network (remote) interaction of all participants of the learning process and a relatively bigger scope of individual work conducted in the form of “Just in time”, interactivity, selection and structuring of educational materials (authentic texts), pedagogical technologies, etc. It has been concluded that distance learning is a motivating factor in learning foreign languages. It contributes to the achievement of personal, metadisciplinary, subject learning outcomes and, ultimately, achieving the aim of learning foreign languages, that is forming foreign language communicative competence

scholarly journals Translation and EFL in Oman

2018 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Musallam Al-Ma’ani ◽  
Al Ghalia Al-Kindi
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Efl Teachers ◽  
Efl Teaching ◽  
History Of ◽  
Arabic And English

The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.

scholarly journals USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

2020 ◽  
Vol 6 (1) ◽  
pp. 167-184
Author(s):  
HASAN COŞKUN
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
German Language ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Education In Turkey

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of  Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc. The Ministry of Education in Turkey, has started to take measures for students to learn other languages such as German, French, Russian, Spanish, Japanese, Italian, Arabic, ethnic languages ​​in Turkey, et cetera in the educational institutions in addition to English. For example, in the Anatolian high schools two foreign languages are taught.  The Board for Higher Education in Turkey, has introduced second foreign language lessons in  foreign language teacher programs, envisioned to be taken for three semesters, in order for the language teachers to gain experience in the field of two languages.  Private education institutes are emphasizing that they are teaching more than one foreign language in order to draw more students. Families make an economic sacrifice for their children in order for them to learn foreign languages. It is observed that in some districts of certain major cities, teaching of foreign languages has started to be given as early as at kindergarten level. In Turkey, German is preferred as the second foreign language in general. Nowadays, German is the second preferred language from primary to high school in Turkey. The quality of German language lessons should be increased for more students to select German as the second foreign language in the coming years. Despite all these efforts, teaching foreign language is not up to the desired level in Turkey (Bayraktaroğlu, 2014, pp. 9-14; Demircan, 2014, pp. 17-22). For that reason, it is important that motivating teaching methods and teaching materials be developed for German teaching.

scholarly journals Kemampuan Menggunakan Bahasa Indonesia Baku Siswa di Sekolah, Diiringi masuknya Bahasa Inggris Sebagai Pengantar Pembelajaran

2019 ◽  
Author(s):  
Firda Nurul F.
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
National Language ◽  
Foreign Languages ◽  
Primary Language ◽  
Communication Tools ◽  
Negative Impacts ◽  
Bahasa Indonesia ◽  
State Language

Language is used to convey messages and thoughts to the other person. Indonesian is used as a national language as well as a unifying language. In accordance with the mandate of Article 36 of the 1945 Constitution, "State Language is Indonesian". In addition, the position of Indonesian as a National Language was made on October 28, 1928 on the day of the "Youth Oath" which had functions as: a symbol of national identity, a symbol of nationality, communication tools and a unifying tool of different tribes; religion; race; customs and culture. In the current era of globalization, we must master languages other than Indonesian to communicate with other nations, and support our language skills in learning. But we must be able to preserve Indonesian as our primary language, a language that must be used frequently in relationships. Not infrequently foreign languages are more favored than using our own language. Most teenagers are even more proud of using foreign languages fluently. In the use of a foreign language, it certainly has an influence on the existence of Indonesian language, besides that, the quality of learning that exists in Indonesia. Each influence will certainly produce positive and negative impacts.

scholarly journals Multilingualism is a trend in the development of modern Kazakhstan

2021 ◽  
Vol 11 (1) ◽  
pp. 40-44
Author(s):  
Venera Kubieva ◽  
Aelita Sagiyeva ◽  
Aelita Sagiyeva ◽  
Zamira Salimgerey ◽  
Mira Baiseitova
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
The State ◽  
Language Teachers ◽  
The Other ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Other Hand ◽  
The One ◽  
State Language

The development years of sovereign Kazakhstan show that polylingualism in the society not only infringes on the rights and dignity of the Kazakh language but also creates necessary conditions for its development and progress. According to the state program for language development, three languages' priority has been approved: Kazakh, Russian, and English. In addition to Kazakh as the State language and Russian as the language of inter-ethnic communication, English is an essential means of communication. The most important strategic task of Education in Kazakhstan is, on the one hand, to preserve the best Kazakh educational traditions and, on the other hand, to provide school leavers with international qualifications and develop their linguistic consciousness, based on mastering the State, native and foreign languages. Meanwhile, as specified in the concept of language policy of RK, the main difficulty in further realization of language policy in Kazakhstan is "creation of optimum language space of the state". On the other hand, we are talking about a professional gap in specialists' training, studying Russian and Kazakh language. Our study used the following methods: UNT 2015-2019, a survey of 1st-year students of ARGU named after K. Zhubanov. The results of the study can be used to develop a methodological complex for training foreign language teachers.

scholarly journals Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies

2019 ◽  
Vol 9 (3) ◽  
pp. 171
Author(s):  
Irina G. Belyaeva ◽  
Ekaterina A. Samorodova ◽  
Olga V. Voron ◽  
Elena S. Zakirova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Main Idea ◽  
Round Table ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Educational Work ◽  
Teachers And Students ◽  
Active Implementation

One of the most important tasks of higher educational institutions is the training of specialists to be able to adapt to changes in their professional life. At the end of the twentieth and the beginning of the 21st centuries, some methods for developing foreign language competence, needed for their future professional activity, were created by teachers. However, the effectiveness of these methods has not been studied. This fact has aroused the authors’ interest and generated the idea about the necessity to conduct scientific research in order to identify the most effective methods of teaching foreign languages for special purposes. Methods: The given research paper is based on the analysis of Russian and foreign scholars’ scientific works covering the problem of teaching foreign languages for special purposes to the students of humanitarian professions, as well as on the basis of the results from questioning students of bachelor degree programs who study foreign languages for special purposes in the field of humanitarian professions, and also of the results from questioning teachers specializing in teaching foreign languages for special purposes. Results: In the students’ opinion, the most effective methods of teaching foreign languages for special purposes in the field of humanitarian professions are the following: discussion, ICT (information and communication technologies), and SCRUM (framework that helps teams work together, encourages team to learn through on a problem). According to the interviewed teachers’ opinion, the most effective methods are discussion, ICT, and round table. The “dilemma” method is the least effective according to the students. As for the teachers, the less effective method is CLIL (content and language integrated learning). Conclusions: The study showed some common views among teachers and students concerning the effectiveness of methods of teaching foreign languages for professional purposes, such as discussion and ICT. The effectiveness of the discussion method is explained by the fact that it allows the integration of students’ knowledge from different areas when solving a problem and provides an opportunity to apply language knowledge and skills into practice. This contributes to forming students’ ability to think clearly, to perceive information critically, to highlight the main idea and find the means and arguments to confirm and substantiate it, and, consequently, to improve the understanding of any theoretical material. The use of ICT in the educational process allows the efficiency of the educational process itself to be improved significantly and leads to new approaches and organizational forms of educational work. In fact, while preparing educational programs and creating didactic materials, special attention should be given to the implementation of ICT methods and discussions in educational activities. Nevertheless, the respondents’ subjective opinion should not reduce the scientific value and effectiveness of other methods of teaching a foreign language for professional purposes. The authors of the paper believe that methods that have not found much support from students and teachers should be studied more thoroughly and carefully. To this end, it could be recommended to organize special training seminars that would allow teachers to be informed of new methods of teaching foreign languages for professional purposes, of their particularities, and to help their active implementation in the learning process.

Sign in / Sign up

Export Citation Format

Share Document