scholarly journals On The Convenience of Teaching Languages Based on the Foreign Language Assessment System and the CEFR System

2021 ◽  
Vol 9 (12) ◽  
pp. 839-844
Author(s):  
Yormatova Gulnoz Qayumovna
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Assessment ◽  
Assessment System ◽  
Learning System ◽  
Knowledge And Skills ◽  
World Today ◽  
Knowledge Based ◽  
The World ◽  
The Common

Abstract: Through this article, we have discussed how and when and where the CEFR system, the most convenient and knowledge-based language learning system in the world today, was created and improved. Keywords: The Common European Framework, comprehensive way, knowledge and skills, professionals working, taxonomic nature.

A Multimodal Analysis of Affect and Attitude Education in China’s English Textbooks

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Peter Teo ◽  
Jianbin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Visual Representations ◽  
Appraisal Theory ◽  
Knowledge And Skills ◽  
Multimodal Analysis ◽  
Raising Awareness ◽  
The World ◽  
English Textbooks

Abstract In many countries around the world, the focus of education has seen a distinct shift from knowledge and skills equipping to the cultivation of values, attitudes and even affect. This study focuses on the verbal and visual representations of affect and attitude in a set of English as a Foreign Language (EFL) textbooks published in China. By analyzing the verbal and visual attitudinal meanings through the analytic lenses of appraisal theory and visual grammar respectively, the paper shows how verbal and visual resources with positive appraisal meanings are employed to foster positive affect and attitudes toward English language learning, China, and foreign cultures in the textbooks. While these verbal and visual resources echo generally concordant attitudinal meanings, some significant dissonances were also detected. For instance, tensions seem to exist between strengthening local loyalties to China while promoting a global outlook, raising standards of English language among Chinese students by appealing to Anglo-centric models of proficiency, and raising awareness of foreign cultures by invoking familiar local customs and practices. These findings hold important implications for language educators, curriculum designers and educational researchers working in the field of multimodality.

THE FORMATION OF THE COMMON CULTURAL COMPETENCES OF STUDENTS OF HUMANITARIAN UNIVERSITY THROUGH TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 6-11
Author(s):  
E.S. ANTONOVA ◽  
◽  
O.V. KOSTIKOVA ◽  
N.S. GUSACHEK ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
The Common

The article deals with the relevance of foreign language learning at present, as well as the importance and results of the formation of common cultural competences of students of the Humanitarian University.

scholarly journals Prinsip Etika Global untuk Kota Modern Multikultural

2017 ◽  
Vol 2 (1) ◽  
pp. 209
Author(s):  
Togardo Siburian
Keyword(s):  
Fundamental Principle ◽  
Religious Ethics ◽  
Global Ethics ◽  
Global Ethic ◽  
Modern City ◽  
Global Consensus ◽  
World Today ◽  
The World ◽  
The Common ◽  
Religious Factors

ABSTRACT: This article aims to look at the principles of the idea of global ethics at the implementation of the advanced city in the present day or modern city. The concept of global ethics logically can be considered in a certain local as the common foundations of ethical living in this universal city. Using literature method, the author tries to positively see from the idea of a global ethic associated with globalism, pluralism, secularism, postmodernism, ecumenism and humanitarianism that form the concept of global ethics, which are selectively used to add the principle of good livelihood for the civilization of the world today. The author subsequently tries to see a multidimensional pluralistic city today with a conflict on religious factors, which require a more fundamental principle of unity and universal living. Therefore global ethics is not a substitute for existing religious ethics, but additional ethics for people of different religion without discrimination. So the principle can be implemented at a local anywhere, including major cities in Indonesia. KEYWORDS: city, modern, crisis, ethics, global, consensus, religions, for all

Students’ Attitudes towards the Use of Technologies in Language Learning

2021 ◽  
Vol 48 (5) ◽  
pp. 477-485
Author(s):  
Georgi Dzhumayov ◽  
Keyword(s):  
World Wide Web ◽  
Foreign Language ◽  
Language Learning ◽  
World Wide ◽  
Mobile Technologies ◽  
The World ◽  
Students Attitudes

The current study aims to examine attitudes towards the use of technologies in learning a (foreign) language. The study also aims to find out how much time students spend online, what the purposes are for their using The World Wide Web and whether they believe that computer and mobile technologies can help them learn a foreign language.

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

Oral Language Assessment from an Ecolinguistic Perspective. An Empirical Investigation of Symbolic Competence

2016 ◽  
Vol 2 (2) ◽  
pp. 12-43
Author(s):  
Evangelia (Evelyn) Vovou
Keyword(s):  
Foreign Language ◽  
Construct Validity ◽  
Oral Language ◽  
Intercultural Competence ◽  
Large Scale ◽  
Empirical Investigation ◽  
Language Assessment ◽  
Social Nature ◽  
Educational Environments ◽  
The Common

Abstract Although today's educational environments are to a great extend multilingual, large-scale foreign language examinations test heterogeneous groups with homogeneous examination practices, without taking all ecolinguistic parameters into consideration. Trying to minimize this limitation by calibrating examinations to the sociolinguistic and intercultural competence definitions of the Common European Framework of Reference for Languages (CEFR), secures to an extend construct validity. However, the question still arises, if “one test fits all”. This paper focuses on oral foreign language assessment discourses, where discursive coconstruction and social nature of performance prevail. Adopting the ecolinguistic approach (Fill, 1996) the paper investigates the notion of symbolic competence (Kramsch & Whiteside, 2008) in the context of oral language examinations. By analyzing oral data the paper seeks to address, how ecolinguistic parameters concur in examination discourses and to what extend this effects the validity of measurement.

scholarly journals STRATEGI PENINGKATAN MUTU PEMBELAJARAN BAHASA ARAB DI MADRASAH TSANAWIYAH SALAFIYAH AL TARMASI

2019 ◽  
Vol 2 (02) ◽  
pp. 233-253
Author(s):  
Asep Sunarko ◽  
Sholeh Sholeh
Keyword(s):  
Human Resources ◽  
Language Learning ◽  
Religious Education ◽  
Classical System ◽  
Boarding School ◽  
Arabic Language ◽  
Learning System ◽  
The World ◽  
The Subject

ABSTRAK Learning Arabic for the world of the Salaf Islamic Boarding School, which focuses on the study of the Yellow Book is one of the most important foundations because without understanding Arabic properly, it will face many difficulties. The learning system in Islamic boarding schools is often called Madrasah Diniyah. This Madrasah is one of the religious education institutions on the outside school path, which is expected to be able to continuously provide Islamic religious education to unmet students on the school path through the classical system. To study this problem, this research was carried out in the Madrasah Diniyah Al-Tarmasi with the subject of madrasah management from the Madrasah Headmaster, the board of teachers and education staff as well. Collecting data in this study are used interviews, observation and documentation as the main instruments with data triangulation as the analytical knife. The results of the study shown that there are several efforts by the Headmaster of Madrasah and teachers in improving the Quality of Arabic language learning by pouring a number of Strategies in: 1) Strategies to improve curriculum and the process of  Arabic learning. 2) Strategies for improving the quality of human resources to improve Arabic learning. 3) Strategies for improving the quality of facilities and infrastructure to improve the quality of Arabiclearning. Keywords: Strategy, Quality of learning, Arabic Language

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

scholarly journals Use of Language Learning Strategies by Indian Learners of Spanish as A Foreign Language

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Andrew Philominraj ◽  
Ranjeeva Ranjan ◽  
Rodrigo Arellano Saavedra ◽  
Gaurav Kumar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Mixed Method ◽  
Language Learning Strategies ◽  
Learning Path ◽  
The Common ◽  
Common Learning ◽  
Strategic Training ◽  
Descriptive Framework

Learning a foreign language in a non-native context is both a challenging and difficult task. This learning encompasses many processes and follows different trajectories. One of the offshoots of these processes is the strategies used by the learners in their learning route. During the last forty-five years, the research in the learning strategies field has grown many folds and has contributed to our understanding of how the learners use these tools in their learning path. This article examines some of the common language learning strategies (LLS) employed by the students while learning Spanish as a foreign language (SFL) at two major Central Universities of India. The present study is carried out by using a mixed-method under the descriptive framework in which the common learning strategies have been analyzed and discussed. In terms of the higher proficient group, the result shows no statistically significant differences in the use of LLS, on the contrary, concerning the year of study, there were statistically significant differences in the use of LLS among the three groups. Finally, regarding the effectiveness of the use of LLS among the participants, the results underlined a need for explicit or implicit strategic training.

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