scholarly journals Stojan Novakovic in Gymnasium and Lyceum 1857-1863

2018 ◽  
pp. 83-102
Author(s):  
Radomir Popovic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strong Influence ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Private Lessons ◽  
History Of ◽  
History Of Law ◽  
History Of Literature ◽  
Law Professors

Based on unused documents from the Archive of Serbia, the paper presents less known details about the education of Stojan Novakovic in the Gymnasium (1857-1860) and Lyceum (1860-1863) in Belgrade. Novakovic came from a poor family. Being an excellent student, he was a scholarship (blagodejanije) recipient during his entire education. As such type of aid was insufficient, he earned additional money by holding private lessons, translating and writing essays. The paper highlights the continuity of Novakovic?s seven-year education in the Gymnasium as he finished four grades in Sabac and three in Belgrade. In the history of gymnasium education in Serbia, the 1853-1863 period is particularly notable as the reform initiated in 1853 in gymnasiums placed emphasis on foreign language learning. In the Gymnasium, Novakovic learned German, French, Latin, Greek and Old-Slavic. At the Lyceum, the highest educational institution in the Principality of Serbia, he continued to learn German and French. Professor Djura Danicic, who taught him philology, history of literature and aesthetics, made a strong influence on Novakovic during his studies at the Lyceum. He learned a lot about legal terms and concepts and the history of law from law professors Nikola Krstic, Sergije Nikolic and Ignjat Stanimirovic. He learned logics, national and general history and other auxiliary subjects. In view of this, we may conclude that Novakovic?s later versatile scientific interests result from the education that he gained at the Lyceum and his hard work throughout his career. To the extent offered by the preserved documents, the final part of the paper elucidates details from Novakovic?s education (timetables, exam dates and grades).

Factors associated with foreign language anxiety

1999 ◽  
Vol 20 (2) ◽  
pp. 217-239 ◽  
Author(s):  
ANTHONY J. ONWUEGBUZIE ◽  
PHILLIP BAILEY ◽  
CHRISTINE E. DALEY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Future Research ◽  
Prior History ◽  
Foreign Countries ◽  
Self Worth ◽  
History Of

Foreign language anxiety is a complex phenomenon that has been found to be a predictor of foreign language achievement. This study of 210 university students examined factors that predict1 foreign language anxiety. A setwise multiple regression analysis revealed that seven variables (i.e., age, academic achievement, prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth) contributed significantly to the prediction of foreign language anxiety. An analysis of variance, which included trend analysis, revealed that freshmen and sophomores reported the lowest levels of foreign language anxiety, and that anxiety levels increased linearly as a function of year of study. The educational implications of these findings for understanding foreign language anxiety and for increasing foreign language learning are discussed, as are suggestions for future research.

scholarly journals The online technologies based system of collaborative learning of a foreign language in a higher educational institution

2021 ◽  
Author(s):  
Т.В. Хильченко ◽  
Ю.В. Оларь
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Team Building ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Computer Supported Collaborative Learning ◽  
Online Technologies ◽  
State Pedagogical ◽  
Higher Educational

Актуальность статьи обусловлена необходимостью исследования теоретико-методологических и методико-технологических основ коллаборативного обучения иностранному языку в вузе, предполагающего тесное взаимодействие между обучающимися или между обучающимися и преподавателем, опосредованном онлайн технологиями, а также разработки соответствующей педагогической системы. Проведенный понятийно-терминологический анализ научных исследований, посвященных проблеме коллаборативного обучения, позволил авторам доказать, что такой подход к обучению иностранному языку в вузе соответствует социальному заказу общества, способствует не только достижению требуемого уровня иноязычной коммуникативной компетенции, но и приобретению открытости, гибкости, свободы принятия решений, формированию таких важных качеств личности как уважение, признание способностей и личного вклада каждого члена группы, желание и умение сотрудничать, развитие умений «тимбилдинга». Раскрыта сущность формата коллаборативного онлайн обучения (computer-supported collaborative learning). Цель статьи заключается в разработке и описании системы коллаборативного обучения иностранному языку на основе онлайн технологий и анализе эффективности организации коллаборативного обучения иностранному языку на основе онлайн технологий в гуманитарном институте Шадринского государственного педагогического университета. В основу разработанной авторами системы коллаборативного обучения иностранному языку на основе онлайн технологий легли системный и студентоцентрированный подходы, принципы целостности, интегративности и функциональности. Структурно разработанная система включает целеполагающе-содержательный, деятельностно-аналитический и оценочно-результативный компоненты. В статье описан авторский опыт организации различных вариантов сотрудничества обучающихся по решению коммуникативных задач на иностранном языке посредством онлайн технологий. Статья предназначена для работников системы образования, преподавателей языковых дисциплин, исследователей. The relevance of the article is due to the need for studying theoretical, methodological and technological groundings of collaborative foreign language learning in a higher educational institution that implies close interaction between students and/or students and teacher by means of online technologies. The development of pedagogical system of such collaborative learning is also necessary. The analysis of literary resources devoted to the problem of collaborative learning allowed the authors to prove that such approach to teaching a foreign language in a higher educational institution complies with society’s demands, leads to building the required level of competence in a foreign language alongside with acquiring such skills as openness, flexibility, freedom of decision making, respectful attitude and acknowledgement of abilities and personal contribution of each member of the group, wish and ability to cooperate and development of team-building skills. The essence of computer-supported collaborative learning format is revealed. The article is aimed at development and description of the online technologies based system of collaborative foreign language learning and analysis of its effectiveness in the Humanities Institute of Shadrinsk State Pedagogical University. The developed online technologies based system of collaborative foreign language learning is based on the systematic approach, the student-oriented approach, principles of integrity, integration and functionality. Within its structure there is a goal-setting and content component, activity-analytical component, evaluation and efficiency component. The authors’ experience of organizing different variants of students’ collaboration to solve communicative tasks in English by means of online technologies is described in the article. The article is intended for employees of the education system, FL teachers, researchers.

scholarly journals Mining foreign language teaching manuals for the history of pragmatics

2018 ◽  
Vol 19 (1) ◽  
pp. 28-54 ◽  
Author(s):  
Nicola McLelland
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
History Of ◽  
Knowledge Of Language ◽  
Dutch Language ◽  
Linguistic Behaviour

Abstract Foreign language learning manuals can be valuable sources for the history of pragmatics and historical pragmatics. They may contain explicit guidance on pragmatics not found in native-speaker grammars. For example, accounts of German forms of address in seventeenth- and eighteenth-century English–German manuals provide evidence of changing views on the appropriateness of ihr and Sie earlier than does the “native” grammatical tradition. The bilingual model dialogues that are typical of such manuals may also implicitly model appropriate linguistic behaviour, demonstrated here by examining the communicative genre of bargaining in a series of three related English–Dutch language manuals of the seventeenth and eighteenth centuries. Furthermore, the dialogues may provide metalinguistic comment on linguistic behaviour – for example, by criticizing the culture of excessive negative politeness. Such sources can enrich our knowledge of language use and attitudes to language use in the area of politeness, complementing the evidence to be gleaned from mainstream native grammars, civility manuals, merchants’ guides, and the like.

scholarly journals PERANAN MADRASAH DALAM MENINGKATKAN KEMAMPUAN BAHASA ARAB SEBAGAI BAHASA INTERNASIONAL

2018 ◽  
Vol 19 (2) ◽  
pp. 225
Author(s):  
Risvia Vahrotun Nisa’
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Arab Countries ◽  
Educational Institutions ◽  
Public Places ◽  
International Language

Madrasah is one form of Islamic educational institution that has a long history, originated from an informal education in the form of da'wah Islamiyah, then increased in the form of halaqah, until finally developed in the institution of formal education in the form of madrasah. Among one of the Islamic educational institutions that teach Arabic is Madrasah starting from Ibtida'iyah, Tsanawiyah, and Aliyah levels. In these three levels of education Arabic is presented in a classical manner with different materials tailored to their respective levels. Politically-internationally, Arabic has now been recognized as an international language and is also used as one of the official diplomatic languages ​​in the United Nations (UN) forum. Some non-Arab countries in the world, such as Malaysia, have even acknowledged Arabic in their country and give an appreciation of the existence of Arabic writing in public places. As a branch of science that stands alone, Arabic has a unique systematic and structure. Arabic learning is generally the same as other foreign language learning, which aims to achieve four kinds of skills, namely listening, speaking, reading, and writing. The skill is achieved by a learning process involving important elements such as curriculum, teaching materials, teachers, teaching methods and learning, as well as learning facilities.

scholarly journals Social Networking Services as Informal Contexts for Foreign Language Learning

EL LE ◽  
2021 ◽  
Author(s):  
Simone Torsani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Educational Institution ◽  
Foreign Language Learning ◽  
Social Aspect ◽  
Social Networking Services ◽  
Learning Contexts ◽  
The Social

This article focuses on online informal learning contexts, namely social networks to which learners may resort for their linguistic needs. The distinguishing feature of such platforms is that content is neither provided by an educational institution, nor is it necessarily presented in a formal fashion. While research has extensively focused on the connection between technology and autonomy, the social aspect behind 2.0 tools has been partly neglected. Therefore, we argue that learner training, i.e. preparing language learners for autonomous language study through technology, should be partly rethought and include such skills as communicating in didactic interactions and evaluating information.

scholarly journals DEVELOPMENT OF STUDENTS’ COMMUNICATIVE CULTURE VIA ONLINE FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 5 ◽  
pp. 360-370
Author(s):  
Tatyana Klets ◽  
Elena Nikiforova ◽  
Nadezhda Presnyakova ◽  
Maria Starovoitova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Educational Institution ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Cultural Development ◽  
Educational Process ◽  
Actual Problem

The article focuses on the use of digital technologies in the foreign language learning process and the formation of students’ communicative culture via online interaction. The issue discussed in this paper is very urgent because nowadays digital technologies are viewed as a comprehensive means of teaching a foreign language in a higher educational institution. General cultural competency and communicative culture, particularly, are considered as an integrative quality of a specialist concerning his potential for self-realization in his future career. In this regard, the actual problem is the methodically correct organisation of the educational process for students’ cultural development on the basis of digital technologies. The research is aimed at the theoretical substantiation of pedagogical effectiveness of the organization of online training in foreign language communication as a condition for the formation of the communicative culture of undergraduate students as well as the generalization of the results of experimental training. To verify the productivity of digital resources in foreign language training and cultural development of university students the authors conducted a pedagogical experiment using theoretical and empirical methods of scientific research. The results of the experiment proved the effectiveness of online teaching in mastering communicative culture components.

scholarly journals Foreign language virtual teaching optimization: sensory-somatic enhancers as an alternative to rational and emotional ones

2021 ◽  
Vol 104 ◽  
pp. 03005
Author(s):  
Nataliia Slukhai ◽  
Liudmyla Slavova ◽  
Sergii Slukhai ◽  
Maryna Omelianchuk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Activity ◽  
Foreign Language Learning ◽  
Frame Structure ◽  
Cognitive Effects ◽  
New Information ◽  
Human Ontogenesis ◽  
History Of ◽  
Stimulation Of

Based on the use of potentials of human analogue thinking and cognitive effects as an indispensable component of the cognitive activity, the article considers atypically located in the frame structure and suggestively loaded rational and emotional motivators for learning a foreign language. The article focuses on sensory-somatic enhancers of the new information reception. It is shown that stimulation of the analogue language learning is mostly successfully carried out with suggestive or emotional motivation, as well as through visual, audio, kinesthetic channels alongside with the verbal one during games. It is proved that such games were used in the history of human ontogenesis. Game resources of virtual reality are considered as new stimulating suggestions, since a game is a way to detach from the profane in favor of the sacred information space. The ways of optimization of virtual foreign language learning by means of sensory-somatic enhancers are described.

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