E-Mail in Foreign Language Teaching: Toward the Creation of Virtual Classrooms

2001 ◽  
Vol 34 (1) ◽  
pp. 94
Author(s):  
Carol Anne Costabile-Heming ◽  
Gerhard Fischer
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Virtual Classrooms ◽  
The Creation ◽  
E Mail

scholarly journals L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION

FRANCISOLA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
Claire DEL OLMO
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Pedagogical Tools ◽  
The Creation ◽  
Linguistic Structures ◽  
Emotional Lexicon ◽  
Chinese Subjects ◽  
Selection Of

 RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des  LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT.  Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.

Ways of increasing motivation in the university foreign language teaching

2020 ◽  
pp. 34-41
Author(s):  
Tatyana G. Bortnikova ◽  
Marina I. Dolzhenkova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Additional Material ◽  
The Creation ◽  
The University ◽  
Country Specific

The problem of ways of increasing motivation in the university foreign language teaching is analyzed. It is emphasized the motivation can cause the purposeful activity of a student’s personality in learning a foreign language. The analysis of scientific literature that is connected with the problems of motivation as a complex mechanism of the correlation of external and internal factors that determine the appearance and methods of implementation of educational activity forms, its focus on the internal incentives of knowledge gaining, is carried. Attention is focused on the fact that the efficiency of educational activities depends on the strength of motivation. The degree of success depends on the use of techniques and methods of the learning process organizing, which, in our opinion, contribute to the creation of motivational incentives of learning a foreign language: the linguistic and country-specific studies aspect, focus on professional activity, the use of computer technologies in extracurricular work, and educational process gamification. It is concluded that the internal motivation has a great motivating force, and its condition is the creation of the success situation by the teacher that can be reached with the help of reward for successful work system, attracting the additional material of country-specific studies nature, improving communicative skills, usage of educational platforms as homework, usage of the gamification to involve students in solving educational non-game processes and situations.

scholarly journals The Development of CELE-UNAM Mediateca (1996-2015)

2015 ◽  
pp. 219-230
Author(s):  
Marina del Carmen Chávez Sánchez ◽  
María de la Paz Adelia Peña Clavel
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
The Self ◽  
Learning Space ◽  
Future Directions ◽  
Access System ◽  
The Creation ◽  
The University

This paper describes the creation and evolution of the self-access centre (mediateca) at the Foreign Language Teaching Center at the National Autonomous University of Mexico, since its establishment in 1996, and its present profile as a learning space in the context of the university language center. It addresses the organization of the self-access system and describes the services it provides to foster learner autonomy, as well as the problems encountered in the process. It mentions some future directions.

scholarly journals Integrative technology as the base of primary schoolchildren's speech activity formation

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 613-628
Author(s):  
Zhanar Abilgaziyeva ◽  
Kalibek Ybyraimzhanov ◽  
Alua Tanzharikova ◽  
Gulmira Mailybaeva ◽  
Kanagat Zhalgasbayeva
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Innovative Technologies ◽  
Speech Activity ◽  
Modern School ◽  
Primary Schoolchildren ◽  
The Creation

In modern school, primary schoolchildren learn according to the updated content of education, requiring the creation of innovative technologies of foreign language teaching, oriented to the formation of communicative-speech activity and the personality of schoolchildren. This article considers the use of integrative technology for the formation of speech activity in the process of foreign language teaching in primary classes. There were described the stages of implementing integrative technology: analytical-substantial, criteria-diagnostic, propaedeutic, educational-developmental, criteria-evaluative.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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