scholarly journals Prospective Foreign Language Teacher Candidates’ Views on the Use of Communication Technologies in Foreign Language Education and Their Self-Efficacy Beliefs: Case of Erbil, Iraq

2021 ◽  
Vol 8 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Language Education ◽  
Communication Technologies ◽  
Efficacy Beliefs ◽  
Foreign Language Education ◽  
Language Teacher

PERSONAL-ORIENTED DEVELOPING FOREIGN LANGUAGE EDUCATION

2020 ◽  
pp. 83-92
Author(s):  
И.И. Бурлакова
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Education ◽  
Professional Community ◽  
Foreign Language Education ◽  
Educational Process ◽  
Modern Concept ◽  
Professional Activity ◽  
Intellectual Activity ◽  
Language Teacher

Постановка задачи. Научно-методологической основой современной концепции высшего образования выступает синергетическое единство классических и современных психолого-педагогических подходов. Современное высшее образование ориентировано на приобщение молодого человека к фундаментальным знаниям, на формирование практических умений в будущей профессиональной деятельности и подготовку его к обучению на протяжении всей жизни. Однако современное образование мало ориентировано на жизненное и профессиональное самоопределение студента. Выводы. Комплексное использование в учебном процессе личностно-ориентированных технологий позволяет стимулировать развитие личностного потенциала, умственную деятельность, «запускает» развитие познавательных процессов, способствует формированию компетенций, необходимых будущему учителю иностранного языка. Личностно-ориентированное иноязычное обучение в вузе будет способствовать снятию страха будущего учителя перед школой, перед современными детьми и будет способствовать безболезненному вхождению молодого учителя иностранного языка в профессиональную деятельность и профессиональное сообщество. The scientific and methodological basis of the modern concept of higher education is the synergetic unity of classical and modern psychological and pedagogical approaches. Modern higher education is focused on introducing a young person to fundamental knowledge, on forming practical skills in future professional activities and preparing them for lifelong learning. However, modern education is not focused on the life and professional self-determination of the student. The integrated use of personal-oriented technologies in the educational process in the process of teaching a foreign language stimulates personal and intellectual activity, develops cognitive processes, and contributes to the formation of competencies that a future foreign language teacher should possess. Personal-oriented foreign language education at the University will help to remove the fear of the future teacher before school, before modern children and will contribute to the painless entry of a young foreign language teacher into the professional activity and professional community.

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

scholarly journals Teacher candidates opinions on Arabic textbooks in grades 2-8

2019 ◽  
Vol 16 (4) ◽  
pp. 938-950
Author(s):  
Hüseyin Polat
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Formal Education ◽  
Language Education ◽  
Foreign Language Education ◽  
English Summary ◽  
Problems And Solutions ◽  
Academic Year

Textbooks in formal education are a very important tool for the implementation of programs. It also plays a major role in achieving the objectives of the programs. The success of foreign language education in formal education is achieved through books used among other factors. Some individuals who learn Arabic as a foreign language in our country are often looking for problems in learning Arabic in Arabic textbooks in formal education. With this research, determination of these problems and solutions were sought. The research is concerned with the evaluation of the textbooks used in grades 2-8 in the 2018-2019 academic year from the eyes of prospective teachers. 76 prospective teachers who attended 3rd and 4th grades at Gazi University participated in the study. As a result of the research, the idea of developing Arabic textbooks in terms of internal and external structure was dominant. It was suggested that the books should be complementary and that listening, reading, speaking and writing skills would be improved. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Örgün eğitimdeki ders kitapları, programların uygulanması için çok önemli bir araçtır. Programların hedeflerine ulaşmasında da büyük rol oynamaktadır. Örgün eğitimdeki yabancı dil eğitiminin başarılı olması diğer etkenlerin yanı sıra kullanılan kitaplar sayesinde olmaktadır. Ülkemizde Arapçayı yabancı dil olarak öğrenen bazı bireyler de Arapçayı öğrenmedeki sorunları çoğunlukla örgün öğretimdeki Arapça ders kitaplarında aramaktadırlar. Bu araştırmayla söz konusu sorunların tespiti ve çözüm yolları aranmıştır. Araştırma 2018-2019 eğitim öğretim yılındaki 2-8 sınıflarda kullanılan ders kitaplarını öğretmen adaylarının gözünden değerlendirilmesi ile ilgilidir. Araştırmaya söz konusu eğitim öğretim yılında Gazi Üniversitesi’ndeki 3. ve 4. sınıflarda öğrenim görmek olan 76 öğretmen adayı katılmıştır. Araştırma sonucunda Arapça ders kitaplarının iç ve dış yapı bakımından geliştirilmesi görüşü hâkim olmuştur. Kitapların birbirlerini tamamlar nitelikte olması, dinleme, okuma, konuşma ve yazma becerilerinin geliştirilmesi önerilmiştir. 

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR THE "THIRD AGE" LEARNERS

2018 ◽  
Vol 63 (1) ◽  
pp. 22
Author(s):  
Lesia V. Viktorova ◽  
Artur B. Kocharian ◽  
Olena O. Korotun
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Education ◽  
Communication Technologies ◽  
Foreign Language Education ◽  
Third Age ◽  
The Third ◽  
Life Long Learning ◽  
Information And Communication ◽  
Methodological Aspects

Some theoretical and methodological aspects of the use of modern information and communication technologies (ICT) in foreign language education for the "third age" learners are analyzed. The global trend of life-long learning and the development of universities of the "third age" are discussed. Contradictions related to scientific and methodological support of modern ICT in foreign language education for the “third age" learners are outlined. Brief analysis of recent research and publications on the above mentioned issues is offered. Theoretical framework and methods of the research, with a participatory approach as a basis, are described. Content of the foreign language education for the "third age" learners within the conducted research is specified. Results of the research are summarized, methodological recommendations are given and the prospects for further research are outlined.

scholarly journals Creative thinking and foreign language education as the two main humanitarian components of contemporary higher education

2021 ◽  
Vol 103 ◽  
pp. 01023
Author(s):  
Laurissa V. Milyaeva
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Creative Thinking ◽  
Language Education ◽  
Communication Technologies ◽  
Foreign Language Education ◽  
Humanities Education ◽  
Information And Communication ◽  
Main Components ◽  
Contemporary Education

This article presents a brief theoretical overview of the issues of humanities education and its two components, namely, creative thinking and foreign language education. Within the framework of the present article, the author considers the definitions of the main terms, as well as foreign and domestic approaches to an aspect of contemporary education, such as humanitarian knowledge. The author also attempts to prove that, despite the pressure of information and communication technologies, the humanitarian aspect has not lost its importance in the training of modern specialists. Discussing the place of humanities education in the contemporary academic space, the author analyzes the current concepts of foreign and domestic scientists. Special attention in the theoretical review is paid to two main components of humanitarian knowledge, namely, creative thinking, and foreign language education. Creative thinking is presented as a special development component of the contemporary personality, who is formed through special creative tasks and is based on the processes of cognition and transformation of the acquired knowledge. Education received in a foreign language allows forming progressive competencies, such as socio-cultural competency and communicative competency in a foreign language.

scholarly journals Axiological aspects of foreign language teachers’ preparation for primary foreign language education

2021 ◽  
Vol 284 ◽  
pp. 08010
Author(s):  
Natalya Galskova ◽  
Zinaida Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Developmental Potential ◽  
History Of ◽  
Spiritual Ability

The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.

scholarly journals AN OVERVIEW OF THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION ON THE LANGUAGE TEACHER EDUCATION REFORMS IN TURKEY

2020 ◽  
Vol 3 (1) ◽  
pp. 37-45
Author(s):  
Gizem Arslan
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Education Reforms ◽  
Education Policies ◽  
Language Teacher Education ◽  
Language Teacher

English language is now the most commonly used lingua franca all over the world and has become an international language. Consequently, learning English is an important objective in the education system in every country as well as the EU member countries. This status of English language results in some fundamental changes in the foreign language education and foreign language teacher education policies of almost every country globally. This paper addresses the question whether the European Profile for language teacher education affects the foreign language teacher education policies and reforms in Turkey. The study also focuses on the general European profile for foreign language teacher education on Turkey contexts as well as the influence of the European profile for language teacher education on the foreign language teacher education reforms in Turkey. Keywords: English language, foreign language education, language teacher education profile in Europe, language teacher education reform in Turkey

scholarly journals English Language Teacher Education from the Lens of Critical Pedagogy

2020 ◽  
Vol 7 (3) ◽  
pp. 168
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Transformative Learning ◽  
English Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Cognitive Approach ◽  
Language Teacher Education ◽  
Language Teacher

In English (as a foreign) language teacher education, there have been numerous theories which have been applied, adapted, and reconstructed based on the needs and conditions of the learners and teachers from very early times so far, that is, from the appearance of Behaviourism in foreign language education in the 1940s to the present time. There have always been many transitions and shifts among and within these theories explaining the practices in English (as foreign language) classes. This paper examines how these theories and transitions can be considered from the lens of Critical Pedagogy and it interrogates whether the recognition of the Critical Pedagogy may help foreign language teacher education turn to be transformative and whether it may contribute to the development of the conditions for a better world within and outside the school with the help of teachers trained to be critical. The theoretical framework of this chapter is built on the socio-cultural view, socio-cognitive view, transformative view and Critical Pedagogy in foreign language education. However, earlier theories such as the Behaviouristic Approach, the Cognitive Approach, and the Communicative Approach are visited as background knowledge. Given that the socio-cultural approach portrays human learning as a social process and the origination of human intelligence in society or culture referring to the fact that social interaction plays a basic role in the development of cognition, the socio-cognitive view deals with how language is learned and should be treated; and transformative learning gives way to actual behaviour that learners should establish to contribute to and participate in the community where they live in; these theories in the framework shed light on developing understandings of the recognition of Critical Pedagogy in the foreign language teacher education. Regarding this overview, it is seen that socio-cultural and socio-cognitive transformation could be led by critical pedagogy, in schools initially, then in the whole society, addressing radical concerns and the abuses of power in intercultural contexts in the acquisition of foreign languages and in their circulation by the help of critically trained foreign language teachers.

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