scholarly journals PROBLEMATIC SITUATION AS A MEANS OF FOREIGN LANGUAGE TEACHING TO STUDENTS OF LINGUISTIC UNIVERSITY

2013 ◽  
Vol 3 (3) ◽  
pp. 125-131
Author(s):  
YELENA BELYAKOVA
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Culturally Competent ◽  
Problematic Situation ◽  
Proficiency Levels ◽  
Foreign Language Proficiency ◽  
Problematic Situations

The article reveals some problems of language teaching in higher educational institutions, particularly in linguistic universities. The author points out the relevance of foreign language proficiency levels (C1–C2). After graduating the students should be linguistically, socially and culturally competent. The suggestion of the author is as follows: creating and developing problematic situations during the lessons will help students to become socially and professionally competent.

Assessment of foreign language proficiency in higher military schools

2021 ◽  
pp. 107-118
Author(s):  
Marina R. Vanyagina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Assessment System ◽  
Teaching Methodology ◽  
Proficiency Levels ◽  
Military Schools ◽  
Foreign Language Proficiency

To monitor the effectiveness of arrangement and implementation of foreign language courses in military educational establishments, it is necessary to have integrated criteria for assessing the level of foreign language proficiency of the cadets and students. Foreign language teaching in higher education is professionally oriented and has specific purposes, which should be taken into account when assessing language proficiency. We analyze modern approaches to assessing the level of foreign language proficiency and to present arguments for the technology of assessing the level of professional foreign language communicative competence in higher military schools. There are different assessment systems in foreign languages teaching methods. They are: 5-point (4-point in reality) assessment system generally accepted in the state Russian educational establishments, 100-point assessment system for the Unified State Exam (USE), the Common European Framework of Reference (CEFR) with a scale of levels from A1 to C2, the English proficiency levels of military specialists according to the international treaty of NATO countries (STANAG 6001) and others. The method of comparative system analysis is applied in the article. The scales of foreign language proficiency levels significant for higher military education are matched. We develop a system of assessing the professional foreign-language communicative competence in higher military school. The system has five levels: low, elementary, basic, high and advanced. According to the modern trends in the development of the foreign language teaching methodology and testology, the assessment system includes self-evaluation and technology of language portfolio.

scholarly journals Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain

2018 ◽  
Vol 11 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Gema Alcaraz-Mármol
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Primary Education ◽  
Language Proficiency ◽  
Teaching Practice ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Methodological Basis ◽  
Foreign Language Proficiency

Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

scholarly journals Personality Traits and Foreign Language Proficiency in Russian Linguistics and Non-Linguistics Students

2020 ◽  
Vol 17 (3) ◽  
pp. 426-439
Author(s):  
Irina A. Novikova ◽  
Nadezhda S. Berisha ◽  
Alexey L. Novikov ◽  
Dmitriy A. Shlyakhta
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Personality Traits ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Five Factor Model ◽  
Rank Correlation ◽  
Software Environment ◽  
Proficiency Levels ◽  
Foreign Language Proficiency

The search for factors and determinants of effective foreign (second) language acquisition (FLA/SLA) is an interdisciplinary problem that is becoming more and more practically important in the modern globalising world. The purpose of this study is to examine and compare the correlation between personality traits and the foreign language proficiency (FLP) level among students of various university specialties. The total sample includes 241 first- and second-year undergraduate students (74% females), of which 128 students (82.5% females) study at the Linguistics Department and 113 students (64% females) belong to other departments. All the students learn English as a primary foreign language (FL). The Five-Factor Model (FFM) of personality traits (Neuroticism, Extraversion, Openness, Conscientiousness, and Agreeableness) were measured by the NEO Five-Factor Inventory (Russian adaptation by S. Biryukov and M. Bodunov). In testing the foreign language proficiency levels, we used the traditional Academic Performance Index (semester Final Grades in English) and assessments of the foreign language proficiency levels made by English teachers in relation to their students according to the Foreign Language Proficiency Scale (10 indices and the total score) developed by the authors. To process the data in the R software environment, version 3.5.2, the methods of descriptive statistics, Cronbachs alpha and Macdonalds omega coefficients, Spearmans rank correlation analysis and Wilcoxons T -test were used. The findings of our research showed that FLP is most closely related to Openness in linguistics students and to Conscientiousness in non-linguistics students. These facts should be taken into account by the developers of programmes for psychological and pedagogical support of the FL learning process in Russian universities.

scholarly journals Means of Foreign Language Teaching during Covid-19 Pandemic in Ukraine

2021 ◽  
pp. 95-106
Author(s):  
Nataliia VENZHYNOVYCH ◽  
Mykhaylo POLUZHYN ◽  
Veronika BANYOI ◽  
Olesya KHARKIVSKA
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Early Spring ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching English ◽  
Observation Process ◽  
Analysis And Synthesis ◽  
National University

The article deals with the description and analysis of the most important methods of foreign language teaching. The authors describe teaching English in Ukraine during the global pandemic caused by the spread of coronavirus disease Covid-19 in early spring 2020. The study aims at reviewing the most important works of Ukrainian and foreign scholars. They describe the most modern methods of teaching English in higher educational institutions of Ukraine. The scholars pay particular attention to the description of the latest English teaching methods, which they use at Uzhhorod National University. The observation process allowed us to summarize information about the features of distance learning at Uzhhorod National University. Analysis and synthesis, induction and deduction, abstraction generalization, and the descriptive method are applied. The study found out the educational process has been reformed in Ukrainian universities by European quality requirements for education: informatization-globalization of academic space, integration of functions in modern education, establishing Ukrainian universities cooperation with European and Eastern educational institutions in the field of education and research as well as changes in the educational process associated with the rapid spread of Covid-19, which forced the entire civilized world to seek new types of learning, new methods, and tools. During the pandemic, it is vital to provide personality-oriented education. This knowledge provides optimal conditions for the harmonious development of each student. Further research into the latest computer technologies for foreign language teaching may be a prospect.

scholarly journals Match or mismatch between English instructors’ and students’ beliefs about feedback on writing (study from Turkey)

2021 ◽  
pp. 26-44
Author(s):  
Fehime Aslan
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Error Correction ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Teacher Education Programs ◽  
Questionnaire Data ◽  
Education Programs ◽  
Writing Students

Going beyond the heated discussion about the necessity of feedback on writing, the aims of the study were twofold; to investigate students’ and English instructors’ beliefs about feedback on writing and examine whether there is a match or mismatch between them. In the light of the questionnaire data, the study revealed that there are both matches and mismatches between English instructors’ and students’ beliefs about error correction and feedback practices on writing. The study suggests some useful implications for teacher education programs and educational institutions. Keywords: English as a foreign language teaching; feedback; practices on writing; students’ perceptions; teacher preferences.

scholarly journals THE ROLE OF THE COGNITIVE-COMMUNICATIVE APPROACH IN THE FOREIGN LANGUAGE TEACHING: THEORETICAL ASPECTS

2021 ◽  
Author(s):  
Hanna Holubova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Cognitive Activity ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Communicative Interaction ◽  
Professional Activities ◽  
Leading Role ◽  
Communicative Approach

The scientific research is devoted to the investigation of the cognitive-communicative approach in the foreign language teaching. It is emphasized that for providing language proficiency at the level that would allow the use of the foreign language in professional activities, students’ positive motivation must be paid great attention as the incontestable factor in successful learning. Teaching a foreign language based on cognitive communicative technologies is one of the most dynamically developing areas in the methodology, whereas the leading role in its implementation is played by the communicative principle and the principle of consciousness, being the base of forming an adequate understanding of speech phenomena and skills, as well as the ability to apply them in real communication. The cognitive-communicative approach is understood as such organization of the educational process, the basis of which is students’ communicative interaction, which provides their participation as an object and subject of cognitive activity.

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