scholarly journals The main principles and values of professional teaching ethics and their application in education

2021 ◽  
Vol 11 (1-2) ◽  
pp. 92-100
Author(s):  
Marta Gluchmanová
Keyword(s):  
Foreign Language ◽  
Human Dignity ◽  
Theoretical Basis ◽  
Teaching Profession ◽  
Social Consequences ◽  
Foreign Languages ◽  
Teaching Ethics ◽  
Professional Teaching

Abstract The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.

scholarly journals Virtues and consequences in teaching ethics

Human Affairs ◽  
2017 ◽  
Vol 27 (3) ◽  
Author(s):  
Gabriela Platková Olejárová
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Human Dignity ◽  
Professional Ethics ◽  
Teaching Practice ◽  
Social Consequences ◽  
Teaching Ethics ◽  
Important Place ◽  
Action Taking

AbstractTeacher training occupies an important place in the theory of professional ethics, so long as education is understood to mean the intentional moral shaping of pupils’ actions and behaviour. It is important that training on the theory of teaching ethics and teaching practice enhances teachers’ professional morals. The main aim of this paper is to explore and analyse the professional ethics of the teacher, concentrating on aspects of decision-making, action-taking and behaviour from the viewpoint of the Ethics of Social Consequences. The importance of the teacher’s character and virtues also receive attention. The author suggests that the teacher’s character influences the decisions teachers make, and that the virtuous actions/ virtue-based actions and behaviour of the teacher should produce positive social consequences and conform to the values of humanity and human dignity.

TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS

2018 ◽  
Vol 2 (7) ◽  
pp. 135
Author(s):  
Diāna Soboļeva ◽  
Inta Madžule
Keyword(s):  
Foreign Language ◽  
Teaching Experience ◽  
Education Institution ◽  
Foreign Languages ◽  
Work Related ◽  
Language For Specific Purposes ◽  
Problems And Solutions ◽  
Educational Paradigm ◽  
The Republic ◽  
Professional Teaching

Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.

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.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

Factors in Targeting Proficiency Levels and an Approach to “Real” and “Realistic” Practice

1980 ◽  
Vol 3 (1) ◽  
pp. 34-41
Author(s):  
Gail Guntermann
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The United States ◽  
Operational Definition ◽  
Teaching Profession ◽  
Coherent System ◽  
Course Content ◽  
Communication Events ◽  
Present Decade ◽  
Communication Needs

During most of the present decade the foreign-language teaching profession in the United States has devoted prodigious efforts to the creation and publication of classroom exercises to develop the learners' ability to communicate. While the resulting diversity of activities bears testimony to the ingenuity of foreign language educators, it also manifests the lack of a coherent system for specifying objectives and creating or selecting appropriate activities for practice. That ubiquitous term “communicative competence” has lacked an operational definition. The concept of functional syllabus design, founded on the identification of the sociolinguistic factors that comprise communication events, suggests some means to fill that void. Once the learners' communication needs have been ascertained, inventories of functions, notions, and keys should be valuable tools for selecting appropriate linguistic exponents and generally determining course content.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

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