scholarly journals Development of Speaking Abilities Using Innovative Education Strategies: Storytelling Case in Foreign Languages Classrooms

2018 ◽  
Vol 13 (1) ◽  
pp. 191-208
Author(s):  
Ilona Tandzegolskienė ◽  
Asta Balčiūnaitienė
Keyword(s):  
Foreign Languages ◽  
Second Grade ◽  
Sentence Structure ◽  
Learning To Learn ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Young Learners ◽  
Empirical Level ◽  
The One ◽  
Teaching Learning

Summary The article aims to present the storytelling method, which could be applied in teaching/learning foreign languages. Storytelling enables learners to analyse actual topics using the gathered information, to solve problems emphasizing personal experiences and values as well as to listen to other stories and share valuable information. On the one hand, communicative skills are developed through storytelling processes at the same time improving students’ pronunciation, increasing vocabulary, brushing up their grammatical and sentence structure skills. Moreover, young learners’ problem-solving skills are also developed, when they try to remember the received information and answer the questions during the limited time. On the other hand, the use of storytelling method enables teachers to inspire young learners to share their experiences, and to improve their linguistic abilities. The participation in these information sharing activities motivate young learners to be open-minded and encourage them to study individually. The article overviews the importance of the storytelling method on the theoretical level as well as introduces the usefulness of storytelling elements in foreign language classes on the empirical level. The research was planned and performed in X Kaunas Gymnasium, in which the second-grade young learners (average age of the participants was 16 years old) created and presented their stories on the topic “My Festive Day”. The results of the research demonstrate that young learners were more engaged in prepared materials and managed to communicate using new linguistic constructions. What is more, while listening to other presenters they learned about various holiday traditions, different personal attitudes and, consequently, improved their listening, sentence structure and other communicative skills. The participants of the research emphasized that it was interesting for them to prepare storytelling tasks – to write, read the material and to activate the gained information. During the implementation of the storytelling method, a negative aspect related to emotions was observed, and also a lack of stress management and learning to learn skills was determined.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 1 (4) ◽  
pp. 106
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

Popular video cartoons and associated branded toys in teaching English to very young learners: A case study

2016 ◽  
Vol 21 (5) ◽  
pp. 568-588 ◽  
Author(s):  
Danijela Prosic-Santovac
Keyword(s):  
Second Language ◽  
Intrinsic Motivation ◽  
Role Play ◽  
Foreign Languages ◽  
Age Group ◽  
Teaching English ◽  
Young Learners ◽  
Motivation For Learning ◽  
The One

When teaching foreign languages to very young learners, motivation is an issue that needs to be taken into account even more than in the case of any other age group. Teaching materials and students’ textbooks used in schools and preschools, however carefully crafted, often fail to cater for the genuine interests of children and to invoke intrinsic motivation for learning. This article aims to examine whether centring teaching around authentic media material, such as popular cartoons, and the accompanying branded toys, affects the level of second language (L2) knowledge and motivation for learning. The ‘one environment – one language’ approach was developed for this case study, which focuses on the learning progression of one four-year-old during the period of 18 months. The results speak in favour of using this approach both in kindergarten settings, exploiting role play with playschool character toys, as well as in home settings, where family characters can be used to connect home and preschool environments.

scholarly journals Fremdsprachliche Lehr-Lern-Prozesse und Kommunikationsprozesse

2019 ◽  
pp. 203-211
Author(s):  
Marian Szczodrowski
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
The Other ◽  
Foreign Languages ◽  
Information Structures ◽  
Storage Mechanism ◽  
Multi Stage ◽  
Stage Process ◽  
The One ◽  
Teaching Learning

The issues presented in this article do not only refer to the substantive aspects of processes of teaching, learning and communication, but also to their close connections in teaching foreign languages. Therefore, on the one hand, the course of teaching and learning is viewed separately, and, on the other hand, their inseparable unity is established. Learning new perceptual foreignlanguage structures is seen as a multi-stage process which takes place not only in decoding but also in the construction of matrices in the foreign-language storage mechanism. All foreignlanguage activities relating to teaching and learning are based on communication, which runs parallel to glotto-didactic processes. Thus, the following results emerge for learners: known information structures function as means of communication and understanding, while new structures function as means of communication and teaching and learning.

SPECIFICS OF TEACHING FOREIGN LANGUAGES FOR PROFESSIONAL COMMUNICATION TO STUDENTS SPECIALIZING IN “LEGAL SUPPORT OF NATIONAL SECURITY”

2020 ◽  
Author(s):  
Анна Владимировна Подстрахова
Keyword(s):  
National Security ◽  
Professional Communication ◽  
Foreign Languages ◽  
Skills Development ◽  
Enhance Efficiency ◽  
Teaching Learning

В статье рассматриваются вопросы формирования у студентов-юристов универсальных компетенций в процессе обучения профессионально-ориентированному иностранному языку. Предлагаются пути оптимизации процесса обучения иностранному языку на примере курса «Иностранный язык в профессиональной сфере» в рамках специальности «Правовое обеспечение национальной безопасности». The paper focuses on the problem of students` universal skills development while teaching foreign languages for professional communication. Ways to enhance efficiency of teaching/learning are proposed and tested among the students specializing in “Legal Support of National Security”.

scholarly journals Differentiated Instruction in Mixed - Ability Groups the Jigsaw Strategy -

2016 ◽  
Vol 22 (2) ◽  
pp. 407-412
Author(s):  
Simona Boştină-Bratu ◽  
Alina Negoescu
Keyword(s):  
Foreign Language ◽  
Differentiated Instruction ◽  
Educational Background ◽  
Team Work ◽  
Learning Needs ◽  
Skill Levels ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Teaching Learning ◽  
Instruction Strategies

Abstract An effective teaching-learning environment is student-centered, student-driven, allowing teachers to meet students’ learning needs and help them make progress in a variety of ways. This paper aims at analyzing some of the cooperative learning methods used to create more flexibly-designed foreign language lessons, where students’ skill levels, educational background, interests and motivation are heterogeneous. It focuses on differentiated instruction strategies, such as team work and jigsaw teaching, as well as on ways of implementing them appropriately and effectively in the foreign language classroom. We will start with an overview of some theoretical contributions and definitions concerning the differentiated instruction and the jigsaw classroom. The study mainly focusses on the jigsaw classroom as an effective technique meant to encourage students to involve in learning activities, interact and share knowledge and information, developing their linguistics, social and problem-solving skills, necessary in international environments, in such areas as communication, leadership, and decision-making.

scholarly journals Review of research on language teaching, learning and policy published in 2004 and 2005

2006 ◽  
Vol 39 (4) ◽  
pp. 1-27 ◽  
Author(s):  
Richard Johnstone
Keyword(s):  
International Research ◽  
Language Teaching ◽  
To Come ◽  
The One ◽  
Teaching Learning ◽  
Comprehensive Coverage

Most of the annual reviews which I have prepared for the present journal discuss roughly 100 articles published each previous year in top international research outlets. Even with such a high number per year, considerable selectivity has to be applied – the number of abstracts appearing up to the end of the October 2005 edition of Language Teaching, for example, amounts to 601, mostly published in 2005 and with still more to come for that year. The task of covering 2004 as well as 2005 within the one review, necessitated by personal circumstances, is therefore doubly daunting in its selectivity. For comprehensive coverage then, there is nothing in my view which can compete with the abstracts themselves as published in the present journal.

Between Global and Local Contexts: The Seoul Linguistic Landscape

2020 ◽  
Author(s):  
Kapitolina Fedorova ◽  
Keyword(s):  
South Korea ◽  
Public Space ◽  
Public Discourse ◽  
Minority Groups ◽  
Foreign Languages ◽  
Linguistic Landscape ◽  
Urban Contexts ◽  
Historical Sites ◽  
The One ◽  
Global And Local

Multilingualism in urban spaces is mainly studied as an oral practice. Nevertheless, linguistic landscape studies can serve as a good explorative method for studying multilingualism in written practices. Moreover, resent research on linguistic landscapes (Blommaert 2013; Shohamy et. al. 2010; Backhaus 2006) have shed some light on the power relations between different ethnic groups in urban public space. Multilingual practices exist in a certain ideological context, and not only official language policy but speaker linguistic stereotypes and attitudes can influence and modify those practices. Historically, South Korea tended to be oriented towards monolingualism; one nation-one people-one language ideology was domineering public discourse. However, globalization and recent increase in migration resulted in gradual changes in attitudes towards multilingualism (Lo and Kim 2012). The linguistic landscapes of Seoul, on the one hand, reflect these changes, and However, they demonstrates pragmatic inequality of languages other than South Korean in public use. This inequality, though, is represented differently in certain spatial urban contexts. The proposed paper aims at analyzing data on linguistic landscapes of Seoul, South Korea ,with the focus on different contexts of language use and different sets of norms and ideological constructs underlying particular linguistic choices. In my presentation I will examine data from three urban contexts: ‘general’ (typical for most public spaces); ‘foreign-oriented’ (seen in tourist oriented locations such as airport, expensive hotels, or popular historical sites, which dominates the Itaewon district); and ‘ethnic-oriented’ (specific for spaces created by and for ethnic minority groups, such as Mongolian / Central Asian / Russian districts near the Dongdaemun History and Culture Park station). I will show that foreign languages used in public written communication are embedded into different frameworks in these three urban contexts, and that the patterns of their use vary from pragmatically oriented ones to predominately symbolic ones, with English functioning as a substitution for other foreign languages, as an emblem of ‘foreignness.’

scholarly journals Using Games as a Tool in Teaching Vocabulary to Young Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 120 ◽  
Author(s):  
Sahar Ameer Bakhsh
Keyword(s):  
Saudi Arabia ◽  
Elementary Schools ◽  
Literature Review ◽  
Foreign Languages ◽  
Teaching English ◽  
Main Subject ◽  
Young Learners ◽  
Methods And Techniques ◽  
Conventional Methods ◽  
Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

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