scholarly journals Contemporary Lingvodidactics: Defining Goals and Objectives of Foreign Language Teaching

2013 ◽  
pp. 278-281
Author(s):  
T. K Tsvetkova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Final Goal ◽  
Bilingual Development ◽  
Goals And Objectives

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author’s original conception of mastering a foreign language as a process of bilingual development. The final goal should be described not as a set of competencies, but as a form of bilingualism. Intermediate goals and objectives should be determined by the task of developing each block of the mechanism of language command.

CONTEMPORARY LINGUODIDACTICS: DEFINING GOALS AND OBJECTIVES OF FOREIGN LANGUAGE TEACHING

2013 ◽  
pp. 328-331
Author(s):  
T. K. Tsvetkova
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Activity ◽  
Conceptual System ◽  
Final Goal ◽  
The World ◽  
Bilingual Development ◽  
Goals And Objectives

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author’s original conception of mastering a foreign language as a process of bilingual development. At present the practical goal of foreign language teaching is formulated by linguodidactics in terms of competences. The communicative competence is treated as a key concept integrating all other competences. It denotes a subject’s ability to carry out cross-cultural interaction and to use a foreign language as an instrument of such interaction. However, this interpretation of the goals of foreign language teaching does not demonstrate specificity of foreign language learning in comparison with other disciplines studied at school or university. While studying those subjects a student interprets them in terms of her own, monolingual, picture of the world. She does not have to develop notions, which are absent in the native culture. The foreign language is totally different: in order to master it, a student has to step outside the boundaries of her own picture of the world and master a number of new notions and concepts. In other words, a student must become bilingual and bicultural. Otherwise her understanding of the foreign language will remain limited by the conceptual system of the mother tongue, she will not be able to see the proper meanings of the other culture. Therefore the goals and objectives of foreign language teaching should be defined according to regularities of bilingual development. The final goal should not be described as a set of competencies, but as a form of bilingualism. In that case the final goal consists in the student’s achieving the stage of balanced mixed bilingualism which is optimal for professional activity with a foreign language. This involves development in a student of an additional complete mechanism of language command responsible for producing and perceiving speech in the foreign language. Intermediate goals and objectives should be defined by the task of forming each block of the mechanism of foreign language command.

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.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

The actual problems of the theory and practice of Russian as a foreign language teaching

2018 ◽  
Author(s):  
Elena Barkhudarova ◽  
Dmitriy Gudkov ◽  
Lyubov Klobukova ◽  
Lidiya Krasilnikova ◽  
Irina Odintsova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice
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