scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals Student interest in cultural content of a foreign country

2016 ◽  
Vol 9 (2) ◽  
pp. 465
Author(s):  
Katarina Krželj
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Student Interest ◽  
Legislative Framework ◽  
Target Culture

The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia) in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.

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.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

scholarly journals TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 189-191
Author(s):  
Oleksandra Borzenko
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
The European Union ◽  
Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

scholarly journals IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL

2021 ◽  
Author(s):  
Maria Rakovs`ka ◽  
◽  
Dariya Pustovoichenko ◽  
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Occupational Mobility ◽  
Foreign Language Teaching ◽  
Sheltered Instruction ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Mobility

Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively carry out their professional activities in their field, which will significantly increase the level of language training. It is considered that the formation of communication skills at the present stage implies the development of students' communicative competence. The component of directions of formation of multicultural communicative competence in the conditions of studying foreign languages for professional purposes is considered. Conclusion. The purpose of teaching foreign languages for future non-linguistic specialists with the application of the SIOP Model should upgrade the skills and abilities that allow the future specialist to effectively pursue a professional activity in their field: work with foreign literature, participate in discussions in a foreign language, speak or write a professional translation of business literature in professional field. The process of foreign languages learning with the implementation of SIOP Model is aimed at forming professional competencies. The combination of these competencies in the future will determine the level of training future professionals, the degree of their readiness for professional self-determination and professional activity. The SIOP components and functions demonstrate a number of aspects that make a teacher's performance effective. The SIOP Model combines the features of effective learning into one whole, integrates a foreign language with professional learning that in the context of modern Ukrainian education is especially relevant in the transition to a system of training future specialists.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals Model of Research-Oriented Foreign Language Teaching as a Basis for Activating the Process of Training of an International Relations Student

2020 ◽  
pp. 109-116
Author(s):  
L.V. Minaeva
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Research And Development ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Use Of Research

The article highlights the use of research oriented teaching methodology in the process of teaching foreign languages to students of international relations. An attempt is made to emphasize the potential of learning foreign languages for developing students’ research and development skills. At the same time, the author claims that the model of science-based teaching is a factor affecting the motivational trajectory of international relations students studying a foreign language.

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals Wspieranie empowermentu w sytuacji zinstytucjonalizowanego nauczania języków obcych: możliwości, wyzwania i ograniczenia

Neofilolog ◽  
2017 ◽  
pp. 199-211
Author(s):  
Marzena Blachowska-Szmigiel
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language Teacher

The aim of this article is to present opportunities, challenges and constraints related to the support of a student’s empowerment in the context of institutionalized foreign language teaching. In the first part of the article, we describe empowerment as the approach, the process and the action that support the growth of power in individuals, communities and organizations. In the following part we present teaching and learning of foreign languages as a process supporting student’s empowerment. In the last part, we point to a foreign language teacher as a source of opportunities, challenges and constraints related to the support of a student’s empowerment.

scholarly journals Fostering foreign-language teaching at university by developing students’ autonomy: The exploratory experiment

2018 ◽  
Vol 7 (4) ◽  
pp. 137-149
Author(s):  
Karine Chiknaverova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Rank Correlation ◽  
Foreign Language Teaching ◽  
Foreign Language Acquisition ◽  
Statistical Relevance ◽  
Exploratory Experiment

This article addresses the issue of activation of the process of foreign-language acquisition by means of fostering students’ autonomy. The author characterises and analyses the nature and components of foreign-language communicative competence and autonomy. It proceeds with justifying the appropriateness of using particular diagnostic tests and specifies the components of autonomy that are manifested during foreign-language teaching and learning at university. The methods employed include statistical relevance check based on the criteria of Mann–Whitney, Wilcoxon rank correlation, analysis by Spearman and factor analysis. The findings confirm the interconnection between intensity and quality of students’ foreign-language communicative competence development and their autonomy. The research identifies three levels of foreign-language communicative competence and the levels of autonomy corresponding to them. The article concludes with an outline of the stages following the exploratory experiment and further recommendations.   Keywords: Learners’ autonomy, foreign-language communicative competence, monitoring learners’ autonomy, foreign-language acquisition, English as a second language.

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