scholarly journals Learning Skills and Difficulties Encountered by Students During Acquisition of a Foreign Language for Specific Purpose

2017 ◽  
Vol 8 (1) ◽  
pp. 131
Author(s):  
Enkela Dalipi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Communication Competence ◽  
Teaching Process ◽  
Learning Skills ◽  
Applied Method ◽  
Survey Results ◽  
Specific Teaching ◽  
Teaching Learning

Through this research we are going to analyze the learning skills, thus competencies needed by students during the learning process and acquisition of a foreign language of specific purpose. The purpose of such a research is not only to identify difficulties they encounter during the learning process but also to introduce special techniques and strategies for a specific teaching process aiming at enhancement of communicative competence as primary goal of teaching/learning process. The applied method is that of survey (40 hours of study time). We have put in evidence and made remarks of the most common difficulties for students based on an assessment table. In the second part of the research, based on survey results, there are presented teaching suggestions and techniques which help students to overcome obstacles and guide them to acquire learning skills to the final end of acquisition of specialized communication competence. Besides the theoretical part there are presented practical aspects of didactic activities related to the analyzed skills.

scholarly journals On Interactive Pedagogical Technologies Which Can Assist English Language Students to Improve Their Learning Skills

2020 ◽  
Vol 6 (4) ◽  
pp. 416-421
Author(s):  
R. Azimbaeva
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Personal Development ◽  
English Language ◽  
Communicative Competence ◽  
Educational Institution ◽  
Principal Result ◽  
Learning Skills ◽  
Interactive Technologies ◽  
Development Of Students

The purpose of this study is to consider the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development of students. The major conclusions estimate the significance of applying interactive technologies in learning process.

Pedagogical bases of language communicative competence enhancement model of future specialists

2019 ◽  
Vol 6 (7) ◽  
pp. 231-237
Author(s):  
Kulimkhan Arymbaeva ◽  
Sh.N. Aldibekova ◽  
Galiya Abayeva ◽  
Zhanat Bisenbaeva ◽  
R. Kaimova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Social Life ◽  
Development Process ◽  
Communicative Competence ◽  
Language Teaching ◽  
Teaching Process ◽  
Research Issues ◽  
Foreign Science ◽  
Sional Development

This research discusses the issue of language communicative competence (CC) enhancement model. This investigation represents the model of the LCC process with its necessary components applied to the language teaching. This research is of significant value as a contribution to the language teaching policy not only in Kazakhstan but abroad as well. It demonstrates that the CC development process helps to improve the teaching process and make the system work properly. In recent years, in line with the communicative and especially the competence approach in the domestic and foreign science actively developed the problem of enhancement of communicative competence LCC ‘as a mandatory competency component of profes-sional development of a modern specialist’ in different branches of science such as philosophy, sociology, psychology, peda-gogy, cultural studies, economics and ethics. Such a multifaceted study of the phenomenon of LCC is determined by the dynamics of social life to find the real needs of today's ideological orientation and the necessity of its formation in the learning process. In the present time, a considerable fund is accumulated that allows to explore the topic of the research: issues of implementation of CC enhancement model. The necessity of this research, as it follows from the above, is conditioned by the urgent need to train specialists in LCC in a foreign language in the framework of activities as well as its theoretical and practical underdevelopment. Keywords: Approach, meta, communicative, competence, modelling.

scholarly journals MENGHADIRKAN FILM DALAM PEMBELAJARAN BAHASA `JERMAN SEBAGAI BAHASA ASING (DEUTSCH ALS FREMDSPRACHE)

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Dwi Imroatu Julaikah
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
German Language ◽  
Formal Institutions ◽  
Definition Of ◽  
Teaching Learning

German language is taught in Indonesia as a foreign language, or we usually call as DAF (Deutsch als Fremdsprache). This language is taught in formal and non-formal institutions. In this context, it is very important, especially for the teacher to bring interactive and joyfull learning in the classroom, and it is challenging for the teacher. Thus, presenting interesting language in the class, full of innovativation in learning prosess of German language, must be done. One of the choices to get those situations in the classroom is to bring a good media. Film is one alternative that can be presented. This paper discusses how to bring movies in learning a foreign language (German). Further discussion is more about (a) Definition of film, (b) Film, as a medium in teaching learning process, and (c) How to teach German with didactic and methodic in learning German language.

scholarly journals Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language

Humaniora ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 1114
Author(s):  
Wishnoebroto Wishnoebroto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
New Method ◽  
Flipped Learning ◽  
Western Countries ◽  
The Us ◽  
Classroom Lesson ◽  
Teaching Learning

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning. 

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals The importance of social interaction activities in the teaching-learning process of English as a Foreign Language

Entretextos ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 61
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Carla Janaina Figueredo
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching Learning

Este estudo foi realizado em uma escola estadual de Goiânia, em Goiás, Brasil, com quinze alunos de um grupo de terceiro ano do ensino médio, em 2014. As principais ideias que conduziram este estudo giram em torno da importância da interação no processo de ensino-aprendizagem de língua inglesa, a presença do outro e autonomia/autorregulação dos alunos. A base teórica da pesquisa provém do dialogismo bakhtiniano (BAKHTIN, 1993, 2003; BARROS, 1997; BRAIT, 2005), do sociointeracionismo vigotskiano (VYGOTSKY, 1978; MOLL, 1990; LANTOLF; APPEL, 1994; REGO, 1995) e dos pensamentos freireanos (FREIRE, 1996, 2005) que dizem respeito ao posicionamento dos estudantes como agentes de sua própria aprendizagem. Os objetivos gerais foram: averiguar as percepções dos aprendizes-participantes em relação ao processo de ensino-aprendizagem de inglês, antes e depois das intervenções; observar como diferentes formas de interação social (P-A, P-As, A-P, A-A, As-As, As-P) podem interferir em aulas de inglês de um grupo do terceiro ano de uma escola estadual; e descrever como a professora-pesquisadora percebe a experiência de ensinar inglês com seu foco voltado para a interação social. A metodologia usada é a pesquisa-ação qualitativa (THIOLLENT, 1986; ENGEL, 2000; MELLO; REES, 2011) e os instrumentos utilizados para gerar os dados foram questionários, notas de campo e entrevistas. Os resultados mostram que os alunos puderam perceber o inglês como língua possível de ser apropriada por eles, usada para comunicar, e também puderam reconhecer a importância do outro no processo de ensino-aprendizagem. Ademais, a professora-pesquisadora pôde perceber que aulas interativas e efetivas foram possíveis naquela escola pública.

Project work as a tool for communicative competence development

10.12737/3590 ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Марина Гозалова ◽  
Marina Gozalova
Keyword(s):  
Social Behavior ◽  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Project Work ◽  
Individual Contribution ◽  
Teaching Routine

The article focuses on research into project work as a learner’s activity contributing to the development and refinement of his / her communicative competence. The author states that, besides improving a learner’s linguistic competence and promoting his/her involvement with the learning process, project work favourably affects both communication standards and, more broadly, social behavior through providing ample room for cooperation, empathy, creativity, and individual contribution. Thus, embracing project work and making it part of the foreign language teaching routine will ensure that learners acquire communicative competence at a level that meets current requirements.

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