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.

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.

scholarly journals Multimedia technologies and online task-based foreign language teaching-learning

2018 ◽  
Vol 5 (2) ◽  
pp. 75-97 ◽  
Author(s):  
Ana Maria de Jesus Ferreira Nobre
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Foreign Languages ◽  
Digital Resources ◽  
French And English ◽  
Teaching Learning ◽  
Task Oriented ◽  
Oral Skills

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018

scholarly journals Development of foreign language professional skills of chemistry specialty students

2020 ◽  
Vol 99 (3) ◽  
pp. 47-53
Author(s):  
U Kopzhasarova ◽  
◽  
D Sagatkarim ◽  
A Shaimerdenova ◽  
N Stanchiu ◽  
...  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Skills ◽  
International Labor ◽  
Literary Sources ◽  
Language Classes ◽  
Language Communication ◽  
Independent Work ◽  
Future Work ◽  
The Given

The article focuses on the problem of the development of foreign language professional knowledge and skills of chemistry specialty students, which is acquiring special attention in the framework of growing role of foreign language communication in the professional work of modern specialists at the international labor market. The analysis of scientific literary sources on the problem under research has been carried out; in the framework of which specific features of foreign language teaching and learning process and also peculiarities of future work of chemistry specialty students have been revealed. Essential ways of the development and improvement of the foreign language communicative skills of future specialists in the chemical field, including methods and techniques used at professional foreign language classes with some practical examples have been considered. For improvement of independent work abilities and foreign-language professional communicative skills of students the authors suggest active methods and technologies aimed at problem setting and solving such as debates, discussions, business games, projects and case-study. In authors’ opinion one of the effective methods of teaching and learning a professional foreign language is CLIL technology, its advantages and some difficulties in application have been also analyzed in the given research paper.

scholarly journals DEVELOPING CONSECUTIVE INTERPRETER’S COMMUNICATIVE SKILLS OF EMOTIVE-EMPATHIC INTERACTION

2020 ◽  
pp. 115-131
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
National Culture ◽  
Speech Act ◽  
Oral Communication ◽  
Communicative Skills ◽  
Communicative Ability ◽  
Language Communication ◽  
Definition Of ◽  
Different Cultures

Consecutive interpretation is a special form of oral communication between people speaking different languages, representing different cultures, and it is carried out in any situation of intercultural communication in order to exchange thoughts, information, knowledge, labor results, products, emotions, values, relationships in the process of interaction. A consecutive interpreter is a mediator of intercultural communication, and the development of emotive-empathic interaction skills of an interpreter promotes the successfullness of such communication. Interpreters’ communicative skills of emotive-empathic interaction within consecutive interpretation may be defined as a communicative and speech act in a foreign language communication implemented independently and in an optimal way. The act is accomplished at the level of interaction-exchange of emotions and relations both in the frames of independent component and in the frames of processing the cognitive and interactive components. This enables to carry out the emotive-empathic interaction under any conditions and new situations of consecutive interpretation thanks to the full totality of qualities. The aim of the paper is to consider issues related to emotions, empathy, their role in the process of communication, and their levels of empathy. Skills of emotive-empathic interactions and relevant to national culture, also the issues of the development of communicative skills in the mentioned interaction of the future interpreters, determined the conditions for their formation are described. In addition the paper presents definition of the communicative ability of the emotive-empathic interaction of future interpreters; considers a set of exercises aimed at the formation of these skills. The results of the scientific research are presented by the set of exercises.

scholarly journals Surviving Online Foreign Language Learning: The Case for French Language

2021 ◽  
Vol 11 (9) ◽  
pp. 421-433
Author(s):  
Saidah Ismail ◽  
Omrah Hassan ◽  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
French Language ◽  
Teaching Learning

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.

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 The Theories of learning and methods of teaching foreign languages Literature review

2020 ◽  
Vol 10 (16) ◽  
pp. 227-252
Author(s):  
Asma Nifaoui
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Learning Theories ◽  
The Past ◽  
Foreign Language Acquisition ◽  
Unique Method ◽  
The Subject ◽  
Oral Method ◽  
Teaching Learning

The objective of this article is to provide a historical overview of the learning trends that have marked several fields over the past two centuries, and from which the methods of teaching foreign languages ​​have been largely inspired. Teaching and learning a foreign language has always been a major concern of officials working in the education sector. Finding a unique method, perfect and suitable for all learners was the center of interest of most researchers of all backgrounds, linguists, educators or trainers. Three major theories of learning have really changed the field of education and specifically the field of foreign language acquisition. These three currents are respectively behaviorism, cognitivism and constructivism. Each current had its supporters and detractors depending on the progress made at the end of their research. The methods that emerged from these three learning theories also had their ups and downs depending on the degree to which the desired objectives were achieved. In the course of this study, we plan to bypass, in chronological order, the different methods and approaches, coming from the three streams, and practiced in the teaching of foreign languages. Our attention will be focused on the study of the audio-oral method, the audio-visual method, the communicative approach and the skills-based approach. We also offer, in this article, a discussion whose interest is to elucidate the circumstances which led to the success or failure of a particular method. We will also focus on the successes and limitations of each of these methods. The conclusion will be the subject of a reflection on all the points covered in the article while offering an opening on other solutions that can improve the teaching / learning of foreign languages.

scholarly journals THE ROLE OF FOREIGN LANGUAGE PROFESSIONAL COMMUNICATION IN A MODERN SPECIALIST'S TRAINING IN A NON-LINGUISTIC UNIVERSITY

2021 ◽  
Vol 13 (2) ◽  
pp. 41-47
Author(s):  
Elvira Bibikova ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Experience ◽  
Professional Communication ◽  
Foreign Languages ◽  
Comparison Analysis ◽  
Language Communication ◽  
Priority Direction ◽  
Special Knowledge ◽  
The One

The relevance of the research stems from the fact that the role of professional foreign language communication is significantly increasing in the context of expanding international contacts, establishment of relations with foreign partners. The purpose of the research is to substantiate the importance of a foreign language in the process of a modern specialist's training in the non-linguistic university. FSES demands professional specifics when learning a language. A foreign language is considered not as a separate, independent discipline, but as the one allowing to acquire special knowledge of terminology in a selected area. The problem of modern specialists is that the low level of foreign language literacy can significantly reduce their competitiveness in the labor market. In this regard, professional-oriented training in foreign languages is a priority direction in modern education. Relying on their own teaching experience, the author emphasizes that professional-oriented texts are easier to cope with the issue of improving motivation to the study of a foreign language. Using a tutorial for bachelors "Horticultural and Landscape Design in English", the author introduces thematic sections and methods used in working with "Landscape architecture" students. When selecting a material for a textbook in a foreign language, a teacher may face certain difficulties. The article provides ways to solve this problem. The author has analyzed scientific literature on the stated topics. Methods of observation, comparison, analysis have been used. It has been concluded that foreign language is a necessary component in the process of training a specialist of any profile.

scholarly journals Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages

2017 ◽  
pp. 63-67
Author(s):  
Aída Fernández Bueno
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Cohesion ◽  
Teaching And Learning ◽  
Functional Change ◽  
Foreign Languages ◽  
Social Changes ◽  
The Social ◽  
Teaching Learning ◽  
The University

Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.

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