scholarly journals Group work as the way of organising and motivating students

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Role Playing ◽  
Traditional Teaching ◽  
Discipline Problems ◽  
Advanced Learners ◽  
Language Class ◽  
Group Format ◽  
Interactive Exercises ◽  
Pair Work

The article is devoted to the analysis of group work as specific way of organizing students at all the stages of an English lesson. Various kinds of group work are taken into consideration as alternative to the traditional teaching format. They are described as the form of work designed for motivating students, encouraging their active participation, use of imagination, creativity and cooperation between a teacher and learners. It is shown that well-organised group work is the essential component of role playing activities. The types of group format, introduced by N. Mcclver, are taken into consideration. The peculiarities of pair work are revealed. Such group format may be used in groups where there are discipline problems. Triad group format is analyzed as the alternative to pair work. The role play activities designed for pairs and triads are introduced. It is proved that short role playing exercises can be especially helpful. Group format Pyramid can be an excellent way of practicing the language of persuasion and having discussion. It is shown that activities of interview type can be successfully organized by means of a pyramid group format. It is proved that in the foreign language classroom interviews are useful because they force students to listen carefully, to practice new grammar structures as well as recycle vocabulary. Interviews give students the opportunity to improve their general knowledge and to be able to communicate on various subjects. Pairs and triads can be easily transformed into group format Pyramid, which requires participation of at least eight students. It is shown that group format Mingles is considered to be the most challenging and the most effective type of group work. It requires much preparation and greater workload from the teacher. It is proved that Mingles group format is fruitful for advanced learners as activities, organized by means of this format can occupy a lot of time and require acting skills. The use of all types of group format is aimed at creating relaxed and friendly atmosphere in a foreign language class. It is pointed out that Pyramid and Mingles group formats usually require more preparation than work in pairs and Triads format. Pyramids and Mingles group formats make use of variety of techniques and contribute to the development of group feeling that helps the teacher to motivate students and to create happy learning environment. The interactive exercises offered in the article are easily adaptable to different group format and different learners` needs.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

scholarly journals Methods that imitate natural professional communication in the process of teaching a foreign language at a non-linguistic university

2019 ◽  
pp. 109-116
Author(s):  
O. Soboleva ◽  
O. Kazarian
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Role Playing ◽  
Professional Communication ◽  
Educational Technologies ◽  
Optimal Conditions ◽  
Innovative Technologies ◽  
Language Class

The article is  devoted to  the  problem of  increasing the  effectiveness of  professionally oriented teaching of  a  foreign language in  a  non-linguistic university. The article is focused on the application of educational technologies that imitate the  process of  natural professional communication and bring the  foreign language class closer to  the  conditions of  real communication. Professionally oriented innovative technologies (project technology, role-playing and business games, etc.) create the basis for integrating all the knowledge gained at university, and help create optimal conditions for effective teaching of  a  foreign language in a non-language university.

scholarly journals Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks

2020 ◽  
Vol 10 (3) ◽  
pp. 607-630
Author(s):  
Marta Kopinska ◽  
Agurtzane Azkarai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Collaborative Work ◽  
Task Motivation ◽  
Young Learners ◽  
School Year ◽  
Language Class ◽  
Language Learning Motivation ◽  
Two Factors ◽  
Pair Work

Motivation has been widely considered one of the most influential variables in the field of second language learning. Motivation may vary throughout the years, even within the duration of a single language class, and this might occur due to different factors, such as the choice of tasks or the activity type (i.e., collaborative or individual). These two factors have not been investigated in depth with young learners in foreign language settings, and from a task-based perspective. Thus, this paper addresses this gap, and explores the potential changes in motivation of 64 Spanish young learners of English as a foreign language who worked on a number of dictogloss tasks in pairs and individually over the span of a school year. Data was collected several times by means of different tools that measured students’ general and more specific task motivation, as well as their attitudes towards individual/pair work. The findings revealed that, overall, these children’s motivation was high and consolidated with time, while their level of anxiety decreased. Their attitudes towards the dictogloss were positive from the beginning to the end of the school year, and more so when they carried out the task in pairs. These findings support the benefits of collaborative work, and the dictogloss, as an appropriate task that engages children in their learning of a foreign language.

Pedagogical Technologies for Developing Visual Literacy in Veterinary Students in the Profession-Related Foreign Language Class

2020 ◽  
Vol 18 (2) ◽  
pp. 103-110
Author(s):  
Irina Valentinovna Kulamikhina ◽  
◽  
Zhanbota Baurzhanovna Esmurzaeva ◽  
Maxim Leonidovich Marus ◽  
Polina Vladimirovna Zakotnova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Visual Literacy ◽  
Veterinary Students ◽  
Language Class

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

The new trend of wearable technology in college foreign language classroom and its impact on college English teaching

2021 ◽  
pp. 002072092110032
Author(s):  
Jing Wang ◽  
Baihan Gao
Keyword(s):  
Foreign Language ◽  
Wearable Technology ◽  
Wearable Devices ◽  
Internet Technology ◽  
Traditional Teaching ◽  
College English ◽  
English Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Practical Teaching

With the progress of new sensor technology and Internet technology, wearable devices have gradually become the new favorite of the science and technology industry. They have been applied to various fields because of their wearability, mobility, user-centered, interactive, integrated and augmented reality characteristics. Given the shortcomings of traditional foreign language education at university, wearable technology is introduced into foreign language classroom as an auxiliary form of traditional teaching. This article chooses two courses (171 and 172 courses) to test whether wearable devices have an impact on college English teaching. The English level of these two classes is similar. With the assistance of wearable technology, level 171 is selected as the experimental course; 172 is a regular course, using only traditional teaching methods, and the experiment lasted for a semester. Practical teaching is also carried out in the class. Practical teaching results show that wearable technology assisted English teaching can not only improve students’ ability to master knowledge, but also greatly enhance students' interest in learning English.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques

1979 ◽  
Vol 63 (4) ◽  
pp. 228
Author(s):  
Carolyn T. Hartl ◽  
Gertrude Moskowitz
Keyword(s):  
Foreign Language ◽  
Class A ◽  
Language Class

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

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