scholarly journals Research on the Application of Formative Evaluation in Teaching Foreign Language in Colleges and Universities

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Chunhua Fu
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Formative Evaluation ◽  
Colleges And Universities ◽  
Teaching Evaluation ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Improvement Measures ◽  
Professional Evaluation ◽  
Actual Teaching

Formative evaluation is relatively more scientific and accurate as compared to traditional teaching evaluation. Formative evaluation is a method of professional evaluation of students’ learning process, which is very important in the entire course of teaching. In the actual teaching process, formative evaluation can better help teachers understand the situation of students, and take effective improvement measures to address the problems existing in the process of learning. As a contribution to the teaching of foreign languages in the colleges and universities, this paper will start with an introduction of formative evaluation, and then the application of formative evaluation in teaching.

scholarly journals Disadvantages of traditional teaching foreign languages to modern students of Generation Z

2020 ◽  
pp. 102-110
Author(s):  
Світлана ПЕЧЕНІЗЬКА (Губарєва) ◽  
Олена ЗАВАЛЬНА
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Generation Z ◽  
Academic Results

The article provides an analysis of the typical characteristics of generation Z students. These characteristics should be taken into account by teachers while constructing classes in higher educational establishments of Ukraine in order to find out the possible ways for the effectiveness effectiveness of learning process. In addition, some disadvantages of traditional foreign language teaching from a modern point of view are systematized to choose the most appropriate learning styles for students of Generation Z to improve their academic results. The paper reflects the authors’ methodological recommendations as for the most effective (from their own experience with students) modern strategies of teaching foreign language (English) in Ukraine.

scholarly journals The potential of using digital technologies in teaching a foreign language to students of a technical university

2021 ◽  
Author(s):  
Ж.А. Яруллина
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Theoretical Substantiation ◽  
Technical Students ◽  
The Subject ◽  
Technical University

Актуальность статьи заключается в теоретическом обосновании необходимости внедрения цифровых технологий в процесс обучения. В данной статье отображены основные аспекты обучения и проблемы, с которыми сталкиваются преподаватели иностранных языков технического вуза, а также особенности обучения с применением цифровых технологий и современных методов обучения. Целью исследования данной темы является ознакомление с теоретическими и практическими аспектами обучения иностранному языку с применением цифровых технологий студентов технического вуза. Научная новизна заключается в попытке определить современные методы обучения, анализируя научные статьи и педагогические справочники, и сформировать действенную методику обучения иностранным языкам студентов технического вуза, устраняя прежние ошибки и недейственные техники. В результате данной работы были выявлены основные недостатки традиционного обучения иностранному языку и преимущества использования цифровых технологий в процессе обучения иностранному языку студентов технического вуза. The relevance of the article lies in the theoretical substantiation of the need to introduce digital technologies into the learning process. This article displays the main aspects of teaching and the problems faced by the foreign languages teachers of a technical university, as well as the features of teaching using digital technologies and modern teaching methods. The purpose of the study of the subject is to introduce the theoretical and practical aspects of teaching a foreign language to technical students using digital technologies. Scientific novelty lies in the attempt to define modern teaching methods, analyzing scientific articles and teaching reference books, and to create an effective method of teaching a foreign language to technical students, eliminating previous mistakes and ineffective techniques. As a result of this work, the main disadvantages of traditional teaching of a foreign language and the advantages of using digital technologies in the process of teaching a foreign language to technical students were identified.

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.

Praktijkgerelateerd Contrastief Onderzoek Naar Vreemde-Taalverwerving

2008 ◽  
Vol 80 ◽  
pp. 19-28
Author(s):  
Philippe Hiligsmann ◽  
Melanie Baelen ◽  
Anne Lore Leloup ◽  
Laurent Rasier
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Languages ◽  
Classroom Teaching ◽  
Teaching Activities ◽  
Foreign Language Acquisition ◽  
Onderzoek Naar ◽  
French Speaking

In this contribution we show that foreign language acquisition research does not only provide theoretical insights into the learning process of foreign languages, but also provides useful tips that are directly relevant to language teaching, especially if research is conducted with the 'integrated contrastive model'. We illustrate how the model can be applied in studies of the interlanguage of French-speaking learners of Dutch and Dutch learners of French concentrating on the phonological, morphological and pragmatic components of language. Finally, we explore possible classroom teaching activities and techniques that follow from our study.

scholarly journals INTÉGRATION DES TIC DANS LA DIDACTIQUE DU FLE À L’UNIVERSITÉ KENYATTA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Dismas Nkezabera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
New Technologies ◽  
Foreign Languages ◽  
University System ◽  
Postgraduate Students ◽  
Learning Scenarios ◽  
The University ◽  
Actual Teaching

ICT offers new teaching and/or learning methods, especially in the field of foreign languages. These new technologies develop not only new teaching and learning environments, but also raise the issue of their pedagogical integration in teaching French as Foreign language. This article aims at addressing issues related to the contribution of ICT in an action-oriented perspective “task” and “learning scenario” (Mangenot, 2003). The objective is to identify the pitfalls faced by teachers in their attempt to integrate new technologies in teaching FFL. Our assumption is that ICTs provides the learner a new way of acquiring knowledge and skills. This case study raises a number of concerns with regard to integration of ICT in the teaching of FFL. How for instance do teachers of French integrate ICT in their actual teaching in order to motivate and empower their learners? And then, what are the obstacles to the integration of new  technologies in the university system of teaching? By way of a systematic approach, this study discusses an experiment with undergraduate and postgraduate students who are using learning scenarios in written production activities by following well-defined instructions.

scholarly journals How do foreign language teachers motivate students in language learning?

2020 ◽  
Vol 7 (1) ◽  
pp. 181-193
Author(s):  
Diana S Rahman ◽  
Wening Sahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Visual Method ◽  
Intrinsic And Extrinsic Motivation ◽  
Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

scholarly journals Zum Einfluss affektiver Faktoren auf den frühen Fremdsprachenerwerb im Elementarbereich durch den narrativen Ansatz

2018 ◽  
Vol 45 (1) ◽  
pp. 51-68
Author(s):  
Mariusz Jakosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Internal Motivation ◽  
Traditional Teaching Methods ◽  
Language Courses ◽  
The University ◽  
The Impact

The article presents the impact of emotions on teaching children foreign languages. To this end, the results of a research project carried out under the auspices of the Institute of German Philology at the University of Silesia in Katowice are discussed. The project consisted in providing language courses at three kindergartens and one primary school. During those courses, German was taught as a foreign language using the storytelling approach. The project results led to the conclusion that, unlike traditional teaching methods, which are based on very limited input and intensive imitation, the teaching method used creates much more favourable conditions for the activation of innate language acquiring processes and takes the level of the children’s cognitive development into account to a larger degree. The objectives of the evaluation were – among other things – to determine how the storytelling approach affects children’s attitudes to a foreign language, whether it arouses their internal motivation for acquiring a foreign language, whether it contributes to building their confidence, and whether it stimulates their imagination and creativity.

THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION

2019 ◽  
pp. 56-59
Author(s):  
I. Shestopalova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Professional Socialization ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms

The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization

scholarly journals The interlanguage development in the spanish learning as foreign language in Teletandem under the View of the Complexity Theory

2013 ◽  
Vol 13 (2) ◽  
pp. 517-547
Author(s):  
Andressa Carvalho Silva Oyama
Keyword(s):  
Foreign Language ◽  
Complexity Theory ◽  
Learning Process ◽  
Learning Experience ◽  
Foreign Languages ◽  
Interlanguage Development

This article presents, under the perspective of Complexity Theory, the characteristics of the learning process of Spanish as a foreign language in Teletandem. Data were collected from two pairs of Portuguese-Spanish interagents, who were engaged in a systematic and regular interaction, based on the tandem principles. It was found that the learning experience is developed with the peculiarities that arise from the context, agents, members and their nuances, which revealed the presence of a "shallow space" between the systems of native and foreign languages.

scholarly journals Teaching and Learning English as a Foreign Language

2018 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Thara Mahmoud Ali Al-oglah
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Model ◽  
Foreign Languages ◽  
Public Pedagogy ◽  
Specific Language ◽  
The Way ◽  
Learning English

The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.

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