scholarly journals A Probe into the Path of Integrating Curriculum Ideology and Politics into Foreign Language Teaching

2021 ◽  
Vol 5 (12) ◽  
pp. 123-127
Author(s):  
Jingdie Wang ◽  
Min Zhu
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Ideological And Political Education ◽  
Political Education ◽  
The World ◽  
Path Of Integration

In today’s world, various ideologies and cultural values are intertwined. In this context, foreign language universities have the responsibility of delivering professional talents to the world. Under the great ideological and political education pattern, curriculum ideological and political construction in foreign language teaching is an indispensable part of it. Beginning from the concept of curriculum ideology and politics, this article explains the significance of curriculum ideological and political construction in foreign language teaching as well as explores the path of integration of curriculum ideology and politics into foreign language teaching.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

POLITICAL EDUCATION AS A NECESSARY PART OF AN EDUCATIONAL PROCESS IN A DEMOCRATIC SOCIETY

2021 ◽  
Author(s):  
Maria Polcicova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
National Level ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Point Of View ◽  
Political Education ◽  
Democratic Values ◽  
The European Union ◽  
Noticeable Increase

"There is currently a noticeable increase in extremism, populism, hatred and intolerance in all EU countries, which are evoked by several political conflicts, social events (critical situation in Afghanistan, response to the COVID pandemic, conflict in Ukraine, migration from third countries etc.). Political education as an integral part of the educational process in schools, not only at the national level, we therefore naturally consider it one of the tools for promoting democratic tools in society. We also consider foreign language teaching to be one of the tools of political education. Within it, on the example of learning about important political events, which at the same time shaped the moral democratic values of the bearers of a given language, we can mediate a critical analysis of the way of life in a given developmental stage of society. The aim of our paper is to present the idea of the educational process as a driving force for the spread of democratic values on the example of foreign language teaching at our faculty. From the point of view of theoretical backgrounds, we define the very concept of political education on the example of several experts in the field of sociology, politics and education. In order to find out the current state of the concept of political education in the educational process at national and transnational level, we analyze the individual documents of the European Union. Throughout the post, we mainly use qualitative data, such as thematic analysis, to interpret patterns and meanings in the data and descriptive data."

CONTEMPORARY LINGUODIDACTICS: DEFINING GOALS AND OBJECTIVES OF FOREIGN LANGUAGE TEACHING

2013 ◽  
pp. 328-331
Author(s):  
T. K. Tsvetkova
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Activity ◽  
Conceptual System ◽  
Final Goal ◽  
The World ◽  
Bilingual Development ◽  
Goals And Objectives

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author’s original conception of mastering a foreign language as a process of bilingual development. At present the practical goal of foreign language teaching is formulated by linguodidactics in terms of competences. The communicative competence is treated as a key concept integrating all other competences. It denotes a subject’s ability to carry out cross-cultural interaction and to use a foreign language as an instrument of such interaction. However, this interpretation of the goals of foreign language teaching does not demonstrate specificity of foreign language learning in comparison with other disciplines studied at school or university. While studying those subjects a student interprets them in terms of her own, monolingual, picture of the world. She does not have to develop notions, which are absent in the native culture. The foreign language is totally different: in order to master it, a student has to step outside the boundaries of her own picture of the world and master a number of new notions and concepts. In other words, a student must become bilingual and bicultural. Otherwise her understanding of the foreign language will remain limited by the conceptual system of the mother tongue, she will not be able to see the proper meanings of the other culture. Therefore the goals and objectives of foreign language teaching should be defined according to regularities of bilingual development. The final goal should not be described as a set of competencies, but as a form of bilingualism. In that case the final goal consists in the student’s achieving the stage of balanced mixed bilingualism which is optimal for professional activity with a foreign language. This involves development in a student of an additional complete mechanism of language command responsible for producing and perceiving speech in the foreign language. Intermediate goals and objectives should be defined by the task of forming each block of the mechanism of foreign language command.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

scholarly journals Cross-Cultural Communication Issues of Educating Bicultural Students

2020 ◽  
Author(s):  
Valeriia Petrovna Osadchaia ◽  
Olga Lvovna Ivanova ◽  
Elizaveta Iosifovna Getman
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Teaching Culture ◽  
Intercultural Awareness ◽  
Cross Cultural Communication

The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

Gender representation in Iranian English language coursebooks

English Today ◽  
2019 ◽  
Vol 36 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Mahdi Dahmardeh ◽  
Sung-Do Kim
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Gender Representation ◽  
Gender Group ◽  
Deep Impact ◽  
The World ◽  
Different Parts

The representation of gender in foreign language teaching has attracted the attention of many scholars and has been investigated in different parts of the world. Due to its potential for deep impact on pupils, it is a matter of great concern. Discrimination against a gender group in coursebooks can lead to harmful impacts on pupils' development as well as on their future academic and career (Lee, 2018). The lack of representation of females in language coursebooks may seriously harm their ability to understand the target language as well as its culture (Rifkin, 1998).

scholarly journals Gamifying Content and Language Integrated Learning with Serious Videogames

2017 ◽  
Vol 3 (3) ◽  
pp. 107-114
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Levels ◽  
New Methods ◽  
Teaching Support ◽  
The World

New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

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