Implementing of the practice oriented approach in modern geeration Z students’ foreign language trainin

2021 ◽  
pp. 104-108
Author(s):  
Irina V. Graborskaya
Keyword(s):  
Foreign Language ◽  
Oriented Approach

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

scholarly journals RESEARCH ON THE APPLICATION OF “PRODUCTION-ORIENTED APPROACH” BASED ON BLENDED TEACHING IN COLLEGE ENGLISH WRITING TEACHING IN PRIVATE UNDERGRADUATE COLLEGES

2021 ◽  
Author(s):  
JING XU ◽  
LI FENG
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Implementation Process ◽  
Foreign Language Teaching ◽  
Research Subjects ◽  
College English ◽  
English Writing ◽  
Specific Implementation ◽  
Oriented Approach ◽  
Blended Teaching

The “production-oriented approach” or POA theory believes that foreign language teaching should embrace such focus as “learning-centered”, “learning and use integration” and “key capabilities cultivation”. Besides, foreign language teaching should be designed as a process that starts with production and ends with production. In view of the merits of network resources and platforms in blended teaching mode as well as teaching process of “driving, facilitating, and evaluating” in POA, this paper explores the combination of POA and blended teaching to research on the feasibility and effectiveness of applying it to the teaching of college English writing in private undergraduate colleges. By analyzing the relevant research theoretical basis and research status, the author further elaborates on the specific implementation process of applying POA based on blended teaching in the college English writing teaching of private undergraduate colleges from the aspects of research significance research subjects, research methods, research content and data analysis. In terms of research content, the author specifically expounds the procedures from such detailed parts as before-class stage: production drive + online autonomous learning, in-class stage: input facilitating + offline classroom teaching, after-class stage: evaluation to promote learning + online correction and classroom display. This paper is expected to promote students’ writing interests and proficiency so as to provide a valuable reference for the reform of college English writing teaching methods.

scholarly journals Project Method in Teaching Russian as a Foreign Language to Iranian University Students

2019 ◽  
Vol 2019 (3) ◽  
pp. 250-254
Author(s):  
Nahid Sheikhi Jolandan ◽  
Mina Zangane
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching Staff ◽  
Professional Skill ◽  
Project Method ◽  
Creative Methods ◽  
Teachers And Students ◽  
Pedagogical Innovations ◽  
Oriented Approach

The article features project method in teaching Russian as a foreign language to students of Iranian universities. The research objective was to study the opinions of teaching staff (13 interviewees). The research was based on the project theory and personality-oriented approach. The survey showed that most teachers consider this method an indicator of professional skill and argue that project activities affect the motivation of teachers and students. Most of them implement project method in their work. However, they also point out the following problems: a lack of time and effort to create and apply pedagogical innovations, as well as a lack of material incentives and support from colleagues; problems associated with the transition from the role of a mentor to the role of a consultant; difficulties in applying research and creative methods. The results can be used to teach Russian to Iranian university students.

scholarly journals Teaching Chinese students Russian anthroponyms (nationally oriented approach)

2020 ◽  
pp. 94-105
Author(s):  
Yulia B. Martynenko
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Chinese Students ◽  
Component Structure ◽  
Object Of Study ◽  
Teaching Chinese ◽  
Oriented Approach

When teaching Russian as a foreign language, anthroponyms act both as an object of study and as material for teaching Russian as a foreign language. The article points out the difficulties that Chinese students most often encounter in studying the Russian anthroponymic system, and ways to overcome them. The greatest difficulty in mastering Russian anthroponyms is associated with the three-component structure of Russian anthroponyms – distinguishing the name, patronymic and last name and using them in speech, so the teacher of Russian as a foreign language is faced with the task of introducing students to Russian anthroponymic formulas of speech etiquette. When teaching Chinese students Russian anthroponyms, it is effective to use a cognitive-regional geographic approach, which will improve the level of language skills and the general cultural level of students.

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