China Will Send Seventy-two Secondary School Foreign Language Teachers to Study Abroad This Year

1988 ◽  
Vol 21 (1) ◽  
pp. 49-50
Author(s):  
Kong Ying
Keyword(s):  
Secondary School ◽  
Study Abroad ◽  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers

scholarly journals NIE LUBIĘ NIEMCÓW, BO NIE – O AUTOREFLEKSJI W POSTRZEGANIU INNYCH

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 63-76
Author(s):  
Krystyna Mihułka
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
School Students

The aim of this article is to present and discuss the results of a questionnaire carried out among secondary school students of German with a view to examining the students’ perception and assessment of the Germans. Analysis of the data provides an answer to the question whether secondary school students of German are able to think critically while assessing others or maybe, on the contrary, are only able to repeat others’ judgements without reflection. The discussion of the results of the questionnaire seems to indicate that, unfortunately, the majority of the secondary school students of German can hardly be regarded as reflective. In the second part of the article, the author puts forward some proposals which may prove important in the process of educating reflective foreign language teachers, and consequently, reflective students.

Methods for teaching professional terminology in the context of distance learning

2021 ◽  
pp. 120-125
Author(s):  
Elena M. Miloserdova
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary School ◽  
Foreign Language ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Offline Learning ◽  
Main Components ◽  
Teaching Professional

The features of the methods for teaching professional terminology in a distance format are considered. The main components, means and principles on which the lessons are based are indicated. The most popular and functional online educational platforms are presented and de-scribed. In addition, we aim to present and structure the components of an online lesson that are essential for the successful and productive assimilation of new language material. The stages of work with professionally adapted text are considered in detail. Examples of assignments for all types of pre-text, during-text and post-text work are given. A generalized structure and characteristics of the main components of an online lesson when working with professional nomenclature are given. It is concluded that each section and aspect of the methods of foreign language teaching has its own characteristics of work associated with the stages and means used in the classroom, passing through the same stages as the classroom; that teaching the language of a specialty in the conditions of distance education can fully replace offline learning, provided that the material of the lesson is adequately selected, the correct step-by-step course of the lesson. The work is addressed to teachers of Russian as a foreign language, teachers of Russian as a non-native language in secondary school.

Sign in / Sign up

Export Citation Format

Share Document