scholarly journals Traditional and digital techniques for working with lexical material in english lessons

2021 ◽  
pp. e021060
Author(s):  
Rozaliya M. Shakirzyanova ◽  
Gulnara F. Gali ◽  
Leona L. Grigorieva ◽  
Alsu S. Khakimzyanova ◽  
Roza R. Zakirova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
First Year ◽  
Main Task ◽  
Successful Development ◽  
Language Competence ◽  
Intermediate Students ◽  
English Classes ◽  
Digital Methods ◽  
Globalized World

The relevance of this study is due to the fact that the lexical skill is an integral part of all types of speech activity, the formation, improvement and development of which is the main task of teaching a foreign language, namely English. The authors focus on the need for good knowledge of vocabulary for the successful development of communicative competence of students in a globalized world. The purpose of this study is to examine the process of forming language competence when teaching a foreign language and to reveal what techniques are better suited for the pre-intermediate and intermediate students based on the research conducted among the students of the first year at Kazan Federal University. Based on the analysis of effective methods for introducing vocabulary in English classes, the authors identified 10 strategies for effective vocabulary learning and compared traditional and digital methods of its introduction and practice. The authors of this article pay special attention to the experience of activating learning new vocabulary in English classes. Examples of lexical exercises that are typical for each stage of working with the vocabulary are suggested. Conclusions based on the survey of 213 students are drawn.

Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching

2021 ◽  
Vol 03 (02) ◽  
pp. 72-79
Author(s):  
Fotima Abduvosiyevna Rafikova ◽  
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Communicative Language Teaching ◽  
Foreign Languages ◽  
National Standard ◽  
Language Competence ◽  
Foreign Language Skills

At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals Formation of communicative competence of preschool teachers as a factor of creation of a bilingual educational environment

2020 ◽  
Vol 6 (Extra-C) ◽  
pp. 203-214
Author(s):  
Elena Borisovna Bystrai ◽  
Larisa Aleksandrovna Belova ◽  
Natalia Efimovna Kunina ◽  
Boris Alexandrovich Artemenko ◽  
Irina Viktorovna Kolosova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Preschool Education ◽  
Motivation To Learn ◽  
Behavioral Context ◽  
Interactive Teaching ◽  
Language Competence ◽  
Language Class ◽  
High Level ◽  
Experimental Group

We conducted a pedagogical experiment among students of the Faculty of Preschool Education of the "South Ural State Humanitarian Pedagogical University". After the experiment, it was dicovered how the students' motivation to learn a foreign language had changed. The percentage of motivated students in the experimental group increased by about 10%. According to the level of formation of the procedural component of interactive competence, the results in the experimental group changed as follows: the low level of formation of the procedural component of interactive competence changed from 31% to 15%, the number of students with an average level of formation of the procedural component of interactive competence increased from 54% to 70%, the percentage of students with a high level of formation of this component of interactive competence remained the same. We believe that the use of interactive teaching methods in a foreign language class contributes to the formation of interactive competence, the basis of which is the necessity to combine language competence, professional knowledge and skills, as well as the socio-behavioral context.  

scholarly journals CULTURAL VALUES OF POLITENESS IN EFL CLASSROOM: A STUDY OF ETNOGRAPHY OF COMMUNICATION

2019 ◽  
Vol 3 (2) ◽  
pp. 207-216
Author(s):  
Fitriyah Fitriyah ◽  
Emzir Emzir ◽  
Sakura Ridwan
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Speech Acts ◽  
Communicative Competence ◽  
Analytical Tool ◽  
Ethnography Of Communication ◽  
English Classes ◽  
Communication Method ◽  
Politeness Strategies ◽  
Cultural Themes

One of the purposes of learning English as a foreign language (EFL) is to be able to communicate. The Students must have communicative competence that does not only consist of linguistic competencies, but also socio-cultural ones. This paper aims to analyse the cultural themes of politeness strategies in EFL Classroom. The research in this paper focused on directive and expressive speech acts in EFL classroom. The participants of this study are three lecturers and the students of three English classes. The data are gathered by video audio by recording the lecturers’ utterances and students’ compliances to the lecturer, in order to find the politeness strategies and the cultural values in EFL classroom. The results show that; 1) There are seven kinds of cultural values of politeness strategies in EFL classroom, such as glorifying God, agreement, apologising, questioning, delivering praise, delivering thank you, and praying for others, 2) The lecturers and students dominantly use agreement and questioning in EFL Classroom. Thereby, this issue is relevant to EFL classes focusing on the improvement of both lecturers and students’ language and cultural skill. The analytical tool refers to the theories of Brown and Levinson’s positive and negative politeness, and the ethnography of communication method. The findings of this study will probably give insights into the pragmatic and conversational rules of EFL. The last part of this paper aims at summarizing that the implications that this paper are relevant to the strategies of teaching English as a Foreign Language.

Factors in Codeswitching in a Japanese University Context

2020 ◽  
Vol 1 (1) ◽  
pp. 43-57
Author(s):  
Naoya Shibata
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Sociocultural Factors ◽  
First Year ◽  
Descriptive Case Study ◽  
English Only ◽  
English Classes ◽  
Effective Role ◽  
First Year University ◽  
Main Language

In order to develop communication skills in English as a foreign language (EFL), learners and instructors are generally expected to use English as the main language and avoid speaking Japanese in English classes in principle (MEXT, 2014). In tertiary educational contexts, as many English classes are taught by teachers from other countries, the main language used in the class is likely to be English. However, codeswitching frequently occurs in bilingual and multilingual contexts (Jenkins, 2015). Therefore, codeswitching can be found even in classes with ostensibly English-only instruction. Possible factors need to be explored because it is essential to understand the sociocultural factors within the foreign language classroom that underline codeswitching and this will aid educators in realising the positive use of the first language in specific situations. This paper uses a descriptive case study involving 20 first-year university students in order to explore the factors underlying codeswitching in two 90-minute ‘English-only instruction’ classes, by analysing class observations and voice-recorded classroom data. Results illustrated that both students and the instructor changed their codes for particular purposes. Therefore, codeswitching can have an effective role in having longer conversations between students and disciplining students in English classes. 中等教育と高等教育を含め、英語のみで行う授業の概念の普及により、学習者と指導者は原則英語を主要な言語として用い、日本語の使用を避ける必要があると考えられている。しかしながら、コードスイッチングは第二言語環境もしくは多言語環境下で頻繁に起きるものである (Jenkins,2015)。従って英語のみで行う授業内でおいてもコードスイッチングは見られ、その要因を調査する必要がある。本研究では主に大学での授業見学と録音資料を用いて 2 回の 90 分授業内に起きるコードスイッチングの要因を調査した。結果として、学習者たちと指導者の両方が特定の目的をもってコードスイッチングを使用した。以上のことからコードスイッチングは学生間の会話を長くすることと授業内において学生たちを指導する際に効果的な役割を担っていることが分かった。

Functional Approach In Teaching the Grammar of a Foreign Language

2018 ◽  
pp. 76-83
Author(s):  
Н. Несова ◽  
N. Nesova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Practical Knowledge ◽  
Modern Society ◽  
Educational Process ◽  
Component Part ◽  
Language Competence ◽  
Leading Role ◽  
Grammatical Skills ◽  
Directed Learning

The objective need of modern society is to find the best ways to organize the educational process, rational options for teaching content and its structure. Strengthening the communicative orientation in teaching foreign languages is reflected, among other things, in the approach to learning grammar. At present, it is not just a matter of knowing the language, but of being able to use it in real communication, i.e. on the practical knowledge of t2he language and, consequently, on the development of “communicative competence”. At the same time, grammatical skills take a leading place in the process of achieving this goal. The problem of methods in teaching the grammatical side of speech seems to be one of the most urgent. It is necessary to use such methods of teaching the grammatical side of speech that would meet modern requirements. One such method is functional. The article presents a systematic description of the strategy of functionally directed learning to the grammatical side of speech; provides a rationale for the leading role of communicative competence in achieving the goal of practical knowledge of a foreign language and language competence, its component part — grammar.

scholarly journals Developing ICC within the Activity Theory

1970 ◽  
Vol 44 (1) ◽  
pp. 149-162
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Activity Theory ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Major Goal ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Cultural Components ◽  
Adam Mickiewicz

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

scholarly journals The structure of future dentists’ foreign language communicative competence

Osvitolohiya ◽  
2018 ◽  
pp. 157-163
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Self ◽  
Professional Activity ◽  
Self Assessment ◽  
Language Competence ◽  
Proper Understanding ◽  
Language Structure ◽  
Main Components ◽  
Selection Of

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

scholarly journals FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT

2020 ◽  
Vol 5 ◽  
pp. 537
Author(s):  
Liudmyla Serdiuk ◽  
Olena Chykhantsova ◽  
Ingrida Baranauskienė
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Personality Development ◽  
Global Competence ◽  
Intercultural Communicative Competence ◽  
Expert Assessments ◽  
Globalized World

Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth. 

scholarly journals Method of introducing difficult professional situations for the development of foreign language communicative competence

2021 ◽  
Vol 18 (3) ◽  
pp. 33-46
Author(s):  
Elena A. Yukhmina ◽  
Daria V. Shlykova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Applied Mathematics ◽  
Foreign Language Teaching ◽  
Practical Significance ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
Difficult Situations

The paper considers an important pedagogical problem in the sphere of foreign language teaching, i.e. increasing the level of students communicative competence. Case study is a tool for solving this task. The research aim is to develop a set of communicative cases in English for solving difficult professional situations, the implementation of which will contribute to the development of students communicative competence. The following methods are used in the research: analysis of modern scientific and methodological literature on the problem of research; testing; monitoring the effectiveness of students work when using the developed set of communicative cases; statistical data processing. There were elaborated and tested four cases. The unifying topic of them is Difficult professional situations. The choice of the topic can be explained by a stimulating effect of difficult situations in a persons life. The content of each case embraces both productive and receptive skills. The approbation took place at Chelyabinsk State University within the framework of the discipline Foreign language (Applied Mathematics and Informatics group of specialties, the profile of Information and Management Technologies). The testees are the first-year students. One of the cases is presented here as a sample. A particular attention is paid to the study of the influence of difficult situations on human behavior. The paper contains a description of the stages of work on a case, criteria for the materials of cases, an analysis of the skills and abilities being formed, as well as recommendations for working with them. The practical significance of the study lies in the fact that the results of the research can make foreign language teaching more effective.

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