scholarly journals Data-Driven Learning

EL LE ◽  
2020 ◽  
Author(s):  
Milica Vitaz ◽  
Milica Poletanovic
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Foreign Language Teaching ◽  
Data Driven ◽  
Small Scale ◽  
Private Language ◽  
Vast Number ◽  
University Level ◽  
Language Schools ◽  
The University

Data-Driven Learning (DDL) is almost non-existent at the university level in Serbia when it comes to using DDL in foreign language teaching. Having analysed the curricula at a number of universities, we concluded that DDL is dealt with on a very small scale. That is why we decided to explore what the situation is like among teachers in primary, secondary and private language schools in Serbia, alongside a small number of those who work at university level. A small, exploratory study was designed to answer these questions: if and how much the teachers in Serbia knew about DDL and whether they used it in their teaching. In order to study this phenomenon, we conducted short interviews with one hundred teachers (N=100) from all over Serbia. Unfortunately, a vast number of them has never heard of this approach.

scholarly journals TRANSLATION IN FOREIGN LANGUAGE TEACHING AT UNIVERSITY LEVEL

2019 ◽  
pp. 245-270
Author(s):  
Deja Piletić
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Competence ◽  
University Courses ◽  
Positive Perspective ◽  
University Level ◽  
The University

There are different attitudes towards the use of translation in foreign language teaching, which are often split between two extremes. This paper will aim to present the positive views on the role of translation within language degrees in general, and in particular in those situations when there is a lack of nation-wide professional schools and university courses specialized in translator training. As a contribution to a positive perspective of pedagogical translation at university level, the paper will reveal the results of a survey conducted among the undergraduate students from the language departments at the Faculty of Philology of the University of Montenegro. The survey had a goal to find out about the students' views on the role of translation exercises in acquiring both language competence and translation competence.

scholarly journals Using humour in teaching English as a foreign language at more advanced levels

2011 ◽  
Vol 43 (2) ◽  
pp. 254-265
Author(s):  
Diana Prodanovic-Stankic
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Small Scale ◽  
English Department ◽  
Language Play ◽  
Proficiency Level ◽  
University Level ◽  
Novi Sad ◽  
The University ◽  
Grammatical Structures

The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure) in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students? level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students? proficiency level. Moreover, using humour both as a tool and as a resource affected students? motivation and willingness to study.

scholarly journals Interdisciplinary approach principles’ implementation in the process of teaching professionally-oriented foreign language

2019 ◽  
pp. 168-172
Author(s):  
Nataliya K. Dmitriyeva
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Interdisciplinary Approach ◽  
Foreign Language Teaching ◽  
Educational Programmes ◽  
Competency Based ◽  
The Subject ◽  
University Level ◽  
Characteristic Features ◽  
The University

The article is concerned with the identification of characteristic features inherent to the interdisciplinary approach in education and ways of its employment in the process of professionally-oriented foreign language teaching at the University level. The authorsubstantiates the necessity to employ the chosen set of interdisciplinary approach principles in the process of professionally-oriented language teaching; in the process of educational programmes' design; in the process of choosing the forms of interaction and modification of pedagogic technologies. On the example of the language manual written for the students mastering in "Industrial and Civil Engineering", the author demonstrated not only the possibility, but also the need to combine and take into account the highlighted principles of both interdisciplinary and competency-based approaches in the process of teaching professionally-oriented foreign language. Particular attention is paid to the effectiveness of the modular approach as a way to implement the principles of interdisciplinary approach, to design the subject and metasubject content of both educational programmes and academic syllabuses, and to structure students’ textbooks and manuals.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

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