scholarly journals Features of ethno-oriented language learning

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 109-113
Author(s):  
T. Laguta ◽  
O. Verzhanskaya
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Foreign Students ◽  
Educational Process ◽  
Cultural Experience ◽  
Successful Communication ◽  
Preparatory Stage ◽  
Approach To Teaching ◽  
Definition Of ◽  
Linguistic Material

The article is devoted to the peculiarities of ethno-oriented language teaching of foreign students. The definition of communicative ethnostistics is given, its object and subject are considered. The urgency of the problem is substantiated. The aim of the work is to consider different styles of national communication, as well as the parameters that are used to describe the national style of communication. Two main types of language acquisition are considered − communicative and non-communicative. Listeners of the communicative type prefer an intuitive way of learning the language, they easily learn the language during verbal communication. In most cases, they do not need deep theoretical explanations of the language material; they work successfully when attention is directed not to the learning process itself, but to its content side. Students of the non-communicative type are more inclined to analyze linguistic material, to identify logical and grammatical patterns in the language. It is emphasized that taking into account the ethnopsychological characteristics, mentality, national and cultural experience of representatives of different countries contributes to the organization of an effective educational process in a foreign audience and high-quality preparation of foreign students for successful communication. It is concluded that the national traditions of education and the associated styles of language acquisition must be taken into account already in teaching the Ukrainian language at the preparatory stage, which will optimize the process of learning the Ukrainian language. An ethno-oriented approach to teaching Ukrainian as a foreign language will allow teachers to adequately understand foreign students; to determine the effectiveness of the most acceptable forms and methods of teaching for representatives of a certain ethnic group; provide concrete assistance in solving problems of adaptation to a new socio-cultural environment; identify the difficulties that representatives of different ethnic groups face during language acquisition. Ethno-oriented education covers the interaction of the native and foreign (Ukrainian) languages in the cultural and educational space.

scholarly journals Widening Inborn Constraints for Language Ability: The Case for Autism

2021 ◽  
Author(s):  
Laurent Mottron ◽  
Alexia Ostrolenk ◽  
David Gagnon
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Strong Argument ◽  
Social Language ◽  
Genetic Constraints ◽  
Plural Society ◽  
Legal Policies ◽  
Specific Orientation ◽  
Linguistic Material ◽  
Human Specific

What does the way autistics bypass, learn, and eventually master language tell us about human linguistic ability? Here, we argue that non-social acquisition of language, in addition to representing a strong argument for nativist models of human language, may be encompassed within the human-specific orientation and mastery of complex embedded structures, of which language represents one realization. Non-social language learning could thus represent the extension of available linguistic, and non-linguistic material processed by human genetic constraints, allowing language acquisition. This deviation from typical developmental language acquisition may ultimately allow access to language, sometimes in its most elaborate forms, and also explains the possibility of the absence of its development when applied to primarily non-linguistic structured material. However, such enlargement of material-specificity does not cast doubts about its human nature. Regardless of the adaptive success or failure of non-social language learning, it is up to science, legal policies, and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

scholarly journals Deep learning (pogłębianie procesu uczenia się) z perspektywy analizy potrzeb studentów języka angielskiego jako obcego

2019 ◽  
pp. 301-320
Author(s):  
Katarzyna Papaja ◽  
Artur Świątek ◽  
Kamil Mielnik
Keyword(s):  
Deep Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Educational Process ◽  
Levels Of Abstraction ◽  
Proper Understanding ◽  
Fields Of Study ◽  
Potential Benefits ◽  
Multiple Levels ◽  
Definition Of

Although the term Deep Learning does not seem to be a new term in language learning, it attracted relatively little attention until just a few years ago. Different fields of study show that Deep Learning leverages a sophisticated process to learn multiple levels of abstraction from the data; however, in languages, the term has been widely accepted as the key concept in the transformation and personalisation of the learning process. In this paper, we take the definition of Deep Learning, and we corroborate the theories by use of the study which aims to assess the needs of students in the context of language exercises, resources as well as tools and modern technological solutions. A proper understanding of Deep Learning is necessary to examine the potential benefits for students and the broadly defined society. Therefore, the essence of the research is to obtain the answers to what is important in the education of modern foreign languages and also what the teacher’s role is. A quantitative study was conducted on 441 students of English Philology. The results of the needs analysis of foreign language students allow for a greater understanding of their expectations towards themselves and their teachers; additionally, to answer the question about what kind of education recipients they are and whether they are active participants in the whole educational process.

scholarly journals Specific Features of Educational and Pedagogical Discourse in the Context of Anthropological Challenges: Socio-Cultural Approach

2020 ◽  
pp. 268-277 ◽  
Author(s):  
Maksim V. Kochetkov ◽  
Igor’ A. Kovalevich
Keyword(s):  
Life Experience ◽  
Educational Process ◽  
Social Progress ◽  
Sociocultural Factors ◽  
Cultural Experience ◽  
Pedagogical Discourse ◽  
Broad Interpretation ◽  
Definition Of ◽  
The Individual ◽  
Pedagogical Science

The relevance of the research is due to the destructive influence of digitalization of society, globalization processes, technological and social progress on a person in his spiritual and physical integrity. These are, first of all, such technological and sociocultural factors as virtualization of the individual’s consciousness, cyborgization, loss of subjectivity in the process of merging with information machine complexes, genetic engineering, cloning, pharmaceutical modifying human influence. It is proved that a broad interpretation of educational and pedagogical discourse is adequate for the modern socio-cultural space, which is becoming more complicated for description, which makes it synonymous with such a basic category for pedagogical science as the pedagogical process. The marked tendency is estimated as negative, as the categorical value of basic concepts for pedagogy is lost, the subject of pedagogical science in the system of human Sciences is blurred. Therefore, a highly specialized definition of specific features of pedagogical discourse is justified. It is concluded that the pedagogical category “zone of immediate development” in its socio-cultural hypostasis contributes to the designation of specific features of educational and pedagogical discourse, focusing on specific pedagogical tasks. For example orientation to the zone of the nearest development of the individual in the process of his constant development and self-development assumes permanent diagnostic correction on the part of the teacher in relation to the student. This favors the consistency of the socio-cultural experience transmitted by the teacher with the life experience of the student, the emotional “inclusion” of the latter in the educational process

FRACTAL APPROACH TO THE USE OF EDUCATIONAL TECHNOLOGIES IN MATH LESSONS (ON THE EXAMPLE OF TEACHING STOCHASTICS)

2021 ◽  
pp. 44-51
Author(s):  
A. Yu. Polyakova
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Educational Process ◽  
Educational Technologies ◽  
Fractal Approach ◽  
Entire Complex ◽  
Methodological Problems ◽  
Approach To Teaching ◽  
Definition Of

The development of the information society has entailed the development and implementation into practice of educational institutions, in particular schools, numerous educational technologies based on information and communication technologies. Various methodologies and approaches to the study of modern educational technologies make it possible to determine how effective their application is in the learning process. We tried to reflect the potential of modern educational technologies in math lessons from the position of a still little-studied fractal approach to teaching. The application of a fractal approach in teaching is a relevant study of the present. Many scientists are engaged in the formulation and resolution of certain issues of this problematics. The educational process of general education institutions  — schools, which should be built on each of the lessons in the context of a fractal approach, does not go unnoticed. Math lessons are no exception to this, so in the article we tried to indicate possible ways to implement a fractal approach to teaching schoolchildren mathematics. Namely, we presented a list of technologies that can be used in the course of educational activities. In addition, we described the methodological problems of a fractal approach to the use of educational technologies in the learning process. In the article, the methodological problems of the fractal approach to the use of educational technologies in the learning process are considered on the example of one of the lines of the school course in mathematics  — probability-statistical, which has become the basis for the development of the entire complex of socio-economic sciences, as well as physics, biology, linguistics, chemistry, astronomy and many other areas. The article contains the author's definition of the concept of «fractal approach in teaching mathematics».

«One, Two - Trees...»: Counting-out Rhymes in the Teaching of Ukrainian Language to Foreign Students

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
I Lynchak ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Fairy Tales ◽  
Foreign Students ◽  
Foreign Student ◽  
Word Meanings ◽  
Cardinal Numbers ◽  
Poetic Text ◽  
Supplementary Text ◽  
Definition Of

Abstract. The article is devoted to the research of linguodidactic potential of counting-out rhymes in classes of Ukrainian as a foreign language. Now there are many works in Ukrainian methodology of teaching language to foreign students concerning the formation of a set of texts for studying purposes. The authors of selected scientific articles suggest including folklore texts (fairy tales, songs, legends, proverbs and sayings, tongue twisters) in the teaching of the Ukrainian language. The aim of our article is to explore the place and role of the counting-out rhyme as a supplementary text for foreign students of beginner level. For this purpose, we describe the definition of the term «counting-out rhyme», define the linguistic and methodological criteria for selecting texts and how they should be presented to foreign audiences. Results of the research. The counting-out rhyme is a genre of children's playful folklore, a small-form poetic text with a clear rhyme-rhythmic structure. For to study Ukrainian as a foreign language at the beginning stage not all the texts of counting-out rhymes are suitable, but only those that folklorist G. Vinogradov called «chislovka» or «proper chislovka". This type of counting-out rhymes have cardinal numbers and ordinal numbers as a part of their structure. We consider that the main criteria for selecting and presenting texts of this genre as educational units should be: 1) a simple structure, clear and understandable content of the text; 2) the common vocabulary of counting-out rhymes, which corresponds as much as possible to communicative topics and grammatical material of the beginner level of Ukrainian language learning; 3) the texts of the counting rhymes should be chosen with the aim of practising certain speech skills and abilities; 4) limited amount of the material. In classes with foreign students, we primarily use counting-out rhymes to introduce the category of numerals and to teach counting. Children's folklore play texts act as very important supplementary linguistic material. Rational, accurate counting (mostly from one to ten) and the rhythm and rhythmics of the short poetic text help a foreign student to learn to count in Ukrainian quickly and easily. In addition, the expressive reading of counting-out rhymes helps to improve the phonetic aspect of foreign language speech - clear pronunciation of separate sounds, intonation, accents, training of rhythm, speed of speech. Working with the texts of counting-out rhymes in UFL classes also actualises word meanings within the boundaries of communicative topics of the first year of language learning, enriches vocabulary, and optimises the rapid memorisation of typical lexical-grammatical constructions with their subsequent inclusion in the active vocabulary. Moreover, tasks with counting-out rhymes engage an element of a game in the learning process, making the lesson more exciting and interesting. Conclusions. The results of the analysis show that the counting-out rhymes have linguodidactic potential and can be used as supplementary teaching material in UFL classes (beginner level).

Bilingual Acquisition: The Early Steps

2020 ◽  
Vol 2 (1) ◽  
pp. 47-68 ◽  
Author(s):  
Nuria Sebastian-Galles ◽  
Chiara Santolin
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Infants And Toddlers ◽  
Methodological Issues ◽  
Current Review ◽  
Social Abilities ◽  
Definition Of ◽  
The Impact

How different is the process of language learning in infants exposed to two languages from birth? Not so long ago, the available evidence pointed to a delay in language learning in bilinguals and suggested differences in several linguistic aspects between monolinguals and bilinguals. At present, the bulk of studies indicates the existence of specific adaptations to the process of language learning. In the current review, we discuss the existing evidence in several abilities in language acquisition in young bilingual infants and toddlers. We also examine studies investigating the impact of bilingual exposure in the emergence of cognitive and social abilities beyond language. We analyze the importance of clarifying several methodological issues and challenges, including the definition of bilingualism itself, for the field to advance.

scholarly journals First and second language acquisition: Towards a reconcillation

2015 ◽  
Vol 56 (1) ◽  
pp. 125-140
Author(s):  
Nicole Nau
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
First Language ◽  
The Other ◽  
First Language Acquisition ◽  
Fine Grained ◽  
The One ◽  
Definition Of

Abstract For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism

scholarly journals THE DISCUSSION – AN INTERACTIVE LESSON IN LANGUAGE LEARNING

2019 ◽  
Vol 34 (6) ◽  
pp. 1615-1620
Author(s):  
Margarita Dimitrova
Keyword(s):  
Language Learning ◽  
Personal Development ◽  
Foreign Students ◽  
Experimental System ◽  
Control Unit ◽  
Teaching Experience ◽  
Educational Process ◽  
Pragmatic Language ◽  
Learning Mechanisms

The successful realization and modernization of the educational process leads to new knowledge about processes and phenomenons in pedagogical science. Throughout the process, rules and work principles are formulated that verify the validity of the selected pathways for pedagogical activity.Our lesson is related to the role of the team in the implementation of an effective educational process in the Bulgarian Language Section at the Department of Languages and Specialized Training at the Medical University - Plovdiv.The main aspects of performance are the following: continuous analysis of educational and scientific needs to achieve quality in work, development of the team's professionalism to implement the educational process, stimulation of work with students, creation conditions for modern technical provision of work with students, promotion of quality products for the realization of an educational process.The concept of the lesson is oriented towards the formation of competence.In the exhibition we present the capabilities of each of the tools for personal development; creativity and teamwork: communication; the role of the presentations and associative tasks; place the tools for effectiveness in the educational process.The implementation of the control unit tools plays an important role in reporting achievements and creativity.The work of students is stimulated by introducing appropriate levers to motivate students to high quality learning - innovative methods and techniques of work.Our goals are: achieving a good communicative competence motivated by theoretical and pragmatic language training; verifying a new type of experimental system on the basis of traditional and interactive learning mechanisms and applying different methods and tools based on our teaching experience and the displayed model of learning.The implementation of the research highlights and abilities for application of various innovative teaching methods are necessary conditions for increase foreign students’ interest in Bulgarian language, as well as for foreign students’ adaptation to the new environment of their conducted practical training.This is an important condition for achieving communicative success in the new multicultural environment.

Young Learners

2018 ◽  
pp. 58-75
Author(s):  
Joanna Rodiki Petrides
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Learning Theories ◽  
Foreign Language Learners ◽  
Research Findings ◽  
Definition Of

This chapter refers to a very complex factor that is of primary importance in language learning theories: motivation. It aims—through a brief analysis of existing theories and research findings on motivation, its impact on foreign language learning, and second language acquisition—to provide a definition of this complicated term, to explain how motivation can affect foreign language learners, and how young foreign language learners can be motivated to learn a foreign or additional language effectively and become competent users of it. To manage to provide a clear description of how motivation affects young language learners, it is necessary to refer to the theories that analyze foreign language learning or language acquisition and then relate them to the theories on motivation. Different types of motivation are described, including intrinsic, extrinsic, integrative, and instrumental, as well as motivation in the language classroom.

scholarly journals Sociocultural and Anthropoecological Distinctive Features of Pedagogical Discourse

2020 ◽  
pp. 37-44
Author(s):  
Maksim Vladimirovich Kochetkov
Keyword(s):  
Life Experience ◽  
Zone Of Proximal Development ◽  
Educational Process ◽  
Proximal Development ◽  
Cultural Experience ◽  
Distinctive Features ◽  
Pedagogical Discourse ◽  
Definition Of ◽  
The Individual ◽  
Cultural Reality

The relevance of the study is due to the complexity of socio-cultural reality due to the aggravation of the contradiction between globalization and national-oriented processes, the increasing struggle of cultures, economies and ideologies, and the acceleration of scientific and technological progress. The purpose of the article is to consider sociocultural and anthropoecological distinctive features of pedagogical discourse. The author points out that anthropo-innovations, such as genetic engineering, cyborgization, cloning, integration with artificial intelligence, pharmaceutical advances, and GMO products threaten the existence of a person in his or her mental and physical integrity. The restriction of anthropological innovations is due to spiritual revival, reliance on traditional cultures, as well as the best cultural and pedagogical national experience, and is determined by the understanding of the soul as an integrating component of a person. In the Humanities, the description of an increasingly complex socio-cultural reality is closely related to its description in the context of various discursive plans. This approach is also promising for pedagogy. At the same time, modern trends in the development of the discursive approach “blur” the boundaries of pedagogical knowledge. The article presents a highly specialized definition of pedagogical discourse. During the study the following methods were applied: analysis of legal documents and scientific and methodical literature. It is proved that the pedagogical category “zone of proximal development” in its socio-cultural and anthropo-ecological contexts favors understanding of the distinctive features of educational and pedagogical discourse. It is concluded that orientation to the zone of proximal development of the individual contributes to the consistency of the socio-cultural experience, including nationally oriented components, transmitted by the teacher, with the life experience of the student, favors his or her emotional involvement in the educational process.

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