scholarly journals Language and Culture Co-Learning in Russian and Chinese Foreign Language Teaching Methodologies (Russian as a Foreign Language; Chinese as a Foreign Language)

2021 ◽  
pp. 949-955
Author(s):  
Yue Gao ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language And Culture

THE KEY FOREIGN LANGUAGE TEACHING METHODOLOGIES: NATURAL AND GRAMMATICAL TRANSLATION

2019 ◽  
pp. 270-272
Author(s):  
L.V. Pavlyuk
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Foreign Language Teaching ◽  
Teaching Methodologies ◽  
Language Knowledge ◽  
Economic Profile ◽  
Higher Educational ◽  
Student Audience

This article is devoted to the analysis of the concepts of «methodology» in general, and «methodology in education» in particular. The analysis of the main classical methods in the field of teaching a foreign language such as «natural» and «grammatical-translation», indicate the urgent need for training and application of the student audience to achieve conscious foreign language knowledge in a non-linguistic higher educational institution of general economic profile.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

scholarly journals Ensino de língua estrangeira: os métodos

2020 ◽  
Vol 6 (2) ◽  
pp. 249-265
Author(s):  
Milena Meira Ramos dos Santos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Learning Assessment ◽  
Teaching Methodologies ◽  
Teachers And Students ◽  
Over Time

Language teaching methodologies have changed/improved over the years to meet the needs of teachers and students in the classroom. In this paper we aim to present the evolution of foreign language teaching through a description of language teaching methodologies over time. We describe the principles underlying some methodologies, the role of teacher and student, and how learning assessment is done. Authors such as Richards and Rodgers (1991), Almeida Filho (1999), Silva (2004), Pérez (2007), among others, were some of the academic experts on which we relied to conduct this study. We conclude that methods should work as a reference for the teacher, and should be adapted to each particular situation or context in which they live. Therefore, the teachers should use the methodologies that reflect their principles, reducing the distance between the theory developed by language experts and the teaching experience.

Terminological Inconsistencies in Foreign And Russian Language Teaching Methodologies And Translation Problems

2018 ◽  
Vol 7 (5) ◽  
pp. 60-64
Author(s):  
Н. Рунова ◽  
N. Runova
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Teaching Methodologies ◽  
Bilingual Dictionaries ◽  
Translation Methods

The paper discusses inconsistencies in the terminological systems of Russian and foreign language teaching methodologies and justifies the need to enlarge and update current bilingual dictionaries and manuals of methodological terms. It provides a comparative analysis of the terminological systems in English and Russian by examining the semantic content of basic methodology terms. The paper analyzes new English terms, suggests their translation equivalents and outlines the most productive translation methods.

scholarly journals Country Studies in teaching foreign languages at higher school

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 26-32
Author(s):  
Valery Bukach ◽  
Ganna Golubova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Language Teaching ◽  
Personal Communication ◽  
Foreign Language Teaching ◽  
Regional Studies ◽  
Teaching Process ◽  
Historical Ethnography ◽  
Language And Culture ◽  
Interdisciplinary Character

The article substantiates the relevance of the use of Country Studies materials in the English teaching process. It is emphasized on the importance of training future specialists in intercultural communication, cultural, professional and personal communication. The effectiveness of the use of Country Studies materials as an integral part of the foreign language teaching process has been revealed. It is emphasized that Country Studies material contributes to the formation of a linguistically competent personality and the upbringing of patriotism and citizenship; the success of the use of Country Studies materials in the process of teaching a foreign language and culture is determined by their interdisciplinary character. The principles that substantiate the general-didactic requirements to the organization of training, on which the systematic model of the use of Country Studies materials is based, are considered. The knowledge important for teaching alongside with the educational purposes gained during the study of their native land (geographic studies, historical ethnography, literary ethnography). Keywords: foreign language teaching, Country Studies, intercultural communication, Country Studies material, teaching Regional Studies, dialogue of cultures.

scholarly journals The Importance of Including Culture in EFL Teaching

2011 ◽  
Vol 1 (1) ◽  
pp. 44
Author(s):  
Hemat Purba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cultural Learning ◽  
Cultural Elements ◽  
Language And Culture ◽  
Cultural Element ◽  
Efl Teaching ◽  
Research Findings

Language and culture are two inseparable entities. Therefore, language learning is at once a cultural learning. One’s mastery of the linguistic elements alone does not guarantee he will be able to communicate through a language. Mastering the cultural element is a must. This paper discusses various research findings and opinions on the integration of culture into the teaching of foreign language teaching. The discussion aimed to highlight the foundation, the existence, impact, and technical integration of cultural elements into the teaching of English as a foreign language.

The Importance of Culture Factor in Foreign Language Teaching

2016 ◽  
Vol 6 (3) ◽  
pp. 581 ◽  
Author(s):  
Changjuan Zhan
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Process ◽  
English Teaching ◽  
Language And Culture ◽  
Process Learning ◽  
The Relationship ◽  
Target Culture

In this essay, the relationship between the language and culture is explained in certain ways. In English teaching, the importance of culture permeating is put forward, and in another way how this method is carried out. Only the target culture and national culture are combined together, can the corresponding policy be employed in teaching. In order to achieve the purpose of communication in teaching process, learning is more important.

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