scholarly journals Language as Students’ Artistic Value: Linguodidactic Dimension

2021 ◽  
Author(s):  
Iryna Guslenko ◽  
Еvgeniya Myropolska ◽  
Natalia Myropolska

The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching art terms, phraseological units about art, popular-quotations, and teaching through literary translation and dialogue of cultures. The one-term experimental integrated course of English and art classes was implemented by two secondary schools in Kyiv (Ukraine). The evaluation of the results was done with the method of qualitative research. The findings confirmed that language as an artistic value is a powerful instrument for students’ personal, artistic, and cognitive development.

Author(s):  
Iryna Guslenko ◽  
Еvgeniya Myropolska ◽  
Natalia Myropolska

The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching art terms, phraseological units about art, popular-quotations, and teaching through literary translation and dialogue of cultures. The one-term experimental integrated course of English and art classes was implemented by two secondary schools in Kyiv (Ukraine). The evaluation of the results was done with the method of qualitative research. The findings confirmed that language as an artistic value is a powerful instrument for students’ personal, artistic, and cognitive development.


ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.


2021 ◽  
Vol 13 (7) ◽  
pp. 3858
Author(s):  
Francesca Abastante ◽  
Isabella M. Lami ◽  
Marika Gaballo

This paper is built on the following research questions: (i) What are the direct/indirect relationships between Sustainable Development Goal 11 (SDG11) and sustainability protocols? (ii) Could the sustainability protocols constitute a solution towards the achievement of SDG11? We underline that, on the one hand, the SDGs are guidelines to support the development of sustainable policies and thus address all elements that may affect them, and on the other hand, sustainability protocols are assessment tools to promote sustainability-conscious design while remaining focused on the built environment. In the Italian regulatory context, the paper highlights how this difference in terms of focus and scale means that they only overlap and mutually reinforce each other with regard to certain aspects, more related to energy and air pollution issues and less to the social aspects of sustainability. Even if there is not always a direct relationship between the evaluation criteria of the protocols and the indicators of SDG11, it is possible to conclude that the sustainability protocols can facilitate the achievement of the SDG11 targets, acting as a key for the implementation of sustainable cities and helping in structuring the process leading to sustainability in a broader framework.


2021 ◽  
Vol 3 ◽  
pp. 34-40
Author(s):  
M. Korosteleva ◽  
◽  
A. Muzychenko ◽  
E. Skurko ◽  
◽  
...  

Universal competencies (“soft” skills), which must be developed in a modern specialist along with the professional ones are analyzed in the article. The importance and relevance of developing such skills as communication skills, the ability to work in a team, leadership qualities and others are justified. Practical examples of developing such skills in foreign language classes are presented.


Author(s):  
Диана Григорьевна Акубекова

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.


Author(s):  
Tursunbayev Bakhtiyor ◽  

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.


2021 ◽  
Vol 23 (6) ◽  
pp. 569-574
Author(s):  
Rozalina Dimitrova ◽  

In modern school, when learning a foreign language, an approach which is used more and more often is students work in small groups. If we estimate the efforts which students put in working in a group in order to achieve a common result, then all the students’ motivation is considerably higher. Working in small groups during Russian language classes creates a very good opportunity for communication, enables the development of students’ speaking ability which is very important in learning foreign language. Working in small groups develops students’ communication skills, creates their personal qualities, helps them realize their social role in society. The teacher’s role changes, too. The teacher only directs the work, partly helps, corrects and supports the creative searching.


Author(s):  
Н. Мамырбаева

Аннотация: Бул илимий макалада студенттердин ой-жүгүртүүсүн, сүйлѳѳ речин ѳстүрүүдѳ – тексттин ролу чоң. Кыргыз тилининдеги тексттерди окутуп, үйрөтүү менен студенттердин өз эне тилинде туура сүйлөөсүнө, өз оюн башкаларга ачык, так жеткире билүүсүнө, баарлашуу чеберчилигине, оозеки кеп ишмердүүлүгүнө, диалог, монолог, маектешүү, пикирлешүү, өз алдынча жазуу жүзүндө баяндама, дил баян, эссе жаза алуусуна алып келет. Кептин ар кыл стилдери жана түрлөрү боюнча практикалык иштерди аткара алуусу, кырдаал шартка ылайык логикалуу, аргументтештирип, далилдүү сүйлөй билүүсүнө, иш кагаздарынын үлгүлөрүн даярдай алуусуна, тактап айтканда, кыргыз тили сабагынан алган билгичтик, көндүмдөрүн өзүнүн турмушунда кенен пайдалануу менен, муктаждык- тарын канааттандыра алуусуна алып келүү жагдайы каралган. Аннотация: Роль текста в процессе развития речи и воображения очень велика. Через чтение текстов на кыргызском языке студентов учим грамотно говорить на родном языке, аргументированно и четко выражать свою мысль, а также учим мастерству общения, составлению диалогов и монологов, умение вести беседу, развиваем навыки письменной речи: самостоятельному составлению эссе, сочинений и изложений. Выполнение практических занятий разных стилей и видов речи учит аргументированно, логически последовательно, обоснованно говорить, составлять образцы деловых документов т.е. умению широко применять знания, полученные на занятиях кыргызского языка, на практике. Ключевые слова: мышление, ”критическое мышление”, гетерономия, анализ мыслей, автономия, условный контекст, фаза мышления, важность фактологических знаний, мировоззрение. Abstract: the role of text in the development of speech and imagination is very great. Through reading texts in the Kyrgyz language, students are taught to speak their native language correctly, to Express their thoughts clearly and clearly, as well as teach communication skills, making dialogues and monologues, the ability to conduct a conversation, develop writing skills: independent writing of essays, essays and presentations. Performing practical classes of different styles and types of speech teaches you to speak logically, logically consistently, reasonably, make samples of business documents, i.e. the ability to widely apply the knowledge gained in the Kyrgyz language classes in practice.


Author(s):  
Anna Maria D'Amore

With the development of approaches and methods in Modern Language teaching that favoured oral communication skills and advocated more “natural” methods of second/foreign language acquisition, methodology calling for translation in the classroom was shunned. Nonetheless, translation used as a resource designed to assist the student in improving his or her knowledge of the foreign language through reading comprehension exercises, contrastive analysis, and reflection on written texts continues to be practiced. By examining student performance in problem-solving tasks at the Autonomous University of Zacatecas, this chapter aims to demonstrate the validity of “pedagogical translation” in ELT in Mexico, particularly at undergraduate level where it is an integral part of English reading courses in Humanities study programmes, not as an end in itself, but as a means to perfecting reading skills in a foreign language and furthermore as an aid for consolidating writing and communication skills in the student's first language.


Author(s):  
Michael Thomas

Research on the use of task-based language teaching (TBLT) with digital technologies has increased over the last few years but few studies have focused specifically on its use with blended learning involving international undergraduate learners studying in a UK higher education context. This paper explores the role of a task-based approach with international students learning business communication in English with a focus on the use of two collaborative digital technologies to aid blended learning: the video conferencing software Adobe Connect and the virtual world of Second Life. The study was guided by two research questions: What are the strengths and challenges presented by each application in terms of aiding authentic task completion? How can the applications be used to support task-based learning in a blended format? A year-long study with students at a UK university utilised semi-structured interviews, observations and in-world ethnography. The research highlights the importance of a number of design principles necessary for effective task-based learning in a blended approach and calls for more research on the type of support required by international undergraduates to aid them fulfil their potential in foreign language environments.


Sign in / Sign up

Export Citation Format

Share Document