scholarly journals The Latest Tools for the Formation of Foreign Language Communicative Competence of Students of Non-language Specialties

2021 ◽  
Author(s):  
Olha Turko ◽  
Tetiana Kravchuk ◽  
Oleksandra Kashuba ◽  
Halyna Navolska ◽  
Ivan Kutsyi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Electronic System ◽  
Interactive Technologies ◽  
Technology Project ◽  
The Core ◽  
History Of ◽  
The Given

This paper aims at demonstrating the effectiveness of modern methods of formation of English language communicative competence of those students who study at non-language specialties. The experimental work was carried out at the Faculty of Pedagogy and Psychology, the Faculty of Physical Education and the Faculty of History of Ternopil National Pedagogical University named after Volodymyr Hnatyuk, Ukraine. The authors present their experience of conducting a three-year-long training using game technology, project-based technology, interactive technologies, tasks in the electronic system Moodle, etc. and discuss the benefits of using those means at university. The core question of the given study is whether these means are effective in the formation of students’ foreign language communicative competence. The authors demonstrate the benefits of studying with the help of modern lingua-didactic and technical means. The results of the survey indicate that these tools are effective in their integrated application for the formation of English language skills. To conclude, the findings of the study can be applied while teaching English to the students of non-language specialties.

scholarly journals The Latest Tools for the Formation of Foreign Language Communicative Competence of Students of Non-language Specialties

2021 ◽  
Vol 12 (1) ◽  
pp. 443-457
Author(s):  
Olha Turko ◽  
Tetiana Kravchuk ◽  
Oleksandra Kashuba ◽  
Halyna Navolska ◽  
Ivan Kutsyi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Skills ◽  
Electronic System ◽  
Interactive Technologies ◽  
Technology Project ◽  
The Core ◽  
History Of ◽  
The Given

This paper aims at demonstrating the effectiveness of modern methods of formation of English language communicative competence of those students who study at non-language specialties. The experimental work was carried out at the Faculty of Pedagogy and Psychology, the Faculty of Physical Education and the Faculty of History of Ternopil National Pedagogical University named after Volodymyr Hnatyuk, Ukraine. The authors present their experience of conducting a three-year-long training using game technology, project-based technology, interactive technologies, tasks in the electronic system Moodle, etc. and discuss the benefits of using those means at university. The core question of the given study is whether these means are effective in the formation of students’ foreign language communicative competence. The authors demonstrate the benefits of studying with the help of modern lingua-didactic and technical means. The results of the survey indicate that these tools are effective in their integrated application for the formation of English language skills. To conclude, the findings of the study can be applied while teaching English to the students of non-language specialties.

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 On Interactive Pedagogical Technologies Which Can Assist English Language Students to Improve Their Learning Skills

2020 ◽  
Vol 6 (4) ◽  
pp. 416-421
Author(s):  
R. Azimbaeva
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Personal Development ◽  
English Language ◽  
Communicative Competence ◽  
Educational Institution ◽  
Principal Result ◽  
Learning Skills ◽  
Interactive Technologies ◽  
Development Of Students

The purpose of this study is to consider the effectiveness of using interactive technologies in the process of teaching a foreign language at a higher educational institution. The principal result of our research is the analysis of the influence of using interactive techniques on acquiring communicative competence and personal development of students. The major conclusions estimate the significance of applying interactive technologies in learning process.

scholarly journals 3D in history of the English language: Learning a L2 through history, context and cross-cultural experiences

2014 ◽  
Vol 12 ◽  
pp. 127
Author(s):  
Ana Sáez-Hidalgo ◽  
Laura Filardo-Llamas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Linguistic Differences ◽  
Intercultural Awareness ◽  
Cultural Approach ◽  
Cultural Experiences ◽  
History Of ◽  
Linguistic Intuition

Given the four elements involved in having a communicative competence, it could be argued that learning a L2 does not only involve overcoming linguistic differences, but also cultural ones. Following a double conceptualization of “culture”, we will show our experience as teachers of History of the English Language (HEL), and the potential usefulness of the diachronic axis in developing the critical intercultural awareness needed to master a foreign language. This wider cultural approach results in a more accurate linguistic intuition in the L2, which is a consequence of the critical intercultural spirit developed by the students.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
John Harper
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Large Body ◽  
Guangdong Province ◽  
Materials Design ◽  
Teacher Preparedness ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Materials Used

<p>Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.</p>

scholarly journals Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

e-TEALS ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 107-125
Author(s):  
Ana Ponce de Leão
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Communicative Competence ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Intercultural Communicative Competence ◽  
Language Teacher ◽  
Teachers Perceptions

Abstract UNESCO and many other organisations worldwide have been working on approaches in education to develop tolerance, respect for cultural diversity, and intercultural dialogue. Particularly, the Council of Europe has laid out guiding principles in several documents to promote intercultural competence, following Byram’s and Zarate’s efforts in integrating this important component in language education. The commitment to developing the notion of intercultural competence has been so influential that many countries, e.g., Portugal, have established the intercultural domain as a goal in the foreign language curricula. However, this commitment has been questioned by researchers worldwide who consider that action is needed to effectively promote intercultural competence. The research coordinated by Sercu, for example, suggests that, although foreign language teachers are willing to comply with an intercultural dimension, their profile is more compatible with that of a traditional foreign language teacher, rather than with a foreign language teacher, who promotes intercultural communicative competence. In this study, I propose to examine teachers’ perceptions and beliefs about intercultural communicative competence in a cluster of schools in Portugal and compare these findings with Sercu’s study. Despite a twelve-year gap, the present study draws similar conclusions.

scholarly journals Effectiveness of Multimodal Glossing Reading Program on English Vocabulary Acquisition

2021 ◽  
Vol 14 (6) ◽  
pp. 62
Author(s):  
Nunpaporn Durongbhandhu ◽  
Danuchawat Suwanasilp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Skills ◽  
Reading Program ◽  
Control Group ◽  
Essential Factor ◽  
Visual Aid ◽  
Post Test

Vocabulary is an essential factor in English language learning. The competency in vocabulary acquisition enables learners to develop their language skills, especially, reading skill. Presently, with the advent of technology, teaching media with visual aid is used worldwide for media-assisted language learning. The study aimed to develop, implement Multimodal Glossing Reading Program (MMGR), used for enhancing English vocabulary acquisition, and compare the program with Textual Glossing Reading Program (TGR) and a control group. One control group and two experimental groups were performed by 72 university learners of English as a Foreign Language (EFL). An experimental research with randomized pretest-posttest control group was used. Pre-and post-tests of meaning and form recognition were administered. The scores learners obtained from the pre-test and post-test within groups and between groups were analyzed by MANOVA. The findings revealed that MMGR was effective than TGR and the control group. It is suggested that teaching English vocabulary through MMGR program not only helps learners have the ability in vocabulary acquisition, but also enables the instructors to use the program as a potentially supplemental material or alternative method in teaching vocabulary as well.

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