Teaching Languages for Specific Purposes: Perceptions, Methodological Perspectives, Practical Issues and Challenges

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
M Pace ◽  
Keyword(s):  
Development Stage ◽  
Point Of View ◽  
Foreign Languages ◽  
Professional Relationships ◽  
Educational Institutions ◽  
Materials Development ◽  
Framework Design ◽  
Intercultural Skills ◽  
Professional Contexts ◽  
Curriculum Practices

Abstract. Language skills are becoming increasingly important in organisations and businesses who want to be competitive on an international level. Mastery in foreign languages is considered not just an excellent tool to bridge gaps between people coming from different countries and to create strong sentimental and professional relationships, but above all an instrument that enables workers to considerably improve their career prospects. Knowing how to use a language in specific circumstances and purposes gives people a very strong bargaining power, especially in the labour world. Whereas up to twenty or thirty years ago, speaking a foreign language was a very important prerequisite for just a few, like managers or diplomats, today it has become of fundamental importance in all professional circles. In fact, in today’s European society, languages and intercultural play a fundamental role in getting to know different people and in obtaining professional and economic development. This explains why today there exists a need to diversify the language training market with courses in foreign languages for specific purposes, be it for tourism, for call centers, for business and so on, focusing on acquiring the necessary terminological, interdisciplinary and intercultural skills needed for specific jobs. Such courses imply addressing the immediate and very specific needs of the learners involved, having as their driving force, both in the preparation stage as well as in the development stage, the needs analysis of the learners. In terms of implementation and methodology, such courses have to be totally learner-focused, practically oriented and, above all, applied to professional contexts, providing a method of learning, teaching and assessing basic skills or abilities in the language, not simply according to the particular needs of the students but also in line with the specific requirements of the vocational domain. This obviously presents a number of challenges which need to be discussed and analysed from both the educators’ and the students’ point of view, given that such courses need to address the immediate and very specific needs of the learners involved, which in turn should serve as the basis for informed curriculum practices, such as syllabus design, materials development and instructional design. It also necessitates a threefold framework design, consisting of an individual theoretical component of learning, an individual practical component as well as the provision for group work and practice. All this has serious ramifications on teacher training and formation courses, and requires methodical collaboration and cooperation from all stakeholders involved, be it the educational institutions offering the course, the employer or any authority requesting the course as well as the learners themselves.

scholarly journals Intercultural communication: English dominance

2021 ◽  
Vol 125 ◽  
pp. 01001
Author(s):  
Natalya Vladimirovna Chernyishkova ◽  
Daria Valerievna Sukhorukova ◽  
Marina Vadimovna Aroshidze
Keyword(s):  
Language Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Educational Materials ◽  
Intercultural Skills ◽  
Professional Contexts ◽  
Different Cultures

The importance of intercultural communication in today’s globalised world is undeniable. Scholars from different countries have contributed to the development of this field and created educational materials – textbooks on intercultural communication devoted to classifications and features of different cultures – and textbooks on foreign languages that include exercises devoted to developing intercultural skills in everyday and professional contexts. Teachers of foreign languages are making an effort to use the available materials that provide a wide outlook on various cultures and help students prepare for being a part of intercultural community. However, there is an evident shortage of such materials in languages other than English. The article provides the results of the analysis of online sources that demonstrates that the majority of available resources that are in any way connected with intercultural communication are in English. The article dwells on the reasons for English dominance in intercultural communication study and suggests a global effort as a solution. Whether we are looking at textbooks purely on intercultural communication or foreign language learning resources, it is important to understand that the English language cannot be the only medium of intercultural competence formation – other languages can and should be a prism through which intercultural communication is studied.

scholarly journals Grammatical-translation method in teaching French in Russian educational institutions in the XVIII-first half of the XIX centuries

2021 ◽  
pp. 28-37
Author(s):  
Анастасия Анатольевна Колобкова
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
French Language ◽  
Foreign Languages ◽  
Translation Method ◽  
Educational Institutions ◽  
Diplomatic Relations ◽  
Advantages And Disadvantages ◽  
Cultural Transformations ◽  
The People

В статье рассмотрены особенности применения грамматико-переводного метода при изучении французского языка в российских учебных заведениях в XVIII ‒ первой половине XIX вв., описаны основные положения метода, приведены примеры учебных пособий, построенных на использовании грамматико-переводного метода, рассмотрены положения авторских методик изучения французского языка в указанный период, охарактеризованы достоинства и недостатки грамматико-переводного метода как способа иноязычного обучения в период становления лингвистики как науки до В. Гумбольдта, т. е. до понимания языка как отражения духа народа, а лишь как набор слов и свод грамматических правил для заучивания. С точки зрения развития образования в России период XVIII ‒ первой половины XIX вв. стал одним из самых значимых, что обусловлено историческими событиями этого времени, культурными преобразованиями в стране, коренными изменениями в жизни общества. Уровень образованности определялся способностью, как минимум, читать иноязычную литературу – до 1750-х годов практически единственный источник научно-технических знаний и литературных произведений, а как желаемый результат – готовностью к устному и письменному общению в условиях оживления торговых, дипломатических отношений и межличностных контактов с представителями других стран. Обучение иностранным языкам ‒ латыни, немецкому, французскому, позднее - английскому стало обязательным в открывшихся новых учебных заведениях ‒ университетах и гимназиях. The article considers the features of the use of the grammatical-translation method in the study of the French language in Russian educational institutions in the XVIII-first half of the XIX centuries, describes the main provisions of the method, gives examples of textbooks based on the use of the grammatical-translation method, considers the provisions of the author's methods of studying the French language in this period, describes the advantages and disadvantages of the grammatical-translation method as a method of foreign language teaching during the formation of linguistics as a science before V. Humboldt, i.e. before understanding the language as a reflection of the spirit of the people, but only as a set of words and a set of grammatical rules for memorization. From the point of view of the development of education in Russia, the period of the XVIII ‒ first half of the XIX centuries became one of the most significant, due to the historical events of this time, cultural transformations in the country, radical changes in the life of society. The level of education was determined by the ability, at least, to read foreign literature – until the 1750s, almost the only source of scientific and technical knowledge and literary works, and as a desired result-readiness for oral and written communication in the conditions of reviving trade, diplomatic relations and interpersonal contacts with representatives of other countries. Teaching foreign languages-Latin, German, French, and later English-became mandatory in the newly opened educational institutions-universities and gymnasiums.

scholarly journals «FLIPPED CLASSROOM» APPROACH FOR COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES IN FOREIGN LANGUAGE LESSONS

2021 ◽  
pp. 294-299
Author(s):  
Svitlana Nykyporets ◽  
Liudmyla Ibrahimova ◽  
Svitlana Medvedieva
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Communicative Competence ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Education Process

The article is devoted to the Flipped Classroom approach (FC), which is currently characterized as one of the innovative approaches to the organization of education process during the quarantine period caused by the pandemic SARS-CoV-2. The role of the FC teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. Models and peculiarities of using FC approach in higher educational institutions are given.

scholarly journals COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS

2021 ◽  
pp. 226-231
Author(s):  
Svitlana Nykyporets ◽  
Liudmyla Ibrahimova
Keyword(s):  
Bilingual Education ◽  
Educational Institution ◽  
Integrated Approach ◽  
Point Of View ◽  
Foreign Languages ◽  
Learning Goals ◽  
Educational Institutions ◽  
The Subject ◽  
Higher Educational

The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.

A multilingual refugee, a personal experience

2019 ◽  
Vol 9 (1) ◽  
pp. 173-178
Author(s):  
Ghaith Alhallak
Keyword(s):  
Language Learning ◽  
Racial Discrimination ◽  
Host Country ◽  
Personal Experience ◽  
Host Community ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Educational Methods ◽  
Cultural Organizations

Abstract The refugee is the person who has fled his or her country for reasons of war, racial discrimination, vengeance, sectarian massacres or other reasons. Many refugees have left everything behind them to reach a society that is completely different from their own, creating many challenges. Perhaps the most important of these challenges is to learn the language of the host country, which is the key that opens the door to integration in all its forms. Overcoming the challenges in language learning occurs not only through teaching institutions, but society also plays a major role. Thus, we can say that the process of teaching the language to newcomers is a combination of the efforts of the relevant educational institutions as well as those of social and cultural organizations and individuals. In this report, I review the process of teaching foreign languages to refugees and migrants, based on my personal experience as a refugee student and as a language teacher for foreigners, which I have been at the same time for more than three years. The article does not address educational methods as much as the steps that I believe should be taken into consideration in the process of trying to integrate refugees in their host community culturally and linguistically. These steps, which may often have more of an impact than the traditional teaching process, are not confined to the field of educational institutions, but go beyond them to reach social and cultural organizations.

Theory of quantum chemistry

2021 ◽  
Author(s):  
Viktor Kostyukov
Keyword(s):  
Quantum Chemistry ◽  
Undergraduate Students ◽  
Materials Science ◽  
Relativistic Quantum ◽  
Point Of View ◽  
Educational Institutions ◽  
Federal State ◽  
Chemical Effects ◽  
Resource Intensity ◽  
State Educational

The textbook summarizes the basic theories of quantum chemistry. A comparative analysis of the computational efficiency of computational algorithms implementing these theories from the point of view of the ratio "accuracy — resource intensity" is performed. Considerable attention is paid to the problem of accounting for electronic correlation, as well as relativistic quantum chemical effects. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduate students of higher educational institutions; it can be used by graduate students studying materials science, structural, organic and physical chemistry, molecular biology and biophysics, biotechnology.

High school exam from a medical point of view

1909 ◽  
Vol 9 (9-10) ◽  
pp. 471-486
Author(s):  
E M Idelson
Keyword(s):  
High School ◽  
Point Of View ◽  
Educational Institutions ◽  
Scientific Societies ◽  
Educational Role

One of the parental committees, which are now with us, at secondary educational institutions, with the aim of comprehensively clarifying the educational role of the transitional exams, invited many scientific societies, including our Society of Physicians, to express their opinion on this issue, from the point of view, specifically medical.

scholarly journals Peran Pendidikan Agama Islam Dalam Pembentukan Karakter Sosial Dalam Bermasyarakat

2020 ◽  
Vol 11 (2) ◽  
pp. 153-161
Author(s):  
Khurin In'Ratnasari ◽  
Yovita Dyah Permatasari ◽  
Mar’atus Sholihah
Keyword(s):  
Character Education ◽  
Religious Education ◽  
Point Of View ◽  
Educational Institutions ◽  
Human Beings ◽  
Social Community ◽  
Islamic Perspective ◽  
The Social ◽  
Mutual Care

Islamic religious education is very important for shaping character, especially in social society. In today's era, students tend not to care about society, therefore forming a good character is very important, especially in the social community in Islamic religious education itself, it teaches us that we are required to have good character as taught by the Prophet Muhammad; Allah SWT said, which means "and indeed you (Muhammad) have a noble character". Because of this, it can be concluded that the Prophet Muhammad, was sent to earth to improve the character of all human beings. Thus, the character of education from an Islamic point of view is needed, especially in Islamic educational institutions. So, from various problems related to morals which are ideally able to realize character education, especially in social society in an Islamic perspective in the form of mutual care. courtesy to parents. sense of responsibility and care for fellow human beings.

scholarly journals Professional competence of foreign language

2020 ◽  
Vol 6 (Extra-A) ◽  
pp. 75-80
Author(s):  
Мarina N. Vinnikova ◽  
Nina P. Soboleva ◽  
Elena V. Venidiktova ◽  
Elmira Robertovna Khairullina ◽  
Aziza Salavatovna Nasretdinova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Professional Associations ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Mobile System ◽  
Language Teacher ◽  
Cultural Conditions ◽  
Integrated Methodology ◽  
Empirical Research Methods

The article is devoted to the consideration of the relevance and analysis of the formation of the professional competence of a foreign language teacher. This is due to the modern socio-cultural conditions, new educational standards, and the ever-increasing requirements for the process of teaching foreign languages. The term "professional competence" is considered using an integrated methodology, which includes theoretical and empirical research methods. The authors have concluded that the professional competence of a foreign language teacher is a complex of various skills and abilities facilitating effective cooperation between the teacher and students in certain professional situations. Furthermore, the authors see the solutions to these problems, the creation of a flexible and mobile system of advanced training and the search for more effective forms of interaction between educational institutions, methodological services, and professional associations of teachers for purposeful continuous pedagogical education of teachers of a foreign language.

scholarly journals CONCEITO DE IDENTIDADES E A IDENTIDADE PROFISSIONAL DOCENTE

2018 ◽  
Vol 15 (3) ◽  
pp. 42-53
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Identity Construction ◽  
Teacher Identity ◽  
Social Representations ◽  
Point Of View ◽  
Educational Institutions ◽  
State Control ◽  
Social Agents ◽  
Ways Of Being ◽  
Teaching Professional

The interest in this subject comes from my post-doctoral internship held in 2003-2004 at the Lusófona University of Humanities and Technology in Lisbon. My focus was directed towards which mechanisms or factors were determinant/decisive/influential for the of the teaching professional identity construction. What does identity mean? From the etymological point of view, identity, from the Latin identitate, means: 1. Quality of what is identical; 2. A set of the person's own characteristics, such as name, profession, sex, fingerprints, physical defects, etc., which is considered exclusive of it and consequently taken into account when it needs to be recognized; consciousness that a person has of himself. Based on this assumption, by professional teacher identity I understand the positions of subject that are attributed, through different discourses and social agents, to teachers in the exercise of their functions in concrete working contexts. It also refers to all the representations put into circulation by the discourses related to the ways of being and acting of teachers in the exercise of their functions in educational institutions, more or less complex and bureaucratic. When we deal with social subjects that share spaces, times and social representations in/about school, we can not fail to consider that the larger context in which each of the subjects is inserted deeply interferes with their expectations and perceptions. Thus, I think that he teacher identity construction, that is, the conception of profession, is permeated by the forms of control over the teaching work carried out by the policies of standardization (state control) and the practices of protest and resistance unleashed by teachers (unions and associations).

Sign in / Sign up

Export Citation Format

Share Document