scholarly journals Entwicklung der soziokulturellen Kompetenz der Lehramtsstudierenden auf der Grundlage der Funde zum Thema „Deutsche Spuren in der Ukraine“

2020 ◽  
Vol 54 (2) ◽  
pp. 56-69
Author(s):  
Yuliya M. Kazhan
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Web 2.0 ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Motivation To Learn ◽  
Web 2.0 Tools

The article is devoted to the formation of socio-cultural competence of students, which is one of the components of linguistic-socio-cultural competence and is an integral part of foreign language communicative competence. There are considered different approaches to the formation of socio-cultural competence (cognitive, communicative, intercultural) and the possibility of developing materials on the basis of the topic “German traces in Ukraine”. Within the article exercises developed by using mobile applications and WEB 2.0 tools, the material for which were lexical units and texts on the topic, may be found. In the conclusion it is mentioned that the topic “German traces in Ukraine” has great potential for the formation of socio-cultural competence of students and contributes the motivation to learn German.

scholarly journals Formation of paremiological competence using mobile applications in a foreign language lesson in elementary school

2021 ◽  
Vol 113 ◽  
pp. 00058
Author(s):  
M.A. Kulkova ◽  
A.I. Giniatullina ◽  
N.V. Konopleva
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Mobile Applications ◽  
Mobile Application ◽  
Communicative Competence ◽  
Teaching English ◽  
Initial Stage ◽  
Flexible Adaptation ◽  
The Individual

This article is devoted to the study of the conditions for the formation of paremiological competence in a foreign language lesson using mobile applications. Their usage allows to improve the quality of the process of learning foreign language thanks to the elements of interactivity. Mobile applications provide the ability of flexible adaptation of educational content to the individual needs of the teacher. Using the mobile application called ‘Quizlet’ is one of the most effective ways to form the paremiological component of communicative competence in schoolchildren at the initial stage of education. The success of using this mobile application in teaching English vocabulary is confirmed by the results of the pedagogical experiment.

Mobile Learning As a Way of Forming Foreign Language Lexical Competence of Students of Non-Linguistic Specialties

2020 ◽  
Vol 9 (4) ◽  
pp. 20-25
Author(s):  
U. Ovezova ◽  
M.-N.L. Vagner
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Teaching Tools ◽  
Professional Activities ◽  
Language Classes ◽  
Lexical Competence

The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties. Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students. The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.

scholarly journals Formation of communicative competence of preschool teachers as a factor of creation of a bilingual educational environment

2020 ◽  
Vol 6 (Extra-C) ◽  
pp. 203-214
Author(s):  
Elena Borisovna Bystrai ◽  
Larisa Aleksandrovna Belova ◽  
Natalia Efimovna Kunina ◽  
Boris Alexandrovich Artemenko ◽  
Irina Viktorovna Kolosova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Preschool Education ◽  
Motivation To Learn ◽  
Behavioral Context ◽  
Interactive Teaching ◽  
Language Competence ◽  
Language Class ◽  
High Level ◽  
Experimental Group

We conducted a pedagogical experiment among students of the Faculty of Preschool Education of the "South Ural State Humanitarian Pedagogical University". After the experiment, it was dicovered how the students' motivation to learn a foreign language had changed. The percentage of motivated students in the experimental group increased by about 10%. According to the level of formation of the procedural component of interactive competence, the results in the experimental group changed as follows: the low level of formation of the procedural component of interactive competence changed from 31% to 15%, the number of students with an average level of formation of the procedural component of interactive competence increased from 54% to 70%, the percentage of students with a high level of formation of this component of interactive competence remained the same. We believe that the use of interactive teaching methods in a foreign language class contributes to the formation of interactive competence, the basis of which is the necessity to combine language competence, professional knowledge and skills, as well as the socio-behavioral context.  

Practising Language Interaction via Social Networking Sites

2013 ◽  
pp. 40-53 ◽  
Author(s):  
Marina Orsini-Jones ◽  
Billy Brick ◽  
Laura Pibworth
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Learning Potential ◽  
Web 2.0 Tools

This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language learning, this study also focuses on some troublesome aspects that occur when learners engage with Web 2.0 tools. It discusses how initial motivation towards these tools can turn into frustration, mirroring the results of a previous autoethnographic study carried out on SNSs. It also illustrates how these global ubiquitous platforms pose a dilemma for language practitioners who work within institutional teaching settings. Teachers recognize the language learning potential of these tools, but are also worried by the ethical threat they can pose, which can normally be avoided, or at least moderated, within institutional proprietary and “less exciting” platforms.

scholarly journals Using social media to increase the communicative competence of future specialists in the field of ecological tourism

2021 ◽  
Vol 273 ◽  
pp. 09013
Author(s):  
Sergey Yekimov ◽  
Tetiana Nepokupna ◽  
Anzhela Shukanova ◽  
Anton Ryabev ◽  
Maksym Tonkoshkur
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Motivation To Learn ◽  
Professional Activities ◽  
Methods Of Learning ◽  
Ecological Tourism ◽  
Very High

The article deals with issues related to the formation of communicative competence among graduates of higher educational institutions in the specialty “tourism”. The importance of proficiency in foreign languages for further professional activities for future specialists in the field of eco-tourism is very high, and therefore there is a need to develop more effective methods of learning foreign languages. The use of social networks in teaching a foreign language allows you to make it more flexible and efficient, as well as more convenient for students . Easy learning increases motivation to learn a foreign language.

scholarly journals The Use of Web 2.0 Tools in the Foreign Language Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 177
Author(s):  
Tawffeek A. S. Mohammed ◽  
Blanche Nyingome Assam ◽  
Mustapha Saidi
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Skills ◽  
Receptive Language ◽  
Control Group ◽  
Teaching Methodology ◽  
Web 2.0 Tools ◽  
Brick And Mortar ◽  
Post Test ◽  
Experimental Group

The present study aims to investigate the role that Web 2.0 tools can play in the enhancement of productive and receptive language skills of students of Arabic as a foreign language. The study is part of an ongoing project on the integration of Web 2.0 tools in teaching Arabic as a foreign language and the attitudes of the learners towards them. The design of the study is pre-post, experimental-control group. The sample consisted of (30) students: an experimental group (n=15) and a control group (n=15), doing their BA in Arabic and Islamic Studies at the International Peace College South Africa (IPSA). The experiment took place in the Language Skills module for 12 weeks.  A technology-enhanced programme that utilises a myriad of Web 2.0 tools was used in teaching the experimental group. The control group students, however, were taught using a traditional teaching methodology in a brick-and-mortar classroom and they did not receive any technology-enhanced instruction. The study concluded that the use of Web 2.0 tools has contributed to the enhancement of the language skills and vocabulary of the students.  The findings indicated that there was a significant statistical difference between the scores of the two groups in the language skills and vocabulary post-test in favour of the experimental group.

Web 2.0 Technologies and Foreign Language Teaching

2012 ◽  
pp. 89-107
Author(s):  
Geraldine Blattner
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learners ◽  
Learning Experience ◽  
Web 2.0 Tools ◽  
Foreign Language Learners ◽  
The Social ◽  
Pragmatic Awareness ◽  
Traditional Classroom Instruction ◽  
Social Networking Website

This chapter looks at the potential of two Web 2.0 tools: forums and the social networking website Facebook for foreign language learners and educators. It highlights how these technologies provide authentic settings that are dynamic and communicative as they facilitate the cultural enrichment of learners, enhance their socio-pragmatic awareness, as well as develop their multiliteracy skills in a second language. The chapter contains an examination of various recent studies which investigated or underlined how technological inclusion of forums and Facebook complements traditional classroom instruction, and how it allows students to extend their learning experience outside of this typical environment in order to supplement their linguistic abilities and to become autonomous learners.

The Use of LearningApps Tool in Foreign Language Teaching

2022 ◽  
pp. 131-155
Author(s):  
Sevgi Çalışır Zenci
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Teaching ◽  
Lesson Plan ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web 2.0 Tools ◽  
Course Materials ◽  
Web Tools ◽  
Technological Tools

Technology plays an important role in every aspect of life. It is seen that the type of technology used in language teaching is quite diverse. Thanks to the diversity and accessibility of technological tools, teachers' opportunities have increased. Teachers need some web tools to create more effective lesson designs and course materials on the internet. Many of these web tools are Web 2.0 tools that are at the service of teachers free of charge, though limited. LearningApps is one of the Web 2.0 tools. It is a website available at learningapps.com that offers teachers materials such as worksheets and interactive applications and the opportunity to share them directly with students. The aims of this chapter are to introduce the LearningApps tool to foreign language teachers and to create activities using this tool on a sample lesson plan and to contribute to the teachers in this regard.

scholarly journals Multilingual Education

2022 ◽  
Vol 17 (1) ◽  
pp. 1-13
Author(s):  
Ainash Alzhanova ◽  
Assel Chaklikova
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
Communicative Competence ◽  
Practical Significance ◽  
Business English ◽  
High Quality ◽  
Multilingual Education ◽  
National University ◽  
Rational Construction ◽  
Educational Course

The purpose of the study is the research of the opportunities for developing professional foreign language communicative competence within the concept of multilingual education. The study is based on the method of the experiment, presented by a survey of students. The course was tested by 70 master's degree students of Gumilyov Eurasian National University. The functionality of the Google Meet communication platform and mobile applications has created a comfortable environment for learning Business English. The educational course revealed students’ ability to carry out high-quality communication. The results show that students improved their skills in spontaneous business discussion with rational construction of communication, proper speech intonation, lexical sufficiency within the framework of speech topics, and grammatical correctness. The practical significance and prospects for further research are presented by the opportunity of using the developed methodology in the process of communicative competency formation by students of different specialties.

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