scholarly journals Ubungstypen zum Leseverstehen im Fremdsprachenunterricht

2020 ◽  
Vol 54 (2) ◽  
pp. 84-97
Author(s):  
Iryna V. Piankovska
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Scientific Paper ◽  
Learning Goals ◽  
Language Competence ◽  
Open Type ◽  
Constructive Process ◽  
New Knowledge ◽  
Textual Competence

The paper deals with the problem of selecting the types of reading comprehension exercises in a foreign language lesson. It dentifies the role of reading as a receptive skill and one of the main competences in learning a foreign language. Distinctive differences between an exercise and a task as didactic forms of teaching and their importance in the formation of speech competences have been established. Modern approaches to the typology of exercises have been analyzed depending on the learning goals and receptive or productive types of speaking activity. The main types of exercises aimed at developing communicative language competences include receptive, reproductive, reproductive-productive, productive, closed- and open-type exercises, content- and form-oriented exercises. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks.

Features of teaching a foreign language in the digital educational environment of the University

2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Tools ◽  
Language Competence ◽  
Electronic Learning ◽  
High Level ◽  
The Impact

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".

scholarly journals Intervention Reading Comprehension Programme in French Language

2021 ◽  
Vol 16 (4) ◽  
pp. 64-73
Author(s):  
Mária Lalinská ◽  
◽  
Jana Hučková ◽  
Silvia Hvozdíková ◽  
◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Intervention Program ◽  
Linguistic Diversity ◽  
Language Skills ◽  
Geographical Area ◽  
Foreign Language Learning ◽  
French Language ◽  
Language Competence

One of the priorities of European language policy is to maintain linguistic diversity, cultural identity and, last but not least, to promote effective foreign language learning. French language has a long tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In the educational context over the last decade, however, it has become a second foreign language, which has begun to be reflected in particular in the declining numbers of pupils studying French. Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent decrease in the number of pupils learning French at different levels of education. The lower numbers of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and language skills that the pupil has to acquire in order to be able to communicate at the required level in French. Based on the current position of French language in the Slovak school environment and the requirements that are placed on the language level of students, our goal was to design an effective tool that would take into account the various factors affecting the acquisition of foreign language competence of students in French. The main aim of our contribution is to present to the professional public a tool in the form of an intervention program, which specifically focuses on the development of one of the key language skills included in the Common European Framework of Reference for Languages, namely reading comprehension in French language. The degree of difficulty of its acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural specifics typical for French language plays an important role in this process. In a broader sense, however, it is a much more complex process, which is also conditioned by cognitive, social and personality variables. These variables can also be called predictors or factors that significantly affect the understanding of a foreign language text. The overall concept of the intervention program is based on pre-research associated with measuring the level of reading comprehension and determining the predictors affecting students' comprehension of the text. Considering the pre-research carried out to determine the achieved level of pupils in reading comprehension, the proposed intervention program can be regarded as a preventive, but also a corrective tool for the development of language competence in French language. The compilation of an intervention program in the form of ten model intervention units for the development of reading comprehension in French has a precise structure and takes into account the ontogenetic specifics of the target group (third-year students of secondary education). The ambition of the intervention program is to include various possibilities and ways of working with text in French with regard to the development of the relevant predictor, and thus contribute to improve the quality of language education of students and last but not least to be an inspiration for teachers (as well as future teachers) of French language in a new original way.

Can Extensive Reading help Unmotivated Students of EFL Improve?

1997 ◽  
Vol 117-118 ◽  
pp. 79-84 ◽  
Author(s):  
Beniko Mason ◽  
Stephen Krashen
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Traditional Curriculum ◽  
Extensive Reading ◽  
Grammatical Knowledge ◽  
Language Competence ◽  
Poor Students ◽  
Language Classes ◽  
University Level ◽  
Regular Students

Abstract University level students of English as a Foreign Language in Japan, enrolled in a special class for students who had failed English, did a semester of extensive reading in place of the traditional curriculum. Their gains in reading comprehension were significantly greater than a comparison group of traditionally taught regular students, and they clearly enjoyed the class. Despite the growing amount of research supporting the use of extensive reading for improving second language competence (e.g. ELLEY and MANGUBHAI, 1983; TUDOR and HAFIZ, 1989; HAFIZ and TUDOR, 1989; ELLEY, 1991; PILGREEN and KRASHEN, 1993; CHO and KRASHEN, 1994; (1995a), (1995b); CONSTANTINO, 1994), many teachers are still uncertain about how effective it is. Some maintain that extensive reading will only benefit more successful and more motivated students, and will not help those who are unmotivated and who have not done well in language classes. These poor students, it is argued, lack the grammatical knowledge and vocabulary that is necessary for reading comprehension and enjoyment. In this study, we investigate whether so called “bad students” or failures in EFL could improve with an extensive reading treatment.

Assessing storytelling as a tool for improving reading comprehension in the EFL primary classroom

2020 ◽  
Vol 19 (2) ◽  
pp. 169-196
Author(s):  
Tú Anh Hà ◽  
Andrea Roxana Bellot
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Content Type ◽  
Young Learners ◽  
Language Exposure ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to explore the effect of storytelling in helping children read and comprehend English in primary schools. Design/methodology/approach The study includes 44 eight-year-old students, being divided into two equal groups. They are Catalan/Spanish native speakers, and their English level is pre-A1 (CEFR). The two groups studied the same topic with similar vocabulary and grammatical structures; however, only the experimental group learnt with storytelling. A pre-test, a post-test and exercises were implemented and analyzed by using the Mann–Whitney test, the Wilcoxon signed rank test and the general linear model to verify the effect of storytelling, the impact of time and the interaction between time and storytelling. Findings The findings show that storytelling helps children remember, understand and use the vocabulary of a certain topic and a specific grammatical structure, which are compatible with the vocabulary and the structure in a given story. It also supports students in forming the habit of using particular pairs of words correctly, such as “snake-hiss,” “zebra-bray.” Storytelling proved to be as effective as other teaching methods, such as games and exercises to make a contribution in helping students improve their reading-comprehending of separate sentences. However, time and continued language exposure played a pivotal role in students’ progress of decoding a gapped paragraph and filling in the gaps with appropriate words, no matter what teaching methods were used (storytelling or others). Research limitations/implications The findings of the effect of storytelling on fostering students’ reading comprehension have implications for storytelling investigators in the field of teaching ESL. Investigators such as Wright (1995), Ellis and Brewster (1991, 2002, 2014), Cameron (2001), etc., strongly recommend the use of storytelling when teaching a foreign language. Then the findings of this paper contribute to confirm storytelling’s benefits in improving children’s reading abilities, especially in reading-comprehending separate sentences. Practical implications Regarding the practical implications of this case study, the findings of the role of storytelling and the role of time in improving students’ reading-comprehension have important implications for L2 English teachers, especially for the ones teaching English for young learners. Due to the fact that learners need time to become successful language users, who not only understand but also analyze and use language fluently without thinking much about the forms or the rules, teachers should not overanalyze language forms. Instead, they should provide learners with an inductive process of language exposure, including the use of storytelling. Storytelling provides young learners with language exposure and context-the natural environment to acquire language. Therefore, it can create a greater impact on learners for remembering vocabulary and understanding the meaning of a given text, as well as form some habits for foreign language learners, such as the use of some specific pairs of words, which has been shown in the findings of this project. This nurtures learner’s graduation to automaticity in using language and develops their reading-comprehension. Originality/value This paper is all originated from a study researching the effect of storytelling in helping students read and comprehend English by carrying out an experiment with two groups, namely, the control and the experimental in a semi private primary school in Tarragona, Spain. This study carries an important value, as it proves the effect of storytelling in improving students' ability of remembering vocabulary and understanding separate sentences, as well as points out the role of time in students' progress of mastering a foreign language.

scholarly journals Das Potenzial von Feedback als Form der Lehrer-Schüler-Interaktion bei der Entwicklung der kommunikativen Sprachkompetenz – der aktuelle Forschungsstand

Neofilolog ◽  
2017 ◽  
pp. 179-191
Author(s):  
Monika Janicka
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Learning Processes ◽  
Language Competence ◽  
Current State ◽  
Input And Output ◽  
Individual Learning Processes ◽  
State Of Research ◽  
Changing Role

The contemporary learning culture perceives learners as active and aware participants in the learning process. This implies a new understanding of interactions in the classroom. The present paper is focused on feedback as a special type of teacher-learner interaction and its potential for cognitive activation of learners and constructive enhancement of individual learning processes. Feedback which activates learners and increases the amount of the input and output in the foreign language is able to enhance students` communicative language competence. The article discusses the changing role of feedback referring to the current state of research.

scholarly journals Looking for Henry: Improvisation and Storytelling in Foreign-Language Theatre

2012 ◽  
Vol VI (2) ◽  
pp. 7-17
Author(s):  
Fiona Dalziel ◽  
Andrea Pennacchi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Group Dynamics ◽  
Bertolt Brecht ◽  
Language Competence ◽  
Bruce Lee ◽  
Peter Brook ◽  
Henry Vi ◽  
Selection Of

This article describes the role of improvisation and storytelling in a student production of Shakespeare’s Henry VI, Part One at Padua University. It explains why the student directing the play and language instructor chose this challenging piece and how they attempted to increase engagement with the project by involving the participants directly in text adaptation. The article explores the improvisation and storytelling activities proposed to the students, which had the aim of fostering their language competence and creating strong group dynamics while familiarising them with the play. These tasks formed the basis of the final version for performance, which consisted in a selection of the original scenes together with some novel scenes, linked together by short narratives produced by the students themselves. In describing this experience, the authors reflect on the benefits of the multidisciplinary nature of foreign language drama, where influences as diverse as Bertolt Brecht, Peter Brook and Bruce Lee can converge in a truly learner-centred approach to second language acquisition.

scholarly journals MANAJEMEN PENDIDIKAN MULTIKULTURAL PRESPEKTIF ULU AL-ALBAB

2020 ◽  
Vol 4 (2) ◽  
pp. 91-105
Author(s):  
M. Fahim Tharaba
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Student Affairs ◽  
Academic Research ◽  
Institutional Development ◽  
Language Competence ◽  
Education Management ◽  
Funding Sources ◽  
World Class

This study aims to describe form and practice of multicultural education management based on Ulu al-Albab perspective at State Islamic University (UIN) of Maulana Malik Ibrahim Malang. This study uses a qualitative approach with a bibliographic resarch type with content analysis on the meaning of multicultural education management based on Ulu al-Albab perspective. This study figures out that (1) several aspects were developed as a form of multicultural education, including aspects of institutional development, facilities and infrastructure, academic, research and community service, student affairs, quality assurance, cooperation, building a spirit of giving and sacrifice, and development of academic character and noble morals; (2) multicultural education, closely related to university programs, including implementation of integration of Islam and science, optimizing the role of ma'had, increasing foreign language competence, increasing the quantity of human resources, revitalization of social and religious roles, implementation of information technology-based management, internationalization of universities and international cooperation towards World Class University (WCU), implementation of institutional development, and exploration of funding sources.

Internet’s Role In Forming Information Culture And Foreign Language Competence of Ir Students

2017 ◽  
Vol 6 (5) ◽  
pp. 69-72 ◽  
Author(s):  
Ю. Антонова ◽  
Yu. Antonova
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Social Research ◽  
Information Culture ◽  
Language Competence ◽  
Technological Advances ◽  
Environmental Component ◽  
Cognitive Activities ◽  
Further Development

The article underlines the significance of information and information culture as basic elements of society which support its existence and stimulate its further development. Accumulation, preservation and transfer of the information as evolution of the information culture stimulate the development of technologies which causes changes in various spheres of human activities and influences their communication practices. It fosters technological advances in modes of information transmission. This way the author considers the process of the forming and developing information culture of international relations students through the prism of their educational activities. The article provides outcomes of social research which underline the significant role of television and Internet in the life and social practices of IR students. The author focuses attention on the analysis of social research singling out young people as the most active Internet’s user. The article considers Internet as an environmental component of the information space of students from universities of international relations and as the environment, which specific influences their information culture within their activity in virtual environment. The author further estimates Internet’s role in forming the autonomy of IR students, which stimulates the development of their cognitive activities as well as forms a trilateral model of their social and career personality that includes individual, professional and foreign language competence.

scholarly journals Methods of Foreign Language Teaching to Linguistically Gifted Students

2019 ◽  
Vol 8 (8) ◽  
pp. 1
Author(s):  
Gulnara V. Gali ◽  
Anastasiya V. Fakhrutdinova ◽  
Askar I. Gali
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Gifted Students ◽  
Foreign Language Teaching ◽  
Learning Goals ◽  
Classroom Activities ◽  
Logical Research

Purpose of the StudyThe aim of this research is investigating the methods  in Foreign Language Teaching To Linguistically Gifted Students.Methodology This is an analytical-logical research that has been done through content analysis. Also the data of this research have been obtained through the library.ResultsCommunicative language teaching can be set as a set of principles related to language learning goals, how to learn a language with a learner, the types of classroom activities that best facilitate learning, and the role of the learner and teacher.ApplicationsThis article is useful for students and teachers.

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