scholarly journals Constructiveness as a quality of academic dialogue in Russian as a foreign language classes

2020 ◽  
pp. 103-108
Author(s):  
Еkaterina Yu. Tolmacheva
Keyword(s):  
Foreign Language ◽  
Educational Environment ◽  
Constructive Dialogue ◽  
Language Classes ◽  
University Training

The article defines the main qualities of the academic dialogue, highlights the criteria that ensure constructive communication in the educational environment. The specificity of constructive dialogue in teaching Russian as a foreign language at the faculty of pre-university training at the levels of A1 - B1 is characterized.

scholarly journals Raising Student Consciousness About Machine Translation

2021 ◽  
Vol 2020 (1) ◽  
pp. 386
Author(s):  
Tim Newfields ◽  
Ivan Botev
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Structured Interviews ◽  
Consciousness Raising ◽  
Learning Framework ◽  
Language Classes ◽  
Efl Students ◽  
Speed Up ◽  
Translation Services

With the rise of virtual assistants and the proliferation of digital translation software, such as Google Translate and Weblio that speed up the translator’s work, it is time to question what role, if any, machine translation services should have in foreign language classes. In this paper, the authors describe some activities designed to raise awareness about the use and misuse of machine translation within a task-based learning framework. Inspired by Sharwood-Smith’s 1981 notion of “consciousness-raising”, we outline three activities highlighting the benefits and problems of machine translation. An analysis of two translation exercises by 86 tertiary students in Japan indicated how many felt uncertain of the quality of their translations. Moreover, semi-structured interviews with six respondents following these activities underscored how students felt ambivalent about their translations. We conclude the paper with a discussion of some resources for EFL students seeking to improve their translation skills. デジタル翻訳ソフトの普及に伴い、外国語の授業で機械翻訳サービスが、もしあるとしたらどのような役割を担うべきかを問う時期にきている。本稿では、タスクベース学習の枠組みの中で、機械翻訳の使用と誤用についての認識を高めるためにデザインされたいくつかの活動について説明する。 本稿では、機械翻訳の利点と欠点を強調する三つのアクティビティーを概説する。日本の高等教育機関で学ぶ86人の学生によるふたつの翻訳演習の分析から、多くの学生が自らの翻訳の質に不安を感じていることがわかった。、さらに、これらのアクティビティーの後に実施した6人の学部生への半構造化面接から、多くの学生が翻訳の質を判断するのに苦労していることが明らかになった。締めくくりとして、翻訳スキルの向上を目指すEFLの学生向けのリソースについて考察した。

scholarly journals STRATEGICALLY IMPORTANT MODERN TRENDS IN UNIVERSITY EDUCATION(ON THE EXAMPLE OF TEACHING A FOREIGN LANGUAGE IN A NON-LINGUISTIC UNIVERSITY)

2021 ◽  
Vol 6 (3(53)) ◽  
pp. 34-38
Author(s):  
Valerii I. Uvarov
Keyword(s):  
Foreign Language ◽  
Educational Environment ◽  
University Education ◽  
Professional Experience ◽  
Teaching Activities ◽  
National Education ◽  
Current Trends ◽  
Quality Of Teaching ◽  
The University

The article attempts to analyze the current trends in education and identify the most important ones for teaching at the university. As a result of the study of domestic and foreign scientific works devoted to the modernization of education, the author offers a list of strategically important modern trends that need to be massively implemented in the national educational environment in order to improve the quality of teaching various disciplines at the university. The examples presented in the article are taken from the author’s personal professional experience, since all of the stated trends are reflected in his teaching activities. In conclusion, the author points out that the list of potential innovations is not limited to this article, and expresses hope for further research on this issue, considering it strategically important for national education.

scholarly journals Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom)

2021 ◽  
Vol 14 (33) ◽  
pp. e16754
Author(s):  
Alla Guslyakova ◽  
Nina Guslyakova ◽  
Nailya Valeeva ◽  
Ludmila Veretennikova
Keyword(s):  
Foreign Language ◽  
Comprehensive School ◽  
Project Based Learning ◽  
Young Learners ◽  
The Third ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Effective Analysis

The article covers the problem of project-based learning (PBL) in present-day foreign language classes. The main aim of this research is to identify how PBL method can be implemented in teaching a foreign language (for example, English as a second language) in a modern comprehensive school and to give recommendations on organizing a foreign language class with the help of PBL. The working hypothesis of the study says that PBL method can be a relevant and effective methodological technique allowing educators to improve the quality of school education and motivating young learners to work hard at L2 classes and study a foreign language better. For the effective analysis and estimation of project-based learning in teaching ESL a two-step experiment was conducted. Overall, the results of the study demonstrated the importance of introduction of project-based learning in foreign language classes as an essential component of the teacher’s work in the present-day education. They also proved that project-based learning should be a must in every educator’s pedagogical “piggy-bank” because PBL is an effective professional instrument which may overcome the latest demands and challenges of the third millennium society.

scholarly journals FEATURES OF THE ORGANIZATION OF FOREIGN LANGUAGE CLASSES BASED ON A META-SUBJECT APPROACH

2021 ◽  
Author(s):  
Aruzhan Sattarova ◽  
Natalya Ustelimova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Self Esteem ◽  
Quality Of Education ◽  
Modern World ◽  
Educational Activities ◽  
Focus On Results ◽  
Language Classes ◽  
The Individual

The ability to overcome life collisions, the ability to find new, non-standard solutions to problems - these qualities are relevant in the modern world. Changes in society entail changes in the upbringing of schoolchildren, and this is due to the individual, personal and professional qualities of a teacher, such as: organization, increased self-esteem and professional competence, focus on results. The level of development of children's creativity, their readiness to study at school and for life, also depends on the professionalism of teachers. It is the teacher, as a universal specialist, who, when planning and organizing classes in different subjects, is able to identify characteristic subject relationships, determine the necessary means of teaching and development of schoolchildren, and also design identical results of educational activities in several educational areas. Meta-subject approach is a means of achieving a meta-subject result. The main goal of the meta-subject approach in teaching is: the development and qualitative renewal of pedagogical activities, and the improvement of the quality of education.

scholarly journals DEVELOPMENT OF PROFESSIONALLY ORIENTED PHONETIC COMPETENCE OF PRE-SERVICE TEACHERS IN THE COURSE OF FOREIGN LANGUAGE CLASSES

2018 ◽  
pp. 155-174
Author(s):  
Lubov Zenya ◽  
Svitlana Roman ◽  
Olga Kolominova
Keyword(s):  
Foreign Language ◽  
Process Planning ◽  
Educational Institution ◽  
Educational Environment ◽  
Materials Selection ◽  
Language Competence ◽  
Language Classes ◽  
Teachers Training ◽  
The Given ◽  
Degree Level

The problem of professionally oriented phonetic competence of pre-service teachers in the course of foreign language classes and classes of Practical Phonetics in a foreign language higher educational institution of a bachelor degree level is investigated. The need for further improvements of the given competence in the light of increased requirements towards the national system of professional foreign language pre-service teachers training of potentially top professionals in the current intercultural foreign language educational environment has been emphasized. Consequently, the essence and components of the competence i.e. phonetic skills, knowledge and awareness have been specified. Specific peculiarities of phonetic competence compared against other linguistic competencies have been defined, especially it sensitivity to interlanguage interference and its ability for linguistic fossilization. Conceptual basics of the proprietary methodology of professionally oriented foreign language competence are highlighted. Moreover, some examples of professionally oriented tasks, elaborated by the authors in compliance with the requirements for teaching materials selection and teaching process planning of foreign language classes and Practical Phonetics are provided.

scholarly journals Experience in the use of interviews in teaching Russian to Chinese students-specialists in Russian philology

2020 ◽  
pp. 68-74
Author(s):  
Vladislav D. Yanchenko ◽  
Wei Ningning
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Communicative Competence ◽  
Chinese Students ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Constructive Dialogue ◽  
The Russian Language

The article highlights the key issue of the organization of educational activities of Chinese students through interviews. It is recommended to use interviews to increase the communicative competence of students, to develop speaking skills. The teaching potential of the interview is revealed, the great possibilities of the interview are shown in the modernization of the educational process at the pedagogical university, for the professional education of Chinese students studying the Russian language. Teaching students to speak is organized based on the method of posing the question and the methodology of the unfinished thesis, using the “Bloom daisy” technique. Thanks to this, Chinese students are involved in a constructive dialogue, learn to ask counter questions and give detailed answers. The proposed methods enrich the teaching methodology of Russian as a foreign language, improve the quality of education.

scholarly journals THE GAME AS A WAY TO OVERCOME THE LANGUAGE BARRIER OF STUDENTS OBTAINING GENERAL SECONDARY EDUCATION IN FOREIGN LANGUAGE CLASSES

2021 ◽  
pp. 6-15
Author(s):  
Yuliia Kazak
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Ethical Issues ◽  
Language Barrier ◽  
Educational Process ◽  
Language Classes ◽  
Key Factor

The article is devoted to the analysis of the problem of overcoming the language barrier of students obtaining general secondary education in foreign language classes. This study aims to prove that the use of communicative games has a positive effect on foreign language proficiency of students getting general secondary education, helping them to overcome the language barrier and enjoy learning a foreign language. In our research, we try to develop the hypothesis that the use of communicative games is a key factor in motivating students to use a foreign language during the lesson and to eliminate anxiety, fear of mistakes, and shyness during the conversation. Moreover, we want to show that communicative games give students meaningful language patterns. The article analyses the term “communicative game” and defines the role of games in the process of overcoming the fear of communicating in foreign languages. We analysed the research of scientists whose heuristic vector of search is the role of the use of communicative games in the improvement of speech skills. The results of the research are highlighted, which prove that the implementation of communicative games in the educational process promotes the active acquisition of language units. We asked a number of research questions, which helped to determine the reasons for the reluctance of students to participate in the class, and the games that should be used to encourage students to active language. We got to know how the use of communicative games increases the frequency of students’ speech and whether communicative games improve the quality of students’ language. It provides a brief overview of the data collection, an explanation of the tools and methods used in the study, a description of the participants, including all necessary ethical issues, and an evaluation of the effectiveness of the research tools. The collected data are analysed. The experiment is carried out, and the obtained results are presented. Our conclusions are made in the final section, including their interpretation and suggestions for further action. Keywords: language barrier, communicative game, educational process, communicative initiative, speech skills, students obtaining general secondary education, language function, encouragement, diagnostic tool.

scholarly journals Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Toni Mäkipää ◽  
Kaisa Hahl ◽  
Milla Luodonpää-Manni
Keyword(s):  
Foreign Language ◽  
Basic Education ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Core Curricula ◽  
Final Assessment ◽  
Education Data ◽  
Language Classes ◽  
Quantitative And Qualitative Methods

In this paper, we examine how the Covid-19 pandemic affected the quality of teachers’ assessment and feedback in Finland’s foreign language classes during the remote teaching period in spring 2020. Multifaceted assessment and feedback practices are underscored in Finland’s core curricula, forming a focal aspect of learning. Therefore, we studied teachers’ perceptions of their assessment and feedback practices at different school levels during the remote teaching period and how they considered the remote teaching period in students’ final assessment at the end of basic education. Data were collected through an online questionnaire and analysed using both quantitative and qualitative methods. Most of the 176 respondents felt that assessment and feedback practices were implemented successfully, and the final assessment was realistic and reliable. However, teachers’ perceptions were mixed on several issues, and differences were found in the amount and form of feedback between respondents and school levels or what competence demonstration or assignments to count towards the final assessment. In addition, the remote teaching period usually had less influence on students’ final grades than the last few months of basic education. The results suggest that more attention should be paid to enhancing feedback practices and connecting with students during remote teaching periods.

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