scholarly journals Principles of selection of podcasts in teaching a foreign language

2019 ◽  
pp. 62-70
Author(s):  
O. Borshcheva
Keyword(s):  
Foreign Language ◽  
The Internet ◽  
Basic Principles ◽  
Internet Technologies ◽  
Effective Work ◽  
Technology In Teaching ◽  
Language Classes ◽  
Methodological Problems ◽  
The University ◽  
Selection Of

The article is devoted to one of the internet technologies – podcasting technology in teaching a foreign language. At the beginning of the article the author identifies a  number of  problems that each foreign language teacher has to  deal with at the University. Podcasting technology is considered as one of the effective ways to solve the described problems. The author describes specific features of working with podcasts, points out the methodological problems that are solved when using podcasts in teaching a foreign language. The article gives a description of the most useful online resources where the teacher can find podcasts, as well as the algorithm of working with them. In conclusion, relying on her and her colleagues’ experience, the author highlights the basic principles of podcast selection, the use of which can contribute to more effective work with podcasts in foreign language classes.

Modern strategies for learning a foreign language in training future teachers of the updated school

2021 ◽  
Vol 46 (1) ◽  
pp. 121-127
Author(s):  
A. Kabbassova ◽  
◽  
J. Sakenov ◽  
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Bachelor's Degree ◽  
Professional Competencies ◽  
Main Task ◽  
Language Training ◽  
Future Teachers ◽  
Optimal Learning ◽  
Basic Principles ◽  
Selection Of

The relevance of teaching a foreign language to future teachers in the context of updating school education puts forward requirements for the choice of teaching strategies. The article deals with the meta-subject aspect of foreign language training of future teachers. To form the readiness of future teachers to use the potential of a foreign language, it is important to understand the basic principles of integrating the content of special disciplines and knowledge of a foreign language. The meta-subject potential of a foreign language allows you to create opportunities for the development of general and special professional competencies. The formation of the competencies necessary to work with the updated content of education is the main task of the courses of the component for the choice of the bachelor's degree program at pedagogical university. The selection of optimal learning strategies contributes to the implementation of this task. The author examines the features of the use of modern pedagogical technologies and methods in the training of teachers of a new format.

scholarly journals Quelle pragmatique enseigne-t-on en ce moment (2017) en Roumanie en filière LEA?

2018 ◽  
pp. 75-85
Author(s):  
Florinela Şerbǎnicǎ
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Description Language ◽  
Undergraduate Level ◽  
Teaching Aids ◽  
Traditional Courses ◽  
Language And Literature ◽  
Il Y A ◽  
The University ◽  
Selection Of

En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique. What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes? In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market. Key words: course description; language and literature; LEA; syllabus; pragmatics.

scholarly journals Digital Lexicography: Research of Usage of Different Dictionary Types at Vilnius Gediminas Technical University

2017 ◽  
Vol 24 (2) ◽  
pp. 90-100
Author(s):  
Daiva Nomicienė ◽  
Alisa Stunžaitė
Keyword(s):  
Comparative Analysis ◽  
Literature Review ◽  
Foreign Language ◽  
Research Data ◽  
Language Teachers ◽  
Descriptive Statistics ◽  
The Internet ◽  
Foreign Language Teachers ◽  
Study Material ◽  
Selection Of

The current research focuses on the investigation of the VGTU students’ and foreign language teachers’ attitude towards the types of dictionaries: printed, electronic versions of printed dictionaries and dictionaries available online. The aim of the research was to set the most used type of the dictionaries by the students and foreign language teachers at VGTU. 296 students from different study programmes and 12 foreign language teachers were selected to participate in the investigation. The research data was analysed from two perspectives: qualitatively and quantitatively. Qualitatively data was analysed with the help of literature review method, a questionnaire and a comparative analysis. Therefore, quantitatively data was analysed relying on the method of descriptive statistics. The collected data revealed the differences in the students’ and the foreign language teachers’ attitude. Majority of the students preferred online dictionaries to printed and electronic, whereas the selection of the dictionary type by the foreign language teachers was limited to a printed version. The same tendency could be observed relying on the question about the search of special terms. Majority of the students would rely on the dictionaries available on the Internet, hence teachers would select printed ones. Relying on the research, it could be concluded that while preparing study material and recommendations for the students, foreign language teachers should rely on students’ attitude.

scholarly journals Technology of Critical Thinking Development as a Factor of Achieving Personal Results in a Foreign Language Training

2020 ◽  
Vol 6 (4) ◽  
pp. 453-459
Author(s):  
M. Brattsev
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Educational Process ◽  
Ethical Orientation ◽  
School Students ◽  
Normative Documents ◽  
Personal Learning ◽  
Technology In Teaching ◽  
Language Classes ◽  
Development Technology

The article discusses the issue of achieving secondary school students’ personal learning outcomes using pedagogical technology of critical thinking development in foreign language classes. They are determined the advantages of this technology in comparison with traditional training. Analyze of the requirements of normative documents in relation to the personal results of the educational process, they are summarized in three groups: self-determination, semantic formation and moral and ethical orientation. The prerequisites and personal qualities of students necessary for the development of critical thinking are established. It is presented a three-stage model for the implementation of the critical thinking development technology in teaching foreign languages which includes the stages of challenge, comprehension and reflection.

scholarly journals Dyskurs edukacyjny a rozwój interkulturowej kompetencji negocjacyjnej podczas lekcji języka obcego na przykładzie języka hiszpańskiego

Neofilolog ◽  
1970 ◽  
pp. 91-106
Author(s):  
Małgorzata Spychała
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Intercultural Communication ◽  
Language Skills ◽  
Specific Knowledge ◽  
Educational Discourse ◽  
Discourse Practices ◽  
Language Classes ◽  
Intercultural Negotiation ◽  
Selection Of

Nowadays young people need not only specific knowledge, but also a wide array of skills, including language skills, enabling them to better adjust to intercultural realities. One such skill is negotiation, coupled with the selection of an appropriate type of discourse. The aim of the present paper is to analyze the features, forms and styles of educational discourse that support the growth of intercultural negotiation competence in foreign language classes. Particular attention will be given to the structure of the content of discourse: intercultural communication and negotiation. The author seeks to answer the question whether students should aim at using multi-discursive competence in order to effectively talk to or nego­tiate with representatives of other cultures. The analysis of specialized discourse allows her to find out whether or not teaching business language in foreign language classes is a sine qua non condition for mastering intercultural negotiation competence. The paper also aims to determine in a precise manner the competences of a student as an intercultural negotiator and mediator. Therefore, it presents general principles and examples of communication (discourse) practices that may contribute to the development of intercultural negotiation and mediation competence under classroom conditions. The last section contains an overview of selected handbooks for learning Spanish from the perspective of developing intercultural negotiation competence, with a focus on the presence of elements that can be used for this purpose.

scholarly journals Evaluation of an educational institutionin the problematics of hierarchimetry

2016 ◽  
Vol 8 (4) ◽  
Author(s):  
Konstantin Kirsanov ◽  
Natalia Alimova ◽  
Elena Snezhinskaya
Keyword(s):  
Complex System ◽  
Educational Institution ◽  
Scientific Data ◽  
Economic Systems ◽  
Goal Selection ◽  
Object Properties ◽  
Methodological Problems ◽  
The University ◽  
Selection Of

The authors of article draw attention to the fact that currently there are provided many sciences with a component "metry" in its name, for example, there are such developed and meaningful sciences as: Econometrics.Biometrics.Isometry.Scientometrics.Educometry.Sociometry.Referentometry. However, the scientific data are private and do not solve the general-methodological problems. For the super-complex socio-economic systems problematics of "metry" is multiplied many times over and transformed into a philosopho-vozrenologic and paradigmatic-conceptual field of knowledge. We propose approval having the force of law: any super-complex system has a vertically integrated structure and its analysis should take into account these features. It is proposed an analysis sequence intending particularly the following steps: determination of the analysis goal, selection of the research object, determination of the research object properties, etc. An example providing by its goal selection of indicators is suggested to measure the characteristics of the educational institution functioning. The authors propose a number of indicators to analyze the university activities. The results indicated that it is necessary to distribute terms acceptable for analysis in strict accordance with their semantic capacity, i.e. to use a methodology for the systematization and its section -hierarchimetry. The appendixes to the article present the research results of a number of national universities for the selected proposed indicators.

scholarly journals PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE POSSIBILITY OF USING INTERNET TECHNOLOGIES IN TEACHING EFL

2022 ◽  
pp. 73-77
Author(s):  
Kudaybergenova Nargiza Konisbayevna ◽  
Yeshniyazova Tamara Matenovna
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Interactive Technology ◽  
Foreign Languages ◽  
The Internet ◽  
Internet Technologies ◽  
Learning And Teaching ◽  
Face To Face ◽  
Psychological Features ◽  
Multiple Skills

The article describes the significance of Internet technologies (IT) in the teaching process of English as a foreign language (EFL) and reviews the researchers’ opinions on this problem. In this paper, the author considers that Internet technologies in English lessons for pupils in grades 5-7, it is appropriate to briefly dwell on psychological features of this age. In the article, a number of scientific studies in the field of computerization of learning in foreign languages have been analyzed. The article focuses on the relevance of using Internet and Information Technologies in teaching foreign languages. The author notes that employing IT will help to develop pupils’ progress in multiple skills at the same time. Moreover, the author puts forward the assumption that lessons based on the Internet and IT can help to quickly master the skills of communication in the EFL compared to traditional face-to-face lessons. KEY WORDS: Internet technologies, Information Technology (IT), Interactive technology, English as a foreign language (EFL), learning and teaching, school pupils.

scholarly journals Where Do You Look? by M. & N. Jocelyn

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Children's Literature ◽  
Picture Book ◽  
Children’S Literature ◽  
Font Size ◽  
Older Students ◽  
University Of Alberta ◽  
Sensitive Issue ◽  
Language Classes ◽  
The University ◽  
Selection Of

Jocelyn, Martha and Nell Jocelyn.  Where Do You Look?  Toronto: Tundra Books, a Division of Random House of Canada, 2013. Print.This picture book is a playful exploration of homonyms—in this case, those that are spelled alike.  The text comprises a series of questions; e.g.,    “Where do you look for a letter?  In the mailbox?”  Or on the page?” The illustrations, which incorporate collage and photographic techniques, are colourful and well defined—perfect for story hour viewing.  The accompanying questions are an invitation to participate; children will enjoy guessing what further meanings of a word might next be illustrated.  Beyond story hour, the book is appropriate, both in terms of font size and vocabulary, for independent reading by beginners.A further possibility for this book is its use in English as a Second Language classes.  Gleaning the contextual meaning of a word is always difficult when learning a new language and the Jocelyns provide a light-hearted approach to the problem.  To avoid the sensitive issue of using a beginner’s book in a lesson for older students and adults, introduce it as something an ESL learner might like to share with a child.  (Confess: those of us who love children’s literature have been playing that card forever!)Highly Recommended: 4 out of 4 starsReviewer:  Leslie AitkenLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special, and university collections.  She is a former Curriculum Librarian at the University of Alberta.

Principles of teaching foreign language intercultural interaction of students based on the case method

2021 ◽  
pp. 77-84
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Case Method ◽  
Problem Situation ◽  
Approaches To Teaching ◽  
Cultural Congruence ◽  
Cultural Conflicts ◽  
Intercultural Interaction ◽  
Teaching Principles ◽  
Language Classes ◽  
Selection Of

The case method is one of the methods of problem learning, which consists in solving a problem situation or case by students. The study and discussion of the case, as well as the preparation and presentation of the solution to the problem, takes place in a foreign language. Of particular relevance is the solution by students of cases containing cultural conflicts. From this perspective, the use of cases in foreign language classes will contribute to the development of students’ skills in foreign language intercultural interaction. The effectiveness of the appropriate methods for teaching foreign language intercultural interaction of students based on the case method is directly dependent on the chosen general didactic and methodic approaches to teaching, which, in turn, are implemented through the principles. The methodological basis of teaching in this study is the competence-based, systemic, personality-activity, socio-cultural, intercultural, multicultural and communicative-ethnographic approaches. These approaches are implemented in practice through the principles on the basis of which the selection of subject-thematic content of education and the development of a system of problematic cultural tasks are carried out. The following teaching principles are described in detail: the principle of consciousness and activity, the principle of accessibility and feasibility, the principle of consistency, the principle of individualization of training, the principle of functionality, the principle of speech orientation of teaching, the principle of dialogue of cultures, the principle of didactic cultural congruence, the principle of cultural variability, the principle of cultural reflection, the principle of dominance of problematic cultural as-signments.

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