scholarly journals Mnemonics techniques for teaching English lexis

2019 ◽  
pp. 71-85
Author(s):  
M. Vanyagina
Keyword(s):  
English Language ◽  
Educational Process ◽  
Military Students ◽  
Teaching English ◽  
Military Organizations ◽  
Part Of Speech ◽  
Self Study ◽  
Ancient Times ◽  
A Chain ◽  
Active Training

The article deals with the  efficiency of  mnemonics application for studying the  English language. Mnemonics is  one of  active training technologies which rely on  lexical and semantic communications and associative thinking. Since ancient times scientists studied properties of  memory and offered the  ways of simplification the process of storing information by means of various techniques. Modern psychologists and teachers agree that coding of  information by  means of images and associations accelerates the process of information storing. The article considers various methods of  mnemonics helping to  perceive and reproduce necessary educational information, including foreign words and phrases: associations, mnemo-rhymes, method of  a  chain, and mnemo-cards. Examples of  mnemonics application in the author's practice of teaching a foreign language when training cadets and post-graduate military students are given. The pedagogical experiment on mnemo-cards application in teaching English the cadets of higher educational military organizations for the  intensification of  educational process is  described. A mnemo-card represents the structured schematic visualization of basic elements of information on the paper or via electronic medium. The word, the name of a part of  speech, a  transcription, variants of  translation, the  picture which is  associated with a word and a mnemo-rhyme are applied on it. Mnemo-cards are repeatedly shown and pronounced during lessons and self study. As a result of a pedagogical experiment the  groups of  cadets using mnemo-cards have higher percentage of storing of English-language lexis, that allows to draw a conclusion on expediency and efficiency of the offered technique.

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

scholarly journals Moderated vs. Fossilized Modes of Teaching and Learning English in the Preparatory Classes in Iraq

2018 ◽  
Vol 1 (26) ◽  
pp. 531-564
Author(s):  
Abbas Idan Obaid
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Process ◽  
Learning Activities ◽  
Teaching English ◽  
Preparatory School ◽  
The Sixties ◽  
Teaching Learning ◽  
Classical Mode ◽  
Better Than

          The present study exhibits an outsight over the prominent problems that face the educational process and an outlook over the preparatory school syllabuses conducted in teaching English language in Iraq. Three syllabuses are to be concerned in the present study: the New English Course for Iraq (NECI), Iraq Opportunities (IO) and English for Iraq (EFI). The study propounds the main characteristics of each syllabus and their relativity to the variant approaches of teaching. The NECI conducted a classical mode of teaching, started with the sixties of the last century and continued until the year-study 2012-2013, for the sixth preparatory. English for Iraq, now replaced the "Iraq Opportunities",  is taught for 4th, 5th and 6th preparatory.          On the other hand, the study tackles the main problems that are also obstacles to teaching/learning progression in Iraq, such as those of using helping sketches diverting students from the syllabus trends and abolishing many learning activities. Iraq Opportunities proved to be better than the two other syllabuses, mainly in its being based on communicative method of teaching and more appropriate for teaching students in Iraq.         The educational system in Iraq, as the study recommends, needs more reforming, development and planning on the educational needs, at the variant levels of reliability.  

BLENDED METHODS OF TEACHING THE ENGLISH LANGUAGE OF PROFESSION

2021 ◽  
pp. 67-77
Author(s):  
О.К. Ильина
Keyword(s):  
Public Relations ◽  
Learning Process ◽  
Flipped Classroom ◽  
English Language ◽  
Educational Process ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Education Development ◽  
Self Study

Постановка задачи. В условиях информационного общества, делающего акцент на самообразовании, изменились способы подачи учебного материала и работы над ним. Благодаря использованию информационно-коммуникационных технологий, в образовательную среду прочно вошло смешанное обучение, являющееся новым образовательным подходом. В этой связи важно, чтобы как преподаватель, так и студент владели навыками, сочетающими дистанционные и традиционные методы обучения. Результаты. В предлагаемой статье в рамках обучения английскому языку профессии «реклама и связи с общественностью» рассматриваются такие формы смешанного обучения, как «перевёрнутый класс» и ситуационный анализ, которые изменяют последовательность прохождения материала и делают учебный процесс более творческим и привлекательным по сравнению с традиционными методами обучения, что повышает эффективность усвоения знаний. Выводы. Методы «перевёрнутого класса» и ситуационного анализа в полной мере соответствуют современному этапу развития образования, который ставит творческую деятельность в центр процесса обучения; делает самообучение ведущей образовательной формой; нацеливает на образование в течение всей жизни; изменяет роль преподавателя, превращая его из единственного источника получения знаний в консультанта и помощника в решении конкретных проблем; требует индивидуализации процесса обучения, учитывающей интересы и возможности студента. Statement of the problem. In the information society, which focuses on self-education, the forms of presentation of educational material and work on it have changed. Due to the use of information and communicative technologies, blended learning, which is a relatively new educational form, has firmly entered the educational environment. In this regard, it is important that both the teacher and the student have skills that combine distant and traditional learning methods. Results. The article examines the techniques of the flipped classroom and case study in teaching the English language of advertising and public relations, which change the sequence of work and make the educational process more creative and attractive compared to traditional teaching methods. Conclusion. The flipped classroom and case study methods are fully consistent with the current stage of education development, which puts creativity at the center of the learning process; makes self-study the leading educational form; aims at lifelong learning; changes the role of the teacher, turning him/her from the only source of knowledge into a consultant and assistant in solving specific problems; individualizes the learning process, taking into account students’ interests and capabilities.

scholarly journals MODERN APPROACHES TO TEACHING AND LEARNING ENGLISH

2021 ◽  
pp. 162-169
Author(s):  
Alona Solodchuk
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Approaches To Learning ◽  
Educational Process ◽  
Teaching English ◽  
Physical Response ◽  
Learning English

The article deals with methods of interactive learning of English, ways how to use it at different stages of learning, increasing scientific interest in understanding global trends in the methodology of teaching English. Based on the analysis of the scientific literature as well as a comprehensive analysis of the practice of teaching and learning English in Ukraine and abroad, certain problems and challenges facing the methodology of teaching English today have been identified. The various methods and approaches developed today are an attempt to answer these questions.The United States and Europe became the founders of the so-called Epoch of Methods. During that period, such teaching methods as Total Physical Response, Suggestopedia, as well as Community Language Learning, Audio Lingual Approach were developed. The suggested approaches and methods differ in terms of their principles, understanding of the nature of language and features of the educational process, the role of teachers and students, learning goals, the ratio of target and native language. The list of methods and approaches is by no means exhaustive and reflects only a part of all variety of teaching English methodology.Among the most interesting methods we distinguish the TPR method (Total Physical Response). Nowadays, there are many published works of TPR and studies, which create an understanding of its long-term prospects. The most important skill is to understand new sentences when learning a foreign language.It was concluded that there is a need to diversify approaches to learning, focused on keeping students’ attention, encouraging them to active cooperation and ensuring student-centeredness in the process of teaching and learning, as well as stress-free educational environment. Keywords: teaching methods; interactive learning; suggestive approach; student-oriented learning; English language; pedagogy; teaching; audio-lingual approach.

scholarly journals Technologies Of Using "Communicative Training" In Teaching English To 9-11th Grade Students In Secondary Schools

2021 ◽  
Vol 12 (3) ◽  
pp. 3120-3125
Author(s):  
Akramova D.Sh.
Keyword(s):  
Secondary Schools ◽  
Teaching Methods ◽  
English Language ◽  
Language Skills ◽  
Educational Process ◽  
Learning Technology ◽  
Teaching English ◽  
Innovative Teaching ◽  
Technology In Teaching ◽  
11Th Grade

The article provides information on the effectiveness of the use of "communicative learning" technology in teaching English in grades 9-11 in secondary schools, the effectiveness of language development in students and its application to the educational process. Also; methods of developing English language skills in students through communicative training technology, methods of using innovative teaching methods.

scholarly journals Types of interactive methods of teaching english for technical students

2018 ◽  
Author(s):  
Tetiana Kravchyna
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Interactive Learning ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Activity ◽  
Teaching English ◽  
Interactive Teaching ◽  
Active Interaction

Social, technical and economic changes that have taken place in the country in recent years make new demands on specialists in various fields of knowledge, and technicians are not exception. The English language study plays a major role in forming professional qualities of future technicians. The implementation of tasks requires the use of various methods in teaching English to students of technical departments, but the main methodological innovations today involve the use of interactive methods. Interactive teaching methods are the actual way of teacher’s work in classroom, group or any educational institution. Interactive teaching methods, in contrast to the traditional ones, are based on the active interaction of participants in the educational process, and special attention is paid upon students’ interaction with each other. This approach allows teachers: 1) to create a classroom atmosphere that helps to encourage students to ask questions and seek answers, take (as a basis) the following types of training that would facilitate the development of critical thinking and independent acquisition of knowledge, encourage reflection; 2) to apply existing methods, become a thoughtful professional, which means to learn how to observe carefully, identify problems and create new strategies to solve them; 3) to be a model for other students, transfer knowledge to them. In turn, students learn to think critically, solve difficult problems based on analysis of circumstances and relevant information, make thoughtful decisions, participate in discussions, communicate with other people. Participants of interactive learning set learning objectives, develop a learning activity, identify problems in the course of training, study the reflection of their training activities. The article describes the most popular interactive teaching methods (role play, presentation, conversations, brainstorming, projects, podcasting, video files, blogging, round table, discussion, situational analysis) at the English language classes with students of technical departments. The interactive learning is important for personal and professional development. Interaction helps involve students in performing activities with technical terms, and such activities can enhance vocabulary acquisition and promote the development of lexical skills. Students are able to take control of their learning process and also figure out their preferred resources with the help of interactive technology. In this way, they can choose the method to present projects and also develop important research skills for the upcoming days. Furthermore, students are able to develop their communication as well as collaborative expertise by working on shared projects or documents and this will help them significantly afterward when they mature into working individuals. The author comes to the conclusion that the use of interactive methods in teaching a foreign language to future technicians helps to organize an active interaction of all participants of the communication process which results in the exchange of professional information in a foreign language and the acquisition of professional qualities and practical skills of technical communication.

scholarly journals TEACHING ENGLISH BY MEANS OF THEATRICALIZED ACTIVITIES

2021 ◽  
Vol 13 (2) ◽  
pp. 55-61
Author(s):  
Svetlana Gavrilova ◽  
◽  
Svetlana Korobova ◽  
Elena Nesvetaeva ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
English Language ◽  
Effective Means ◽  
Language Education ◽  
Research Problem ◽  
Practical Experience ◽  
Educational Process ◽  
Main Task ◽  
Teaching English

The problem of finding effective methods of teaching foreign languages, focused on quick and easy assimilation of language material, its activation in the process of communication in various life situations, is the subject of numerous pedagogical discourse. A modern teacher is a mentor of the educational process, and is able to use a wide methodological and technological pedagogical toolkit. Among the most important problems of modern linguodidactics is the weak motivation of students to learn a foreign language in the absence of a linguistic environment. Therefore, the main task of organizing the educational process in teaching a foreign language is to develop students' interest in the language. The article focuses on the authors' practical experience on the use of theater technologies in additional language education and presents a tested foreign language teaching program. The research problem: what is the role of theatrical activities in teaching English? The purpose of the research is to substantiate the potential of theatrical activity in teaching English. The research methods used are observation, generalization, analysis. The research results: the influence of the means of theatrical activity on the process of teaching English to schoolchildren has been described; the understanding of theatricalization as an interactive educational technology in the English classroom has been presented; the experience of using elements of theater in extracurricular activities for the study of the English language have been described; the arguments of theatrical activity as an effective means of teaching a foreign language have been substantiated. Key findings: the means of theatrical activity include the following theatrical techniques: roleplay when reading foreign texts, a theatrical story about a character / historical personality, a scene, sketches, games, etc. Theatrical technologies complement the traditional form of the classroom, contributing to the development of open dialogical communication, the emotional component, broadening the horizons of students, which makes it possible to expand the range of opportunities for teaching a foreign language.

scholarly journals IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING

2021 ◽  
Vol 7 (3(37)) ◽  
pp. 30-34
Author(s):  
Fariza Nurkasheva ◽  
Murat Kakishev
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Teaching English ◽  
Main Components

The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

scholarly journals A STUDY OF ENGLISH VOCABULARY USED IN ONLINE LAO FOOD RECIPES

2016 ◽  
Vol 4 (7) ◽  
pp. 240-247
Author(s):  
Savith Vongsena ◽  
Nutprapha Dennis
Keyword(s):  
Data Analysis ◽  
English Language ◽  
Final Conclusion ◽  
Total Work ◽  
Word Count ◽  
Teaching English ◽  
Parts Of Speech ◽  
Part Of Speech ◽  
Use Of Data ◽  
Usage Frequency

The purpose of this study is to analyze English vocabulary usage in online Lao recipes from a cooking website. The aim of this study is to analyze frequency of eight categories of parts of speech; noun, pronoun, adjective, verb, adverb, preposition, conjunction and determiner. This study is a survey research. The data collection is from 21 Lao recipes selected for analysis. The researcher maintained the use of data analysis by apparently using the frequency and percentage of various types of part of speech as a tool to use for teaching English language most effectively. According to the aims consisting of types of parts of speech divided into eight categories from an online Lao food recipe site entitled: “Lao recipe from a cooking website” was used for summa    -rizing the usage frequency of parts of speech from 21 Lao recipes.   In the final conclusion, that was taken from the result it was found that “Noun” is the highest frequency part of speech that was frequently used in recipe writing with a count of 1390 words that is a frequency percentage of 42.78%. That is twice the usage frequency of verb which is ranked second amongst the eight parts of speech. The analysis accounting of “Verb” found that there was a total verb word count of 594 words or 18.28%. In contrast, “Determiner” is the part of speech that was the least frequently used in selected recipes with the total work count of 46 words that is a frequency of 1.44%.

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy
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