scholarly journals Authentic French songs as a means of developing students’ language competence

2020 ◽  
pp. 72-89
Author(s):  
Maria A. Erykina ◽  
Alexandra Р. Kashperskaya
Keyword(s):  
Experimental Study ◽  
Linguistic Competence ◽  
Language Competence ◽  
Language Classroom

In pedagogy songs have long been treated as an effective tool to raise motivation and memory. The article highlights the options for working with authentic French songs in a language classroom to reveal their potential for forming and developing the linguistic competence. To achieve this goal the authors consider the set of songs correlating with the curriculum, offer a system of exercises and tasks to develop linguistic competence and discuss the results of the experimental study demonstrating the efficacy of using French songs for certain teaching purposes.

scholarly journals The formation of language competence in the system of the speech generalization semantics among students

2021 ◽  
Vol 7 (3B) ◽  
pp. 258-267
Author(s):  
Natalia A. Krasheninnikova ◽  
Valentina V. Voroshilova ◽  
Olga S. Polunina ◽  
Natalia V. Osipova ◽  
Nikolay N. Kosarenko ◽  
...  
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Speech Development ◽  
Linguistic Competence ◽  
Psychological Characteristics ◽  
Main Approach ◽  
Language Competence ◽  
Methodological Approaches ◽  
The Individual ◽  
Semantic Aspect

The article aims to study the specificities of an individually differentiated approach in the formation of speech generalization semantics and communicative competence in older preschool children. The main approach to the study of this problem is the analysis of theoretical and methodological approaches in the study of an individually differentiated approach to the linguistic competence of preschool children, which allows us to identify the most effective ones.  The article focuses on the concepts of individualization and differentiation in the development of the semantic aspect of speech and communicative competence, taking into account the individual psychological characteristics of the children. It is concluded that an individually differentiated approach increases the effectiveness of measures to form linguistic competence in the system of semantics of generalization of discourse. The materials of the article can be useful for speech therapists, specialists in preschool institutions that work in the area of speech development for older preschoolers, as well as for teachers in search of effective technologies for the formation of language skills.

scholarly journals PRINCIPLES FOR EFFECTIVE CLASSROOM DISCOURSE

2015 ◽  
pp. 22-35
Author(s):  
Omar Albukbak
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Zone Of Proximal Development ◽  
Classroom Activity ◽  
Proximal Development ◽  
Language Competence ◽  
Language Classroom

This article examines the importance of discourse analysis in language classroom. At the outset it describes what the discourse analysis is and its implications. It then proceeds to show the reasons for the learners’ difficulties in developing communicative competence and what the teacher should do to get over this problem. This paper also identifies the difficulties the Libyan learners of English face in acquiring English required to communicate in different situations. Then it explains the theory of zone of proximal development and examines the scope of scaffolding which can lead learners to engage in discourse authentically. It also examines the importance of collaborative learning to develop the students’ language competence. An example of a classroom activity is also presented. The article ends with the conclusion that discourse analysis in language classroom will greatly aid in language teaching and learning. Key Words: Discourse analysis, scaffolding, zone of proximal development

scholarly journals Lecturers’ Training Needs in EMI Programmes: Beyond Language Competence

2021 ◽  
pp. 83
Author(s):  
Ana María Piquer-Píriz ◽  
Irene Olga Castellano-Risco
Keyword(s):  
Continuing Professional Development ◽  
Training Needs ◽  
Linguistic Competence ◽  
State University ◽  
Language Competence ◽  
Ongoing Training ◽  
Open Questions ◽  
Professional Development Training ◽  
The One ◽  
Training Programmes

This paper reports the results of an analysis of English as a Medium Instruction (EMI) lecturers’ training needs at a Spanish state university. In order to carry out this analysis, participants were asked to complete a quantitative questionnaire and participate in a survey with open questions adapted from Pérez-Cañado 2020). Both analysis tools explored the lecturers’ needs in relation to specific areas: linguistic competence, methodology, materials and resources, continuing professional development training and their overall rating of the EMI programme. The results show that, on the one hand, EMI teachers feel that their linguistic competence is sufficient to conduct classes in English. On the other hand, participants seem less confident as far as their methodological competence is concerned and call for more specific ongoing training. These findings are mostly in consonance with the results of other studies carried out in similar contexts (Dafouz 2018; Macaro et al. 2019; Pérez-Cañado 2020; Coelho in preparation) but they also provide some new insights which should be taken into consideration in the design of specific training programmes for lecturers involved in EMI in Higher Education.

scholarly journals AN EVALUATION OF FIVE KEY ASPECTS OF THE LANGUAGE ACQUISITION (LA) – A CRITICAL REVIEW OF KRASHEN`S THEORY

2018 ◽  
pp. 391-497
Author(s):  
Mersad Dervić ◽  
Nizama Spahić
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Review ◽  
Language Production ◽  
Linguistic Competence ◽  
Language Competence ◽  
Spontaneous Language ◽  
Comprehensive Account ◽  
Key Aspects

The development of Krashen`s theory of second language acquisition has been disadvantaged due to the dispute over its untestable hypotheses. In his Monitor Model Krashen (1981; 1982; 1985) claims that linguistic competence can only be acquired subconsciously, while conscious learning mainly depends on learners’ mood and emotions at the time of learning a second language. A review of the studies investigating the coherence of Krashen’s hypotheses derived from the Monitor Model supported the validity of this approach. However, competing theories emphasize the importance of conscious learning not addressed by the Monitor Model. This paper critically reviews the five key aspects of Krashen’s Monitor Model and closely looks at the relevance of the theory and its characteristics to SLA nowadays. It was concluded that while effective in some classroom applications, the Monitor Model is too restrictive to justify the conscious learning as a source of spontaneous language production, so cannot alone provide a comprehensive account of language competence.

scholarly journals Towards Effective Interpreter-Mediated Biblical Sermons in English and Kiswahili in the Tanzanian Charismatic and Pentecostal Churches: Any Challenge or Complexity Faced by the Church Interpreter?

2021 ◽  
Vol 9 (5) ◽  
pp. p32
Author(s):  
Dr. Simon Mlundi
Keyword(s):  
Professional Training ◽  
Dar Es Salaam ◽  
Linguistic Competence ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Language Competence ◽  
The World ◽  
Pentecostal Churches ◽  
Interpretation Studies ◽  
The Church

Interpretation is considered to be one of the most challenging professions in the world. This is due to its involvement of several abilities beyond language competence. Church interpretation is done predominantly by the untrained volunteering interpreters who in return, face a number of challenges. This paper examined the stakeholders’ perceptions towards the interpretation challenges facing the church interpreters by drawing examples from Charismatic and Pentecostal churches in the Tanzanian context. The study was conducted in Dar es Salaam, one of the largest commercial cities located in the Eastern Coastal regions of Tanzania in Africa. Data were collected through observation, interviews, questionnaires, and focus group discussions. It was found out that church interpreters encountered numerous challenges due to a lack of linguistic competence, experience, and professional training. Some of these challenges include; lack of enough biblical knowledge, difficulties in pronunciation, the use of difficult vocabulary, and poor preparations. It is recommended that church sermon interpreters should be provided with professional training in Translation and Interpretation Studies.

scholarly journals THE NECESSITY OF FOREIGN LANGUAGE LINGUISTIC COMPETENCE IN THE STATE CIVIL SERVICE OF THE RUSSIAN FEDERATION

2021 ◽  
Vol 2 (53) ◽  
pp. 163-174
Author(s):  
 T. V. Zolotukhina ◽  
◽  
A.S. Garkavtseva ◽  
A.R. Prozorovskaya ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Russian Federation ◽  
Civil Service ◽  
Communicative Competence ◽  
Civil Servants ◽  
Linguistic Competence ◽  
State Service ◽  
Language Competence ◽  
Voronezh Region ◽  
The Russian Federation

Subject. Foreign language (linguistic) competence in the Civil Service of the Russian Federation Topic. Problems of linguistic competence in the Civil Service of the Russian Federation Goals. Analysis of normative acts and reference sources that define aspects of linguistic competence in the civil service of the Russian Federation. Identification of the practical need for foreign language (linguistic) competence in the civil service of the Russian Federation. Methodology. The method of comparative analysis of statistical data, assessment of the regulatory framework in the field of foreign language (linguistic) competence. Results. In the process of analyses of the foreign language linguistic competence of the civil servants development, practical and reputational incentives that contribute to an increase of the level of linguistic (foreign language) competence of the civil servants were identified. As a solution, it was proposed to develop a specialized advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)» on the basis of the RANEPA (Voronezh branch), contributing to the development of the linguistic competence of the civil servants of the Russian Federation, Voronezh region. Scope of application. State Service of the Russian Federation. Conclusions. The development of the advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)»on the basis of the RANEPA (Voronezh branch). This proposal will contribute to the development of the linguistic and communicative competence in the public sector. Keywords: competence, linguistic competence, state service of the Russian Federation, state civil service of the Voronezh region, languages, foreign language competence.

scholarly journals CEFR-Based Arabic Language Learning Competency

IZDIHAR ◽  
2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Talqis Nurdianto ◽  
Yayat Hidayat ◽  
Vicky Adetia Wulandari
Keyword(s):  
Language Learning ◽  
Arabic Language ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Language Competence ◽  
Arabic Speakers ◽  
General Competency ◽  
Or Practice ◽  
The Common ◽  
Modern Arabic

This research was an effort to formulate an easy and modern Arabic learning method for non-Arabic speakers. Learning Arabic at CEFR does not only focus on the principles of Nahwu as science or practice, but also there are other competencies that must be included in its learning. This research was descriptive qualitative in nature with the primarily data was the study of the Common European Framework of Reference for Language (CEFR). Data analysis was carried out by document analysis on the CEFR-based Arabic learning competency and the results were presented in descriptive form. This research resulted two main competency standards in teaching Arabic based on CEFR, they were: language competence in general and communicative language competence. In this general competency there were four derivative competencies, namely: 1) declarative knowledge; 2) expertise and skills; 3) existential competence; and (4) the ability to learn. Meanwhile, the CEFR only defined communicative language competence in its three derivative competencies, namely: 1) linguistic competence; 2) sociolinguistic competence; and 3) pragmatic competence.

scholarly journals Existe diferencia en el lenguaje de los niños según su nivel social? Revisión y discusión del tema

2015 ◽  
pp. 157
Author(s):  
Verónica Aliaga Prieto ◽  
Marcia Poblete Ríos ◽  
Vilma Fenieux Honores
Keyword(s):  
Primary Education ◽  
Learning Process ◽  
Negative Influence ◽  
Linguistic Competence ◽  
Cultural Environment ◽  
Learning Skills ◽  
Lexical Development ◽  
Language Competence ◽  
Social Level ◽  
Stimulation Of

ResumenLa siguiente revisión bibliográfica permitió a las autoras reflexionar con respecto a las posibles razones que influyen negativamente en un adecuado dominio lingüístico, en niños provenientes de sectores socioeconómicos y socioculturales deprivados de Chile. Se discute la relación existente entre el manejodel lenguaje y el éxito o fracaso en los procesos de aprendizaje que experimentan los estudiantesdurante sus primeros años de educación básica, y la importancia de propiciar ambientes que favorezcanun desarrollo lingüístico correcto. Realizada la revisión, se concluye que el medio social y culturalque circunde al niño, así como también la estimulación del desarrollo del léxico y la riqueza de las experiencias a las que esté sometido, son factores de gran importancia en la adquisición del lenguaje, beneficiando o perjudicando al individuo en su desempeño social y profesional futuro.Palabras clave: deprivación, nivel sociocultural, lenguaje, habilidades de aprendizaje. Is there a difference in the language ofchildren according to their social level?Review and discussion of the topicAbstractThe following bibliographic review allowed the authors to reflect about the possible reasons that exert a negative influence on the appropriate linguistic competence of children coming from deprived economic and socio-cultural sectors in Chile. The existing relationship between language competence and the success or failure in the students’ learning process, during their first years of primary education,to the importance of providing students with suitable environments intended to foster the development of appropriate linguistic competence, is discussed. It was concluded then, that the surrounding socio-cultural environment, as well as the stimulation of their lexical development, together with the richness of their experiences, are very important factors for language acquisition. It will benefit or endanger the individuals in their social and professional future performance.Keywords: deprivation, sociocultural level, language competence, learning skills

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