scholarly journals TRANSLATION IN FOREIGN LANGUAGE TEACHING AT UNIVERSITY LEVEL

2019 ◽  
pp. 245-270
Author(s):  
Deja Piletić
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Competence ◽  
University Courses ◽  
Positive Perspective ◽  
University Level ◽  
The University

There are different attitudes towards the use of translation in foreign language teaching, which are often split between two extremes. This paper will aim to present the positive views on the role of translation within language degrees in general, and in particular in those situations when there is a lack of nation-wide professional schools and university courses specialized in translator training. As a contribution to a positive perspective of pedagogical translation at university level, the paper will reveal the results of a survey conducted among the undergraduate students from the language departments at the Faculty of Philology of the University of Montenegro. The survey had a goal to find out about the students' views on the role of translation exercises in acquiring both language competence and translation competence.

scholarly journals Interdisciplinary approach principles’ implementation in the process of teaching professionally-oriented foreign language

2019 ◽  
pp. 168-172
Author(s):  
Nataliya K. Dmitriyeva
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Interdisciplinary Approach ◽  
Foreign Language Teaching ◽  
Educational Programmes ◽  
Competency Based ◽  
The Subject ◽  
University Level ◽  
Characteristic Features ◽  
The University

The article is concerned with the identification of characteristic features inherent to the interdisciplinary approach in education and ways of its employment in the process of professionally-oriented foreign language teaching at the University level. The authorsubstantiates the necessity to employ the chosen set of interdisciplinary approach principles in the process of professionally-oriented language teaching; in the process of educational programmes' design; in the process of choosing the forms of interaction and modification of pedagogic technologies. On the example of the language manual written for the students mastering in "Industrial and Civil Engineering", the author demonstrated not only the possibility, but also the need to combine and take into account the highlighted principles of both interdisciplinary and competency-based approaches in the process of teaching professionally-oriented foreign language. Particular attention is paid to the effectiveness of the modular approach as a way to implement the principles of interdisciplinary approach, to design the subject and metasubject content of both educational programmes and academic syllabuses, and to structure students’ textbooks and manuals.

scholarly journals Experimental Efficiency Study of Project Technology as a Means of Formation Foreign Language Competence of Future Electric Power Engineers

2021 ◽  
pp. 19-35
Author(s):  
Nataliia Bilan
Keyword(s):  
Foreign Language ◽  
Electric Power ◽  
Language Teaching ◽  
Electrical Engineering ◽  
Foreign Language Teaching ◽  
Project Work ◽  
Control Groups ◽  
Language Competence ◽  
And Performance ◽  
Non Parametric

The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.

De Behoeften aan Moderne Vreemde Talen en Differentiatie in Doelstellingen Voor Vreemde-Talenonderwijs

1977 ◽  
Vol 3 ◽  
pp. 58-71
Author(s):  
Maria Oud-de Glas
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Technical Schools ◽  
Different Types ◽  
Actual Use ◽  
Language Needs ◽  
The University

At the Institute for Applied Sociology of the University of Nijmegen, an investigation into foreign language needs of several groups in Dutch society has been carried out in 1975 through 1977. Questionnaires were submitted to these different groups, e.g. to former pupils of secondary schools. The questionnaire consisted mainly of a list of 24 descriptions of situations in which foreign languages are used. In these descriptions the significant features of language situations are systematically varied. For each situa-tion we asked if and how frequently it occurs and if the knowledge of the languages learnt is sufficient for this kind of situation. The results of the investigation show large differences in language needs (defined as actual use of the foreign language and shortcomings in the knowledge of that language in certain situations) both between the former pupils of the different types of secondary schools as well as between the languages most commonly taught in Dutch schools, French, German and English. More specifically it was found that the actual use of foreign languages occurs more frequently among former pupils of certain vocational schools (especially technical schools) than among former pupils of general secondary schools. French appears to be used less frequently than German and English. English is used by a somewhat larger group than German, but this does not hold for all groups. Former pupils of technical schools use German as much as English. The resulting data can be used to choose objectives for foreign language teaching. There is however no simple and direct way from language needs to objectives. In choosing objectives on the basis of findings on language needs, one will have to decide which measure of language needs is taken into account and how this measure (or these measures) is (are) used. If we decide for example to take the size of the group that has actually used a foreign language in one of the situations as a criterion for the choice of that situation as a part of the objectives of language teaching, we will then have to decide where we draw the line between situations that are and situations that are not important enough to be chosen. In other words, we have to decide how large the group of language users must be. It is evident that there is no shorter way from language needs to objectives than a carefully argued choice of measures and of the use of these measures.

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

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