scholarly journals DIDACTIC ESSENCE OF EDUCATIONAL FOREIGN LANGUAGE COMMUNICATIVE ENVIRONMENT AS A MEANS OF COMPETENCE-ORIENTED TEACHING OF FOREIGN LANGUAGES IN GENERAL SECONDARY EDUCATION INSTITUTIONS

2020 ◽  
pp. 109-117
Author(s):  
Valerii Redko ◽  
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Foreign Languages

scholarly journals MOODLE Platform as a Tool for Implementing Distance Learning in the Process of Training Future Teachers of Foreign Languages

2021 ◽  
pp. 72-87
Author(s):  
Ostap P. Bodyk ◽  
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Management System ◽  
Learning Management System ◽  
Educational Process ◽  
Foreign Languages ◽  
Future Teachers ◽  
Learning Management

Introduction. The training of future foreign language teachers should focus on current advances in the IT field, in particular on the use of elements of distance learning in mastering professional and general competencies. One of the common learning management systems that provide distance education is the Moodle system –Learning Management System(LSM), courses, virtual learning environment, or just a learning platform that provides educational subjects and administrators with a large set of tools for computerized teaching and learning. Purpose. The purpose of the paper is to analyze the features and advantages of distance learning in the information and educational environment of higher education, the structure and principles of working with distance courses in the Moodle system during the training of future teachers of foreign languages, which is used at Mariupol State University, and also to determine the advantages of the Moodle learning management system in the educational process. Results. We believe that the Moodle system, which was developed in the logic of the “pedagogy of social constructionism” (P. Berger and T. Lukman), is able to significantly increase the level of education if the work of students is properly organized in it: it will create a solid base and allow to prepare a specialist who is well trained and possesses competencies at a high level. On the example of our distance course “Methodological workshop” for students of OS Master in specialty 014 Secondary education “Language and Literature (English)”, which organically combines the theoretical principles and practice of teaching English, as well as in-depth study of the courses“Methods of teaching basic foreign language in secondary education”and“Modern technologies for teaching a basic foreign language (English) in high school”, which have practical importance in the professional development of future specialists, we analyzed the productivity of work organization and the effectiveness of students learning in Moodle, using the principle of “constructive coordination” (John Biggs). In its construction, we approached the planning of the entire process of studying the discipline as a set of interconnected types of educational activities of students. The principle of “first content, then technology” works here. This course contains three components that are consistent with each other: 1) expected learning outcomes, consistent with the objectives of the educational program and programmatic learning outcomes; 2) assessment, which verifies certain learning outcomes; 3) all types of activities during the course that are aimed at achieving learning outcomes. Conclusion. According to online surveys and our own experience, the use of distance learning courses created in the Moodle system in the educational process of students allows them to better study a specific academic discipline, helps to improve students’ achievement; complements enriches and makes the learning process convenient for both students and teachers.

Is Engels en Duits voldoende?

1979 ◽  
Vol 6 ◽  
pp. 184-185
Author(s):  
J.M. Ulijn
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Great Distance ◽  
Foreign Languages ◽  
University Staff ◽  
Staff Members ◽  
Actual Use ◽  
Scant Attention ◽  
Language Needs ◽  
The One

The final studies on foreign language needs in the Netherlands, carried out by the Institute of Applied Sociology (ITS), were published in May 1978, and reported the results of a survey among pupils, former pupils and management in secondary education as well as university staff-members and foreign language users in business and government. Concerning the actual use of foreign languages the order is (1) English, (2) German, (3) French (at some distance), and (at great distance) (4) Spanish and (5) Russian. Concerning the deficiencies in the use of foreign languages the order is reversed, though Russian (a) and Spanish (2) were not paid as much attention in these studies as French (3), German (4) and Fnglish (5). Moreover, in the latter case the distance between French on the one hand and German and English on the other is much greater. This is understandable: English and German are easier for Dutchman than French, Spanish and Russian. If one takes into consideration rather important data such as (a) position and distribution of the relevant languages in the world, (b) the export figures, which are of vital impor-tance for our economy, (c) the specialist literature published in each language, and (d) tourism and recreation, the order mentioned above is to some extent different. With (a) French takes precedence over German. With (c) Russian is in second position after English for the sciences, while there is little difference between French and German. With (b) and (d) the order is German, French, English, whereas Spanish is more important than English in the field of tourism. This last kind of data indicates a more potential need; these data are in addition less susceptible to language use and language deficiencies in the case of phenomena such as unknown , unloved and the line of least resistance? which cause Dutchman to use English and German rather than French, Spanish or Russian. There is a great dicrepancy between FL teaching at secondary schools and the needs of society as outlined above. This holds especially for vocational education, but also for other kinds of secondary education where the three formerly obligatory languages French, German and English have been reduced to two languages or even one, at least in the higher forms. Especially French has suffered by this reduction, while Spanish and Russian receive only scant attention. It is suggested to bring vocational FL teaching in line with society's needs, both in the number of languages and in the number of periods per language. Secondary education will benefit by a return to the teaching of three languages for the A stream, and two for the ? stream, in the latter case only one language being a Germanic one in order to counteract the Pline of least resistance". Spanish and Russian should be options, too, but only in the higher forms. Therefore an increase in the number of periods per week and the number of exam-subjects is necessary to half the number required before the introduction of the "Mammoet" law. These suggestions for a FL educational policy to bridge the gap between society1s needs and what is at present being offered in FL teaching are submitted for discussion. The complete text of this paper will appear in a series of articles in the 1979 issues of Levende Talen under the title "Van behoeftenonderzoek naar onderwijsbeleid - enige kanttekeningen bij de recente ITS-studies."

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

scholarly journals Scientific Conferences as Way to Develop Students’ Foreign Language Communicative Competence

2018 ◽  
Vol 50 ◽  
pp. 01155
Author(s):  
Yuliya Savinova ◽  
Tatiana Akhmetzyanova ◽  
Svetlana Pozdnyakova ◽  
Ekaterina Dvorak ◽  
Zhanna Zarutskaya
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Foreign Language ◽  
Communicative Competence ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foreign Languages ◽  
Research Skills ◽  
High Level ◽  
Development Of Students

The issues of the student engagement in science-related activities and the development of students’ language communicative competence are especially relevant in a technical university, where due to the prevailing of the Sciences, the professional communicative competence has become increasingly vital. The goal of this article is to examine how interdisciplinary scientific conferences for students held in foreign languages can foster the foreign language communicative competence of students. In the article, we present the definition and the three basic models of communicative competence. A method of pedagogical observation is used that represents comprehension and analysis of goal-oriented preparation of students for practical scientific conferences. We reveal the fact that interdisciplinary scientific conferences for students held in foreign languages allow educators to foster the foreign language communicative competence of students and deepen their knowledge in professional area, as well as to equip them with research skills since students’ participation in the conferences increases their attention and focus, motivates them to practice critical thinking skills of high level.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

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