scholarly journals ACTIVE LEARNING AND ITS APPLICATION IN TEACHING ENGLISH

2021 ◽  
pp. 16-22
Author(s):  
Oksana Sovhar
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Concept Mapping ◽  
Language Teaching ◽  
Cooperative Groups ◽  
Teaching English ◽  
Training Material ◽  
Language Competence ◽  
Course Material

This article provides an overview of active learning in thecontext of language teaching by answering research questions:How is the concept of active learning de?ned? What are themethods and strategies connected to active learning and whattechniques can they be represented with? There are givensuggestions how teachers can implement active learningtechniques in their practice and what activities have proveneffective in building language competence of author’s students.It also presents some ideas on the training material developmentfor practitioners in the field of language teaching and coursematerials for learners, thus contributing to the existing knowledgebase about utilizing active learning in the process of Englishlanguage acquisition.It has been established that strategies which are based onideas about how learners effectively acquire foreign languagecommunicative competence assist the participants of educationalprocess in transition into full engagement. Active learning helpsstudents submerge into course material and results in learning,applying, synthesizing, summarizing and evaluating the content.The types of activities, which the teacher implements, are ofparamount importance as they determine the level and type ofstudents' learning and are chosen or designed in order to reachlesson objectives. They span from uncomplicated ones to activitiesof increased complexity and include Concept Mapping, Think /Pair / Share technique, Cooperative Groups in Class, Note Checkor Note Comparison, Minute Papers, If You Could Ask OneQuestion, Discussions, etc.The study also tackles barriers and obstacles which canoccur on the path of incorporating active learning strategiesin teaching and mastering English as a foreign language aswell as recommendations on their overcoming.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

scholarly journals Partial Immersion Program for Saudi Bilinguals

2017 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Foreign Language ◽  
Educational Program ◽  
Three Dimensions ◽  
Teaching English ◽  
Kingdom Of Saudi Arabia ◽  
Language Competence ◽  
Immersion Program ◽  
Partial Immersion ◽  
The Government ◽  
Arabic And English

English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.

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.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

scholarly journals Searching for coherence in language teaching: the issue of teaching competencies

2011 ◽  
pp. 95 ◽  
Author(s):  
Carlos Rico Troncoso
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Ministry Of Education ◽  
Language Competence ◽  
Learning And Teaching ◽  
Language History ◽  
Teaching Objectives ◽  
The Impact

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN) has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning) second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization), the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

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