scholarly journals APPLICATION OF DEBATE METHOD IN TEACHING OF FOREIGN LANGUAGE FOR SPECIFIC PURPOSES AS ONE OF THE APPROACHES OF COMMUNICATIVE SKILL DEVELOPMENT IN STUDENTS

2021 ◽  
Vol 1 (47) ◽  
pp. 64-67
Author(s):  
K. Dehtiarova ◽  
A. Karas ◽  
V. Zhyvolup ◽  
L. Kibenko
Keyword(s):  
Foreign Language ◽  
Skill Development ◽  
Language For Specific Purposes ◽  
Communicative Skill

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

scholarly journals Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar

2019 ◽  
Vol 22 (2) ◽  
pp. 88-108
Author(s):  
James W. Gray ◽  
Ryan W. Smithers
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Skill Development ◽  
Syntactic Complexity ◽  
Semantic Meaning ◽  
L2 Learners ◽  
Traditional Grammar ◽  
Pedagogical Grammar ◽  
Functional Support

Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.

scholarly journals The Competency-Based Approach to Passing First Certificate in English

2019 ◽  
Vol 11 (1) ◽  
pp. 117 ◽  
Author(s):  
Ilona Ivanivna Kostikova ◽  
Tetiana Viediernikova ◽  
Liudmyla Holubnycha ◽  
Svitlana Miasoiedova
Keyword(s):  
Foreign Language ◽  
Linguistic Competence ◽  
Diagnostic Methods ◽  
Language For Specific Purposes ◽  
Sample Data ◽  
Competency Based ◽  
Approach To Teaching ◽  
The Difference ◽  
Student’S T ◽  
The Empirical Analysis

In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.

Die verschwundene Fachsprache: Die Entwicklung des Deutschstudiums an der Kopenhagener Wirtschaftsuniversität (CBS) – ein Praxisbericht aus dem Unterricht im Fach „Intersprachliche Wissensvermittlung“

Fachsprache ◽  
2017 ◽  
Vol 36 (1-2) ◽  
pp. 67-86
Author(s):  
Mette Skovgaard Andersen
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Curriculum Development ◽  
Educational Policy ◽  
Business School ◽  
European Countries ◽  
The Past ◽  
Language For Specific Purposes ◽  
Copenhagen Business School ◽  
Danish Study

This article is a practitioner’s analysis of the past 20 years of curriculum development of the Master Programme “German as a Foreign Language” at Copenhagen Business School. Itanalyzes changes in the role and conceptualization of language for specific purposes caused by a shift from knowledge to skills (competences) in Danish study regulations. It is argued that these changes are closely related to developments in educational policy in other European countries. Based on a qualitative study conducted in summer 2013, the major consequences of the changes for learning are discussed. In particular, the findings show that teaching characterized by an overly narrow and pragmatic conceptualization of language for specific purposes can be detrimental to learning, notably to students’ acquisition of action competencies.

Using AI Technology to Support Speaking Skill Development for the Teaching of Chinese as a Foreign Language

2021 ◽  
pp. 209-227
Author(s):  
Goh Ying Yingsoon
Keyword(s):  
Foreign Language ◽  
Skill Development ◽  
Speaking Skill

The teaching of Chinese as a foreign language can be supported by using AI technology. Traditionally, the non-native learners can only interact with the instructors and depend on them solely for speaking practices. However, with the advancement of AI technology, the learners can use AI technology for interactive speaking skill development. In this study, the learners were instructed to download an application at https://m.wandoujia.com/apps/6790950. The process on the preparation of this AI technology in supporting their speaking skill development can be accessed at https://sites.google.com/site/gohyi141/assignments/projectinteractivespeakingapp. By using this AI technology, the findings showed a tremendous affirmative responses pertaining to the use of this AI technology. Hence, AI technology should be encouraged in active utilization for the teaching of Chinese as a foreign language in particular and for all language speaking skill development in general.

FEATURES OF THE SELECTION OF THE SUBJECT CONTENT OF TEACHING A FOREIGN LANGUAGE IN THE AGRARIAN UNIVERSITY

2018 ◽  
pp. 46-55 ◽  
Author(s):  
Ksenia Vladimirova KAPRANCHIKOVA
Keyword(s):  
Foreign Language ◽  
Approaches To Learning ◽  
Education Institution ◽  
Professional Communication ◽  
Soil Science ◽  
Whole Body ◽  
Professional Activity ◽  
Language For Specific Purposes ◽  
The Subject ◽  
Selection Of

Foreign language for professional communication is one of the disciplines of the curriculum of students in non-linguistic areas of training, the purpose of which is the foreign language preparation of students for communication on professional topics. Despite the fact that a whole body of scientific works is devoted to the consideration of various aspects of learning a foreign language for professional purposes, nevertheless, to date, there are a number of debatable questions that require additional study and consideration. One of such issues is related to the selection of the subject content of teaching a foreign language in general and a foreign language for professional communication in an agricultural university in particular. Analysis of a number of curricula and basic professional educational programs in non-linguistic areas of training for different universities of the country suggests that the subject content of the discipline “Foreign Language for Professional Communication” is invariant for students of several adjacent areas of training and does not reflect the specifics of future professional activity of graduates. This problem is of particular relevance in situations where there are several separate training profiles within the same training area. We indicate the relevance of the study, compare three main approaches to learning a foreign language for professional communication (foreign language for specific purposes, integrated subject-language training, the study of a number of professional disciplines in a foreign language), describe the features of teaching a foreign language to students of an agricultural higher education institution, using the example of the direction of training “Agrochemistry and Agro Soil Science” develop the subject content of foreign language teaching for students of two separate profiles: “Agrochemistry and Agro Soil Science” and “Agroecology”.

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