scholarly journals The Place and Role of the Formation of Grammatical Competence in Foreign Language Teaching

2021 ◽  
Vol 7 (11) ◽  
pp. 325-330
Keyword(s):  
Foreign Language ◽  
Research Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Research Purpose ◽  
Research Results ◽  
Grammatical Competence ◽  
The Individual

Research relevance in this article examines the place and role of grammatical competence formation in foreign language teaching. Research purpose: providing information on cognitive, operational, motivational and reflexive criteria, which are indicators of the final completeness of grammatical competence. Research methods and materials: studies of the concepts of ‘competence’ and ‘competence’ are described on the basis of numerous opinions of scientists, educators and psychologists. Research results: with the acquisition of linguistic competence, the graduate acquires knowledge of the norms and rules that reflect the individual and general laws in the language. Conclusions: students majoring in philology or pedagogy, as future teachers, should be able to study the culture of other nations through a foreign language, as well as through analysis, synthesis, comparison, oral, written speech, dialogue, monologue.

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.

Project work as a tool for communicative competence development

10.12737/3590 ◽  
2014 ◽  
Vol 8 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Марина Гозалова ◽  
Marina Gozalova
Keyword(s):  
Social Behavior ◽  
Foreign Language ◽  
Learning Process ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Linguistic Competence ◽  
Project Work ◽  
Individual Contribution ◽  
Teaching Routine

The article focuses on research into project work as a learner’s activity contributing to the development and refinement of his / her communicative competence. The author states that, besides improving a learner’s linguistic competence and promoting his/her involvement with the learning process, project work favourably affects both communication standards and, more broadly, social behavior through providing ample room for cooperation, empathy, creativity, and individual contribution. Thus, embracing project work and making it part of the foreign language teaching routine will ensure that learners acquire communicative competence at a level that meets current requirements.

scholarly journals Ensino de língua estrangeira: os métodos

2020 ◽  
Vol 6 (2) ◽  
pp. 249-265
Author(s):  
Milena Meira Ramos dos Santos
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Learning Assessment ◽  
Teaching Methodologies ◽  
Teachers And Students ◽  
Over Time

Language teaching methodologies have changed/improved over the years to meet the needs of teachers and students in the classroom. In this paper we aim to present the evolution of foreign language teaching through a description of language teaching methodologies over time. We describe the principles underlying some methodologies, the role of teacher and student, and how learning assessment is done. Authors such as Richards and Rodgers (1991), Almeida Filho (1999), Silva (2004), Pérez (2007), among others, were some of the academic experts on which we relied to conduct this study. We conclude that methods should work as a reference for the teacher, and should be adapted to each particular situation or context in which they live. Therefore, the teachers should use the methodologies that reflect their principles, reducing the distance between the theory developed by language experts and the teaching experience.

scholarly journals Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte

2019 ◽  
pp. 213-226
Author(s):  
Adam Szeluga
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Theoretical Models ◽  
Generative Grammar ◽  
Foreign Language Teaching ◽  
Learning Techniques ◽  
The Individual ◽  
Theoretical Foundations

The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.

scholarly journals Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

2020 ◽  
Vol 1 (XXII) ◽  
pp. 171-186
Author(s):  
Anna Godzich
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Educational Processes ◽  
Functional Equivalent ◽  
Contrastive Linguistics

This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.

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