scholarly journals Model of the communication process in a context of reading in French first language and French foreign language

2020 ◽  
pp. 82-93 ◽  
Author(s):  
Julia Belyasova ◽  
Michel Martin
Keyword(s):  
Foreign Language ◽  
Teaching Practices ◽  
First Language ◽  
Operating Mode ◽  
Point Of View ◽  
Communication Process ◽  
Language Classes ◽  
The Creation

This article aims to analyze, from a didactic point of view, readings offered to students of several schools in Belgium and the choices made by their teachers to support them in their task. This article is devoted to examining the methods used by teachers, explaining why and how they use them, and looking for consistency in their teaching practices. This data, based on theoretical axes, makes possible to know and identify the elements that make teaching devices effective. This research is therefore oriented towards the creation of a model representing the original operating mode on which the students in the French first language and the French foreign language classes worked.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals DISCUSSION AS AN APPROACH TO DEVELOPING COMMUNICATIVE COMPETENCIES

2021 ◽  
pp. 69-74
Author(s):  
S. HORBUNOVA ◽  
Yu. DZEKUN ◽  
V. ISCHENKO
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Main Role ◽  
Main Task ◽  
Educational Materials ◽  
Problem Situations ◽  
Active Approach ◽  
Language Classes ◽  
Approach To Teaching

The article considers discussion as an active approach to teaching foreign languages and the development of communicative competencies, given the use of a communicative approach to learning. The phenomenon of discussion, stages of its organization, presence of discussion tasks in educational materials are analyzed. The possibility of using discussion in foreign language classes as an interactive form of learning is considered. It was found that the main task of the discussion is to involve different points of view in the active discussion of problems in a foreign language, which, in turn, stimulates the cognitive interest of students. The main role of the teacher in ensuring the effectiveness of the discussion in the classroom is determined. The results of research on the efficacy of discussion show that the correct use of this method will increase the effectiveness of foreign language classes. Wide application of the method of discussion in solving problem situations promotes the development of logical, independent and critical thinking of students, allows them to acquire important personal and social activities skills to express and defend their point of view and at the same time listen to other people's opinions.

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Vol 12 (2) ◽  
pp. 251-267
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals Дискуссия как один из методов проблемного обучения

2018 ◽  
pp. 461-472
Author(s):  
Dorota Dziewanowska
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Language Practice ◽  
Multi Stage ◽  
Language Classes ◽  
Complicated Form

The author of the article points out the advantages of using the discussion method (which is one of the strategies of problem teaching) during foreign language classes. This strategy creates the possibility to develop various competences in learners, for example: the competence of formulating their own opinion; the competence of expressing their point of view; the competence of achieving consensus and formulating decisions reached through solving the problem together with a group of learners; the competence  of summing up. In the process of foreign language teaching, discussion is the most effective and also the most complicated form of language practice, and one which requires multi-stage preparation.

scholarly journals Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach

2020 ◽  
Vol 22 (2) ◽  
pp. 115-130 ◽  
Author(s):  
Marco Cancino ◽  
Gabriela Díaz
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Use ◽  
First Language ◽  
Language Teachers ◽  
Teacher Talk ◽  
Public High School ◽  
Wide Range ◽  
Language Alternation ◽  
Language Classes

The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.

scholarly journals FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Ribut Surjowati ◽  
Heru Siswahjudioko
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
First Language ◽  
Language Choice ◽  
English Teachers ◽  
Language Classes ◽  
The Subject ◽  
Positive Effect

<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p><p align="justify"> </p>

scholarly journals The Place of Arabic in English as a Foreign Language University Level Classes in Jordan

2021 ◽  
Author(s):  
Tamador Khalaf Abu-Snoubar ◽  
Bandar Khlil Mukattash
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
First Language ◽  
Target Language ◽  
English Speakers ◽  
Structured Interviews ◽  
Language Classes ◽  
Language Classrooms ◽  
Foreign Language Classrooms

Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.

scholarly journals Dialogue as a subject of teaching and its role in the communication process

2019 ◽  
Vol 2019 (2 (127)) ◽  
pp. 21-25
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Theoretical Analysis ◽  
Foreign Language ◽  
General Scheme ◽  
Psychological Theory ◽  
Communication Process ◽  
Teaching Staff ◽  
Speech Communication ◽  
Speech Activity ◽  
Language Classes ◽  
Oral Speech

The theoretical analysis of the basics of teaching dialogical speech in foreign language classes has been carried out in the article. The theoretical analysis of the basics of teaching dialogical speech and our own experience of teaching a foreign language allows us to establish that one of the important tasks is to study the semantic aspect of a dialogical speech. Therefore, an attempt was made to analyze a semantic structure of the dialogical speech, which enabled determining a general scheme of its meaning organization and, on this basis, a general scheme of the development of skills and abilities in a dialogical speech in foreign language classes. The relevance of the research is connected with the need for scientific elaboration and practical implementation of the dialogic speech teaching system which will allow the teaching staff to effectively develop students’ language skills of high-quality. The dialogical form of oral speech is characterized by spontaneity which is considered to be one of the specific features of oral speech. Therefore, success can be achieved on condition that an effective methodology for teaching dialogical speech is elaborated. The role and place of the dialogue in the process of natural communication are defined in the article; an attempt to clearly distinguish between its monologue and dialogical forms is made. The interweaving of monologue and dialogical speech in natural speech activity facilitates their differentiation even for methodological purposes. The solution of this issue is directly connected with the situation- and speech-centred distinctions between the forms of speech and acts of communication. Particular attention is paid to the issue regarding the definition of the dialogue and establishment of its role and place in the process of natural communication and learning, a clear determination of the signs of the dialogical speech form through the prism of the psychological theory of speech communication. The psychological theory of speech communication, which takes into account, on the one hand, the interaction of communication partners and, on the other, the behavior of each of them, can be used as a basis for creating a system for teaching dialogical speech. The development of the basics of learning a dialogical speech, according to the author, should be carried out taking into account the activity-centred approach. Key words: methodology of teaching foreign languages, monological and dialogical forms of speech, psychological theory of speech communication, speech activity.

Negotiation of Target Language Discourse in Foreign Language Learning

1999 ◽  
Vol 61 ◽  
pp. 75-83 ◽  
Author(s):  
Johannes Eckerth
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Learning Opportunities ◽  
Target Language ◽  
Language Class ◽  
Language Discourse ◽  
Language Classes

This study investigates discourse in foreign language classes where the focus is both on form and on meaning, i.e. discourse where students talkin and about the foreign language. Two clasroom activities are analysed. First, language-related questions posed by students in a German as a second language class, and second, text reproduction tasks in a German as a foreign language class at a Dutch secondary school. During these activities students construct and verbalise hypotheses about the structure of the foreign language. It is argued that recording these verbalisations supplies data which allow insights into ongoing learning processes concerning the interaction of the learners' internal L2-knowledge with the perceived L2-input. Both activities are discussed on acquisitional, methodological and didactic levels. It is concluded that they represent significant learning opportunities and that they should be further developed.

scholarly journals The role of authentic material as a means of developing students’ competence in foreign language lessons

2020 ◽  
Vol 133 (4) ◽  
pp. 106-113
Author(s):  
G.S. Sabantayeva ◽  
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communicative Competence ◽  
Communication Technologies ◽  
Point Of View ◽  
Communication Process ◽  
Information And Communication ◽  
Authentic Video

The article discusses current issues of using authentic video materials to form communicative competence of students. The author describes linguistic, sociological, discursive, and socio-cultural components in the structure of communicative competence. The article considers communication barriers and their influence on the communication process. Also, it highlights criteria and indicators of the process of forming socio-cultural competence. The author considers the criteria of authenticity from the point of view of linguistic authors. The author describes the value and role of information and communication technologies in teaching a business foreign language. There is given the characteristic of authentic video material as the most effective way of forming and developing the socio-cultural competence of students. There are formulated the main tasks that are considered in the learning process when using authentic video materials.

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