scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

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.

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals Neue Ansätze in der DaF-Methodik und ihre Konsequenzen für die Lehrwerkgestaltung

2018 ◽  
Vol 36 ◽  
pp. 107-118
Author(s):  
Luiza Ciepielewska-Kaczmarek
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Teaching Methodology ◽  
Target Groups

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals Enhancing Productive Skills in Plurilingual Educational Settings through Metalinguistic Awareness and Instructional Dialogue

2021 ◽  
Vol 6 ◽  
pp. 3-17
Author(s):  
Begoña Lasa-Alvarez
Keyword(s):  
Teaching And Learning ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Practical Implementation ◽  
Educational Settings ◽  
Official Languages ◽  
Specific Teaching ◽  
Similarities And Differences ◽  
Instructional Dialogue ◽  
Teaching Implications

In those educational settings where several languages coexist, strategies such as metalinguistic awareness and instructional dialogue can easily be implemented, in that students are immediately able to observe the similarities and differences between languages. The present article examines metalinguistic awareness and instructional dialogue in detail, through an analysis of the findings of a number of studies. Some specific teaching implications are then exposed for the development of both these strategies. The characteristics of plurilingual educational settings, in which languages can and should be taught in an integrative manner, are addressed, looking particularly at regions and communities in Spain where two co-official languages coexist with one or two foreign languages. The benefits of using the same text in various languages as a teaching and learning resource is then showcased, particularly when students are familiar with it, as we will see in the case of Mary Shelley’s Frankenstein. Finally, the practical implementation of metalinguistic awareness and instructional dialogue is encouraged, essentially to enhance students’ productive skills.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

2021 ◽  
Vol 55 (3) ◽  
pp. 91-98
Author(s):  
Y.V. Maslova ◽  
Keyword(s):  
Foreign Language ◽  
Mutual Influence ◽  
Native English Speakers ◽  
Positive Influence ◽  
Foreign Languages ◽  
English Speakers ◽  
Further Training ◽  
New Techniques ◽  
Language And Culture ◽  
Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

Foreign Language Activities on TIMeS

2018 ◽  
pp. 321-341 ◽  
Author(s):  
Hazel Jin May Ng ◽  
Gyeo Woon Jung
Keyword(s):  
Foreign Language ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
Foreign Languages ◽  
Korean Language ◽  
Good Tool ◽  
Language Instructors ◽  
Online Activities ◽  
Learning Management

In an increasingly blended environment, language instructors now have to take on the additional responsibility of designing online language modules and tasks. Although they acknowledge that technology is a good tool for the teaching and learning of foreign languages, for instructors who are just starting out with designing their own online activities, the task might seem daunting. One of the biggest challenges instructors face when designing their online activities is the lack of ideas, or even a lack of a model after which they can mould their own modules. Therefore, this chapter aims to give these instructors a sampler of ideas, a “starter pack” of sorts, to inspire them to create meaningful and engaging language activities online using TIMeS, the Moodle-based learning management system used at Taylor's University. These samples are taken from the Spanish and Korean language modules offered at this university.

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