scholarly journals Theoretical and practical researches of interactive method in learning a foreign language

2021 ◽  
Vol 27 (3) ◽  
pp. 209-215
Author(s):  
Elena I. Barabanova
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Interactive Learning ◽  
Traditional Approach ◽  
Foreign Languages ◽  
Interactive Approach ◽  
Communicative Skills ◽  
The Past ◽  
Points Of View ◽  
Interactive Exercises

The article discusses the features of using interaction as methodological basis of organisation of interactive approach and its role in interactive learning. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of learning how to work out the skills of interpersonal communication. The author notes that interactive approach means interaction of all members of learning process which helps to exchange authentic information in a foreign language. The author gives methodological grounds developing skills of informational exchange in a foreign language and possessing experience of communication using interactive exercises. The article analyses principles of interactive learning a foreign language via interaction which results in the development of social processes in the society. The author considers it conforming that in the past years in the methodology of teaching foreign languages, there has been a tendency to change the position and to move from the communicative approach to its variety – the interactive approach, since interactive learning of a foreign language proposes the usage of training, role and business-like games, competitions, performances, warming-up, discussions, brainstorming, which will enlarge the level of interaction in a foreign language. The author believes that interactive learning will permit to solve many problems in the development of communicative skills and promote success in learning a foreign language which is the aim of its usage.

English as the nativized foreign language and its impact on Serbian

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Tvrtko Prćić
Keyword(s):  
Foreign Language ◽  
American Studies ◽  
First Language ◽  
Foreign Languages ◽  
Official Language ◽  
International Conference ◽  
The Past ◽  
World Communication ◽  
Expanding Circle ◽  
The Status

The concept of English as the nativized foreign language – or ENFL, for short – was first proposed in 2003, at the 13th International Conference on British and American Studies, in Timişoara, Romania, in a presentation entitled ‘Rethinking the status of English today: is it still a purely foreign language?’, and subsequently published as Prćić, 2003 and 2004. Identified and described in these papers are new, additional properties of English, which have developed over the past few decades, concurrently with the establishment of English as the first language of world communication and as today's global lingua franca (for accounts of this phenomenon, see Jenkins, 2007; Mauranen & Ranta, 2010; Seidlhofer, 2011). Viewed from the perspective of the Expanding Circle (Kachru, 1985), English can no longer be considered a purely, or prototypically, foreign language, usually characterized by three defining properties: not the first language of a country, not the official language of a country and taught as a subject in schools (cf. Richards & Schmidt, 2002). Three newly emerged defining properties of English, over and above the three customary ones, set it uniquely apart from all other purely foreign languages and they will be briefly summarized below (for more extensive discussions, see Prćić, 2003, 2004, 2011a: Chapter 2, 2011b, 2014).

scholarly journals THE ROLE OF INTERCULTURAL COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES TO FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES AT THE PRESENT STAGE

2020 ◽  
pp. 90-94
Author(s):  
Serhiy DANYLYUK ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Interpersonal Communication ◽  
Language Proficiency ◽  
Cultural Difference ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Integrative Approach ◽  
Communicative Behavior

The need to review goals, objectives and teaching methods in the process of teaching foreign languages in Ukraine in connection with the rapid entry of Ukraine into the world community, which, in its turn, leads to changes in both general methodology and specific methods, and techniques in the theory and practice of teaching foreign languages is discussed in the paper. It is noted that the main purpose of learning a foreign language is the formation of a linguistic personality who is ready for real, productive com- munication with representatives of other cultures at different levels and in different spheres of life. At the forefront is the need for verbal support for intercultural communication. Emphasis is placed on the fact that an integrative approach to foreign language teaching is especially important in the context of intercultural dialogue, which assumes that the interaction of different worldviews presented by communicators in- cludes their logics, thinking, values and is not blocked but stimulated by mutual understanding, tolerance, positive attitude. It is emphasized that relations are intercultural if their participants do not resort to their own traditions, customs, ideas and ways of behavior, but get acquainted with other people’s rules and norms of everyday communication. Intercultural communication requires that the sender and recipient of the message belong to different cultures. It also requires participants in communication to be aware of each other’s cultural differences. In essence, intercultural communication is always interpersonal communication in a special context, when one par- ticipant discovers the cultural difference of another.It is also said that successful intercultural communication involves, in addition to foreign language proficiency, the ability to adequately interpret the communicative behavior of a representative of a foreign society, as well as the willingness of partic- ipants to perceive other forms of communicative behavior, understanding its differences and variation from culture to culture. The strategy of convergence of non-cultural knowledge is aimed at preventing not only semantic but also cultural failures in communication.

scholarly journals Analysis of the experience of the Soviet methods of teaching foreign languages and the possibility of using such experience in modern realities

2021 ◽  
pp. 161-170
Author(s):  
Natalya Bashlueva
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Soviet Period ◽  
Rational System ◽  
The Past ◽  
Soviet School ◽  
Methods And Techniques ◽  
Oral Speech ◽  
Younger Generation ◽  
Methodological Principles

The article deals with the possibility of creating a rational system for teaching a foreign language. Russian methodologists have previously developed original techniques for teaching oral speech, some of which can now be used in modern conditions. The development of effective methods of teaching oral speech and communication cannot be sufficiently successful if the methods and techniques developed earlier by both Russian (previously Soviet) and foreign methodologists are not studied and used. It would be appropriate to make critical use of the achievements of the past. The methodological principles of teaching scientists of that era were formulated at a time when the Soviet method of teaching foreign languages was in its infancy, when the Soviet school was going through a period of searching for new ways in the upbringing and education of the younger generation. One of the most interesting achievements in the field of teaching foreign languages should be mentioned the experience of the methodologist of the Soviet period N. S. Koblenz. The advantage of the N. S. system Koblenz can also be considered the organization of the study of the developed standard, which ensures greater activity of students their desire to creatively apply previously learned material in a new language situation. This is achieved by a skillful combination of semi-mechanical and conscious techniques of work. Assessing the views of N. S. Koblenz on the study of vocabulary, it should be noted that he was one of the first in the Soviet methodology in practice to select lexical material when teaching a foreign language. In all the texts of the lessons, and especially in the standards, only selected words and expressions are introduced, which the author of the method tries to activate as much as possible.

scholarly journals Communication as the Center of Teaching/Learning Process of Foreign Languages (the Case of French Language)

2016 ◽  
Vol 6 (2) ◽  
pp. 147
Author(s):  
Leonarda Myslihaka
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Oral Communication ◽  
French Language ◽  
Foreign Languages ◽  
Core Element ◽  
Communicative Skills ◽  
Language Communication ◽  
The One ◽  
Teaching Learning

Knowing at least one foreign language has become almost a necessity. However, in learning a foreign language, communication definitely plays a crucial role. Moreover, without communication there is no interaction, language teaching or learning. Communication is considered as very important and more and more is used as a useful tool to organize a pupil – centered lesson. In this article is treated the need to strengthen and highlight the communicative aspects in teaching foreign language, in our case French language, for a better learning of the language. The objective of learning a foreign language is to develop at pupils the communicative competences in this language. More and more we are going towards a method where communication is the one that realizes successfully the process of teaching and learning. The hypothesis that is set in the article is: Is communication the core element in teaching and learning a foreign language? Other research questions and cases that will be treated are: Communication methods of the foreign languages. What communicative skills are required to develop at pupils/students who learn a foreign language and the strategies of their lessons?; Linguistic competences and their communication role; Communication and the importance of interaction; Oral communication in teaching / learning French language, in the French and Italian language department, in “Aleksandër Xhuvani” university, Elbasan.

Application features of case study method in teaching a foreign language at high school

2016 ◽  
Vol 10 (1) ◽  
pp. 66-73
Author(s):  
Наталия Логинова ◽  
Nataliya Loginova ◽  
Галина Чудайкина ◽  
Galina Chudaykina ◽  
Валентина Костоварова ◽  
...  
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Oral Communication ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Difficulty Level ◽  
Group Method ◽  
Teaching Methodology ◽  
Case Study Method

The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.

scholarly journals Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 72 ◽  
Author(s):  
W. Lewis Johnson ◽  
Andre Valente
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Evaluation Studies ◽  
Training System ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Language And Culture ◽  
Learner Performance ◽  
Training Systems ◽  
Run Time

The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures.  More than 40,000 learners worldwide have used TLCTS courses.  TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.

scholarly journals Strategie komunikacyjne w obliczu trudności językowych

Neofilolog ◽  
2017 ◽  
pp. 193-206
Author(s):  
Jolanta Morytz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Scale Method ◽  
Language Classes ◽  
Verbal Strategies ◽  
The Relationship ◽  
Different Levels

Foreign language classes at university should enhance not only knowledge of foreign languages but with the use of different methods, should also develop skills of communication strategies, which are very important to compensate for deficits in communication. These strategies are indispensable for language learners irrespective of their level of proficiency. The objective of the study described in the present paper is to explore the communication strategies used by Polish students at different levels of knowledge of Italian. Data was collected by two types of questionnaires, one including two open-ended questions. The other was based on a Likert-scale method which examined the frequency of usage of avoidance strategies, verbal and non verbal strategies, as well as the strategy of transfer. Emphasis was placed on the relationship between the use of types of communication strategies and students’ level of proficiency. In the final part the author recommends types of lexical exercises which should be practised during classes to help students to develop their communicative skills.

scholarly journals Methodological substantiation of the conditions for the use of textual discursive activity in foreign language training

2019 ◽  
pp. 198-202
Author(s):  
Yelena I. Barabanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Traditional Approach ◽  
Scientific Information ◽  
Foreign Language Learning ◽  
Language Education ◽  
Educational Process ◽  
Language Training ◽  
Effective Learning ◽  
Points Of View

The article discusses the features and conditions of foreign language learning on the basis of textual activity with the identification of the discursive nature of the text and its role in learning. The author compares different points of view and suggests methodological assumptions about the reorganisation of the traditional approach to the practice of teaching in the system offoreign language education. The author gives a methodological substantiation of the conditions for the development of textual activity and examines the use of discourse in the educational process using the example of folding – deployment of educational and scientific information, which made it possible to develop an info map of memory development, speech to reproduce the structure of the text and its effective learning.

Research of the goal system of an interactive form of education (on the example of teaching Russian as a foreign language in a Master’s Degree Programm)

2021 ◽  
pp. 107-119
Author(s):  
Anastasia V. Vasileva
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Interactive Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Qualitative Model ◽  
Effective Management ◽  
Systemic Organization ◽  
Goal System ◽  
Categorical Method

Interactive learning, according to a review of scientific and methodic literature, is the most effective way to optimize the educational process at different stages of its formation, and es-pecially when teaching foreign languages and Russian as a foreign language. However, along with the highlighted values and advantages of interactive learning, there are a number of significant problems, the reason for which lies in insufficient attention to the systemic organization of the in-teractive learning process, which also creates an obstacle to building an effective management system for the evolution of this phenomenon. The purpose of this study is to identify patterns, conditions and factors that influence the formation and development of interactive learning. As a result of applying the methods of content analysis of literature and the categorical method “Order of goals”: 1) interactive learning is presented in the form of 3 categories (OK, Pk, IK), each of which reflects its qualitative certainty; 2) the goals of each category are determined; 3) a qualitative model of the object is constructed, where the interactive learning itself is a system, and the selected categories are subsystems; 5) revealed a typology of possible contradictions between the goals of each subsystem and the system as a whole; 6) predicted possible consequences and resolution of contradictions for the development of interactive learning. The results obtained make it possible to effectively resolve the contradictions arising in the system of goals of the object and between their carriers, and to create a model for managing the functioning of the interactive learning. It is concluded that the description of the methods of productive resolution of the revealed contradictions will allow building a qualitative process of training optimization, including foreign languages and Russian as a foreign language.

"THE MANUAL IS VERY MUCH LIKE ANY OTHER BOOK…": FROM SKILLS AND HABITS TO CRITICAL AND CREATIVE THINKING

2020 ◽  
pp. 31-40
Author(s):  
Irina B. Antonova ◽  
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Educational Process ◽  
Instructional Materials ◽  
Foreign Languages ◽  
Educational Goals ◽  
Conceptual System ◽  
The Past ◽  
Language Textbooks

Modern educational process is getting more and more interactive which presupposes the employment of brand new textbooks and the most difficult to be written are manuals for studying foreign languages. Over the past decades interest in learning languages in Russia might be justified by globalization (the consequence of which is the phenomenon of interactivity) that results in developing new demands to foreign language textbooks among which the primary ones are to be communicative, situational, problemsolving, and (relatively) easy to obtain the form and content of a foreign language. More complex demands to a manual in general and to a foreign language textbook in particular consider it to be the product of conceptual system, the method of achieving educational goals, and the control lever of managing the learning process. Meanwhile, as the monitoring of the modern instructional materials demonstrates there is an obvious deficit of foreign language textbooks and manuals that could completely satisfy the demands declared and – which is even more important – could stimulate the development of the meaningful attitude to the study of a foreign language. This gives us reason to consider the topic chosen for the paper to be an issue of concern and urgency. Without criticizing or questioning the authoritative opinions over the quality of the current foreign language textbooks the author makes an attempt to define the essence of a textbook, to revise the demands to it and to describe the potential challenges of its writing.

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