scholarly journals MOBILE APPLICATIONS AS A MEANS OF STUDYING ENGLISH LANGUAGE STUDENTS IN A NON-LANGUAGE UNIVERSITY

2019 ◽  
Author(s):  
И.М. Шабазов ◽  
Д.Д. Маигова
Keyword(s):  
Foreign Language ◽  
Mobile Applications ◽  
English Language ◽  
Online Services ◽  
British Council ◽  
Relevant Today ◽  
Interactive Tools ◽  
Convenient Form ◽  
Ted Talks ◽  
Selection Of

В статье раскрывается тема применения современных интерактивных средств и технологий в процессе обучения иностранному языку в неязыковом вузе. Изучение английского языка с использованием мобильных приложений актуально на сегодняшний день, так как смартфон является неотъемлемой частью жизни любого современного человека. В статье рассмотрена подборка наиболее популярных вебсайтов и онлайнсервисов для изучения иностранного языка, с помощью которых пользователи могут найти интересующие их материалы в нужной им удобной форме, некоторые из которых были проанализированы: Lingualeo. com Duolingo. com British Council Learn English Kids British Council Learn English Teens British Council Learn English. Также кроме сайтов была предложена подборка мобильных приложений для изучения иностранного языка, часть из которых аналогично сайтам была проанализирована: Easy Ten, Memrise, Upmind, ELSA TEDtalks Italki HelloTalk. The article describes the use of modern interactive tools and technologies in the process of teaching a foreign language in a nonlinguistic university. Learning English using mobile applications is relevant today, since a smartphone is an integral part of the life of any modern person. The article considers a selection of the most popular websites and online services for learning a foreign language, with the help of which users can find the materials they are interested in in the convenient form they need, some of which were analyzed: Lingualeo. com Duolingo. com British Council Learn English Kids British Council Learn English Teens British Council Learn English. Besides sites, a selection of mobile applications for learning a foreign language was offered, some of which were analyzed similarly to sites: EasyTen, Memrise, Upmind, ELSA TED talks Italki HelloTalk.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

THE ROLE OF TEXT AND METHODS OF WORK WITH IT IN TEACHING A FOREIGN LANGUAGE AT THE PRESENT TIME

2021 ◽  
pp. 41-49
Author(s):  
Tat’yana V. Baranova ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Scientific Article ◽  
Amount Of Information ◽  
Self Study ◽  
New Generation ◽  
Selection Of

The present article is dedicated to the necessity and importance of continuing teaching students to work with great amount of information in the form of texts, as well as to acquire methods and strategies of this work. Gradual but unfaltering rejection of the use of texts in teaching a foreign lan- guage can lead to lowering the level of its mastering. To understand the deep reasons for the existing situation in this sphere, it is necessary to look at the experts’ opinions of the new generation of young people. In spite of the quick changes in the world, education preserves its strict standards that establish the landmarks upon which the pedagogical and educa- tional processes are built. In the course of several last years the teachers of the department of foreign languages have participated in the preparation of English-language materials for the Olympiads, organized by the RSUH. The author analyzes strategies and tactics of work with big texts, selection of topics, used in these Olympiads, as well as the tasks, developed for operating such texts. These types of work with big amount of information lead us to the neces- sity of forming and developing in students such aspect of the communicative competence, as its text-forming component. Here we can speak about all the skills, technologies, tactics and strategies, that are used to facilitate the stu- dent’ work in the analysis of existing texts, creation of new texts, stimulation of class and home self-study in the spheres of creative scientific and artisticwork, for example, writing an artistic essay or a scientific article. And the basis for such work will be constituted by the text.

scholarly journals Sixteenth-Century Italian, French, Spanish and English Language Learning Material. A Bibliographical Study

Sederi ◽  
2013 ◽  
pp. 139-158
Author(s):  
Rocío G. Sumillera
Keyword(s):  
Sixteenth Century ◽  
Foreign Language ◽  
Language Learning ◽  
Western Europe ◽  
English Language ◽  
Foreign Language Learning ◽  
Early Modern Period ◽  
Learning Material ◽  
Secondary Sources ◽  
Selection Of

This bibliographical study offers a list of the first printed language manuals in Western Europe expressly designed to teach a particular foreign language to speakers of a particular tongue. Hence, the study lists references to sixteenth-century grammars, dictionaries and language handbooks with the possible linguistic combinations of Italian, French, Spanish and English, the first three being the most popular modern languages in sixteenth-century Western Europe and hence the most representative ones offering an insight into the foreign language learning map of the time. The bibliographical study is preceded by an introduction to the manner in which foreign tongues were taught and learned in the early modern period, and is completed by a selection of references to secondary sources that have been researched on each linguistic combination.

scholarly journals USE OF INTERNET RESOURCES IN ORGANIZING INDEPENDENT WORK OF BACHELOR STUDENTS IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol 8 (5(74)) ◽  
pp. 30-36
Author(s):  
E.A. Kovalyova ◽  
O.M. Loksha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Teaching English ◽  
Internet Resources ◽  
Use Of Internet ◽  
Independent Work ◽  
Selection Of ◽  
Learning English

The article considers the possibilities of using internet resources to organize independent work of undergraduate students, addresses the issues arising from internet-based student independent work in the process of English language learning. Recommendations for the selection of internet resources for educational purposes are provided as well as an overview of internet resources that describes their functions and possible ways of usage for teaching English; samples of tasks and assignments for independent work created with the help of internet resources are presented as well as the results of their testing. As a result of the accomplished testing of created tasks and assignments, the students were able to understand the effectiveness and expediency of usage of internet resources in learning English and additionally managed to overcome their difficulties. The results of the repeat study proved that there is potential for more successful usage of internet resources for the organization of student independent work in learning English.

scholarly journals PERSPECTIVES IN ENGLISH LANGUAGE LEARNING: FIRST LANGUAGE SITUATION, SECOND LANGUAGE SITUATION AND FOREIGN LANGUAGE SITUATION

Abjadia ◽  
2016 ◽  
Vol 1 (2) ◽  
pp. 110
Author(s):  
Santi Andriyani
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Language Teaching ◽  
First Language ◽  
English Language Learning ◽  
Selection Of

<p>There are so many questions come to mind in relation to language learning. One of which is the ways in teaching and learning the language especially in formal education. This issue has been discussed since 1980s until now. Linguists who get involved in education field have done research in this field. They found that the main concentration in language teaching is the selection of approach based on the system governed the learners. Some perspectives appear in the language learning. The methods, approach, and principles which come and arise in the language learning are discussed. These terms influence the learning of English as a first language, second language or foreign language. English as a first language will be taught differently. It also happens to the learning of English as second and foreign language. It is because of different purpose in learning the language. In this article, the writer discuss some perspectives in language learning in first language situation, second language situation and foreign language situation.</p><p>هناك كثير من الأسئلة تتبادر إلى الذهن فيما يتعلق بتعليم اللغة. واحدة منها هي الطرق في تعليم وتعلم اللغة وخاصة في التعليم الرسمي. وقد نوقشت هذه المسألة منذ 1980 (ثمانين) حتى الآن. وكان اللغويون يتورطون في مجال التعليم وإجراء الأبحاث في هذا المجال. ووجد الباحثون أن تركيز الرئيسي في تدريس اللغة هو اختيار النهج القائم على نظام محكوم المتعلمين. ويبدو أن بعض وجهات النظر في تعلم اللغة. وتناقش الطرق، والنهج والمبادئ التي تأتي وتنشأ في تعلم اللغة. هذه الشروط تؤثر على تعلم اللغة الإنجليزية كلغة أولى، لغة ثانية أو لغة أجنبية. اللغة الإنجليزية كلغة أولى وسيتم تدريسها بشكل مختلف. ويحدث أيضا في تعلم اللغة الإنجليزية كلغة ثانية والأجنبية. فذلك الاختلاف لأجل أغراض مختلفة في تعلم اللغة. وفي هذه المقالة، قامت الكاتبة بمناقشة بعض وجهات النظر في تعلم اللغة في وضع اللغة الأولى، واللغة الثانية واللغة الأجنبية</p><p>Ada banyak pertanyaan terkait dengan pembelajaran bahasa. Salah satunya adalah tentang bagaimana cara atau metode yang perlu diterapkan dalam proses belajar mengajar khususnya di lembaga pendidikan formal. Masalah ini telah dibahas sejak tahun 1980-an hingga sekarang. Para ahli bahasa di bidang pendidikan juga telah melakukan berbagai penelitian terkait masalah klasik ini. Mereka menemukan bahwa konsentrasi utama dalam pembelajaran bahasa adalah pemilihan pendekatan yang harusnya didasarkan pada sistem yang mengacu pada peserta didik. Oleh karenanya lalu muncul beberapa perspektif dalam pembelajaran bahasa. Ada metode, pendekatan dan prinsip-prinsip yang muncul dalam bahasan pembelajaran bahasa. Istilah-istilah ini mempengaruhi proses belajar bahasa Inggris sebagai bahasa pertama, bahasa kedua, atau bahasa asing. Bahasa Inggris sebagai bahasa pertama akan diajarkan berbeda. Hal itu juga terjadi pada pembelajaran yang menempatkan bahasa Inggris sebagai bahasa kedua dan bahasa asing. Perbedaan ini karena tujuan yang hendak dicapai juga beda. Tulisan ini membahas beberapa perspektif dalam pembelajaran bahasa dalam situasi bahasa pertama, situasi bahasa kedua, dan situasi bahasa asing.</p>

scholarly journals PRINCIPLES OF THE ORGANIZATION OF THE LEXICAL MATERIALWHEN USING INTERNET TERMS IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
pp. 132-140
Author(s):  
Елена Яковлевна Григорьева ◽  
Наталья Андреевна Холдеева
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
English Language ◽  
Spoken Language ◽  
Subject Area ◽  
Word Formation ◽  
Internet Technologies ◽  
Lexical Competence ◽  
Use Of Internet ◽  
Selection Of

Обосновано использование терминов интернета, связанных с ситуациями реальной коммуникации в процессе обучения иностранному языку в средней школе. Определены принципы организации лексического материала с использованием интернет-терминов при формировании лексической компетенции обучающихся иностранному (английскому) языку. Рассматривается возможность использования словарей тезаурусного типа, составленных на основе интернет-терминологии, для формирования лексических навыков учащихся. Предложены принципы отбора словообразовательного минимума и словообразовательных моделей, предлагается комплекс упражнений по обучению приемам узнавания и понимания сложных и производных слов в области интернета. Задачей обучения английскому языку с использованием отобранного лексического материала является усвоение учащимися связи семантических отношений лексических единиц в общеразговорном языке и их значений в специфической предметной области интернет-технологий. В статье приведены примеры лексических единиц - терминов интернет-лексики, которые обучающиеся используют в реальной коммуникации в разных контекстах. The article substantiates the use of Internet terms associated with situations of real communication in the process of teaching a foreign language in secondary school. The principles of organizing lexical material using Internet terms in the formation of the lexical competence of students in a foreign (English) language have been determined. The possibility of using dictionaries of the thesaurus type compiled on the basis of Internet terminology for the formation of lexical skills of students is considered. The article proposes the principles of selection of the word-formation minimum and word-formation models, a set of exercises for teaching the techniques of recognition and understanding of complex and derivative words in the field of the Internet. The task of teaching English using the selected lexical material is the assimilation by students of the connection between the semantic relations of lexical units in the general spoken language and their meanings in a specific subject area of Internet technologies. The article provides examples of lexical units - Internet vocabulary terms that students use in real communication in different contexts

MEDIA EDUCATIONAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE: TO THE QUESTION OF KNOWLEDGE INTEGRATION

2021 ◽  
Vol 54 (2) ◽  
pp. 66-75
Author(s):  
Anzhelika A. Dyakina ◽  
◽  
Alexandr N. Puzatykh ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Knowledge Integration ◽  
Modern Society ◽  
Target Language ◽  
English Classes ◽  
Media Space ◽  
The Media ◽  
Development Of Language ◽  
Ted Talks

In modern society as a result of the processes of globalization of both the media space and the educational environment, the need for learning the English language is actively promoted. The economy of the new information, communication and technological level makes special de-mands to the modern person. They must be a versatile personality who knows how to find neces-sary information, criticallyanalyze it, navigate well in the media space and know a foreign lan-guage. This article discusses the possibility of creating such a model for conducting English languageclasses which would contribute to the formation of media educational competencies in students of various fields of training that meet the requirements of the modern digital economy. The authors of the article suggest that this problem can be solved by using media education technologies during English classes. The authors analyze in detail the use of the original content of the TED Talks portal, which for 5 years (since 2016) has been usedat English language classes with students of non-linguistic specialties at Bunin Yelets State University. The authors are confident that this ap-proach allows students to more actively immerse themselves in the language environment, get better acquainted with cultural realities of the country of the target language and listen to mod-ern live English speech. The article describes the development of an integrative lesson for students of the depart-ment of journalism, where the media content of the TED Talks portal is used. It is concluded that modern education requires closer integration of a foreign language and media. This can be partly realized by the systematic use of the modern content of the TED Talks portal, which con-tributes not only to the development of language skills, but also teaches to critically analyze me-dia materials of various genres and create own communicative media product.

scholarly journals EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 4 (2) ◽  
pp. 52-66
Author(s):  
Natalia Anggrarini ◽  
Ida Yulianawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Activity ◽  
Digital Devices ◽  
Digital Era ◽  
Learning English

The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively. 

scholarly journals An Evaluation of Popular Vocabulary Learning Mobile Applications in China and Their Implications for Language Learning?

2022 ◽  
Vol 9 (1) ◽  
pp. p47
Author(s):  
Yue Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Vocabulary Learning ◽  
English Language Teaching ◽  
English Learning

Mobile-Assisted Language Learning (abbreviated to MALL) has proved to be both useful and efficacious for language learning. Mobile applications (apps) can help learners meet their needs for updating information and skills and learning without the constraints of time and place. In our current informational era, mobile learning has been more and more adopted in English teaching. Some mobile apps can also provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs. A lot of applications have been created and used for English as a Foreign Language (EFL) learning.Mastering vocabulary is an integral aspect of English learning, and an essential way to learn English vocabulary is via mobile learning apps. This study evaluates the four vocabulary learning apps which have become popularized in China: baicizhan, Youdao, Hujiang Happy Dictionary, and Momo word. Through a process of analysis and comparison, the affordances and limitations of these different English vocabulary apps in English learning will be examined. Then I would like to examine how mobile apps can be incorporated into English language teaching and learning and what kinds of tasks can be employed to improve EFL learning for learners.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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