ОЦЕНКА НУЖД КАК СРЕДСТВО ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ

2019 ◽  
pp. 12-14
Author(s):  
Эгембердиева Урниза
Keyword(s):  
Needs Assessment ◽  
Learning Process ◽  
Digital Technologies ◽  
Online Training ◽  
Needs Analysis ◽  
Foreign Languages ◽  
Competitive Edge ◽  
Language Needs ◽  
The Given ◽  
Learning English

Аннотация: Данная статья посвящена вопросу оценки языковых нужд, а именно необходимости изучения иностранных языков (в данном случае английского языка). В этой статье объясняется, что, зная мотивы, побуждающие человека изучать английский язык, преподаватель сможет сделать учебный процесс более эффективным и целенаправленным. Целью данной статьи является показать оценку нужд студента, как инструмент, влияющий как на содержание курса обучения, так и на методику преподавания. Приводятся примеры проведения оценки языковых нужд (формальные и неформальные), с применением цифровых носителей (платформа Google Classroom) и без (наблюдение). Ключевые слова: языковые нужды, оценка нужд, анализ нужд, цели изучения иностранных языков, наблюдение, языковые пробелы, обучение онлайн, конкурентный предел, рыночная конкуренция, методы оценки нужд. Аннотация: Бул макалада тил керектөөлөргө баа берүү, атап айтканда, зарыл, чет тилдерди үйрөнүү үчүн (бул учурда англис тилин) арналган. Бул макалада англис тилин үйрөнүүгө, адам-ниеттерин билип, мугалим окутуу иши кыйла натыйжалуу жана багытталган чыгарууга жардам берет деп түшүндүрлөт. Ушул берененин максаты окуу мазмуну да таасир куралы катары студент муктаж- дыктарга баа берүү жана окутуу ыкмаларын көрсөтүлгөн. Муктаждыктарды баалоо тилинин мисалдар (расмий жана расмий эмес) санариптик медиа менен (Google Classroom) же ансыз (байкоо жүргүзүү). Түйүндүү сөздөр: тил муктаждыктары, баалоо, талдоо, чет тилдерди окуу максаттары, көзөмөлдөө, тилдик кемчиликтер, онлайн окутуу, атаандаштык чеги, рыноктук атаандаштык, муктаждыктарын баалоо ыкмалары. Abstract: The given article is devoted to the issue of needs assessment, particularly to the needs of learning foreign languages (in this article – learning English) This article explains that knowing students’ language needs motivating them to study languages a teacher can design the learning process more effective and purposeful. the purpose of this article is to show needs assessment as a tool enhancing both the content of the learning course and methods of teaching as well. The article contains examples of conducting needs assessment (formal and informal), with digital technologies (Google Classroom platform) or without them (observation). Keywords: language needs, needs assessment, needs analysis, purposes of learn- ing languages, observation, language gaps, online training, competitive edge, marketable skills, methods of needs assessment.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals German language needs in Danish companies

2017 ◽  
Vol 16 (31) ◽  
pp. 13
Author(s):  
Sonja Vandermeeren
Keyword(s):  
Needs Analysis ◽  
Foreign Languages ◽  
German Language ◽  
Business Context ◽  
Business Partners ◽  
Language Knowledge ◽  
Educational Implications ◽  
Language Needs ◽  
Definition Of ◽  
Illustrative Material

The first section of my paper provides a definition of the need for foreign languages in the business context and catalogues types and indicators of this need. In the second section the methods that can be employed in needs analysis studies are presented. Section three provides illustrative material from a questionnaire-based pilot survey. Taking the case of German companies, I investigate their expectations with regard to linguistic and cultural adaptation by their Danish business partners. Contrary to expectation, knowledge of German culture is regarded as more useful than German language knowledge. The educational implications of the findings of needs analysis studies are then dealt with in the fourth section.

scholarly journals Teaching and Learning English as a Foreign Language

2018 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Thara Mahmoud Ali Al-oglah
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Model ◽  
Foreign Languages ◽  
Public Pedagogy ◽  
Specific Language ◽  
The Way ◽  
Learning English

The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.

scholarly journals The analysis of university teachers’ readiness to implement digital technologies in the educational process (based on a survey of the teaching staff of Foreign Languages Department)

2021 ◽  
Vol 10 (2) ◽  
pp. 294-298
Author(s):  
Irina Vasilievna Odaryuk ◽  
Iuliia Yuryevna Kotliarenko
Keyword(s):  
Learning Process ◽  
Scientific Information ◽  
Digital Technologies ◽  
Learning Technologies ◽  
Educational Process ◽  
Foreign Languages ◽  
Teaching Staff ◽  
Mind Maps ◽  
High Level ◽  
The Mind

The purpose of this research is to study the teaching staff opinion on the use of digital technologies in the process of teaching foreign languages at a technical university. In the context of education transformation the question of finding and applying new interactive learning technologies becomes especially relevant. The teachers of Foreign Languages Department at Rostov State University pay great attention to this problem. The use of modern mobile applications in foreign language classes for teaching various types of speech activity shows positive results. In particular, the Mind Maps technology has been tested by us in class while teaching lexical topics corresponding to the steering documents of specialties. Its use in the educational process facilitates the perception and memorization of lexical material by students, promotes the development of speech skills, and makes the learning process exciting. It was found that in the course of working on the creation of Mind Maps, students with a high level of digital skills are more successful in overcoming the language barrier, striving to expand the scope and diversify the structure of Mind Maps. The results of a survey of teachers on the effectiveness of using this method in teaching foreign languages as well as the readiness to use digital techniques while working with students are presented. The positive and negative aspects of introducing digital methods into the educational process, the interest of senior teachers to use modern technologies and their active integration into the learning process are revealed. The results can be applied by university professors and school teachers in the process of teaching foreign languages and other courses. The research methods were the method of static description of the material, polling, analysis, comparison and generalization of scientific information.

scholarly journals Positive aspects and difficulties of teaching foreign languages in the blended learning course during COVID-19 pandemic

2021 ◽  
Vol 7 (3A) ◽  
pp. 538-547
Author(s):  
Olena Ihnatova ◽  
Nataliia Lazarenko ◽  
Olesia Zhovnych ◽  
Kateryna Melnyk ◽  
Yana Hapchuk
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Education System ◽  
Digital Technologies ◽  
Traditional Education ◽  
Educational Process ◽  
Autonomous Learning ◽  
Foreign Languages ◽  
State Pedagogical ◽  
E Learning

The aim of the research is to assess the learning process during a pandemic, provide feedback on this issue and promote a deeper understanding of the importance of the results of a Blended Learning Course project. This result clearly shows that effectiveness and satisfaction play an important role in involving students in this format of learning. It is obvious that the possibilities of self/ autonomous learning in BLC are significantly expanded. In general, it can be seen that the use of innovative and traditional forms of education makes it possible to obtain a much better result in the training of specialists. The experience of Vinnytsia State Pedagogical University in the implementation of blended learning shows that the integration of the traditional education system with e-learning is the most effective. The strategic plan for the development of the Pedagogical University for 2022 provides for the solution of a number of tasks that are directly related to the intensification of the use of digital technologies in the educational process.

scholarly journals NEEDS ANALYSIS FOR ENGLISH GRAMMAR LEARNING MODEL FROM STUDENTS� PERSPECTIVES

2018 ◽  
Vol 6 (2) ◽  
pp. 85
Author(s):  
Wisma Yunita ◽  
Emzir Emzir ◽  
Ilza Mayuni
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Needs Analysis ◽  
Learning Approaches ◽  
Analysis Model ◽  
English Grammar ◽  
Grammar Learning ◽  
The University ◽  
Learning English

Need analysis is required to take place before developing a model for learning so that results meet the needs of the students who will use the model. This descriptive study aims at finding out the needs in learning English grammar from students� perspectives at the EESP of the University of Bengkulu. The data was taken through a questionnaire with 65 questions given to 44 students who took Structure I Course in the 2016-2017 academic year and analyzed quantitatively. The results of this study reveal that the students need a clear goals of learning English grammar, learning approaches that uses the story-based, the deductive, and the inductive approach, a friendly and meaningful learning atmosphere, a learning model that incorporates the uses of stories and current technology for the teaching and learning process and has a complete support system especially the learning materials, and has an attitude, a final assignment and an individual learning process result assessments.Keywords: Needs analysis, model, grammar learning

CURRENT STATUS AND PROBLEMS OF ORGANIZATION OF TRAINING ONLINE

2020 ◽  
Vol 20 (2) ◽  
pp. 9-15
Author(s):  
Damira Zulpukarova ◽  
◽  
Salidin Kaldybaev ◽  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Training ◽  
Current Status ◽  
Internet Services ◽  
Training Materials ◽  
The Status ◽  
Level Of Knowledge ◽  
Process Feedback ◽  
The Given

The article will focus on the status and problems of online learning in a pandemic. Provides information on the means of communication used during online training: Internet services, educational platforms. We will also discuss the learning process, feedback from students, their performance and the implementation of the given training materials during this period. We will focus on how the student learned the material, what problems arose during the training, in order to determine the level of knowledge, skills and competencies of the student.

scholarly journals The potential of using digital technologies in teaching a foreign language to students of a technical university

2021 ◽  
Author(s):  
Ж.А. Яруллина
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Traditional Teaching ◽  
Theoretical Substantiation ◽  
Technical Students ◽  
The Subject ◽  
Technical University

Актуальность статьи заключается в теоретическом обосновании необходимости внедрения цифровых технологий в процесс обучения. В данной статье отображены основные аспекты обучения и проблемы, с которыми сталкиваются преподаватели иностранных языков технического вуза, а также особенности обучения с применением цифровых технологий и современных методов обучения. Целью исследования данной темы является ознакомление с теоретическими и практическими аспектами обучения иностранному языку с применением цифровых технологий студентов технического вуза. Научная новизна заключается в попытке определить современные методы обучения, анализируя научные статьи и педагогические справочники, и сформировать действенную методику обучения иностранным языкам студентов технического вуза, устраняя прежние ошибки и недейственные техники. В результате данной работы были выявлены основные недостатки традиционного обучения иностранному языку и преимущества использования цифровых технологий в процессе обучения иностранному языку студентов технического вуза. The relevance of the article lies in the theoretical substantiation of the need to introduce digital technologies into the learning process. This article displays the main aspects of teaching and the problems faced by the foreign languages teachers of a technical university, as well as the features of teaching using digital technologies and modern teaching methods. The purpose of the study of the subject is to introduce the theoretical and practical aspects of teaching a foreign language to technical students using digital technologies. Scientific novelty lies in the attempt to define modern teaching methods, analyzing scientific articles and teaching reference books, and to create an effective method of teaching a foreign language to technical students, eliminating previous mistakes and ineffective techniques. As a result of this work, the main disadvantages of traditional teaching of a foreign language and the advantages of using digital technologies in the process of teaching a foreign language to technical students were identified.

scholarly journals Enneagramma, motivazione e stile cognitivo

EL LE ◽  
2020 ◽  
Author(s):  
Flora Sisti
Keyword(s):  
Academic Success ◽  
Action Research ◽  
Personality Traits ◽  
Learning Process ◽  
Research Study ◽  
Needs Analysis ◽  
Foreign Languages ◽  
Student Needs ◽  
Psychological Types

Within the context of student needs analysis, instructors can use the Enneagram of psychological types to shape the personal profiles of learners and apply the appropriate teaching strategies to include them in the learning process. This paper presents a case study involving 246 Italian students who were asked to take the SEDIG test, to fill in the Ehrman & Leaver questionnaire, and release a sample of their handwriting in which they described their reasons for studying foreign languages. The goal of this action research study was to improve students’ self-perception and their capacity to develop an effective dialogue with instructors and fellow students. The objective of the research is to verify whether there is a connection among the three factors considered, i.e., students’ personality traits, the reasons behind the choice of foreign languages as a course of study and academic success in terms of exam marks.

scholarly journals Giving effective instructions in EFL classrooms

2019 ◽  
Vol 7 (1) ◽  
pp. 74-92
Author(s):  
Abderrazak EL KEMMA
Keyword(s):  
Learning Process ◽  
Foreign Languages ◽  
Low Achievement ◽  
Teaching Process ◽  
The Poor ◽  
Research Questions ◽  
Efl Classrooms ◽  
Positive Effect ◽  
The Way ◽  
Learning English

The aim of this study is to investigate the positive effect of giving effective instructions on students’ achievement. A great number of teachers, nowadays, are dissatisfied with their students’ low achievement in learning English in Morocco. They claim that students are not interested at all in the learning process. However, research in teaching foreign languages reveals that there is a kind of stumbling block in the way of grasping the teacher’s instructions. Regardless of how much effort teachers make, students do not understand their ambiguous instructions and thereby failing to do the activity at hand. This article attempts to explore three research questions: (1) Does the poor level of students at learning English have any relationship with the way teachers of English give instructions? (2) What is the teachers of English perception of the effect of instructions on teaching? And (3) are teachers of English familiar with what research has revealed in giving effective instructions? The results show that students achieve less not because things are too difficult to understand, but because the way teachers deliver their instructions is ineffective. Teachers really need update in how to effectively give instructions; otherwise, the teaching process will be doomed to failure.  

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