scholarly journals Nominative – Communicative Research on Teaching Word-Formation

2019 ◽  
Vol 8 (4) ◽  
pp. 7638-7640
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
Research On Teaching ◽  
Leading Position ◽  
The Subject ◽  
Communicative Approach ◽  
Creative Subject ◽  
Development Of Students

This article studies the communicative approach which has been holding a leading position in the field of theory and methodology of foreign language teaching for several years. Why is the communicative approach so popular? The communicative approach of foreign language teaching focuses on the subject-to-subject scheme of communication, that is, the student acts as an active, creative subject of educational activities controlled by the teacher; it promotes the development of students’ creativity and their ability to creative search.

A Term of «Metodics» in the Context of Modern Llinguadidactics

10.12737/7163 ◽  
2014 ◽  
Vol 3 (6) ◽  
pp. 39-44
Author(s):  
Anatoliy Shchukin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Russian Language ◽  
Modern Approach ◽  
The Subject ◽  
Communicative Approach

The article focuses on the content of the term methodology of foreign language teaching and its use in the field of teaching Russian as a foreign language in the context of modern linguadidactics. The article also considers attributions of the term “method” from the position of modern approach to foreign language teaching (sistematic, speach of activites, competence). The article describes the object, the subject of linguadidactics, means of teaching in the context of communicative approach as well as the types of modern methodics (classical, communicative, education drama, intensive, integrative) that have extensive application in foreign and Russian language teaching.

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

Pedagogical conditions for professional foreign language teaching to students of “Agricultural Engineering” programme based on the model of content and language integrated learning

2020 ◽  
pp. 94-106
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching Methods ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Agricultural Engineering ◽  
Grouping Students ◽  
Further Development ◽  
Engineering Programme ◽  
Development Of Students

Currently, content and language integrated learning is becoming more widespread in the teaching of agrarian university students. For university pedagogy, this is a fairly new and innovative approach aimed at achieving two goals at the same time: 1) the further development of students’ foreign language communicative competence; 2) the further development of professional competencies by means of a foreign language. The dual purpose testifies to the fact that with this approach, a foreign language is both the teaching goal and a mean of professional development of students. However, the effectiveness of the teaching methods will depend on the consideration of a number of pedagogical conditions. In this work we identify and substantiate six pedagogical conditions, the consideration of which, when developing the appropriate teaching methods, will contribute to the effectiveness of the process of professional foreign language teaching in an agrarian university students of the “Agricultural Engineering” programme. These conditions include: a) the selection of subject content of teaching is carried out on the basis of the implementation of intersubject communications reliance principle; b) in the learning process, problem speech tasks are used, as well as tasks that reflect the specifics of the students’ future professional activities; c) the minimum level of foreign language proficiency by students is B1-B2; d) grouping students by level of knowledge of a foreign language; e) grouping students according to their study profiles within the framework of the programme; f) the competence of the teacher in the field of foreign language, profile specialty and methods of teaching them. The work describes in detail each of the selected conditions.

SELECTION FEATURES OF THE SUBJECT SIDE OF THE CONTENT OF ENGLISH TEACHING TO STUDENTS OF “JURISPRUDENCE” PROGRAMME

2018 ◽  
pp. 30-38
Author(s):  
Vladimir Vladimirovich ZAVYALOV
Keyword(s):  
Foreign Language ◽  
Criminal Law ◽  
Language Teaching ◽  
Civil Law ◽  
Foreign Language Teaching ◽  
Professional Communication ◽  
Professional Activity ◽  
English Teaching ◽  
The Future ◽  
The Subject

We examine the main trends in foreign language teaching for professional communication in high school students of the “Jurisprudence” programme, the impact of studying on the formation of general cultural and professional competences, as well as differentiation on various training profiles and their influence on the future professional activity. Allocation of training profiles for law students are conditioned both by the capabilities of a particular higher education institution and by the needs of the region for specialists with fundamental knowledge in certain areas of law. In most universities of the Russian Federation within the framework of the “Jurisprudence” programme, three training profiles are distinguished: state law, criminal law, and civil law. Within the framework of the model of integrated subject-language learning of a foreign language for professional communication, the subject content of training should be correlated with the future professional activity of students and the profile of training. The analysis of the main modern vocational education programs (OPOP) in the “Jurisprudence” programme of most universities in the country indicates that the subject content of foreign language teaching is invariant for all training profiles and does not reflect the specifics of the future professional activity of graduates. We describe the specifics of training for each profile in the framework of the “Jurisprudence” programme and highlight the subject content of English teaching to students of state law, civil law, and criminal law training profiles.

Invitations and Negative Questions: On Some Problems in the Communicative Approach to Foreign Language Teaching

1980 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Werner Hüllen
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Communicative Approach ◽  
Negative Questions

It is generally accepted that the aim of second or foreign language teaching is communicative competence; after a sequence of courses, students should be able to use the language (approximately and in certain fields of communication) as native speakers do. But how, for that matter,donative speakers use their language? An exhaustive answer to this question would certainly demand more than one paper. Attention will therefore be drawn to only two points that are important for the problem under discussion: correctness and communicative value.

scholarly journals COMMUNICATIVE APPROACH TO FOREIGN LANGUAGE TEACHING WITHIN THE FRAMES OF GLOBAL COMMUNITY INTEGRATION

10.23856/2711 ◽  
2018 ◽  
Vol 27 (2) ◽  
pp. 101-105
Author(s):  
Elena Andronova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Community Integration ◽  
Material Design ◽  
Foreign Language Teaching ◽  
Teaching Material ◽  
Global Community ◽  
Communicative Approach ◽  
The Way

The article represents the main advantages of communicative approach to foreign language teaching and its influence on development all-round person. Moreover, it reveals the way communicative approach can be implemented in all spheres of language teaching as ESP teaching, four skills teaching, material design, and etcetera.

scholarly journals Der Erwerb von Verbzweitsätzen mit Subjekt im Mittelfeld bei italophonen DaF-Studierenden. Erwerbsphasen, Lernschwierigkeiten und didaktische Implikationen

2010 ◽  
Vol 41 (1) ◽  
Author(s):  
Sabrina Ballestracci
Keyword(s):  
Foreign Language ◽  
Word Order ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Factors Influencing ◽  
Structural Differences ◽  
The Subject ◽  
The University ◽  
Further Development

This paper focuses on the acquisition of German sentences by Italian native speakers in Foreign Language Teaching, with the verb located in second position, and the subject found in the middle field. The study is based upon a corpus of texts written by Italian students during their first six semesters at the University of Pisa. The first part of the study describes the main grammatical structural differences between Italian and German declarative sentences, referring to position of verb, subject and clause constituents. In the second part, I summarize the research results of the main German-Italian linguistic contrastive studies on the acquisition of word order in German, by focusing on declarative sentences with the subject in the middle field. The final part of this paper focuses on the linguistic and contextual factors influencing the acquisition process for further development in this field of study, in order to offer suggestions for foreign language teaching of German.

Subject content of foreign language teaching in the professional sphere of students of “Agricultural Engineering” programme based on content and language integrated learning

2020 ◽  
pp. 65-74
Author(s):  
Tatiana V. Baydikova
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Language Teaching ◽  
Electrical Equipment ◽  
Foreign Language Teaching ◽  
Integrated Learning ◽  
Agricultural Engineering ◽  
Key Issues ◽  
The Subject ◽  
Agricultural Business

Content and language integrated learning of a foreign language and specialty is one of the new approaches to foreign language teaching in the professional sphere of non-linguistic programmes students. In the framework of this approach, a foreign language is the purpose of learning, as well as a means of studying a profile specialty. In this regard, the discipline “Foreign Language in Professional Sphere” allows students to continue to form general professional and professional competencies. One of the key issues in the implementation of content and language integrated learning is the development of the subject content of teaching. The implementation of the methodic principle of reliance on intersubject connections allows us to develop the corresponding subject content of the discipline, reflecting the specifics of the students’ future professional work. We conduct and develop: a) description of the methodic principle of reliance on intersubject connections; b) analysis of researhes on the development of the subject content of foreign language teaching in the professional sphere of non-linguistic programmes students; c) the subject content proposed by the author of the discipline “Foreign Language in Professional Sphere” for students of four profiles of the “Agricultural Engineering” programmes: “Technological Equipment for Storage and Processing of Agricultural Products”, “Technical Systems in Agricultural Business”, “Technical Service in the Agricultural Sector” and “Electrical Equipment and Electrical Technologies in the Agricultural Sector”.

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