scholarly journals Análisis De La Competencia Comunicativa Y Su Vínculo Con La Formación Para Los Negocios Desde La Enseñanza-Aprendizaje Del Inglés Con Fines Específicos

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Maritza Sandra Pibaque Ponce ◽  
Ned Quevedo Arnaiz ◽  
Silvia Colunga Santos
Keyword(s):  
Cultural Competence ◽  
International Business ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Teaching Strategy ◽  
Oral Communication ◽  
Development Education ◽  
English Teaching ◽  
Professional Business ◽  
Teaching Learning

La educación para el desarrollo hace posible que toda persona adquiera los valores, capacidades, habilidades y conocimiento necesarios para contribuir a la construcción de una sociedad, a partir del análisis efectuado se asume como problema: insuficiencias en la comunicación oral en idioma inglés, de los estudiantes de carreras universitarias relacionadas con los negocios internacionales, con el objetivo elaborar una estrategia didáctica para favorecer la formación y desarrollo de la competencia linguo -cultural, desde la enseñanza-aprendizaje del Inglés con fines específicos, Su objeto, el proceso de enseñanza aprendizaje   del Inglés con fines específicos en las carreras universitarias  relacionadas  con  los  negocios  internacionales,  y  el  campo,  la  formación  y desarrollo de la competencia linguo-cultural. Es labor primordial de los educadores brindar y fortalecer  las  herramientas  necesarias  para  que  el  estudiante  sea  capaz  de  desarrollar  una adecuada comunicación en las diversas situaciones y escenarios de la vida, esencialmente en su labor como profesional en negocios, para poder establecer una adecuada comunicación. Palabras claves: enseñanza de lenguas, competencia comunicativa, desempeño comunicativo, comunicación, profesional en negocios, formación, negocios internacionales, inglés con fines específicos. Analysis of communicative competence and its link with the business training from the teaching and learning of English for Specific Purposes   Abstract  The  development  education  enables  a  person  to  acquire  the  values  ,  skills,  abilities  and knowledge to contribute to building a society from the preceding analysis it is assumed as a problem: inadequacies in  oral  communication in  English, the university students of  careers related to international business, with the aim to develop a teaching strategy to promote the formation  and  development  of  the  lingual  -cultural  competence,  from  the  english  teaching learning for specific purposes , Its object, the english   teaching learning for specific purposes in university careers related to international business and country, the formation and development of the lingual - cultural competence. Primary task is to provide educators and strengthen necessary for the student to be able to develop adequate communication in various situations and stages of life, essentially in its work as a professional business, to establish proper communication tools.  Keywords: language teaching, communicative competence, communicative, performance, communication, business professional, formation, English with specific purposes.

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

scholarly journals Reflexiones sobre la enseñanza - aprendizaje de lenguas extranjeras en la carrera de Ingeniería Civil

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Jaime Walter Cañarte Ávila ◽  
Ned Quevedo Arnaiz ◽  
Nemis García Arias
Keyword(s):  
Teaching And Learning ◽  
Professional Training ◽  
Civil Engineering ◽  
Communicative Competence ◽  
Methodological Approach ◽  
Research Work ◽  
Interdisciplinary Approach ◽  
Oral Communication ◽  
Face To Face ◽  
The Face

Este trabajo investigativo tiene como objetivo reflexionar el tratamiento que se le da a la formación y desarrollo de la competencia comunicativa oral en las condiciones actuales en que se emplean modalidades que combinan lo tutorial y lo presencial en la enseñanza aprendizaje del inglés para la carrera de Ingeniería Civil en el Ecuador, mediante métodos de análisis y síntesis y el análisis de documentos se reflexiona desde posiciones flexibles las posibilidades  de  desarrollo  que  esa  combinación  entre  las  realidades  presenciales  y  las virtuales ofrecen para el aprendizaje del inglés como lengua extranjera en la formación del profesional..  De  ahí  que  el  problema  es  el  restringido  tratamiento  metodológico  en  la enseñanza   aprendizaje   del   inglés   que   obstaculiza   el   desarrollo   de   la   competencia comunicativa oral para la Ingeniería Civil. Su campo de Acción el   Tratamiento a la competencia comunicativa oral del inglés en la modalidad combinada, tutorial y presencial. Se argumenta la importancia  del protagonismo del estudiante como indicador de calidad del aprendizaje, que incluye a su vez atención a la diversidad educativa.  Criterios que parten de los postulados del enfoque histórico cultural de L. S. Vygotsky, que sirven de guía para realizar propuestas que combinen lo presencial y lo tutorial en la enseñanza y el aprendizaje. Se precisa garantizar la formación y desarrollo de  actitudes y valores, y la apropiación de conocimientos y habilidades, comunes y específicos del estudiante, desde el Inglés, como expresión de un enfoque interdisciplinario.  Palabras claves: proceso de enseñanza aprendizaje, formación del profesional, competencia comunicativa en inglés, modalidad presencial y tutorial Reflections on the teaching - learning of foreign languages in Civil Engineering    Abstract This research work aims at reflecting the treatment given to the formation and development of oral communicative competence under current conditions in which tutorial guidance and face- to-face guidance combine in the learning of English for the Civil Engineering Major. By the using methods of analysis and synthesis and analysis of documents from flexible positions, it is  reflected  the  development  possibilities  that  combination  between  the  face-to-face  and virtual realities offer for English learning as a foreign language in the professional. Hence that the problem of the research is restricted methodological approach in the learning of English that hinders the development of oral communication skills for Civil Engineering. Its field of action is the treatment of oral communicative competence in English combined, face- to- face and tutorial guidances, in Civil Engineering. The importance of student leadership as a quality indicator of learning, which in turn includes attention to educational diversity is argued. Criteria are based on the principles of cultural historical approach to L S Vygotsky, that guide to make proposals that combine the face-to- face   and tutorial guidances, in teaching and learning.It is necessary to ensure the training and development of attitudes and values, and the appropriation of knowledge and skills, common and specific of the student from the English, as an expression of an interdisciplinary approach.  Keywords: teaching and learning process, professional training, communicative competence in English, face-to- face , tutorial guidances

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.

Advantages and Problems of Multimedia-Based College English Teaching Mode

2011 ◽  
Vol 271-273 ◽  
pp. 1644-1646 ◽  
Author(s):  
Ju Hong Zhan ◽  
Chun Xia Li ◽  
Wen Xin Nie
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
College English ◽  
English Teaching ◽  
Multimedia Teaching ◽  
Teachers And Students ◽  
Individualized Teaching ◽  
Teaching Learning ◽  
Technical Failures

Multimedia-based teaching and learning is an interesting, interactive, innovative and individualized teaching-learning mode. But according to our survey, there are often some problems in multimedia teaching and learning in practice, such as: lack of emotional exchange between students and teachers, insufficiency of student’s independent learning ability, students’ dilemma in what to choose to learn from diverse online contents, unexpected technical failures, etc. All these factors affect the effectiveness of multimedia teaching. Teachers and students who involve in the multimedia-based English teaching-learning should pay full attention to the problems above, so as to take full advantage of the multimedia technology to improve the effectiveness of the multimedia teaching and learning.

scholarly journals Children’s Acquisition of Communicative Competence and Discussion on Awakening and Developing Students’ Communicative Competence in University English Teaching

2015 ◽  
Vol 49 ◽  
pp. 176-184
Author(s):  
Mohsen Fatehi ◽  
Maryam Entezari
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Teaching ◽  
The World ◽  
Improved Methods ◽  
Language Teaching And Learning

What plays an important role in language teaching and learning is Communicative competence. This paper tries to explore the children’s acquisition of communicative competence and yet with the spread and development of English around the world and its increased use in Iran, research about improved methods to develop university students’ English level has become of great importance.This paper also dissects the inevitability and viability of developing students’ communicative competence in University English Teaching (UET) and also debates the advantages and challenges of Communicative Language Teaching (CLT) for UET. A questionnaire is used to determine students’ understanding of the term communicative competence.

scholarly journals A сoursebook on linguocultural studies for foreigners studying the Russian language: concept and content

2020 ◽  
Vol 18 (3) ◽  
pp. 315-327
Author(s):  
Olga A. Senatorova
Keyword(s):  
Teaching And Learning ◽  
Communicative Competence ◽  
Russian Language ◽  
Russian Culture ◽  
Language And Culture ◽  
Active Approach ◽  
Applied Art ◽  
Language Environment ◽  
Teaching Learning ◽  
The Russian Language

The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural studies, aimed at extending knowledge of Russian culture and developing communicative competence of foreigners studying the Russian language. This is an important condition for linguocultural adaptation. The research was carried out on the basis of traditional folk culture realities, which most vividly reflect the peculiarities of national mentality and provide opportunities for both theoretical and practical cultural activities in teaching/learning RFL: decorative and applied art and folk crafts, traditional folk dolls, and cuisine. The methods of the research are analysis, generalization and forecasting. The research resulted in developing the concept of a coursebook on linguocultural studies and determining its content. The author makes conclusion about effectiveness of the communicative-activity approach in teaching and learning aimed at extending foreigners knowledge about Russian culture and Russian national mentality, forming their communicative competence and providing successful linguistic and cultural adaptation. The conclusion is based on the materials of a coursebook on linguistic and cultural studies for foreigners learning Russian.

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

scholarly journals THE The Realization of Lecturers’ Code-Switching in English Teaching and Learning Process At Dian Nuswantoro Univesity

2021 ◽  
Vol 11 (1) ◽  
pp. 1-16
Author(s):  
Dyah Ayu Enggaring Tyas ◽  
Dwi Rukmini ◽  
Abdurrachman Faridi
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Code Switching ◽  
English Department ◽  
English Teaching ◽  
Major Class ◽  
English Major ◽  
Teaching Learning ◽  
Express Group

This study was focused on the analysis of code-switching occurred in the English teaching and learning process at non-English major class. This study examined the code-switching forms and functions of code-switching in the classroom. This study focuses on the analysis of code-switching occurred in the English teaching and learning process at non-English department class. This study examines the forms and functions of code-switching in the classroom at the lecturing process of English major as conduced at non-English department of Dian Nuswantoro university. Findings of the study showed that (1) the teaching learning process of non-English department class at Dian Nuswantoro university students employed various kinds of code-switching both by lecturers and the students with the dominant used was inter-sentential code-switching/full sentence code-switching. (2) there were various functions of code-switching utilized by the lecturer and students in the lecturing process, such as put an interjection in the middle of speech, to give emphasis toward certain topic, to repeat the speech, to give more description about certain topic, to talk about particular topic, to soften and straighten the request or command, to exclude others from the discussion, to express group identity, and to quote somebody’s utterances. Further studies hopefully can explore deeply about code-switching where lecturers teach English department students and uncover the lecturer and students’ perception on the occurrence of code-switching as the comparison to this current study.

scholarly journals BEHAVIORISM, INNATISM, AND INTERACTIONISM IN ENGLISH TEACHING AND LEARNING

2019 ◽  
Vol 6 (1) ◽  
pp. 42-50
Author(s):  
Dwi Ratnasari
Keyword(s):  
Teaching And Learning ◽  
English Proficiency ◽  
First Grade ◽  
School Curriculum ◽  
English Teaching ◽  
Junior Secondary Schools ◽  
Proficiency Level ◽  
Junior Secondary ◽  
English Proficiency Index ◽  
Teaching Learning

Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning

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