NON-CONTINUOUS TEXT IN FOREIGN LANGUAGE TEACHING IN TERTIARY EDUCATION

2021 ◽  
Author(s):  
Екатерина Евгеньевна Петрова ◽  
Анжелика Алексеевна Никитина
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cognitive Characteristics ◽  
Continuous Text ◽  
Effective Development ◽  
Teaching In Higher Education ◽  
Linear Text

В данной статье исследуются возможности более эффективного развития навыков чтения при обучении иностранному языку в высшей школе посредством привлечения несплошных текстов. Авторы разработали ряд заданий, преобразовав традиционный линейный текст в несплошной и провели опрос студентов, который показал, что данный вид работы лучше отвечает интересам и когнитивным особенностям современных студентов. This article examines the possibilities for more effective development of reading skills in foreign language teaching in higher education by using non-continuous texts. The authors developed a series of tasks, transforming a traditional linear text into a non-continuous one and conducted a survey of students, which showed that this type of work better meets the cognitive characteristics and interests of modern students.

scholarly journals An Extensive Reading Approach to Language Teaching

2008 ◽  
Vol 4 (1-2 (5)) ◽  
pp. 70-75
Author(s):  
Lili Karapetyan
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Extensive Reading ◽  
New Meanings ◽  
Leading Position ◽  
Teaching Programs

Reading, together with its various expressions, holds a leading position in foreign language teaching programs due to its huge educational significance. The article studies the role of extensive reading in language teaching, the ways of its application as well as its contribution to language teaching as a whole. Research suggests that extensive reading not only contributes to the improvement of reading skills of students, but also enriches their vocabulary and helps them perceive the new meanings of the already familiar words more easily.

scholarly journals Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives

2019 ◽  
Vol 10 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Ewelina Mierzwa
Keyword(s):  
Gender Difference ◽  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning Enjoyment

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

scholarly journals Using Films in Vocabulary Teaching of Turkish as a Foreign Language

2017 ◽  
Vol 5 (5) ◽  
pp. 27
Author(s):  
Adem İşcan
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Learners ◽  
Foreign Students ◽  
Reading Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Language Learners

The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching and there are many studies in this subject, very few studies have been done in our country and this is not enough. In this study, the development of Turkish vocabulary of foreign students through films has been discussed. Examples of activities aimed at the development of reading skills through films that teachers can use in foreign language are presented.

scholarly journals Reading skills in a foreign language as a stage of professional competence formation

KANT ◽  
2021 ◽  
Vol 38 (1) ◽  
pp. 226-230
Author(s):  
Dmitry Vladimirovich Zhabin ◽  
Valentina Jurievna Ivanova
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
New Methods ◽  
Language Text

The paper deals with the need for new methods in foreign language teaching to students of non-linguistic universities. The article presents a strategy to optimize the foreign language lesson. As an example an algorithm with authentic technical text in German is considered. It makes possible to change the work with foreign language text. It is proposed to substitute the standard tasks to the practice-oriented, which purpose is to teach students to understand the text.

scholarly journals Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

2015 ◽  
Vol 13 (3) ◽  
pp. 292-314 ◽  
Author(s):  
Jose A. Mompean
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Potential ◽  
Foreign Language Learners ◽  
Raising Awareness ◽  
Language Teaching And Learning

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.

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