scholarly journals Developing Intercultural Connections and Language Competence with Board Games

2021 ◽  
Vol 2020 (1) ◽  
pp. 276
Author(s):  
D.S. Bowyer
Keyword(s):  
Foreign Language ◽  
First Year ◽  
Learning Center ◽  
Domestic Students ◽  
Intercultural Relationships ◽  
Language Competence ◽  
Center Staff ◽  
Face To Face ◽  
Staff Members ◽  
Board Games

Students on foreign exchange (FE) programs often fail to make progress in either their creation of intercultural relationships with domestic students or their foreign language (LX) abilities, despite these being the two most common FE student goals (Kudo & Simkin, 2003; Willis Allen, 2010). This article discusses the results of a pilot board game club project created with a Japanese university’s new self-access learning center to provide FE and domestic students more frequent opportunities to interact with and learn from each other. Five people involved in the club, two FE students, one domestic student, and two learning center staff members, took part in a written or face-to-face interview at the end of the first year of the program. Results indicated that the participants believed the club was successful in its two main goals of increased interaction and LX development. However, a more robust future quantitative study is necessary. 外国文化交流(FE)プログラムの学生たちは、最も一般的な学習目標であるにもかかわらず、外国語（LX）の能力向上及び母語話者学生との異文化理解のための関係性構築のいずれをも達成できないことが多い（Kudo & Simkin, 2003; Willis Allen, 2010）。本論はFEの学生たちと母語話者たちで交流し、学び合う機会をより多く与えるために設置された、大学の自律学習センターで行われたボードゲーム・クラブでの予備調査結果について考察する。プログラムの初年度末に二人のFE学生、一人の母語話者学生、及び二人のスタッフがアンケートに回答し、インタビューを受けた。結果から、参加者たちは対象言語能力の向上と異文化理解促進というふたつの目標の達成に、クラブ活動が効果的であると考えていることが分かった。しかしながら、本論の信頼性を確認するために、より多くの量的研究を今後も行っていく必要がある。

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2013 ◽  
pp. 362-386
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2010 ◽  
pp. 194-211
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

scholarly journals CORPORATE PROGRAM OF TRAINING "ENGLISH IN THE SPHERE OF PROFESSIONAL ACTIVITY" IN MODERN EDUCATIONAL ENVIRONMENT: OBJECTIVES, CONTENTS AND RESULTS

2018 ◽  
Vol 6 (3) ◽  
pp. 5 ◽  
Author(s):  
A. N. Shamov ◽  
O. М. Kim
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
English Language ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Language Competence ◽  
Scientific Methods ◽  
Staff Members ◽  
General Scientific ◽  
Grammatical Structures

Introduction: the higher school educational establishments require new pedagogical staff having a good command of a foreign language.New staff members are to be able toconduct the lessons in their  subject not only in the native language, but also in foreign (English) language.Materials and methods: within the conducted research general scientific methods of knowledge and also special methods of a research were used.Results: psychological and linguo-didactic features of training of adults in a foreign language are defined; educational and methodical materials and manuals on training of adults in professionally focused English are studied, the objectives and tasks are formulated; content of training in the "English for Professional Activity" program is determined, specifications are made to the content  of levels of  language competence  in relation to the contingent of trainees, appraisal and diagnostic tools are developed.Discussion and Conclusions: following the results of the conducted research the training program in English is developed for corporate training. In the program intermediate and ultimate objectives and tasks of training are formulated; the minimum of special lexicon is selected and organized by textual and topic principle; grammatical structures for lecturing in language and for understanding of special professionally focused texts are selected; effective technologies for assimilation of language among adult students are recommended.

scholarly journals Key Competences Formation by Means of Learning Foreign Languages

2018 ◽  
Vol 27 (8-9) ◽  
pp. 89-95
Author(s):  
M. A. Shemanaeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
School Level ◽  
Foreign Languages ◽  
Federal State ◽  
First Year ◽  
First Year Students ◽  
Language Competence ◽  
Higher Education System ◽  
Key Competences

The shift of higher education system to the new federal state standards for education (FGOS3++) is connected with the changes in the curriculum and  terminological shift from so called general cultural competences to key competences. Key competences are the basis for professional competences and lay the foundation for further  personal and professional development of a specialist. Recent research in  teaching foreign languages in higher education institutions have been aimed at the development of professional competences. However the  empirical data show that first-year students of non-linguistic departments do  not have school level command of the foreign language. The article considers the potential of the foreign language to form not only communicative  competence in the foreign language but to form key competences,  mentioned in the new federal standard, regardless of the initial level of language competence.

scholarly journals Features of using methods and means of the augmented reality technology when teaching a foreign language

2021 ◽  
Vol 50 (2) ◽  
pp. 472-486
Author(s):  
Natalia A. Sergeeva ◽  
◽  
Anna N. Zakharova ◽  
Anna N. Zakharova ◽  
Svetlana I. Tyutyunnik ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Professional Education ◽  
First Year ◽  
State University ◽  
Chi Square ◽  
First Year Students ◽  
Language Competence ◽  
Augmented Reality Technology ◽  
Higher Professional Education

The problem and the aim of the study. The integration of digital technologies into modern curricula in a foreign language supports the solution of tasks of higher professional education in terms of training a demanded and competitive specialist. The purpose of the work is to study the features of using methods and means of the augmented reality technology in the process of forming students' professional foreign language competence. Research methods. To obtain theoretical generalizations the analysis of scientific works on problems and prospects of using the augmented reality (AR) technology in the process of teaching a foreign language and on formation of the professional foreign language competence was used. AR tools (Google Lens, augmented reality browsers, WallaMe service) were mastered as part of the course “Virtual and Augmented Reality Technologies” Stepik platform (https://stepik.org/course/62107/syllabus). The study involved 40 first-year students of Vyatka State University of the training program “Teacher education”. In the experiment, the Pearson χ2 (chi-square) criterion was applied. Results. In the experimental group, when studying scientific terms, vocabulary and grammar of the foreign language, for communication and cultural exchange, the methods and means of the AR technology were used. Assessment of formation of the professional foreign language competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,14 > 5,99). In conclusion factors that make it possible to effectively use the augmented reality technology in foreign language classes (time regulation; alternation of activities, traditional methods and means with innovative ones; inclusion of physical activity breaks and elements of neuro-gymnastics; instruction on safe networking) are summarized.

scholarly journals Traditional and digital techniques for working with lexical material in english lessons

2021 ◽  
pp. e021060
Author(s):  
Rozaliya M. Shakirzyanova ◽  
Gulnara F. Gali ◽  
Leona L. Grigorieva ◽  
Alsu S. Khakimzyanova ◽  
Roza R. Zakirova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
First Year ◽  
Main Task ◽  
Successful Development ◽  
Language Competence ◽  
Intermediate Students ◽  
English Classes ◽  
Digital Methods ◽  
Globalized World

The relevance of this study is due to the fact that the lexical skill is an integral part of all types of speech activity, the formation, improvement and development of which is the main task of teaching a foreign language, namely English. The authors focus on the need for good knowledge of vocabulary for the successful development of communicative competence of students in a globalized world. The purpose of this study is to examine the process of forming language competence when teaching a foreign language and to reveal what techniques are better suited for the pre-intermediate and intermediate students based on the research conducted among the students of the first year at Kazan Federal University. Based on the analysis of effective methods for introducing vocabulary in English classes, the authors identified 10 strategies for effective vocabulary learning and compared traditional and digital methods of its introduction and practice. The authors of this article pay special attention to the experience of activating learning new vocabulary in English classes. Examples of lexical exercises that are typical for each stage of working with the vocabulary are suggested. Conclusions based on the survey of 213 students are drawn.

Faith-Based Health Education Project

2003 ◽  
Vol 1 (2) ◽  
pp. 208-222 ◽  
Author(s):  
Georgia N. L. Johnston
Keyword(s):  
Faith Communities ◽  
Face To Face ◽  
Staff Members ◽  
Community Ownership ◽  
Faith Based ◽  
Program Success ◽  
Project Sustainability ◽  
Critical Components ◽  
Pastoral Support ◽  
Volunteer Commitment

Working with faith communities in health promotion is widely acclaimed and yet not readily practiced. This article describes a study conducted among four faith communities to determine the process required for sustainable faith-based programs. Face-to-face interviews were conducted among 12 community volunteers who participated to identify their perceptions of the project. Two staff members were also interviewed to identify the process from their perspectives. Project-related documents were also analyzed to provide details and triangulate the data from the interviews. The study followed the project for 2 ½ years. Several factors were identified as significant influences on participation and project sustainability. These included value, active pastoral support, program success, and volunteer commitment. The results of this study indicate that pastoral support and faith community ownership are critical components that should be included in faith-based community building efforts.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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